Essay Three: Annotated Bibliography and Essay Prompt
For paper three, you will be developing your own paper prompt. You also have a choice as to which author to focus on: Hannah Rosin. This paper gives you the most freedom in exploring ideas. This can be great - it will make your paper more interesting and unique. However, it can also be difficult because you have to come up with the focus.
Assignment Objectives:
Create a paper prompt which ties to "Why Kids Sext?" By Hannah Rosin and upload it by Friday. Word Min: 1500
What's an annotated bibliography? Basically, it's a Works Cited page with notes. For each source, you will provide a brief (one to two paragraph) description. You will also make a note of whether the source is primary or secondary. See below for an example.
Criteria for Evaluation:
· Research: You must bring in three outside sources. At least one of these must be an additional secondary source (the other two may be primary sources). See the PowerPoint on research for more information on these types of sources.
· Audience: Consistent, academic tone. Appropriate amount of contextual information, anticipating audience questions. Addresses significant issues and makes them important to audience.
· Grammar and Format: Errors in grammar, spelling, and usage limited or non-existent. Correct MLA format, including proper quotation citation.
Student
Instructor
ENC 1102
Date
Sample Annotated Bibliography
Ahlberg, Jaime, Harry Brighouse. “An Argument Against Cloning.” Canadian Journal
of Philosophy 40.4 (2010): 539-566. Web. 28 October 2011.
This article is credible, because it is a peer reviewed journal article. The authors address all the plausible reasons for cloning and give arguments against those reasons. One of the major solutions to cloning that the authors present is adoption. They suggest infertile couples adopt, rather than cloning. If cloning is legalized, the children who would normally be adopted by infertile couples, will now be abandoned. The authors argue that while the pool of parents wanting to adopt will shrink after cloning, the pool of children needing to be adopted will stay the same, leading to catastrophic consequences for the world.
The authors of this article argue that parents who raise clones may have a hard time raising a child that is a complete clone of themselves. This journal article is a primary source.
Bottum, J. “Against Human Cloning.” Human Life Review 27.2 (2001): 121-124. Web.
28 October 2011.
This article discusses the Congressional bill to prohibit human cloning. The author explains that banning cloning would not mean overturning current legislation, like Roe v Wade. If allowed, human cloning would eventually open the door for selective cloning, which would be detrimental to society.
This analysis will aid me in discussing my views about cloning and the need for better laws regarding this issue. This is a secondary source. The views of the authors support my thesis. I will use thi ...
Here are a few key reasons why scientists come up with hypotheses:
1. To explain observations and phenomena. Scientists form hypotheses as tentative explanations for things they observe in the natural world that are not fully understood. This allows them to propose mechanisms or theories to account for what is seen.
2. To make predictions that can be tested. Well-formed hypotheses lead to predictions that can then be experimentally tested. This allows scientists to gather evidence to support or refute the proposed hypothesis. If evidence supports it, the hypothesis may be elevated to a theory.
3. To guide further research. Hypotheses help frame scientific questions and identify what additional data or experiments are needed. They focus research in a way that is most likely to
English 104Argument AnalysisThe AssignmentDue No l.docxSALU18
English 104
Argument Analysis
The Assignment:
Due: No later than October 10, 2016
Must be MLA format only!!
Select an online editorial article about a current issue. (i.e.: Presidential Candidates, Labor Union Influence on Government, The Affordable Health Care Act, Illegal Immigration, Entitlement programs, etc.) You may choose ANY issue; the list above is NOT exhaustive.
The article MUST be an op-ed (editorial) piece, as it must present an argument of some type. You may not use a straight news story.
Read the article and decide what perspective the writer is taking on a particular issue.
Submit a Minimum 3-page analysis of the writer’s argument. And works cited, make sure to follow the Don’t’s of writing and include Parenthetical refrencing.
Paper must include:
· A discussion of the author’s thesis
· Whether he/she employs faulty reasoning (see fallacy assignment below) in the discussion.
· What he/she could have done to present a more thorough argument (may include more consideration of the opposing viewpoint)
· A thorough discussion of the main points of the article and whether or not he/she has provided adequate support to prove his/her thesis.
· A conclusion that discusses the effectiveness of the chosen article in regards to the author’s intent.
Include a link to the article on the Works Cited page.
You may choose whomever you wish; he/she DOES NOT have to appear on the list below.
Some commentators to consider when looking for an article:
Larry Elder
Star Parker
Sean Hannity
Alan Colmes
Michelle Malkin
John Ziegler
Bill O’Reilly
Chris Matthews
Leslie Marshall
The following link provides a list of controversial commentators (some listed above) you may wish to choose from.
http://www.usnews.com/news/washington-whispers/slideshows/top-10-most-hated-news-commentators
Fallacies:
Look over the fallacy discussion and familiarize yourself with some common every day fallacies (i.e.: Post Hoc, False Analogy, Hasty Generalization, Slippery Slope, Straw Man, Begging the Question, Red Herring, Poisoning the Well, Ad Hominem).
Logical Fallacies Handlist:
Fallacies are statements that might sound reasonable or superficially true but are actually flawed or dishonest. When readers detect them, these logical fallacies backfire by making the audience think the writer is (a) unintelligent or (b) deceptive. It is important to avoid them in your own arguments, and it is also important to be able to spot them in others' arguments so a false line of reasoning won't fool you. Think of this as intellectual kung-fu: the art of self-defense in a debate. In general, one useful way to organize fallacies is by category. Below are fallacies of relevance, component fallacies, fallacies of ambiguity, and fallacies of omission.
FALLACIES OF RELEVANCE: These fallacies appeal to evidence or examples that are not relevant to the argument at hand.
Appeal to Force (Argumentum Ad Baculum or the "Might-Makes-Right" Fallacy): Th ...
Balanced Scorecard Essay. Balanced scorecard in restaurant Essay Example Top...Brandy Rose
The Balanced Scorecard - 524 Words | Free Essay Example on GraduateWay. ⇉The Balanced Scorecard Essay Essay Example | GraduateWay. (DOC) Balanced Scorecard essay 1000 words 1 | Ani Avanesyan - Academia.edu. Balanced Scorecard Essay - Federal Resume. Adoption of the Balanced Scorecard Essay Example | Topics and Well .... Helpful Balanced Scorecard Template for Strategy Execution | monday.com .... The Balanced Scorecard Essay Example | Topics and Well Written Essays .... The Balanced Scorecard Concept Essay Example | Topics and Well Written .... Applying balanced scorecard - 282 Words - NerdySeal. 31 Professional Balanced Scorecard Examples & Templates. Balanced Scorecard Essay – Telegraph. How To Make A Balanced Scorecard Template Pdf Template - Riset. Balanced Scorecard of Halifax, Inc Essay Example | Topics and Well .... the balanced scorecard essay. strategy simulation the balanced scorecard harvard. Balanced Scorecard Templates. Essays Balanced Scorecard Bachelor Thesis : — Balanced scorecard .... Balanced essay. Balanced Scorecard essay. 2022-11-05. Balanced Scorecard Approach in Organizations - 1932 Words | Report Example. Figure 1 from Application of the Balanced Scorecard in Higher Education .... balanced scorecard | Pathways International. Walmart Balanced Scorecard | Case Study Example. Balanced Scorecard Example Manufacturing Company. balanced scorecard exle intrafocus | Strategy map, Balance, Example. Online Essay Help | amazonia.fiocruz.br. The Cleveland Clinic's Balanced Scorecards - 5953 Words | Report Example. A Balanced Scorecard. Balanced Scorecard Assignment Report Example | Topics and Well Written ....
1
Running head: REVIEW PAPER
Alisebeth Nelson
Argosy University Twin Cities
Advanced General Psychology
PSY492
Review Paper – Draft of Literature Findings
M2A3
June 2016
Abstract
This paper discusses the similarities, differences, and content of 10 articles and other resources the report and discuss the findings of research that has been done on the Psychology of Evil. The idea of a person being completely “evil” is still a new idea in psychology and all of the main research on this has been done within the past 70 years, so as of right now there is now hard proof that someone can really truly be “evil.” Most of the research done has been done based on the idea of an authority figure being the main reason why someone may do an evil task, not one on single person doing an evil thing on their own recognizance. This paper focuses on experiments performed by Milgram and Zimbardo and their findings, but also includes discussions from other sources.
The Psychology of Evil
There have been many discussions based on the research done to prove that humans can be and are instinctively evil beings. However, most of the research that has been presented to us has been performed with some type of authority that wills the participants to perform the “evil” acts. Becker states in his article “little effort has been made in psychology and psychiatry to study pathologies that afflict, not the aberrant neurotic or psychotic individual or social group, but the greater population of the psychologically normal” (2008). I would have to say that based on my schooling and the personal research that I have done that I would agree with this statement. All too often, any research performed to test the psychology behind good and evil only includes what we would call a “normal” individual; someone who has no type of psychotic diagnosis. Now if these experiments were tested on individual who was diagnosed with Antisocial or Borderline Personality Disorder, would the outcomes have been different? Becker states in this article that he believes that to be so. In this article he mainly focuses on Nazi leaders during the holocaust.
Chirico writes an article that is 22 chapters long that is divided in 5 sections to study this concept: “Basic issues and Controversies,” “Motivation and Cognitive Processes,” “Developmental, Personality and Clinical Aspects,” “Good and Evil,” and “Synthesis” (2011). Chirico starts his analysis with the main question that so many of us ask; “Why is there evil?” Chirico studies focus mainly on whether or not evil is a normal human condition or simply a side effect of mental illness. He also looks into the schemas of cognitions and morality.
Kadar’s article discusses a very interesting theory that the central goal of ecological psychology is for humans to create coping mechanisms to deal with everyday tasks, and sometime that these coping mechanisms can include evil behaviors. He states that sometimes an evil act ...
Cause And Effect Of Air Pollution Essay.pdfApril Lynn
(DOC) Pollution - Cause and Effect Essay | Nine Co - Academia.edu. What Are Main Causes Of Air Pollution. 002 Cause And Effect Essay On Pollution Air Causes Effects Solutions .... Narrative Essay: Causes of pollution essay. Effect of Air Pollution on Plants and Animals | Prana Air. Air pollution essay writing diagram - homeworktidy.x.fc2.com. Causes of Air Pollution Essay - Pippa Lawrence. School Essay: Air pollution essay. ️ Essay about air pollution cause and effect. Pollution causes and .... Cause and effect of air pollution essay – The Friary School. Essays about air pollution causes effects - writefiction581.web.fc2.com. Pollution Essay | Pollution | Air Pollution. School Essay: Causes of air pollution essay. Write An Essay On Air Pollution - Essay on Air Pollution: Causes .... Air Pollution Essay | Air Pollution | Atmosphere Of Earth.
The document provides guidance on writing an introduction, specifically focusing on three key elements: the creative hook, thesis, and roadmap. It emphasizes that the introduction should capture the reader's interest in the opening lines with a general "creative hook" and then introduce the specific thesis and main points that will be discussed in the paper. Developing a clear statement of purpose before writing can help ensure the introduction establishes the key elements in a coherent manner.
Here are a few key reasons why scientists come up with hypotheses:
1. To explain observations and phenomena. Scientists form hypotheses as tentative explanations for things they observe in the natural world that are not fully understood. This allows them to propose mechanisms or theories to account for what is seen.
2. To make predictions that can be tested. Well-formed hypotheses lead to predictions that can then be experimentally tested. This allows scientists to gather evidence to support or refute the proposed hypothesis. If evidence supports it, the hypothesis may be elevated to a theory.
3. To guide further research. Hypotheses help frame scientific questions and identify what additional data or experiments are needed. They focus research in a way that is most likely to
English 104Argument AnalysisThe AssignmentDue No l.docxSALU18
English 104
Argument Analysis
The Assignment:
Due: No later than October 10, 2016
Must be MLA format only!!
Select an online editorial article about a current issue. (i.e.: Presidential Candidates, Labor Union Influence on Government, The Affordable Health Care Act, Illegal Immigration, Entitlement programs, etc.) You may choose ANY issue; the list above is NOT exhaustive.
The article MUST be an op-ed (editorial) piece, as it must present an argument of some type. You may not use a straight news story.
Read the article and decide what perspective the writer is taking on a particular issue.
Submit a Minimum 3-page analysis of the writer’s argument. And works cited, make sure to follow the Don’t’s of writing and include Parenthetical refrencing.
Paper must include:
· A discussion of the author’s thesis
· Whether he/she employs faulty reasoning (see fallacy assignment below) in the discussion.
· What he/she could have done to present a more thorough argument (may include more consideration of the opposing viewpoint)
· A thorough discussion of the main points of the article and whether or not he/she has provided adequate support to prove his/her thesis.
· A conclusion that discusses the effectiveness of the chosen article in regards to the author’s intent.
Include a link to the article on the Works Cited page.
You may choose whomever you wish; he/she DOES NOT have to appear on the list below.
Some commentators to consider when looking for an article:
Larry Elder
Star Parker
Sean Hannity
Alan Colmes
Michelle Malkin
John Ziegler
Bill O’Reilly
Chris Matthews
Leslie Marshall
The following link provides a list of controversial commentators (some listed above) you may wish to choose from.
http://www.usnews.com/news/washington-whispers/slideshows/top-10-most-hated-news-commentators
Fallacies:
Look over the fallacy discussion and familiarize yourself with some common every day fallacies (i.e.: Post Hoc, False Analogy, Hasty Generalization, Slippery Slope, Straw Man, Begging the Question, Red Herring, Poisoning the Well, Ad Hominem).
Logical Fallacies Handlist:
Fallacies are statements that might sound reasonable or superficially true but are actually flawed or dishonest. When readers detect them, these logical fallacies backfire by making the audience think the writer is (a) unintelligent or (b) deceptive. It is important to avoid them in your own arguments, and it is also important to be able to spot them in others' arguments so a false line of reasoning won't fool you. Think of this as intellectual kung-fu: the art of self-defense in a debate. In general, one useful way to organize fallacies is by category. Below are fallacies of relevance, component fallacies, fallacies of ambiguity, and fallacies of omission.
FALLACIES OF RELEVANCE: These fallacies appeal to evidence or examples that are not relevant to the argument at hand.
Appeal to Force (Argumentum Ad Baculum or the "Might-Makes-Right" Fallacy): Th ...
Balanced Scorecard Essay. Balanced scorecard in restaurant Essay Example Top...Brandy Rose
The Balanced Scorecard - 524 Words | Free Essay Example on GraduateWay. ⇉The Balanced Scorecard Essay Essay Example | GraduateWay. (DOC) Balanced Scorecard essay 1000 words 1 | Ani Avanesyan - Academia.edu. Balanced Scorecard Essay - Federal Resume. Adoption of the Balanced Scorecard Essay Example | Topics and Well .... Helpful Balanced Scorecard Template for Strategy Execution | monday.com .... The Balanced Scorecard Essay Example | Topics and Well Written Essays .... The Balanced Scorecard Concept Essay Example | Topics and Well Written .... Applying balanced scorecard - 282 Words - NerdySeal. 31 Professional Balanced Scorecard Examples & Templates. Balanced Scorecard Essay – Telegraph. How To Make A Balanced Scorecard Template Pdf Template - Riset. Balanced Scorecard of Halifax, Inc Essay Example | Topics and Well .... the balanced scorecard essay. strategy simulation the balanced scorecard harvard. Balanced Scorecard Templates. Essays Balanced Scorecard Bachelor Thesis : — Balanced scorecard .... Balanced essay. Balanced Scorecard essay. 2022-11-05. Balanced Scorecard Approach in Organizations - 1932 Words | Report Example. Figure 1 from Application of the Balanced Scorecard in Higher Education .... balanced scorecard | Pathways International. Walmart Balanced Scorecard | Case Study Example. Balanced Scorecard Example Manufacturing Company. balanced scorecard exle intrafocus | Strategy map, Balance, Example. Online Essay Help | amazonia.fiocruz.br. The Cleveland Clinic's Balanced Scorecards - 5953 Words | Report Example. A Balanced Scorecard. Balanced Scorecard Assignment Report Example | Topics and Well Written ....
1
Running head: REVIEW PAPER
Alisebeth Nelson
Argosy University Twin Cities
Advanced General Psychology
PSY492
Review Paper – Draft of Literature Findings
M2A3
June 2016
Abstract
This paper discusses the similarities, differences, and content of 10 articles and other resources the report and discuss the findings of research that has been done on the Psychology of Evil. The idea of a person being completely “evil” is still a new idea in psychology and all of the main research on this has been done within the past 70 years, so as of right now there is now hard proof that someone can really truly be “evil.” Most of the research done has been done based on the idea of an authority figure being the main reason why someone may do an evil task, not one on single person doing an evil thing on their own recognizance. This paper focuses on experiments performed by Milgram and Zimbardo and their findings, but also includes discussions from other sources.
The Psychology of Evil
There have been many discussions based on the research done to prove that humans can be and are instinctively evil beings. However, most of the research that has been presented to us has been performed with some type of authority that wills the participants to perform the “evil” acts. Becker states in his article “little effort has been made in psychology and psychiatry to study pathologies that afflict, not the aberrant neurotic or psychotic individual or social group, but the greater population of the psychologically normal” (2008). I would have to say that based on my schooling and the personal research that I have done that I would agree with this statement. All too often, any research performed to test the psychology behind good and evil only includes what we would call a “normal” individual; someone who has no type of psychotic diagnosis. Now if these experiments were tested on individual who was diagnosed with Antisocial or Borderline Personality Disorder, would the outcomes have been different? Becker states in this article that he believes that to be so. In this article he mainly focuses on Nazi leaders during the holocaust.
Chirico writes an article that is 22 chapters long that is divided in 5 sections to study this concept: “Basic issues and Controversies,” “Motivation and Cognitive Processes,” “Developmental, Personality and Clinical Aspects,” “Good and Evil,” and “Synthesis” (2011). Chirico starts his analysis with the main question that so many of us ask; “Why is there evil?” Chirico studies focus mainly on whether or not evil is a normal human condition or simply a side effect of mental illness. He also looks into the schemas of cognitions and morality.
Kadar’s article discusses a very interesting theory that the central goal of ecological psychology is for humans to create coping mechanisms to deal with everyday tasks, and sometime that these coping mechanisms can include evil behaviors. He states that sometimes an evil act ...
Cause And Effect Of Air Pollution Essay.pdfApril Lynn
(DOC) Pollution - Cause and Effect Essay | Nine Co - Academia.edu. What Are Main Causes Of Air Pollution. 002 Cause And Effect Essay On Pollution Air Causes Effects Solutions .... Narrative Essay: Causes of pollution essay. Effect of Air Pollution on Plants and Animals | Prana Air. Air pollution essay writing diagram - homeworktidy.x.fc2.com. Causes of Air Pollution Essay - Pippa Lawrence. School Essay: Air pollution essay. ️ Essay about air pollution cause and effect. Pollution causes and .... Cause and effect of air pollution essay – The Friary School. Essays about air pollution causes effects - writefiction581.web.fc2.com. Pollution Essay | Pollution | Air Pollution. School Essay: Causes of air pollution essay. Write An Essay On Air Pollution - Essay on Air Pollution: Causes .... Air Pollution Essay | Air Pollution | Atmosphere Of Earth.
The document provides guidance on writing an introduction, specifically focusing on three key elements: the creative hook, thesis, and roadmap. It emphasizes that the introduction should capture the reader's interest in the opening lines with a general "creative hook" and then introduce the specific thesis and main points that will be discussed in the paper. Developing a clear statement of purpose before writing can help ensure the introduction establishes the key elements in a coherent manner.
Arguing Against Euthanasia - GCSE English - Marked by Teachers.com. Euthanasia Argument - 1231 Words | Free Essay Example on GraduateWay. Argument against Euthanasia - GCSE Religious Studies (Philosophy .... Arguments against euthanasia. - GCSE Religious Studies (Philosophy .... Euthanasia Argumentative Essay | Medicine | Death | Free 30-day Trial .... Argumentative essay - Euthanasia: the right to die or the right to kill .... Argumentative Essay Updated Project Report - ARGUMENTATIVE ESSAY The .... Arguments For and Against Euthanasia - Free Essay Example | PapersOwl.com. (PDF) Cancer Patients Who Elect Euthanasia as an Option: An .... (PDF) Legal And Ethical Issues Of Euthanasia: Argumentative Essay. Argumentative research paper on euthanasia. Argumentative Essay Paper .... Argument for Euthanasia Essay Example | Topics and Well Written Essays .... What is Euthanasia? - Free Essay Example | PapersOwl.com. Help Essay Against Euthanasia. Response Essay of Euthanasia | Ethics Of Science And Technology | Physician. Custom Essay | amazonia.fiocruz.br. Euthanasia - Persuasive Essay | English - Year 11 SACE | Thinkswap. Essay Against Euthanasia - Arguments against euthanasia.
An Essay On Helping Hand. Online assignment writing service.Erica Wright
The document provides instructions for requesting writing assistance on the HelpWriting.net site. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, and the company guarantees original, high-quality work or a full refund.
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Writing Paper Jungle Theme By Teacher Street TeachMegan Simmons
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account; 2) Complete an order form with instructions and deadline; 3) Review bids from writers and select one; 4) Review the completed paper and authorize payment; 5) Request revisions until satisfied. The service aims to provide original, high-quality content and offers refunds for plagiarized work.
622018Waypoint FeedbackBack to DropboxAssignment Wee.docxalinainglis
6/2/2018 Waypoint Feedback
Back to Dropbox
Assignment: Week 4 Assignment
Course: Biological Bases of Behavior (PYF1817A)
5
/27/2018 12:45:46 PM
Irene Nielsen
View markup for Budget Justification.doc
See my comments on your paper.
You failed to use required material as found in the announcements. What is your research question?
What is your hypothesis?
What are the variables?
Prune and rewrite before the final. Seek help with the writing center and tutorial for critical thinking and communication of a doable proposal.
(
0.96 / 1.50)
Describes Design of Proposed Study
Below Expectations The proposed study is vaguely described; however, significant details are missing from two or more of the following sections: research
design, sampling strategy, and data collection procedures and measures.
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0.64 / 1.00)
Cited Research Support
Below Expectations Less than 75% of the statements in the Design of the Proposed study are supported by cited peerreviewed references.
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0.32 / 0.50)
Risk to Subjects
Below Expectations Attempts to provide an analysis of risks to subject in the proposed study; however, solutions are not give for any identified potential risks,
and the analysis is significantly underdeveloped.
(
0.32 / 0.50)
Budget Justification
Below Expectations The budget justification section provides only a partial explanation/justification for all items in the proposed budget, or an explanation for
some items is missing.
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0.38 / 0.50)
Appendix A
Basic Appendix A is somewhat complete and calculated accurately, although three or more minor errors may be present. The budget does not exceed the
maximum amount available for the proposed study.
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0.32 / 0.50)
Critical Thinking: Evidence
Below Expectations Presents information from external sources, but such information may lack credibility and/or relevance. Neglects to apply such
information toward the analysis of the topic.
(
0.32 / 0.50)
Critical Thinking: Explanation of Issues
Below Expectations Briefly explains the issue to be considered, but may not deliver additional information necessary for a basic understanding.
(
0.44 / 0.50)
Written Communication: APA Formatting
Proficient Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
(
0.50 / 0.50)
Written Communication: Page Requirement
Distinguished The length of the paper is equivalent to the required number of correctly formatted pages.
Overall Score: 4.20 / 6.00
Overall Grade: 4.2
6/2/2018
Waypoint Feedback
Assignment: Week 4 Assignment
Course:
Biological Bases of Behavior (PYF1817A)
6/2/2018 Waypoint Feedback
Assignment: Week 4 Assignment
Course: Biological Bases of Behavior (PYF1817A)
Week 6, Reading Section 6.1: Introduction
Introduction
As you will recall, from Week 3, the Plagues of the Fourteenth Century had disastrous effects on Europe. Many of today’s developments can be traced as having their root, causative factors in .
Evolution Writing AssignmentOne of the topics in the news is a.docxgitagrimston
Evolution Writing Assignment
One of the topics in the news is about whether creation science should be taught in schools along with evolution or that evolution should be taught as “just a theory”. We have touched on evolution in a number of chapters so far this spring and through some of your reading assignments and you should now understand what a scientific theory is and that it is not "just a guess". Evolution is often presented as a belief system that also relies on faith even though over 150 years of scientific research has shown that evolution is an extremely robust explanation of life. The fact that there is still so much misinformation about evolution indicates that the subject is not settled and may not be for quite a while.
There appears to be a gap in support for evolution within the United States. Based on an article published in Newsweek, 99.86% of Earth and Life Scientists supported evolution as the primary force explaining life on earth today versus only 40% of the general public [Larry Martz and Ann McDaniel, "Keeping God Out of Class (Washington and bureau reports)". A 2009 Pew Research poll showed that, 97% of scientists accepted that humans evolved in some fashion, while 31% of the general public thought humans have existed in their present form since the beginning of time (http://www.pewforum.org/2009/11/05/public-opinion-on-religion-and-science-in-the-united-states/). In another poll by Public Religion Research Institute (RNS Religion News Survey, September 14–18, 2011, N=1,013) 57% of respondents said that "Humans and other living things have evolved over time" came closest to their view, while 38% preferred "Humans and other living things have existed in their present form since creation." In the same poll, when people were asked "do scientists generally agree that humans evolved over time, are scientists divided, or do scientists generally disagree that humans evolved over time," 51% of respondents said that scientists agree, 26% said that scientists were divided, 15% said that scientists disagreed, and 9% said that they didn't know or refused to answer the question.
Based on the polls, there is a perception within the public that scientists are divided about evolution even though over 99% of Earth and life scientists support evolution as a fact. People accept gravitational theory, quantum theory, and cell theory as fact, but when it comes to this one area of biology, suddenly they question the idea and the scientists. As a citizen scientist, you need accurate information to make accurate conclusions. As Charles Darwin himself stated, “a fair result can be obtained only by fully stating and balancing the facts and arguments on both sides of each question.” With that in mind, here is your assignment.
Assignment: Your assignment will be to write a 700 word paper explaining the scientific basis of evolution and why people have trouble accepting evolution. This will be a 3 part paper that will include a paragraph th ...
Explore the Issue PapersYou will choose a topic from the Complet.docxelbanglis
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Experimental and Quasi-Experimental DesignsChapter 5.docxelbanglis
Experimental and Quasi-Experimental Designs
Chapter 5
*
Introduction
Experiments are best suited for explanation and evaluation research
Experiments involve:
Taking action
Observing the consequences of that action
Especially suited for hypothesis testing
Often occur in the field
The Classical Experiment Classical experiment: a specific way of structuring researchInvolves three major components:
Independent variable and dependent variable
Pretesting and posttesting
Experimental group and control group
Independent and Dependent Variables
The independent variable takes the form of a dichotomous stimulus that is either present or absent
It varies (i.e., is independent) in our experimental process
The dependent variable is the outcome, the effect we expect to see
Might be physical conditions, social behavior, attitudes, feelings, or beliefs
Pretesting and Posttesting
Subjects are initially measured in terms of the DV prior to association with the IV (pretested)
Then, they are exposed to the IV
Then, they are remeasured in terms of the DV (posttested)
Differences noted between the measurements on the DV are attributed to influence of IV
Experimental and Control Groups
Experimental group: exposed to whatever treatment, policy, initiative we are testing
Control group: very similar to experimental group, except that they are NOT exposed
Can involve more than one experimental or control group
If we see a difference, we want to make sure it is due to the IV, and not to a difference between the two groups
Placebo
We often don’t want people to know if they are receiving treatment or not
We expose our control group to a “dummy” independent variable just so we are treating everyone the same
Medical research: participants don’t know what they are taking
Ensures that changes in DV actually result from IV and are not psychologically based
Double-Blind Experiment
Experimenters may be more likely to “observe” improvements among those who received drug
In a double-blind experiment, neither the subjects nor the experimenters know which is the experimental group and which is the control group
Selecting Subjects
First, must decide on target population – the group to which the results of your experiment will apply
Second, must decide how to select particular members from that group for your experiment
Cardinal rule – ensure that experimental and control groups are as similar as possible
RandomizationRandomization: produces an experimental and control group that are statistically equivalentEssential feature of experimentsEliminates systematic bias
Experiments and Causal Inference
Experimental design ensures:
Cause precedes effect via taking posttest
Empirical correlation exists via comparing pretest to posttest
No spurious 3rd variable influencing correlation via posttest comparison between experimental and control groups, and via randomization
Example of Research Using an Experimental Design
Researchers at the University of Marylan ...
Explain the role of the community health nurse in partnership with.docxelbanglis
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
...
Explain how building partner capacity is the greatest challenge in.docxelbanglis
Explain how building partner capacity is the greatest challenge in Operation INHERENT RESOLVE (OIR) in Iraq with these points:
· Explain how the Department of Defense (DoD) can overcome that challenge through Security Cooperation.
· Explain how the DoD can overcome that challenge through Enhancing U.S. Military Logistics
Summation of how the DoD ought to consider how it could transition to teaching our partners to fish, rather than simply fishing for them.
· APA format.
· 1150 words.
· Six work citations
· must include:
· a Cover Page,
· Abstract,
· Body of the paper, and
· Endnotes
Last name_First_Course(ex AP5510)_Assignment_Title
Assignment Title
By
Name
Course Name
DD MMM YYYY
Instructor: (Instructor’s Name)
College
Distance Learning
JBSA
Effective, purposeful communication is essential in the military profession. Following these instructions will help you properly complete your writing assignment and will improve your chances for success.
This template exemplifies the format for essays. Each essay must include a properly formatted cover page (see above), double-spaced text, Times New Roman 12pt font, 1-inch margins, as well as full endnote-style citations for paraphrasing and quotations in accordance with the Author Guide, Section 5.5. Endnotes are not counted as part of your total word count. The, Appendix A provides examples of endnote formats. Do not include a bibliography in these short essay assignments; however, ensure your full endnotes contain all source information.
Use quotation marks when you quote directly from the work of other writers. This is a relatively short assignment, so use block quotations sparingly to allow your own original thoughts to shine through.
You may notice minor variations between your consolidated lesson readers, which require different endnote formats. Some bundle the readings into a single document with continuous pagination (see example endnote 1 at the end of this document).
Other lesson readers retain each author’s original pagination (see example note 2).
You should use the author’s original pagination wherever it is possible to do so. Remember, cite any material used from the instructional narrative portion of the consolidated lesson reading file with “as the author (see example endnote 3).
The midterm and final essay exams are academic papers; write each in a narrative style, not a bullet/point paper. Refer to the assignment rubric located in your Grade Center for grading criteria. If you have any questions, contact your course instructor.
Much like your next level of leadership, the program requires effective writing founded on critical thinking and communication skills. Each essay you write as you progress toward graduation provides an opportunity for you to hone these abilities. Additionally, these assignments comprise a large portion of your final grade in each course. Therefore, successful course completion is contingent on your writing performance. The most ...
Experience as a Computer ScientistFor this report, the pro.docxelbanglis
Experience as a Computer Scientist
For this report, the professional interviewed is a computer Engineer/ Web Developer who works for Omnivision Technologies Inc., a corporation that designs and develops advanced digital technologies to use in mobile phones, notebooks, security cameras etc. across the United States. Mr. Nagarik Sharma is the technical manager of the organization and works at its headquarter in Santa Clara, California, and has been working in this position for the last five years. He provided very useful information about the computer science profession and highlighted a number of challenges common in the career. Further, he provided some recommendations on how the challenges can be dealt with. From the information provided by the him, it is clear that the computer science profession is full of challenges particularly regarding the fast changing technology. The interview revealed several important topics which require further research.
Methodology
The interview was conducted on a skype video call and lasted for slightly above 30 minutes. Before the interview, the interviewee was made clear to understand that the questions which were to be asked during the interview regards the profession, its concerns and challenges. The phone call was recorded during the entire conversation and the information later transcribed and key points extracted. This report is based only on important points and not everything that the interviewee said.
Essential Background
Computer science is a field of technology that deals with studying processes that interact with data and which can be depicted as data in program form. An expert in computer science has knowledge in computation theory as well as the practice of software systems design. Computer scientists are also popularly known as computer and information scientists and can work in a range of environments. For instance, these professionals work in private software publishers, government agencies, academic institutions, and engineering firms (Page & Smart, 2013). Wherever they work, computer scientists’ general roles include solving computing problems as well as developing new products.
The professional interviewed for this report has in-depth knowledge in computer systems and management. Through his leadership skill, he organizes the successful delivery of effective and efficient technical solutions within the company. He is responsible for planning, designing, developing, production, and testing communication systems.
He is also responsible for supervising:
· Technical and Operations teams
· Landline and Cellular network
· IT Infrastructure
· Service platforms
He works with the chief technical officer (who is an expert in telecommunications engineering) to design and develop software that facilitates landline and cellular networks.
Challenges
· Education: According to the interviewee, the challenges in the field of computer science starts right from education and training. He says that ...
Expansion and Isolationism in Eurasia How did approaches t.docxelbanglis
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
Introduction
In 1279, under the leadership of Kublai Khan, the Mongols ousted the Song dynasty
and completed their conquest of China. As they
took control, they established the Yuan dynasty,
with Kublai Khan serving as emperor. However,
Mongol rule over China was relatively short lived.
Within 100 years, the Yuan dynasty would be
forced out by Chinese rebels.
Under Mongol rule, the Chinese became
increasingly angered by policies that favored
Mongols and foreigners. This anger and resentment
eventually resulted in unrest. Around 1350, small
states in China began to emerge to fight the
Mongols. Chinese leaders turned to military force to
advance their interests and establish regional
power. Some leaders were members of the upper class, and others were religious
leaders or bandits supported by peasants. By the middle of the 1350s, these Chinese
powers were united in their campaign to get rid of Mongol rule.
The years of ongoing warfare spurred military innovation among the Chinese.
Although the Mongols had access to gunpowder weapons, they did not develop new
technologies. In contrast, the first large cannons in China were manufactured by the
Chinese rebels. While the term “Gunpowder Empire” is often associated with the
Ottoman Empire, the Safavid Empire, and the Mughal Empire, the Chinese
advancements in gunpowder weaponry has led some historians to regard Ming China
as the world’s first gunpowder empire.
1
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
In this lesson, you will learn about three countries in Eurasia that used gunpowder
to expand and maintain their control: China, Japan, and Russia. You will consider the
rise and fall of the Ming and Qing dynasties in China. You will examine the unification of
Japan under the Tokugawa. Finally, you will explore the growth of the Russian Empire
during the Romanov dynasty.
Section 1. China Under the Ming and Qing
Between the 14th and the early 20th centuries,
two dynasties governed China: the Ming and the Qing.
Both dynasties took power during times of upheaval.
To restore order, they established strong, centralized
rule and revived traditional Chinese values, including
Confucian ideals.
The Ming Revival By the mid-1300s, China was in
turmoil. The Mongols’ hold on power had became
unstable. Disease and natural disasters had weakened
the Mongol grip. Additionally, feuds broke out within the government, leaving the
countryside unprotected against bandits and rebels.
As life became more dangerous and difficult, Chinese peasants grew increasingly
frustrated with the incompetence of their rulers. Led by Zhu Yuanzhang, a peasant
uprising successfully invaded the city of Nanjing. In 1368, aided by gunpowder
weapons, Zhu and his army capt ...
Experimental PsychologyWriting and PresentingPaper Secti.docxelbanglis
Experimental Psychology
Writing and Presenting
Paper Sections
Title
Introduction
Method
Tables and figures (if applicable)
Results
Tables and figures (if applicable)
Discussion
References
Presentation
Simplify, limit number of words, use color and formatting to highlight important points. Check spelling.
Include slides with the following
Title
Introduction
Method
Results
Tables and figures
Discussion
References (provide as a separate slide, but there is no need to discuss or ensure visibility of individual items on this slide.)
...
EXPEDIA VS. PRICELINE -- WHOSE MEDIA PLAN TO BOOK Optim.docxelbanglis
EXPEDIA VS. PRICELINE -- WHOSE
MEDIA PLAN TO BOOK?
Optimedia's Antony Young Analyzes the Media Strategies
Behind Rival Travel Sites
By Antony Young
Published: June 30, 2010
As schools break for summer, some families -- like mine -- are still planning their vacations. So I
took a look at two prominent travel sites, Expedia and Priceline, to see which one's media strategy
is likely to attract more trip planners.
Their media plans are especially important as the travel industry picks up after a tough 2009.
Demand for flights and hotels are rebounding and so, too, are airfares and room rates. With
slimmer margins on airline tickets, hotels have very much become the major battleground for
Expedia and Priceline and this is reflected in the focus of their advertising. Online Travel Agencies
(OTA's) accounted for 34.7% of all U.S. hotel bookings in the first quarter of 2010, up from 27.8% in
2009, Priceline CMO Brett Keller said in a recent speech.
Creative executions
Expedia launched a new branding campaign for 2010. Its tagline, "Where you book matters,"
accompanied a new logo incorporated into its creative messaging. The campaign, which targets
frequent leisure travelers, launched Dec. 26 with commercials featuring a visual metaphor of
building blocks as a way to demonstrate how consumers interact with Expedia. The first spot starts
with upbeat soft-rock music narrated by an unseen woman dictating her specifications for the
perfect "girls' weekend." She talks about having multiple hotel options and the ability to compare
dates for the best savings. Expedia's signature "dot coooom" jingle ends the spot. A spot with a
man's voice and trip goals was launched in February.
http://adage.com/
Priceline has built its position in the market on the opportunity for customers to name their own
price, brought to life through some hilarious spots fronted by pitchman William Shatner. This year,
Shatner introduced his new sidekick "Big Deal," a 520 lb 6'5" character who helps persuade hotels
to take a deal. In February, the Big Deal ads were joined by new creative that featured the
Negotiator's "Evil Twin" (played, of course, by Shatner). Priceline takes a karate chop at
Expedia.com (and Hotels.com), claiming that Priceline can get prices 50% lower.
The strategies of the two companies differed noticeably. Expedia.com attracted 16.7 million unique
visitors in May, 59% more than the 10.5 million who visited Priceline.com, according to ComScore.
And Expedia media seems to reflect this, promoting the site as the generic travel brand for a broad
audience and highlighting its full range of services and travel destinations. Priceline is more single-
mindedly focused on price, and its media appears to target lower down the purchase funnel with an
emphasis on converting transactions.
RATINGS
Outstanding
Highly effective
Good
Disappointing
A disaster
Television strategy
Expedia. ...
Experiments with duckweed–moth systems suggest thatglobal wa.docxelbanglis
Experiments with duckweed–moth systems suggest that
global warming may reduce rather than promote
herbivory
TJISSE VAN DER HEIDE, RUDI M. M. ROIJACKERS, EDWIN T. H. M. PEETERS AND
EGBERT H. VAN NES
Department of Environmental Sciences, Aquatic Ecology and Water Quality Management group, Wageningen University,
Wageningen, The Netherlands
SUMMARY
1. Wilf & Labandeira (1999) suggested that increased temperatures because of global
warming will cause an increase in herbivory by insects. This conclusion was based on the
supposed effect of temperature on herbivores but did not consider an effect of temperature
on plant growth.
2. We studied the effect of temperature on grazing pressure by the small China-mark moth
(Cataclysta lemnata L.) on Lemna minor L. in laboratory experiments.
3. Between temperatures of 15 and 24 �C we found a sigmoidal increase in C. lemnata
grazing rates, and an approximately linear increase in L. minor growth rates. Therefore, an
increase in temperature did not always result in higher grazing pressure by this insect as
the regrowth of Lemna changes also.
4. At temperatures below 18.7 �C, Lemna benefited more than Cataclysta from an increase in
temperature, causing a decrease in grazing pressure.
5. In the context of global warming, we conclude that rising temperatures will not
necessarily increase grazing pressure by herbivorous insects.
Keywords: Cataclysta, grazing, herbivory, Lemna, temperature
Introduction
Duckweeds (Lemnaceae) are often abundant in dit-
ches and ponds (Landolt, 1986). Especially when
nitrogen and phosphorus concentrations in the water
column are high, the surface area can become covered
with dense floating mats of duckweed (Lüönd, 1980,
1983; Portielje & Roijackers, 1995). These mats have
large impacts on freshwater ecosystems, restricting
oxygen supply (Pokorny & Rejmánková, 1983), light
availability of algae and submerged macrophytes
(Wolek, 1974) and temperature fluxes (Dale &
Gillespie, 1976; Landolt, 1986; Goldsborough, 1993).
These changed conditions often have a negative effect
on the biodiversity of the ecosystem (Janse & van
Puijenbroek, 1998). Other free-floating plants such as
red water fern (Azolla filiculoides), water hyacinth
(Eichhornia crassipes) and water lettuce (Pistia stratiotes)
often cause serious problems in tropical and sub-
tropical regions (Mehra et al., 1999; Hill, 2003).
Various species of herbivorous insects consume
free-floating macrophytes. Several species of weevils
(Coleoptera: Curculionidae) are able to consume large
amounts of red water fern, water hyacinth and water
lettuce (Cilliers, 1991; Hill & Cilliers, 1999; Aguilar
et al., 2003), while the larvae of the semi-aquatic Small
China-mark moth (Cataclysta lemnata) are capable of
removing large parts of floating cover of Lemnaceae
covers (Wesenberg-Lund, 1943). Duckweed is not
only used as food source, but also as building material
Correspondence: Rudi M. M. Roijacker ...
EXP4304.521F19: Motivation 1
EXP4304.521F19: Motivation: Further Study Summaries (FSS); Version 1; Last modified August 22, 2019
Overview: Reeve’s textbook provides “readings for further study” at the end of most chapters. Choose readings of
interest throughout the course; then, for five select readings, compose a 1-3 page “further study summary” (FSS). FSS
instructions are posted under “Files” on CANVAS.
Deadline: Each FSS is worth up to 25 points. Final drafts of FSS #1-5 due by Monday, December 9.
Relation of FSS to DRP: Students may choose any “readings for further study” from the textbook for their FSS. Some
students find it helpful to select readings that are relevant to the directed research proposal (DRP; details below).
Questions and Feedback: Please email with any requests for developmental feedback, requests for help with the USF
library, and/or questions about academic honesty. Working drafts of FSS #1-5 may be submitted in advance of the
deadline for developmental feedback and/or for early-grading; working drafts of FSSs are to be emailed to
[email protected] with Request for Feedback in Subject Line.
Instructions/Rubric:
• Please number each summary (FSS #1, #2, #3, #4, and #5) – thank you!
• Please number your responses so that answers directly correspond to the questions provided below
• Per #7 below, FSS must follow the “APA citation basics” from Paiz et al. (2013) – see pages 2-3
• Review (i.e., non-empirical) articles are acceptable for summaries; please adjust instructions as needed
• Sample FSS available – see pages 4-7
1. Article: What is the article? (+2)
a) Title of article
b) Name of journal
c) Name of author(s)
2. Source: What is the source of the article? (+2) This will either be a chapter and page from the textbook (e.g.,
Grand Theories Era of Ch. 2, p. 45) or it will be chapter and slide from my lecture (e.g., Self-Determination
Theory, Ch. 5, slide 2)
3. Summary: What is the study about? (See a-d below) (+4)
a) What are the main research questions?
b) What is the design of the study?
c) What are its results?
d) Were there any ethical concerns?
4. Analysis of Theory and Results: Is the study well-done? (+3) How well does the method test its hypotheses? Is
there something that could be done in the future to improve the study?
5. Motivation and Emotion: What does the study have to do with motivation and emotion? (+3) Why do you
think this reading was identified as worthy of further investigation?
6. Value Added: What are TWO things that you learned from the further reading, relative to the textbook
chapter? (+8) What is the value of the article “above and beyond the chapter” if any?
7. In-text Citations and Reference Page: Follow APA citation-basics (+2) (Paiz et al., 2013;
https://owl.english.purdue.edu/owl/resource/560/02/ -- see next two pages) (+3)
mailto:[email protected]
https://owl.english.purdue.edu/owl/resource/560/ ...
EXPERIMENT 1 OBSERVATION OF MITOSIS IN A PLANT CELLData Table.docxelbanglis
This document summarizes a journal article that examines the concept of self-forgiveness. It begins by noting that while research on interpersonal forgiveness has increased greatly, self-forgiveness has received little attention. The document then provides definitions of self-forgiveness from philosophy and psychology literature. It distinguishes self-forgiveness from interpersonal forgiveness and pseudo self-forgiveness. A theoretical model of the processes involved in self-forgiveness after wrongdoing is outlined. The document discusses emotional, cognitive, and offense-related determinants of self-forgiveness and calls for more research on this important topic.
Exercise Package 2 Systems and its properties (Tip Alwa.docxelbanglis
Exercise Package 2:
Systems and its properties: (Tip: Always use the components symbols, C, RS, KT, etc., in the derivation of
transfer function and only plug in component values at the last step. Show your steps and tell me a complete
story.)
1) Consider a 100mH inductor with v-i relationship in passive device labeling convention:
a. Find transfer function H(s) with current flowing through the inductor as the input, i(t),
and voltage across the inductor as the output, v(t), (in the unit of Ohms).
b. Find the same input-output relationship in the expression of differential equation.
c. Find v1(t) with input i1(t)=2sin(100t) (mA) and v2(t) with input i2(t)=0.4cos(500t) (mA)
respectively.
d. Show time invariant such that v(t)=v1(t−τ) as i(t)=i1(t−τ)=2sin(100t−0.9) (mA).
e. Show linearity using superposition such that v(t)=v1(t)+v2(t) as i(t)=i1(t)+i2(t).
2) Given following, a practical integrator, circuit, where Rf=100KΩ, R1=9.1KΩ, RS=100Ω, C=0.1µF,
and the OpAmp is an ideal operational amplifier:
a. Find the transfer function in between the output VO(t) and input VS(t), VO(t)=H(s){VS(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VO1(t) (sinusoidal steady state response) with input VS1(t)=0.2sin(100t) (V) and VO2(t)
with input VS2(t)=0.4cos(5000t) (V) respectively.
d. Show time invariant such that VO(t)= VO1(t−τ) as VS(t)= VS1(t−τ)=0.2sin(100t−0.9) (V).
e. Show linearity using superposition such that VO(t)= VO1(t)+VO2(t) with VS(t)=VS1(t)+ VS2(t).
3) Here is a typical coupling network in electronics where coupling capacitor, selected, C=0.022µF,
input impedance, Zi=5.7KΩ, and input source resistor, RS=520Ω:
a. Find the transfer function, H(s), Vout(t)=H(s){Vin(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VOut(t) (sinusoidal steady state response) with input Vin1(t)=2sin(50t+0.4) (V) and
Vin2(t) with input Vin2(t)=4cos(10000t) (V) respectively.
4) Here is a typical bypass network in electronics where bypass capacitor, selected, C=10µF, and
the equivalent (Thevenin) resistor of circuit to be bypassed, Req=376Ω:
Vcc+
Vcc-
Vo
Vs
Rf
R1Rs
C
Vin Vout
CRs
Zi
a. Find the transfer function, H(s), VS(t)=H(s){IS(t)} (note: the unit is ohm).
b. Find the same input-output relationship in the expression of differential equation.
c. Find VS1(t) (sinusoidal steady state response) with input Is1(t)=0.2cos(10t+0.3) (A) and
VS2(t) with input IS2(t)=0.5cos(10000t) (A) respectively.
5) The following circuit is an active filter (2nd order Butterworth low-pass filter), with the selected
values: R=10KΩ, C=8200pF, Rf=68KΩ, and R1=120KΩ.
a. Derive the transfer function, H(s), Vout(t)=H(s){Vin(t)}. (Tip: the selected R is much greater
than RS such that RS can be ignored in the derivation. Label extraordinary nodes and use
node voltage method. OpAmp is considered ideal.)
b. Show that th ...
Exercises for Chapter 8 Exercises III Reflective ListeningRef.docxelbanglis
Exercises for Chapter 8
Exercises III: Reflective Listening
Reflective Listening I
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “When I was in court, the defense attorney really pounded me. You know, like he thought I was lying or didn’t believe me or thought I was exaggerating.”
FEELING:
EMPATHIC RESPONSE:
2. “Those dirty, lousy creeps! Everything was fine in my life, and they really, really ruined everything! I don’t care if I go on or not. Why live if someone can just take everything away from you in one night?”
FEELING:
EMPATHIC RESPONSE:
3. “I know you said this is temporary housing and all, but I never had a place like this place. I can’t stand to think I have to move again sometime, and God knows where I’ll go.”
FEELING:
EMPATHIC RESPONSE:
4. “This whole setup is the pits. He gets to stay in the house after beating me half to death, and I have to go to this cramped little room. Does that make sense?”
FEELING:
EMPATHIC RESPONSE:
Instructions Part II: Now go back and respond to the content in each of these vignettes.
Reflective Listening II
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “Sometimes it kind of makes me sick to think of all the stuff I did when I was drinking. I’d like to go and take it all back, but how do you ever do that?”
FEELING:
EMPATHIC RESPONSE:
2. “I just can’t go out in the car. All I hear is the screech of tires and the awful thud and scrape of metal. I thought I was dying. I can see it all before me as if it was yesterday.”
FEELING:
EMPATHIC RESPONSE:
3. “We have a neighborhood problem here! Yes we do! A real big idiot lives in that house. A real nut! He trimmed my own yard with a string trimmer and threw stones all over my car. Ruined the paint!”
FEELING:
EMPATHIC RESPONSE:
4. “I never meant to get pregnant. I know everyone says that, but I didn’t! I can’t think straight. What about my job and school and all ...
Exercise 9-08On July 1, 2019, Sheridan Company purchased new equ.docxelbanglis
Exercise 9-08
On July 1, 2019, Sheridan Company purchased new equipment for $80,000. Its estimated useful life was 8 years with a $12,000 salvage value. On December 31, 2022, the company estimated that the equipment’s remaining useful life was 10 years, with a revised salvage value of $5,000.
Prepare the journal entry to record depreciation on December 31, 2019. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Prepare the journal entry to record depreciation on December 31, 2020. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the revised annual depreciation on December 31, 2022.
Revised annual depreciation
$
Prepare the journal entry to record depreciation on December 31, 2022. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the balance in Accumulated Depreciation—Equipment for this equipment after depreciation expense has been recorded on December 31, 2022.
Accumulated Depreciation—Equipment
$
Problem 9-03A
Ivanhoe Company had the following assets on January 1, 2022.
Item
Cost
Purchase Date
Useful Life
(in years)
Salvage Value
Machinery
$73,000
Jan. 1, 2012
10
$ 0
Forklift
32,000
Jan. 1, 2019
5
0
Truck
38,400
Jan. 1, 2017
8
3,000
During 2022, each of the assets was removed from service. The machinery was retired on January 1. The forklift was sold on June 30 for $12,200. The truck was discarded on December 31.
Journalize all entries required on the above dates, including entries to update depreciation, where applicable, on disposed assets. The company uses straight-line depreciation. All depreciation was up to date as of December 31, 2021. (Credit account titles are automatically indented when the amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Date
Account Titles and Explanation
Debit
Credit
choose a transaction date
enter an account title
enter a debit amount
enter a credit amount
enter an ac ...
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An Essay On Helping Hand. Online assignment writing service.Erica Wright
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622018Waypoint FeedbackBack to DropboxAssignment Wee.docxalinainglis
6/2/2018 Waypoint Feedback
Back to Dropbox
Assignment: Week 4 Assignment
Course: Biological Bases of Behavior (PYF1817A)
5
/27/2018 12:45:46 PM
Irene Nielsen
View markup for Budget Justification.doc
See my comments on your paper.
You failed to use required material as found in the announcements. What is your research question?
What is your hypothesis?
What are the variables?
Prune and rewrite before the final. Seek help with the writing center and tutorial for critical thinking and communication of a doable proposal.
(
0.96 / 1.50)
Describes Design of Proposed Study
Below Expectations The proposed study is vaguely described; however, significant details are missing from two or more of the following sections: research
design, sampling strategy, and data collection procedures and measures.
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0.64 / 1.00)
Cited Research Support
Below Expectations Less than 75% of the statements in the Design of the Proposed study are supported by cited peerreviewed references.
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0.32 / 0.50)
Risk to Subjects
Below Expectations Attempts to provide an analysis of risks to subject in the proposed study; however, solutions are not give for any identified potential risks,
and the analysis is significantly underdeveloped.
(
0.32 / 0.50)
Budget Justification
Below Expectations The budget justification section provides only a partial explanation/justification for all items in the proposed budget, or an explanation for
some items is missing.
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0.38 / 0.50)
Appendix A
Basic Appendix A is somewhat complete and calculated accurately, although three or more minor errors may be present. The budget does not exceed the
maximum amount available for the proposed study.
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0.32 / 0.50)
Critical Thinking: Evidence
Below Expectations Presents information from external sources, but such information may lack credibility and/or relevance. Neglects to apply such
information toward the analysis of the topic.
(
0.32 / 0.50)
Critical Thinking: Explanation of Issues
Below Expectations Briefly explains the issue to be considered, but may not deliver additional information necessary for a basic understanding.
(
0.44 / 0.50)
Written Communication: APA Formatting
Proficient Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
(
0.50 / 0.50)
Written Communication: Page Requirement
Distinguished The length of the paper is equivalent to the required number of correctly formatted pages.
Overall Score: 4.20 / 6.00
Overall Grade: 4.2
6/2/2018
Waypoint Feedback
Assignment: Week 4 Assignment
Course:
Biological Bases of Behavior (PYF1817A)
6/2/2018 Waypoint Feedback
Assignment: Week 4 Assignment
Course: Biological Bases of Behavior (PYF1817A)
Week 6, Reading Section 6.1: Introduction
Introduction
As you will recall, from Week 3, the Plagues of the Fourteenth Century had disastrous effects on Europe. Many of today’s developments can be traced as having their root, causative factors in .
Evolution Writing AssignmentOne of the topics in the news is a.docxgitagrimston
Evolution Writing Assignment
One of the topics in the news is about whether creation science should be taught in schools along with evolution or that evolution should be taught as “just a theory”. We have touched on evolution in a number of chapters so far this spring and through some of your reading assignments and you should now understand what a scientific theory is and that it is not "just a guess". Evolution is often presented as a belief system that also relies on faith even though over 150 years of scientific research has shown that evolution is an extremely robust explanation of life. The fact that there is still so much misinformation about evolution indicates that the subject is not settled and may not be for quite a while.
There appears to be a gap in support for evolution within the United States. Based on an article published in Newsweek, 99.86% of Earth and Life Scientists supported evolution as the primary force explaining life on earth today versus only 40% of the general public [Larry Martz and Ann McDaniel, "Keeping God Out of Class (Washington and bureau reports)". A 2009 Pew Research poll showed that, 97% of scientists accepted that humans evolved in some fashion, while 31% of the general public thought humans have existed in their present form since the beginning of time (http://www.pewforum.org/2009/11/05/public-opinion-on-religion-and-science-in-the-united-states/). In another poll by Public Religion Research Institute (RNS Religion News Survey, September 14–18, 2011, N=1,013) 57% of respondents said that "Humans and other living things have evolved over time" came closest to their view, while 38% preferred "Humans and other living things have existed in their present form since creation." In the same poll, when people were asked "do scientists generally agree that humans evolved over time, are scientists divided, or do scientists generally disagree that humans evolved over time," 51% of respondents said that scientists agree, 26% said that scientists were divided, 15% said that scientists disagreed, and 9% said that they didn't know or refused to answer the question.
Based on the polls, there is a perception within the public that scientists are divided about evolution even though over 99% of Earth and life scientists support evolution as a fact. People accept gravitational theory, quantum theory, and cell theory as fact, but when it comes to this one area of biology, suddenly they question the idea and the scientists. As a citizen scientist, you need accurate information to make accurate conclusions. As Charles Darwin himself stated, “a fair result can be obtained only by fully stating and balancing the facts and arguments on both sides of each question.” With that in mind, here is your assignment.
Assignment: Your assignment will be to write a 700 word paper explaining the scientific basis of evolution and why people have trouble accepting evolution. This will be a 3 part paper that will include a paragraph th ...
Similar to Essay Three Annotated Bibliography and Essay PromptFor paper th.docx (6)
Explore the Issue PapersYou will choose a topic from the Complet.docxelbanglis
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Experimental and Quasi-Experimental DesignsChapter 5.docxelbanglis
Experimental and Quasi-Experimental Designs
Chapter 5
*
Introduction
Experiments are best suited for explanation and evaluation research
Experiments involve:
Taking action
Observing the consequences of that action
Especially suited for hypothesis testing
Often occur in the field
The Classical Experiment Classical experiment: a specific way of structuring researchInvolves three major components:
Independent variable and dependent variable
Pretesting and posttesting
Experimental group and control group
Independent and Dependent Variables
The independent variable takes the form of a dichotomous stimulus that is either present or absent
It varies (i.e., is independent) in our experimental process
The dependent variable is the outcome, the effect we expect to see
Might be physical conditions, social behavior, attitudes, feelings, or beliefs
Pretesting and Posttesting
Subjects are initially measured in terms of the DV prior to association with the IV (pretested)
Then, they are exposed to the IV
Then, they are remeasured in terms of the DV (posttested)
Differences noted between the measurements on the DV are attributed to influence of IV
Experimental and Control Groups
Experimental group: exposed to whatever treatment, policy, initiative we are testing
Control group: very similar to experimental group, except that they are NOT exposed
Can involve more than one experimental or control group
If we see a difference, we want to make sure it is due to the IV, and not to a difference between the two groups
Placebo
We often don’t want people to know if they are receiving treatment or not
We expose our control group to a “dummy” independent variable just so we are treating everyone the same
Medical research: participants don’t know what they are taking
Ensures that changes in DV actually result from IV and are not psychologically based
Double-Blind Experiment
Experimenters may be more likely to “observe” improvements among those who received drug
In a double-blind experiment, neither the subjects nor the experimenters know which is the experimental group and which is the control group
Selecting Subjects
First, must decide on target population – the group to which the results of your experiment will apply
Second, must decide how to select particular members from that group for your experiment
Cardinal rule – ensure that experimental and control groups are as similar as possible
RandomizationRandomization: produces an experimental and control group that are statistically equivalentEssential feature of experimentsEliminates systematic bias
Experiments and Causal Inference
Experimental design ensures:
Cause precedes effect via taking posttest
Empirical correlation exists via comparing pretest to posttest
No spurious 3rd variable influencing correlation via posttest comparison between experimental and control groups, and via randomization
Example of Research Using an Experimental Design
Researchers at the University of Marylan ...
Explain the role of the community health nurse in partnership with.docxelbanglis
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
...
Explain how building partner capacity is the greatest challenge in.docxelbanglis
Explain how building partner capacity is the greatest challenge in Operation INHERENT RESOLVE (OIR) in Iraq with these points:
· Explain how the Department of Defense (DoD) can overcome that challenge through Security Cooperation.
· Explain how the DoD can overcome that challenge through Enhancing U.S. Military Logistics
Summation of how the DoD ought to consider how it could transition to teaching our partners to fish, rather than simply fishing for them.
· APA format.
· 1150 words.
· Six work citations
· must include:
· a Cover Page,
· Abstract,
· Body of the paper, and
· Endnotes
Last name_First_Course(ex AP5510)_Assignment_Title
Assignment Title
By
Name
Course Name
DD MMM YYYY
Instructor: (Instructor’s Name)
College
Distance Learning
JBSA
Effective, purposeful communication is essential in the military profession. Following these instructions will help you properly complete your writing assignment and will improve your chances for success.
This template exemplifies the format for essays. Each essay must include a properly formatted cover page (see above), double-spaced text, Times New Roman 12pt font, 1-inch margins, as well as full endnote-style citations for paraphrasing and quotations in accordance with the Author Guide, Section 5.5. Endnotes are not counted as part of your total word count. The, Appendix A provides examples of endnote formats. Do not include a bibliography in these short essay assignments; however, ensure your full endnotes contain all source information.
Use quotation marks when you quote directly from the work of other writers. This is a relatively short assignment, so use block quotations sparingly to allow your own original thoughts to shine through.
You may notice minor variations between your consolidated lesson readers, which require different endnote formats. Some bundle the readings into a single document with continuous pagination (see example endnote 1 at the end of this document).
Other lesson readers retain each author’s original pagination (see example note 2).
You should use the author’s original pagination wherever it is possible to do so. Remember, cite any material used from the instructional narrative portion of the consolidated lesson reading file with “as the author (see example endnote 3).
The midterm and final essay exams are academic papers; write each in a narrative style, not a bullet/point paper. Refer to the assignment rubric located in your Grade Center for grading criteria. If you have any questions, contact your course instructor.
Much like your next level of leadership, the program requires effective writing founded on critical thinking and communication skills. Each essay you write as you progress toward graduation provides an opportunity for you to hone these abilities. Additionally, these assignments comprise a large portion of your final grade in each course. Therefore, successful course completion is contingent on your writing performance. The most ...
Experience as a Computer ScientistFor this report, the pro.docxelbanglis
Experience as a Computer Scientist
For this report, the professional interviewed is a computer Engineer/ Web Developer who works for Omnivision Technologies Inc., a corporation that designs and develops advanced digital technologies to use in mobile phones, notebooks, security cameras etc. across the United States. Mr. Nagarik Sharma is the technical manager of the organization and works at its headquarter in Santa Clara, California, and has been working in this position for the last five years. He provided very useful information about the computer science profession and highlighted a number of challenges common in the career. Further, he provided some recommendations on how the challenges can be dealt with. From the information provided by the him, it is clear that the computer science profession is full of challenges particularly regarding the fast changing technology. The interview revealed several important topics which require further research.
Methodology
The interview was conducted on a skype video call and lasted for slightly above 30 minutes. Before the interview, the interviewee was made clear to understand that the questions which were to be asked during the interview regards the profession, its concerns and challenges. The phone call was recorded during the entire conversation and the information later transcribed and key points extracted. This report is based only on important points and not everything that the interviewee said.
Essential Background
Computer science is a field of technology that deals with studying processes that interact with data and which can be depicted as data in program form. An expert in computer science has knowledge in computation theory as well as the practice of software systems design. Computer scientists are also popularly known as computer and information scientists and can work in a range of environments. For instance, these professionals work in private software publishers, government agencies, academic institutions, and engineering firms (Page & Smart, 2013). Wherever they work, computer scientists’ general roles include solving computing problems as well as developing new products.
The professional interviewed for this report has in-depth knowledge in computer systems and management. Through his leadership skill, he organizes the successful delivery of effective and efficient technical solutions within the company. He is responsible for planning, designing, developing, production, and testing communication systems.
He is also responsible for supervising:
· Technical and Operations teams
· Landline and Cellular network
· IT Infrastructure
· Service platforms
He works with the chief technical officer (who is an expert in telecommunications engineering) to design and develop software that facilitates landline and cellular networks.
Challenges
· Education: According to the interviewee, the challenges in the field of computer science starts right from education and training. He says that ...
Expansion and Isolationism in Eurasia How did approaches t.docxelbanglis
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
Introduction
In 1279, under the leadership of Kublai Khan, the Mongols ousted the Song dynasty
and completed their conquest of China. As they
took control, they established the Yuan dynasty,
with Kublai Khan serving as emperor. However,
Mongol rule over China was relatively short lived.
Within 100 years, the Yuan dynasty would be
forced out by Chinese rebels.
Under Mongol rule, the Chinese became
increasingly angered by policies that favored
Mongols and foreigners. This anger and resentment
eventually resulted in unrest. Around 1350, small
states in China began to emerge to fight the
Mongols. Chinese leaders turned to military force to
advance their interests and establish regional
power. Some leaders were members of the upper class, and others were religious
leaders or bandits supported by peasants. By the middle of the 1350s, these Chinese
powers were united in their campaign to get rid of Mongol rule.
The years of ongoing warfare spurred military innovation among the Chinese.
Although the Mongols had access to gunpowder weapons, they did not develop new
technologies. In contrast, the first large cannons in China were manufactured by the
Chinese rebels. While the term “Gunpowder Empire” is often associated with the
Ottoman Empire, the Safavid Empire, and the Mughal Empire, the Chinese
advancements in gunpowder weaponry has led some historians to regard Ming China
as the world’s first gunpowder empire.
1
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
In this lesson, you will learn about three countries in Eurasia that used gunpowder
to expand and maintain their control: China, Japan, and Russia. You will consider the
rise and fall of the Ming and Qing dynasties in China. You will examine the unification of
Japan under the Tokugawa. Finally, you will explore the growth of the Russian Empire
during the Romanov dynasty.
Section 1. China Under the Ming and Qing
Between the 14th and the early 20th centuries,
two dynasties governed China: the Ming and the Qing.
Both dynasties took power during times of upheaval.
To restore order, they established strong, centralized
rule and revived traditional Chinese values, including
Confucian ideals.
The Ming Revival By the mid-1300s, China was in
turmoil. The Mongols’ hold on power had became
unstable. Disease and natural disasters had weakened
the Mongol grip. Additionally, feuds broke out within the government, leaving the
countryside unprotected against bandits and rebels.
As life became more dangerous and difficult, Chinese peasants grew increasingly
frustrated with the incompetence of their rulers. Led by Zhu Yuanzhang, a peasant
uprising successfully invaded the city of Nanjing. In 1368, aided by gunpowder
weapons, Zhu and his army capt ...
Experimental PsychologyWriting and PresentingPaper Secti.docxelbanglis
Experimental Psychology
Writing and Presenting
Paper Sections
Title
Introduction
Method
Tables and figures (if applicable)
Results
Tables and figures (if applicable)
Discussion
References
Presentation
Simplify, limit number of words, use color and formatting to highlight important points. Check spelling.
Include slides with the following
Title
Introduction
Method
Results
Tables and figures
Discussion
References (provide as a separate slide, but there is no need to discuss or ensure visibility of individual items on this slide.)
...
EXPEDIA VS. PRICELINE -- WHOSE MEDIA PLAN TO BOOK Optim.docxelbanglis
EXPEDIA VS. PRICELINE -- WHOSE
MEDIA PLAN TO BOOK?
Optimedia's Antony Young Analyzes the Media Strategies
Behind Rival Travel Sites
By Antony Young
Published: June 30, 2010
As schools break for summer, some families -- like mine -- are still planning their vacations. So I
took a look at two prominent travel sites, Expedia and Priceline, to see which one's media strategy
is likely to attract more trip planners.
Their media plans are especially important as the travel industry picks up after a tough 2009.
Demand for flights and hotels are rebounding and so, too, are airfares and room rates. With
slimmer margins on airline tickets, hotels have very much become the major battleground for
Expedia and Priceline and this is reflected in the focus of their advertising. Online Travel Agencies
(OTA's) accounted for 34.7% of all U.S. hotel bookings in the first quarter of 2010, up from 27.8% in
2009, Priceline CMO Brett Keller said in a recent speech.
Creative executions
Expedia launched a new branding campaign for 2010. Its tagline, "Where you book matters,"
accompanied a new logo incorporated into its creative messaging. The campaign, which targets
frequent leisure travelers, launched Dec. 26 with commercials featuring a visual metaphor of
building blocks as a way to demonstrate how consumers interact with Expedia. The first spot starts
with upbeat soft-rock music narrated by an unseen woman dictating her specifications for the
perfect "girls' weekend." She talks about having multiple hotel options and the ability to compare
dates for the best savings. Expedia's signature "dot coooom" jingle ends the spot. A spot with a
man's voice and trip goals was launched in February.
http://adage.com/
Priceline has built its position in the market on the opportunity for customers to name their own
price, brought to life through some hilarious spots fronted by pitchman William Shatner. This year,
Shatner introduced his new sidekick "Big Deal," a 520 lb 6'5" character who helps persuade hotels
to take a deal. In February, the Big Deal ads were joined by new creative that featured the
Negotiator's "Evil Twin" (played, of course, by Shatner). Priceline takes a karate chop at
Expedia.com (and Hotels.com), claiming that Priceline can get prices 50% lower.
The strategies of the two companies differed noticeably. Expedia.com attracted 16.7 million unique
visitors in May, 59% more than the 10.5 million who visited Priceline.com, according to ComScore.
And Expedia media seems to reflect this, promoting the site as the generic travel brand for a broad
audience and highlighting its full range of services and travel destinations. Priceline is more single-
mindedly focused on price, and its media appears to target lower down the purchase funnel with an
emphasis on converting transactions.
RATINGS
Outstanding
Highly effective
Good
Disappointing
A disaster
Television strategy
Expedia. ...
Experiments with duckweed–moth systems suggest thatglobal wa.docxelbanglis
Experiments with duckweed–moth systems suggest that
global warming may reduce rather than promote
herbivory
TJISSE VAN DER HEIDE, RUDI M. M. ROIJACKERS, EDWIN T. H. M. PEETERS AND
EGBERT H. VAN NES
Department of Environmental Sciences, Aquatic Ecology and Water Quality Management group, Wageningen University,
Wageningen, The Netherlands
SUMMARY
1. Wilf & Labandeira (1999) suggested that increased temperatures because of global
warming will cause an increase in herbivory by insects. This conclusion was based on the
supposed effect of temperature on herbivores but did not consider an effect of temperature
on plant growth.
2. We studied the effect of temperature on grazing pressure by the small China-mark moth
(Cataclysta lemnata L.) on Lemna minor L. in laboratory experiments.
3. Between temperatures of 15 and 24 �C we found a sigmoidal increase in C. lemnata
grazing rates, and an approximately linear increase in L. minor growth rates. Therefore, an
increase in temperature did not always result in higher grazing pressure by this insect as
the regrowth of Lemna changes also.
4. At temperatures below 18.7 �C, Lemna benefited more than Cataclysta from an increase in
temperature, causing a decrease in grazing pressure.
5. In the context of global warming, we conclude that rising temperatures will not
necessarily increase grazing pressure by herbivorous insects.
Keywords: Cataclysta, grazing, herbivory, Lemna, temperature
Introduction
Duckweeds (Lemnaceae) are often abundant in dit-
ches and ponds (Landolt, 1986). Especially when
nitrogen and phosphorus concentrations in the water
column are high, the surface area can become covered
with dense floating mats of duckweed (Lüönd, 1980,
1983; Portielje & Roijackers, 1995). These mats have
large impacts on freshwater ecosystems, restricting
oxygen supply (Pokorny & Rejmánková, 1983), light
availability of algae and submerged macrophytes
(Wolek, 1974) and temperature fluxes (Dale &
Gillespie, 1976; Landolt, 1986; Goldsborough, 1993).
These changed conditions often have a negative effect
on the biodiversity of the ecosystem (Janse & van
Puijenbroek, 1998). Other free-floating plants such as
red water fern (Azolla filiculoides), water hyacinth
(Eichhornia crassipes) and water lettuce (Pistia stratiotes)
often cause serious problems in tropical and sub-
tropical regions (Mehra et al., 1999; Hill, 2003).
Various species of herbivorous insects consume
free-floating macrophytes. Several species of weevils
(Coleoptera: Curculionidae) are able to consume large
amounts of red water fern, water hyacinth and water
lettuce (Cilliers, 1991; Hill & Cilliers, 1999; Aguilar
et al., 2003), while the larvae of the semi-aquatic Small
China-mark moth (Cataclysta lemnata) are capable of
removing large parts of floating cover of Lemnaceae
covers (Wesenberg-Lund, 1943). Duckweed is not
only used as food source, but also as building material
Correspondence: Rudi M. M. Roijacker ...
EXP4304.521F19: Motivation 1
EXP4304.521F19: Motivation: Further Study Summaries (FSS); Version 1; Last modified August 22, 2019
Overview: Reeve’s textbook provides “readings for further study” at the end of most chapters. Choose readings of
interest throughout the course; then, for five select readings, compose a 1-3 page “further study summary” (FSS). FSS
instructions are posted under “Files” on CANVAS.
Deadline: Each FSS is worth up to 25 points. Final drafts of FSS #1-5 due by Monday, December 9.
Relation of FSS to DRP: Students may choose any “readings for further study” from the textbook for their FSS. Some
students find it helpful to select readings that are relevant to the directed research proposal (DRP; details below).
Questions and Feedback: Please email with any requests for developmental feedback, requests for help with the USF
library, and/or questions about academic honesty. Working drafts of FSS #1-5 may be submitted in advance of the
deadline for developmental feedback and/or for early-grading; working drafts of FSSs are to be emailed to
[email protected] with Request for Feedback in Subject Line.
Instructions/Rubric:
• Please number each summary (FSS #1, #2, #3, #4, and #5) – thank you!
• Please number your responses so that answers directly correspond to the questions provided below
• Per #7 below, FSS must follow the “APA citation basics” from Paiz et al. (2013) – see pages 2-3
• Review (i.e., non-empirical) articles are acceptable for summaries; please adjust instructions as needed
• Sample FSS available – see pages 4-7
1. Article: What is the article? (+2)
a) Title of article
b) Name of journal
c) Name of author(s)
2. Source: What is the source of the article? (+2) This will either be a chapter and page from the textbook (e.g.,
Grand Theories Era of Ch. 2, p. 45) or it will be chapter and slide from my lecture (e.g., Self-Determination
Theory, Ch. 5, slide 2)
3. Summary: What is the study about? (See a-d below) (+4)
a) What are the main research questions?
b) What is the design of the study?
c) What are its results?
d) Were there any ethical concerns?
4. Analysis of Theory and Results: Is the study well-done? (+3) How well does the method test its hypotheses? Is
there something that could be done in the future to improve the study?
5. Motivation and Emotion: What does the study have to do with motivation and emotion? (+3) Why do you
think this reading was identified as worthy of further investigation?
6. Value Added: What are TWO things that you learned from the further reading, relative to the textbook
chapter? (+8) What is the value of the article “above and beyond the chapter” if any?
7. In-text Citations and Reference Page: Follow APA citation-basics (+2) (Paiz et al., 2013;
https://owl.english.purdue.edu/owl/resource/560/02/ -- see next two pages) (+3)
mailto:[email protected]
https://owl.english.purdue.edu/owl/resource/560/ ...
EXPERIMENT 1 OBSERVATION OF MITOSIS IN A PLANT CELLData Table.docxelbanglis
This document summarizes a journal article that examines the concept of self-forgiveness. It begins by noting that while research on interpersonal forgiveness has increased greatly, self-forgiveness has received little attention. The document then provides definitions of self-forgiveness from philosophy and psychology literature. It distinguishes self-forgiveness from interpersonal forgiveness and pseudo self-forgiveness. A theoretical model of the processes involved in self-forgiveness after wrongdoing is outlined. The document discusses emotional, cognitive, and offense-related determinants of self-forgiveness and calls for more research on this important topic.
Exercise Package 2 Systems and its properties (Tip Alwa.docxelbanglis
Exercise Package 2:
Systems and its properties: (Tip: Always use the components symbols, C, RS, KT, etc., in the derivation of
transfer function and only plug in component values at the last step. Show your steps and tell me a complete
story.)
1) Consider a 100mH inductor with v-i relationship in passive device labeling convention:
a. Find transfer function H(s) with current flowing through the inductor as the input, i(t),
and voltage across the inductor as the output, v(t), (in the unit of Ohms).
b. Find the same input-output relationship in the expression of differential equation.
c. Find v1(t) with input i1(t)=2sin(100t) (mA) and v2(t) with input i2(t)=0.4cos(500t) (mA)
respectively.
d. Show time invariant such that v(t)=v1(t−τ) as i(t)=i1(t−τ)=2sin(100t−0.9) (mA).
e. Show linearity using superposition such that v(t)=v1(t)+v2(t) as i(t)=i1(t)+i2(t).
2) Given following, a practical integrator, circuit, where Rf=100KΩ, R1=9.1KΩ, RS=100Ω, C=0.1µF,
and the OpAmp is an ideal operational amplifier:
a. Find the transfer function in between the output VO(t) and input VS(t), VO(t)=H(s){VS(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VO1(t) (sinusoidal steady state response) with input VS1(t)=0.2sin(100t) (V) and VO2(t)
with input VS2(t)=0.4cos(5000t) (V) respectively.
d. Show time invariant such that VO(t)= VO1(t−τ) as VS(t)= VS1(t−τ)=0.2sin(100t−0.9) (V).
e. Show linearity using superposition such that VO(t)= VO1(t)+VO2(t) with VS(t)=VS1(t)+ VS2(t).
3) Here is a typical coupling network in electronics where coupling capacitor, selected, C=0.022µF,
input impedance, Zi=5.7KΩ, and input source resistor, RS=520Ω:
a. Find the transfer function, H(s), Vout(t)=H(s){Vin(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VOut(t) (sinusoidal steady state response) with input Vin1(t)=2sin(50t+0.4) (V) and
Vin2(t) with input Vin2(t)=4cos(10000t) (V) respectively.
4) Here is a typical bypass network in electronics where bypass capacitor, selected, C=10µF, and
the equivalent (Thevenin) resistor of circuit to be bypassed, Req=376Ω:
Vcc+
Vcc-
Vo
Vs
Rf
R1Rs
C
Vin Vout
CRs
Zi
a. Find the transfer function, H(s), VS(t)=H(s){IS(t)} (note: the unit is ohm).
b. Find the same input-output relationship in the expression of differential equation.
c. Find VS1(t) (sinusoidal steady state response) with input Is1(t)=0.2cos(10t+0.3) (A) and
VS2(t) with input IS2(t)=0.5cos(10000t) (A) respectively.
5) The following circuit is an active filter (2nd order Butterworth low-pass filter), with the selected
values: R=10KΩ, C=8200pF, Rf=68KΩ, and R1=120KΩ.
a. Derive the transfer function, H(s), Vout(t)=H(s){Vin(t)}. (Tip: the selected R is much greater
than RS such that RS can be ignored in the derivation. Label extraordinary nodes and use
node voltage method. OpAmp is considered ideal.)
b. Show that th ...
Exercises for Chapter 8 Exercises III Reflective ListeningRef.docxelbanglis
Exercises for Chapter 8
Exercises III: Reflective Listening
Reflective Listening I
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “When I was in court, the defense attorney really pounded me. You know, like he thought I was lying or didn’t believe me or thought I was exaggerating.”
FEELING:
EMPATHIC RESPONSE:
2. “Those dirty, lousy creeps! Everything was fine in my life, and they really, really ruined everything! I don’t care if I go on or not. Why live if someone can just take everything away from you in one night?”
FEELING:
EMPATHIC RESPONSE:
3. “I know you said this is temporary housing and all, but I never had a place like this place. I can’t stand to think I have to move again sometime, and God knows where I’ll go.”
FEELING:
EMPATHIC RESPONSE:
4. “This whole setup is the pits. He gets to stay in the house after beating me half to death, and I have to go to this cramped little room. Does that make sense?”
FEELING:
EMPATHIC RESPONSE:
Instructions Part II: Now go back and respond to the content in each of these vignettes.
Reflective Listening II
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “Sometimes it kind of makes me sick to think of all the stuff I did when I was drinking. I’d like to go and take it all back, but how do you ever do that?”
FEELING:
EMPATHIC RESPONSE:
2. “I just can’t go out in the car. All I hear is the screech of tires and the awful thud and scrape of metal. I thought I was dying. I can see it all before me as if it was yesterday.”
FEELING:
EMPATHIC RESPONSE:
3. “We have a neighborhood problem here! Yes we do! A real big idiot lives in that house. A real nut! He trimmed my own yard with a string trimmer and threw stones all over my car. Ruined the paint!”
FEELING:
EMPATHIC RESPONSE:
4. “I never meant to get pregnant. I know everyone says that, but I didn’t! I can’t think straight. What about my job and school and all ...
Exercise 9-08On July 1, 2019, Sheridan Company purchased new equ.docxelbanglis
Exercise 9-08
On July 1, 2019, Sheridan Company purchased new equipment for $80,000. Its estimated useful life was 8 years with a $12,000 salvage value. On December 31, 2022, the company estimated that the equipment’s remaining useful life was 10 years, with a revised salvage value of $5,000.
Prepare the journal entry to record depreciation on December 31, 2019. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Prepare the journal entry to record depreciation on December 31, 2020. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the revised annual depreciation on December 31, 2022.
Revised annual depreciation
$
Prepare the journal entry to record depreciation on December 31, 2022. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the balance in Accumulated Depreciation—Equipment for this equipment after depreciation expense has been recorded on December 31, 2022.
Accumulated Depreciation—Equipment
$
Problem 9-03A
Ivanhoe Company had the following assets on January 1, 2022.
Item
Cost
Purchase Date
Useful Life
(in years)
Salvage Value
Machinery
$73,000
Jan. 1, 2012
10
$ 0
Forklift
32,000
Jan. 1, 2019
5
0
Truck
38,400
Jan. 1, 2017
8
3,000
During 2022, each of the assets was removed from service. The machinery was retired on January 1. The forklift was sold on June 30 for $12,200. The truck was discarded on December 31.
Journalize all entries required on the above dates, including entries to update depreciation, where applicable, on disposed assets. The company uses straight-line depreciation. All depreciation was up to date as of December 31, 2021. (Credit account titles are automatically indented when the amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Date
Account Titles and Explanation
Debit
Credit
choose a transaction date
enter an account title
enter a debit amount
enter a credit amount
enter an ac ...
ExemplaryVery GoodProficientOpportunity for ImprovementU.docxelbanglis
Exemplary
Very Good
Proficient
Opportunity for Improvement
Unacceptable
Element 1a: Content of Executive Summary: Responding to the Questions
6.5 (5%)
Student presents a thorough and complete Executive Summary with rich, articulate, and well-reasoned responses to all of the questions posed in the assignment and eloquently embeds them into a cohesive and compelling Executive Summary, with direct and relevant references to the Course and Program Outcomes.
6.04 (4.65%)
Student presents an Executive Summary with well-reasoned responses to all of the questions posed in the assignment and embeds them into an Executive Summary with references to the Course and Program Outcomes.
5.53 (4.25%)
Student presents an Executive Summary of the course that addresses the questions posed in the assignment and makes some connections to the Course and Program Outcomes. Some examples and resources support thinking.
4.88 (3.75%)
Student provides cursory coverage of some or all the questions posed as part of the requirements for the Executive Summary or does not address all of the questions, although he/she does provide a summary of one or two.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1b: Content of Executive Summary: Impact of Lessons Learned In Course
6.5 (5%)
Student provides a comprehensive summary of his/her main lessons from the course and how those support his/her achievement of at least two course outcomes providing a rich assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
6.04 (4.65%)
Student provides a summary of his/her main lessons from the course and how those support his/her achievement of one or two course outcomes providing an assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
5.53 (4.25%)
Student provides a description of the main lessons of the course and how those relate to his/her achievement of course and program outcomes as well as how these will affect his/her practices now and in the future.
4.88 (3.75%)
Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1c: Format of Executive Summary: Beginning
6.5 (5%)
Student begins the Executive Summary with a compelling statement of its purpose and presents a succinct and cohesive summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Relevant examples and resources support thinking.
6.04 (4.65%)
Student begins the Executive Summary with a statement of its purpose and presents a succinct summary that focuses on ...
Exercise Question #1 Highlight your table in Excel. Copy the ta.docxelbanglis
Exercise Question #1
Highlight your table in Excel. Copy the table. In Word, place cursor where you want to Paste the Table. Right click and under Paste Options click Picture. This will paste the Table into your Word document as a Picture.
Discussion: Your Discussion should be double spaced and fill the rest of the page.
Exercise Question #2
Discussion:
1064
435
323
243
134
Project A
Project B
Project C
Project D
Weighted
& Total
Score
Project\
Criteria &
Weight
Criteria 1Criteria 2Criteria 3
1073
134
353
543
231
Project D
Project\
Criteria &
Weight
Project B
Criteria 2Criteria 3
Weighted
& Total
Score
Project A
Criteria 1
Project C
C9-1
CASE STUDY 9
ST. LUKE'S HEALTH CARE SYSTEM
Hospitals have been some of the earliest adopters of wireless local area
networks (WLANs). The clinician user population is typically mobile and
spread out across a number of buildings, with a need to enter and access
data in real time. St. Luke's Episcopal Health System in Houston, Texas
(www.stlukestexas.com) is a good example of a hospital that has made
effective use wireless technologies to streamline clinical work processes.
Their wireless network is distributed throughout several hospital buildings
and is used in many different applications. The majority of the St. Luke’s
staff uses wireless devices to access data in real-time, 24 hours a day.
Examples include the following:
• Diagnosing patients and charting their progress: Doctors and
nurses use wireless laptops and tablet PCs to track and chart patient
care data.
• Prescriptions: Medications are dispensed from a cart that is wheeled
from room to room. Clinician uses a wireless scanner to scan the
patient's ID bracelet. If a prescription order has been changed or
cancelled, the clinician will know immediately because the mobile device
displays current patient data.
http://www.stlukestexas.com/
C9-2
• Critical care units: These areas use the WLAN because running hard
wires would mean moving ceiling panels. The dust and microbes that
such work stirs up would pose a threat to patients.
• Case management: The case managers in the Utilization Management
Department use the WLAN to document patient reviews, insurance
calls/authorization information, and denial information. The wireless
session enables real time access to information that ensures the correct
level of care for a patient and/or timely discharge.
• Blood management: Blood management is a complex process that
involves monitoring both patients and blood products during all stages of
a treatment process. To ensure that blood products and patients are
matched correctly, St. Luke’s uses a wireless bar code scanning process
that involves scanning both patient and blood product bar codes during
the infusion process. This enables clinicians to confirm patient and blood
product identification before proceeding with t ...
Executive SummaryXYZ Development, LLC has requested ASU Geotechn.docxelbanglis
Executive Summary
XYZ Development, LLC has requested ASU Geotechnical, Inc. to organize a geotechnical evaluation with recommendations regarding foundation for three planned structures. XYZ Development, LLC has planned to construct a three-story medical tower, a one-story office building, and a multi-story parking garage on a 10-acre property that is in West Memphis, AR. In addition, an 18-feet high retaining wall is planned to be constructed on the north side of the parking garage.
ASU Geotechnical, Inc. was provided with soil data included a log of a borehole that extended to a depth of 100 feet. Has recommended a 6’ x 6’ shallow foundation for the one- story building at depth of 5 feet. The expected settlement under the foundation for the parking garage was calculated to be 1.09 inches, and the expected settlement for the medical tower was calculated to be 0.78 inch. Also, ASU Geotechnical, Inc. has recommended a drilled shaft deep foundation design to be used for the three-story medical tower. Furthermore, for the 3-story medical tower the pile should have a diameter of 48 inches and reach a depth of 40 feet below the ground surface with a total of 2 piles required per column. For the multi-story parking garage, a drilled shaft should have a diameter of 48 inches and reach a depth of 70 feet below the ground surface with a total of 2 piles required per column.
The expected total differential settlement for the parking garage was calculated to be 0.31 inches, and the total differential settlement for the tower was calculated to be 0.23 inch. The recommended dimensions for the retaining wall include a 12-foot-wide footing base with 1.5-foot thickness. The entire retaining wall should have a total height of 20 feet, with only 18 feet above the ground surface. The 0.5 foot of soil above the toe was placed to adjust the effects of sliding of the wall. The base of the stem wall should have a thickness of 1.5-foot, and the top of the stem wall should have a thickness of 8 inches. Also, the factor of safety for sliding was calculated to be 1.59, the factor of safety for the bearing capacity was calculated to be 2.78
Introduction
XYZ Development, LLC in planning to construct residential and commercial facilities on a 10-acre property that is in West Memphis, AR the largest city in Crittenden County. The property will include a one-story office building, a three-story medical tower, and a multi-story parking garage with an 18-feet high retaining wall on the north side of the parking garage. The expected maximum column load for the one- story office building would be 50 kips, 350 kips for the three-story medical tower, and 900 kips for the parking garage. The dead load was expected to be 65 % of the maximum column load with column spacing at 35 feet. ABC Engineering, Inc. has requested ASU geotechnical Inc. to submit a geotechnical report that included: shallow foundation recommendations, total and different settlements under the maximum column ...
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
4–6 points
Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
7–8 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
4–6 points
Posts demonstrate a lack of ability to apply, reflect, or synthesize c ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Essay Three Annotated Bibliography and Essay PromptFor paper th.docx
1. Essay Three: Annotated Bibliography and Essay Prompt
For paper three, you will be developing your own paper prompt.
You also have a choice as to which author to focus on: Hannah
Rosin. This paper gives you the most freedom in exploring
ideas. This can be great - it will make your paper more
interesting and unique. However, it can also be difficult because
you have to come up with the focus.
Assignment Objectives:
Create a paper prompt which ties to "Why Kids Sext?" By
Hannah Rosin and upload it by Friday. Word Min: 1500
What's an annotated bibliography? Basically, it's a Works Cited
page with notes. For each source, you will provide a brief (one
to two paragraph) description. You will also make a note of
whether the source is primary or secondary. See below for an
example.
Criteria for Evaluation:
· Research: You must bring in three outside sources. At least
one of these must be an additional secondary source (the other
two may be primary sources). See the PowerPoint on research
for more information on these types of sources.
· Audience: Consistent, academic tone. Appropriate amount of
contextual information, anticipating audience questions.
Addresses significant issues and makes them important to
audience.
· Grammar and Format: Errors in grammar, spelling, and usage
limited or non-existent. Correct MLA format, including proper
quotation citation.
Student
Instructor
ENC 1102
Date
2. Sample Annotated Bibliography
Ahlberg, Jaime, Harry Brighouse. “An Argument Against
Cloning.” Canadian Journal
of Philosophy 40.4 (2010): 539-566. Web. 28 October 2011.
This article is credible, because it is a peer reviewed
journal article. The authors address all the plausible reasons for
cloning and give arguments against those reasons. One of the
major solutions to cloning that the authors present is adoption.
They suggest infertile couples adopt, rather than cloning. If
cloning is legalized, the children who would normally be
adopted by infertile couples, will now be abandoned. The
authors argue that while the pool of parents wanting to adopt
will shrink after cloning, the pool of children needing to be
adopted will stay the same, leading to catastrophic
consequences for the world.
The authors of this article argue that parents who raise
clones may have a hard time raising a child that is a complete
clone of themselves. This journal article is a primary source.
Bottum, J. “Against Human Cloning.” Human Life Review 27.2
(2001): 121-124. Web.
28 October 2011.
This article discusses the Congressional bill to prohibit
human cloning. The author explains that banning cloning would
not mean overturning current legislation, like Roe v Wade. If
allowed, human cloning would eventually open the door for
selective cloning, which would be detrimental to society.
This analysis will aid me in discussing my views about
cloning and the need for better laws regarding this issue. This is
a secondary source. The views of the authors support my thesis.
I will use this text in conjunction with Fukuyama’s essay as the
main source of information for my essay. Human reproductive
cloning is a hot button issue in today’s society and we must
closely examine it before we allow cloning to continue. No one
has fully through through the repercussions of this scientific
3. process.
I will also use this essay to bring in language from the
Congressional bill. The language from the bill works more as a
primary source (and the author uses it as such in this essay) and
so I might use it in the same way if need be. Quotes from the
bill will be used to support and explain my opinions about the
importance of caution when proceeding with cloning issues.
Cohen, Cynthia. “The Ethics of Human Reproductive Cloning:
When World Views
Collide.” Accountability in Research: Policies and Quality
Assurance 11 (2004): 183-199. Web. 28 October 2011.
This article was found in a peer reviewed journal. In it, the
author discusses the effects of cloning on the resulting child.
The author argues that the cloned child will have little or no
freedom to develop, since they will always be compared to the
people that created them. It further goes into the psychological
harm clones would experience. This author discusses human
dignity and how it would be altered with the creation of human
reproductive clones.
In the article, the safety and effectiveness of cloning is
questioned. Science has yet to create a healthy clone, and the
author supposes that this is still far off. Society, the author
hypothesizes, is not ready for clones. This is a secondary
source.
Fukuyama, Francis. “Human Dignity.” Emerging. Ed. Barclay
Barrios. Boston: Bedford/St.Martin’s, 2010. 141-163. Print.
In this work, the author describes what makes humans
human. He says that human dignity is engrained in Factor X.
Something that cannot be described. With the scientific
advancements we have recently seen, that human dignity is in
danger. If clones and robots are given similar characteristics,
what prevents them from having human dignity? This author
explores the struggle humans have to balance scientific
advancements with protecting our human dignity.
4. This essay is from our Emerging book and will be used as
a secondary source Fukuyama’s theories will work to support
my own ideas.
Simpson, JL. “Could Cloning Become Permissible?” Ethics,
Law, and Moral Philosophy of Reproductive Biomedicine 2.1
(2007): 125-129. Web. 28 October 2011.
In this article, a doctor of obstetrics and gynecology and
professor at Baylor University, discusses the issues with human
reproductive cloning. He touches on the questionable safety of
the practice, but mainly discusses the ethical pitfalls of cloning.
I will use this in my paper to look at cloning from a medical
perspective and to help me consider all the angles of this issue.
This is a primary source.
H O W D I D P A U L K R U G M A N
G E T I T S O W R O N G ? 1 ecaf_2077 36..40
John H. Cochrane
This article is a response to Paul Krugman’s New York Times
Magazine article,
‘How Did Economists Get It So Wrong?’ Krugman’s attack on
modern economics –
and many adhominem attacks on modern economists – display a
deep and highly
politicised ignorance of what economics and finance is really all
about, and a
striking emptiness of useful ideas.
Keywords: Paul Krugman, stimulus, Keynes, efficient markets.
5. Many friends and colleagues have asked me
what I think of Paul Krugman’s New York
Times Magazine article, ‘How Did Economists
Get It So Wrong?’2
Most of all, it is sad. Imagine this were not
an economics article. Imagine this were a
respected scientist turned popular writer, who
says, most basically, that everything everyone
has done in his field since the mid-1960s is a
complete waste of time. Everything that fills its
academic journals, is taught in its PhD
programmes, presented at its conferences,
summarised in its graduate textbooks, and
rewarded with the accolades a profession can
bestow (including multiple Nobel Prizes) is
totally wrong. Instead, he calls for a return to
the eternal verities of a rather convoluted book
written in the 1930s, as taught to our author in
his undergraduate introductory courses. If a
scientist, he might be an AIDS-HIV disbeliever,
a creationist or a stalwart that maybe
continents do not move after all.
It gets worse. Krugman hints at dark
conspiracies, claiming ‘dissenters are
marginalised’. The list of enemies is ever-
growing and now includes ‘new Keynesians’
such as Olivier Blanchard and Greg Mankiw.
Rather than source professional writing, he
uses out-of-context second-hand quotes from
media interviews. He even implies that
economists have adopted ideas for pay, selling
out for ‘sabbaticals at the Hoover institution’
and fat ‘Wall Street paychecks’.
6. This approach to economic discourse is a
disservice to New York Times readers. They
depend on Krugman to read real academic
literature and digest it, and they get this
attack instead. Any astute reader knows that
personal attacks and innuendo mean the
author has run out of ideas.
Indeed, this is the biggest and saddest
news of this piece: Paul Krugman has no
interesting ideas whatsoever about what
caused the financial and economic problems
that culminated in the crash of 2008, what
policies might have prevented it, or what
might help us in the future.
But maybe he is right. Occasionally
sciences, especially social sciences, do take a
wrong turn for a decade or two. I think
Keynesian economics was such a wrong turn.
So let us take a quick look at the ideas.
Krugman’s attack has two goals. First, he
thinks financial markets are ‘inefficient’,
fundamentally due to ‘irrational’ investors,
and thus prey to excessive volatility which
needs government control. Second, he likes
the huge ‘fiscal stimulus’ provided by
multi-trillion dollar deficits.
Market efficiency
It is fun to say that we did not see the crisis
coming, but the central empirical prediction
of the efficient markets hypothesis is precisely
that nobody can tell where markets are going
8. more than is justified by reasonable expectations of future
cashflows, discounted at a constant rate. This might be
because people are prey to bursts of irrational optimism and
pessimism. It might also be because people’s willingness to
take on risk varies over time, and is lower in bad economic
times. As Eugene Fama pointed out in 1970, these are
observationally equivalent explanations. Unless you are willing
to elaborate your theory to the point that it can quantitatively
describe how much and when risk premiums, or waves of
‘optimism’ and ‘pessimism’, can vary, you know nothing. No
theory is particularly good at that right now.
Crying ‘bubble’ is empty unless you have an operational
procedure for identifying bubbles, distinguishing them from
rationally low-risk premiums and crying wolf too many years
in a row. Krugman rightly praises Robert Shiller for his
warnings over many years that house prices might fall. But
advice that we should listen to Shiller, because he got the last
call right, is no more useful than previous advice from many
quarters to listen to Alan Greenspan because he got several
forecasts right. Following the last mystic oracle until he gets a
judgment wrong, then casting him to the wolves, is not a good
long-term strategy for identifying bubbles. Krugman likes
Shiller because he advocates behavioural finance ideas, but
that is no help either. People who say they follow behavioural
finance have just as wide a divergence of opinion as those who
do not. Are markets irrationally exuberant or irrationally
depressed today? It’s hard to tell.
This difficulty is no surprise. It is the central prediction of
free-market economics, as crystallised by F. A. Hayek, that no
academic, bureaucrat or regulator will ever be able to fully
explain market price movements. Nobody knows what
‘fundamental’ value is. If anyone could tell what the price of
tomatoes should be, let alone the price of Microsoft stock,
then communism and central planning would have worked.
9. More deeply, the economist’s job is not to ‘explain’ market
fluctuations after the fact or to give a pleasant story on the
evening news about why markets went up or down.
The case for free markets is not justified by
the belief that markets are ‘perfect’
But this argument takes us away from the main point. The
case for free markets never was that markets are perfect. The
case for free markets is that government control of markets,
especially asset markets, has always been much worse.
In effect, Krugman is arguing that the government should
massively intervene in financial markets and take charge of the
allocation of capital. He cannot say this explicitly, but he does
say, ‘Keynes considered it a very bad idea to let such
markets . . . dictate important business decisions’, and ‘finance
economists believed that we should put the capital
development of the nation in the hands of what Keynes had
called a “casino” ’. Well, if markets cannot be trusted to
allocate capital, it’s a fair to conclude Krugman thinks only the
government can.
To reach this conclusion, you need evidence, experience or
some realistic hope that the alternative will be better.
Remember, the US regulator, the SEC, could not even find
Bernie Madoff when he was handed to them on a silver platter.
Fannie Mae, Freddie Mac and Congress all did a dreadful job
of managing the mortgage market. Is this system going to
regulate Citigroup, guide financial markets to the right price,
replace the stock market, and tell our society which new
products are worth investment? Government regulators failed
just as abysmally as private investors and economists to see
the storm coming.
10. In fact, if you take it at all seriously, the behavioural view
gives us a new and stronger argument against regulation and
control. Regulators are just as human and irrational as market
participants. If bankers are, in Krugman’s words, ‘idiots’, then
so must be the typical Treasury secretary, Fed chairman and
regulatory staff. Most of them are ex-bankers! Furthermore,
regulators act alone or in committees, without the discipline of
competition, where behavioural biases are much better
documented than in market settings. They are still easily
captured by industries, and face politically distorted
incentives.
Careful behaviouralists know this, and do not quickly run
from ‘the market got it wrong’ to ‘the government can put it
all right’. Even my most behavioural colleagues Richard Thaler
and Cass Sunstein in their book Nudge go only so far as a light
libertarian paternalism, suggesting good default options on US
personal pension accounts. (And even here they’re not very
clear on how the Federal Nudging Agency is going to steer
clear of industry capture.) They do not even think of jumping
from ‘irrational’ markets, which they believe in deeply, to
government control of stock and house prices and allocation
of capital.
Stimulus
Krugman is a strong supporter of fiscal stimulus. In this quest,
he accuses us and the rest of the economics profession of
‘mistaking beauty for truth’. He is not clear on what the
‘beauty’ is that we all fell in love with, and why one should
shun it, for good reason. The first siren of beauty is simple
logical consistency. Krugman’s Keynesian economics requires
that people make logically inconsistent plans to consume
more, invest more and pay more taxes with the same income.
The second siren is plausible assumptions about how people
behave. Keynesian economics requires that the government is
12. out
the likely ‘therefores’. This is exactly the right way to do
things.
The impact of Ricardian equivalence is not that this simple
abstract benchmark is literally true. The impact is that in its
wake, if you want to understand the effects of government
spending, you have to specify why and how it is false.
Doing so does not lead you anywhere near old-fashioned
Keynesian economics. It leads you to consider distorting taxes,
how much people care about their children, how many people
would like to borrow more to finance today’s consumption
and so on.
For example, most Keynesians think the Ricardian
equivalence theorem fails because people don’t rationally
anticipate the future taxes that must pay off today’s debt. OK,
but what’s good for the goose is good for the gander: if
sometimes people pay too little attention to future taxes, at
others they pay too much, so stimulus has a negative effect.
The latter seems at least plausible now! It is the logically
consistent conclusion from Krugman’s views. He thinks deficit
concerns are just Tea Party hysteria. OK, but if so, the voters
are overestimating future taxes, not ignoring them.
Furthermore, if ‘stimulus’ is rooted in people ignoring future
taxes, then it makes no sense whatsoever to advocate
‘stimulus’ today but loudly announce the future taxes in ‘deficit
reduction’!
Last, when you find ‘market failures’ that might justify a
multiplier, optimal-policy analysis suggests fixing the market
failures, not their exploitation by fiscal multipliers.
This is how real, thoughtful, logically consistent analysis of
fiscal stimulus proceeds. Nobody ever ‘asserted that an increase
in government spending cannot, under any circumstances,
13. increase employment’, any more than (I presume) Krugman
would assert that more government spending always helps
(Greece? Zimbabwe?). This statement is unsupportable by any
serious review of professional writings, and Krugman knows it.
But thinking through this sort of thing and explaining it is
much harder than just tarring your enemies with
out-of-context quotes, ethical innuendo or silly cartoons.
The ‘crash’
Krugman’s New York Times article is supposedly about how the
crash and recession changed our thinking, and what
economics has to say about it. The most amazing news in the
whole article is that Paul Krugman has absolutely no idea
about what caused the crash, what policies might have
prevented it and what policies we should adopt going forward.
He seems completely unaware of the large body of work by
economists who actually do know something about the
banking and financial system, and have been thinking about it
productively for a generation.
There was a financial crisis, a classic run on the shadow
banking system, and near collapse of the large commercial
banks. The centrepiece of our crash was not the relatively free
stock or real estate markets, it was the highly regulated banks.
A generation of economists has thought really hard about
these kinds of events: Diamond, Rajan, Gorton, Kashyap,
Stein, Duffie and so on. They have thought about why there is
so much short-term debt, why people run on banks, how
deposit insurance and credit guarantees can help to stop runs,
and how they give incentives for excessive risk-taking, why
brokerage and derivatives contracts are prone to runs, what’s
wrong with bankruptcy law and how to fix it.
If we want to think about events and policies, this seems
14. like more than a minor detail. The hard and central policy
debate over the last year was how to manage this financial
crisis. Now it is how to set up the incentives of banks and
other financial institutions so that another financial crisis or
sovereign-debt crisis does not happen. There is a lot of good
and subtle economics here that New York Times readers might
like to know about. But, sadly, Krugman says nothing about
these things.
Krugman does not even have anything to say about the
Federal Reserve Board (Fed). Ben Bernanke did a lot more in
2007–08 than set central bank interest rates to zero and then
go off on vacation and wait for fiscal policy to do its magic.
Leaving aside the string of bailouts, the Fed started term
lending to securities dealers. Then, rather than buy US
government bonds in exchange for reserves, it essentially sold
government bonds in exchange for private debt. Though the
funds rate was near zero, the Fed noticed huge commercial
paper and securitised-debt spreads, and intervened in those
markets. There is no such thing as ‘the’ interest rate anymore:
the Fed is attempting to manage all interest rates.
Monetary policy now has little to do with ‘money’ versus
‘bonds’ with all the latter lumped together. Monetary policy
has become wide-ranging financial policy. Does any of this
work? What are the dangers? Can the Fed stay independent in
this new role? These are the questions of our time. Paul
Krugman has nothing to say about them.
To Krugman, the crash was caused by ‘irrationality’. To
Krugman, there is one magic cure-all for all economic
problems: fiscal stimulus. It’s really a remarkably empty view
of the world.
Krugman claims a cabal of obvious crackpots bedazzled all
of macroeconomics with the beauty of their mathematics, to
16. by which people become more risk averse as values fall.
Second, Krugman argues that ‘a more or less Keynesian
view is the only plausible game in town’, and ‘Keynesian
economics remains the best framework we have for making
sense of recessions and depressions’. One thing is pretty clear
by now, that when economics incorporates flaws and frictions,
the result will not be to rehabilitate an 80-year-old book. As
Krugman bemoans, the ‘new Keynesians’ who did just what he
asks by putting Keynes-inspired price-stickiness into logically
coherent models, ended up with something that looked a lot
more like monetarism. A science that moves forward almost
never ends up back where it started: Einstein revised Newton,
but did not send us back to Aristotle.
Third, and most surprising, is Krugman’s Luddite attack
on mathematics: ‘economists as a group, mistook beauty, clad
in impressive-looking mathematics, for truth’. Models are
‘gussied up with fancy equations’. I am old enough to
remember when Krugman was young, working out the
interactions of game theory and increasing returns in
international trade for which he won the Nobel Prize. The old
guard tut-tutted ‘nice recreational mathematics, but not
real-world at all’. He once wrote eloquently about how only
mathematics keeps your ideas straight in economics. How
quickly time passes.
Again, what is the alternative? Does Krugman really think
we can make progress in economic and financial research
(understanding frictions, imperfect markets, complex human
behaviour and institutional rigidities) by reverting to a literary
style of exposition and abandoning the attempt to compare
theories quantitatively against data? Against the worldwide
tide of quantification in all fields of human endeavour is there
any real hope that this will work in economics?
17. The problem is that we do not have enough mathematics.
Mathematics in economics serves to keep the logic straight, to
make sure that the ‘then’ really does follow the ‘if ’, which it so
frequently does not if you just write prose. The challenge is
that it is hard to write down explicit artificial economies with
these novel ingredients and actually solve them in order to see
what makes them tick. Frictions are just hard with the
mathematical tools we have now.
The insults
The level of personal attack in the New York Times article, and
the fudging of the facts to achieve it, is simply amazing. As one
little example, take my quotation about carpenters in Nevada.
Krugman writes: ‘And Cochrane declares that high
unemployment is actually good: “We should have a recession.
People who spend their lives pounding nails in Nevada need
something else to do.” Personally, I think this is crazy. Why
should it take mass unemployment across the whole nation to
get carpenters to move out of Nevada?’
I did not write this. It is an attribution, taken out of
context, from a bloomberg.com article, written by a reporter
with whom I spent about 10 hours patiently trying to explain
some basics, and who also turned out only to be on a hunt for
embarrassing quotes. Nevertheless, I was trying to explain
how sectoral shifts contribute to unemployment. I never
asserted that ‘it takes mass unemployment across the whole
nation to get carpenters to move out of Nevada’. You cannot
even dredge up an out-of-context quote for that monstrously
made-up opinion.
What is the point in conducting debate this way? I do not
think that Krugman disagrees that sectoral shifts result in
some unemployment, so the quote actually makes sense as
economics. The only point is to make me, personally, seem
18. heartless – a pure, personal, calumnious attack, which has
nothing to do with economics.
It goes on. Krugman asserts that I and others ‘believe’ ‘that
an increase in government spending cannot, under any
circumstances, increase employment’ and that we ‘argued that
price fluctuations and shocks to demand actually had nothing
to do with the business cycle’. These are just gross distortions,
unsupported by any documentation or the lightest
fact-checking, let alone by examination of any professional
writing. And Krugman knows better. All economic models are
simplified to exhibit one point; we all understand the real
world is more complicated. Krugman’s job as a professional
economist with a newspaper column is supposed to be to
explain that to lay readers. These quotes about academic
opponents would be rather like somebody looking up
Krugman’s early work (which assumed away transport costs)
and claiming in the Wall Street Journal, ‘Paul Krugman believes
ocean shipping is free, how stupid’.
The idea that any of us do what we do because we are paid
off by Wall Street banks or seek cushy sabbaticals at Hoover is
ridiculous. Indeed, believing in efficient markets disqualifies
you for employment in hedge funds and many other financial
institutions. Nobody wants to hire somebody who thinks you
cannot make any money trading!
Krugman is supposed to read, explain and criticise things
economists write. This should be real professional writing: not
interviews, opeds and blog posts. At a minimum, Krugman’s
style leads to the unavoidable conclusion that he is not reading
real economics anymore.
How did Krugman get it so wrong?
So what is Krugman up to? The only explanation that makes
20. This is the only reason I can come up with to understand
why Krugman wants to write personal attacks on those who
disagree with him. I like it when people disagree with me, and
take time to read my work and criticise it. At worst I learn how
to position it better. At best, I discover I was wrong and learn
something. I send a polite thank-you note.
Krugman wants people to swallow his arguments whole
from his authority, without demanding logic, or evidence.
Those who disagree with him, alas, are pretty smart and have
pretty good arguments if you bother to read them. So, he tries
to discredit them with personal attacks.
This is the political sphere, not the intellectual one: do not
argue with opponents, swift-boat them. Sadly, this approach
has nothing to do with economics, or discovering the truth
about how the world works or could be made a better place.
1. This article is an edited version of an earlier article, available
at http://
faculty.chicagobooth.edu/john.cochrane/research/Papers/
krugman_response.htm.
2. Available at http://www.nytimes.com/2009/09/06/magazine/
06Economic-t.html?_r=1 (published 2 September 2009).
References
Kydland, F. and E. Prescott (1982) ‘Time to build and aggregate
fluctuations’, Econometrica, 50, 6, 1345–1370.
Thaler, R. H. and C. R. Sunstein (2008) Nudge: Improving
Decisions
About Health, Wealth, and Happiness, New Haven, CT: Yale
22. MODERATOR: Good evening, I’m Janet Gornick. I am a
political economist
and professor of political science and sociology here at the
Graduate Center
of the City University of New York, and I’m also the director of
Luxembourg
Income Study Center, with offices in Luxembourg and here at
the Graduate
Center. The format for the evening is as follows: First, Jeff
Madrick will offer
some remarks about his new book, Seven Bad Ideas, which talks
about how
mainstream economists have damaged America and the world.
Second, we’ll
be treated to a conversation between Jeff and Paul Krugman
about the
book and about whatever else we wish to discuss. Their
conversation
will be unregulated, in the spirit of the topic. And, for the final
part of the
evening, we’re going to take questions from the audience.
So let me just take a moment to introduce our two speakers. It’s
really a
great treat to have these two guests with us this evening. Few
people any-
where have done more than either Jeff Madrick or Paul
Krugman to explain
contemporary economics to general audiences. Having them
here together
jointly assessing the state of the economics discipline is really a
double treat.
Jeff Madrick is an award-winning economic analyst and
journalist. He’s a
23. regular contributor to the New York Review of Books and a
former economics
columnist for the New York Times. He’s also director of the
Bernard L.
Schwartz Rediscovering Government Initiative at the Century
Foundation,
where he’s also a senior fellow, and several of his colleagues
and ours from
the Century Foundation are here with us this evening. Jeff is
also an editor of
Challenge magazine, and he’s a visiting professor of humanities
at Cooper
Union. Jeff is the author of many widely read and much cited
books, includ-
ing Age of Greed, The Case for Big Government, End of
Affluence, and Taking
America. Jeff’s books are notable for attracting diverse
audiences, often
112
http://dx.doi.org/10.1080/05775132.2015.1003503
receiving praise from progressives and the business press alike.
This new
book, Seven Bad Ideas is, as I think you know by now, an
assessment of
the ways in which mainstream economics failed to anticipate—
and he would
argue also contributed to—the economic turmoil of the last six
years. And
that analysis is rooted, of course, in a larger critique of the
economics
profession, especially an overreliance on modeling. The book
has already
24. attracted considerable attention, much of it positive, and a
surprising amount
of positive response has come from economists. I for one
heartily rec-
ommend it, and I might add that one does not have to be an
economist to
find the book both clarifying and delightfully readable. To the
non-economist
academics in the audience, you might be pleased to know that in
this
book Jeff argues that one thing that contemporary economics
needs is more
engagement with sociologists, anthropologists, and historians.
That’s not an
observation that one hears all that often.
Paul Krugman needs little introduction here. As I think most of
you know,
Professor Krugman is in transition now, shifting his home
institution from Prin-
ceton University to here at the Graduate Center of the City
University of
New York. In the middle of 2014 he joined the List Center and
serves there
as a distinguished scholar, and in September 2015 he will join
the economics
faculty at the PhD program here at the Graduate Center. Paul
Krugman is
known for his extensive body of academic work, for which he
has received
an enormous array of honors, including in 2008 the big one, the
Nobel
Memorial Prize in Economic Sciences. He’s also known to many
of us for his
much-read biweekly column in the New York Times and for his
lively blog,
25. “The Conscience of a Liberal.” He contributes to other
publications as well,
and he attracted considerable attention last month for his article
in Rolling Stone
titled “In Defense of Obama.” We’ll editorialize for a moment: I
just have this to
say, I wonder what would have happened last week if some key
Democrats
had taken that article to heart. In any case, we’re really
delighted to have
Paul with us this evening, and I’m especially grateful that he’s
able to join us
as he is just back from a whirlwind trip to Japan, another petri
dish for curious
macroeconomic thinking, and perhaps this evening he and Jeff
will help us
make sense of Japan, after they’ve clarified the state of
macroeconomics in
the United States. Jeff and Paul, I turn the evening over to you.
Welcome.
JEFF: Thank you all very much for coming. A special thanks to
Janet
Gornick, who you just heard from, who runs the Luxembourg
Income Study
Center and very generously made all of this available to us.
Thanks to the
Century Foundation for cosponsoring this. Thanks to Paul for
giving his time,
and thanks to mainstream economists for making so many
mistakes.
Now obviously I have to place a caveat in here. There are many
excep-
tions to the conventional mainstream thinking that I criticize in
my book, or
26. what I guess we could call neoclassical economics. Economists
would call
it more or less economics based on the market itself solving our
problems,
with a variety of qualifications. But I got an e-mail that said, if
you were really
What’s Wrong with Economics 113
an anti-mainstreamer, you would have talked about Marx in the
first chapter.
And I was a little bit taken aback. I did talk about Duncan Foley
of the New
School, who is a Marxist. But it occurred to me I’m probably
not an anti-
mainstreamer in that sense. I’m surely anti–what mainstream
became. If neo-
classical or mainstream economists were arguing that all we
need is a little jolt
from fiscal policy or monetary policy and the self-adjusting
qualities of the
economy would take over, well, I’m not very sympathetic to
that. If efficiency
is identical to prosperity, which many did argue, I’m not
sympathetic with
that. If it just means to get rid of the obstacles in the way of a
free market work-
ing; if labor is getting paid what it deserves, as many
neoclassical or main-
stream economists contend, I am not sympathetic to this
contention. If it
means we shouldn’t worry about inequality—and a surprising
number of
mainstream economists talk about how inequality is not their
27. concern, equal-
ity of opportunity is their concern—well, I’m not very
sympathetic with that,
because inequality of outcomes matters a lot. If mainstream
economists mean
we need only worry about the inflation rate and keeping it at 2
percent a year,
well, I’m not very sympathetic to neoclassical or mainstream
economics. If it
means a low deficit is our first or second priority, as you might
guess, I’m not
sympathetic. If government’s purpose is only to counteract—
and this is
important—if it’s only to counteract market failures, I’m again
not sympathetic
because market failures are rampant and very hard to define. If
it means pub-
lic investment should be modest, and it often did in the last
thirty years, again
I’m not sympathetic. If it means you really can reduce the
sources of growth
to abstractions like technology plus savings plus human capital,
I think we’ve
got to be a lot more specific and particular about why
economies grow.
What happened in mainstream economics is not that these
neoclassical
classical tools are bad per se, but that they were abused and
they are at their
core oversimplified. The pendulum of economics swung to rule-
of-thumb
ideology and especially antigovernment attitudes. Economics
swung with
the rest of the nation. And I think I wrote this to be sure that
we’re not going
28. to repeat the same mistake, but it’s not obvious to me we’re not.
I’m not talk-
ing about another bubble, another crash. I’m talking about the
same basic
assumptions that lead to bad policy.
So I got very frustrated over the years since I’ve been out of
school. We had
Walter Wriston fighting Regulation Q well before Regulation Q
was eliminated.
To some degree Regulation Q had kept a lid on the amount of
money you can
pay on interest rates to savers. To some degree we had to get rid
of that, but we
got rid of it in a very haphazard fashion. Walter Wriston lent all
that oil money
to South America. Probably it should have been an international
government
agency doing that. He bowled over the Nixon and Ford
administrations and
took it on his own shoulders. One consequence was repeated
financial crises
over Latin American debt in the subsequent years. The
approbation given to
Paul Volcker for his shock therapy, I am just tired of that, but
you can’t say that
without being humiliated by economists for your lack of
knowledge of what
114 Krugman and Madrick
was necessary at that time. We didn’t need that severe a
correction. We had
rational expectations theorists telling us in 1982 that the
29. recession would not
be very steep, we could cut inflation without a severe recession.
They’re still
around, they still are prestigious. We had an astounding S&L,
savings and loan,
deregulation. I didn’t hear that much from dissenting
economists in that per-
iod. We had Democrats railing against deficits under Reagan
using Say’s law,
which I’m sure Paul and I will talk about a little bit. And we
had the Clinton
administration placing basically all the surplus revenue into
reducing debt,
directly or indirectly based on a Say’s law argument. We
accepted that the
Fed could solve just about any problem, we had financial
deregulation under
Clinton, we had a Boskin Commission, which is too complicated
to go into, but
it overstated the understatement of inflation due to quality
increases in
products, a political operation if there ever was one, and then
we had the
phenomenon of Alan Greenspan, the legend. I’ll leave it at that.
That was the preamble of my long speech, and probably if I had
a little
more time I could clarify all those points, but I do want to make
two observa-
tions very clear. Where the ideology does damage. The ideology
is basically
about a free market that solves our problems through the
invisible hand,
which probably almost everybody here studied at one time or
another. The
invisible hand in a narrow sense and the invisible hand as an
30. explanation
of the entire economy. Now you may think, “Well, economists
know better
than that,” that they know there are lots of exceptions to the
invisible hand
and to laissez-faire policy. But let me take two cases where a
broad spectrum
of mainstream neoclassical economists agree. One was
something called the
great moderation. The great moderation was hailed by
economists like Ben
Bernanke, the former chairman of the Fed and a very respected
and very
bright economist from Princeton, and Olivier Blanchard, a
former MIT econ-
omist with an equal reputation and now head of the economics
department of
the International Monetary Fund. They said the great
moderation was proof
we knew how to control the economy. The great moderation
meant the econ-
omy was stable. GDP, our national income, didn’t fluctuate that
much. It fluc-
tuated a lot less than it used to. Stability was a goal in itself.
Well, stability is
useful. For example, we don’t want periodic bouts of high
unemployment.
Sure, stability matters. But the underlying argument was that if
we had stab-
ility, then the market would basically work well and solve our
problems, so
stability became an objective in itself. Consider what happened
over this per-
iod of the great moderation—high levels of debt, soaring
inequality, stagnat-
ing wages, and one financial crisis after another—I’m going to
31. name the years
just for fun: ’82, ’87, ’90, ’94 and ’97, ’98, 2000, and 2008
financial crises under
this ideal period of the great moderation based on an ideology
that the market
would solve the problems as long as the economy was stable.
But number one, and the one that worries me most, is inflation
targeting.
Both soft inflation targets and hard inflation targets, we’ve
come to an idea
that 2 percent inflation was the maximum inflation rate this
economy could
What’s Wrong with Economics 115
tolerate. Again it was based on an ideological notion, that if we
keep inflation
low and very stable, we will remove the uncertainties from the
economy that
are obstacles to the true functioning of the market, or a general
equilibrium,
as it’s known. That idea still prevails. We do not need a 2
percent lid on
inflation, but we get it, and it’s determining Fed policy to this
day, even under
Janet Yellen, who I admire a lot.
So my point is this: ideology is still determining policy in
America. There
has been a shift, there have been mea culpas, especially with the
2008 crisis.
Many of these ideas set the stage for the 2008 crisis. And they
permeated the
32. public consciousness and the consciousness of Washington
policy makers.
Some of that’s been reversed, but my argument is that the basic
ideology is
still with us, and we’ve got to be aware of it or we’re going to
make the same
mistakes over again, and the best example of that is a 2 percent
inflation
target. I’m sure Paul has a couple of things to say about this,
and then he
and I are going to have a good conversation.
PAUL: So I’m actually going to do this a little differently.
Because one thing
I want to say is that there’s a possible takeaway that many
people might get
from the kinds of things that you’re saying, which would be
worse descriptions
of economics than they should be, is to conclude, “Okay, so
economists don’t
know anything, they’re useless, so we’ve got to turn to smart,
successful
businessmen like Mitt Romney.” What you really don’t want is
to think that
all this economic analysis is useless. There are several scripts
that people have
in mind. One is, oh, so we’re going to show that economics is
useless and
therefore we’re going to turn to practical business people.
That’s one script.
Another one is that the end of the story has to be that we go
back to Marx,
which is what you ran into, and I don’t think either of those is a
direction
we really want to go. The fact is that business people are
actually really lousy
33. macroeconomists on average. They extrapolate from what it’s
like to run a
business, which is nothing like running an economy, and when
it comes to
Marx, there’s no particularly fresh thinking about these issues
that should lead
you there. But what is true is that economics let us down really
badly, which
was revealed a lot in the crisis, and I think I want to make a
distinction between
two kinds of sins here, both of which happened. One is the
intellectual sin of
basically getting the economy wrong in the models and in the
analysis and
having the wrong structure of thought, which is a lot of what
you’re talking
about. The other risk is the actual policy, when the moment
comes, when
something has to be done, choking on what your own analysis
says and going
instead for conventional wisdom, something that feels plausible
to politicians
and the political process. I really would like to talk about the
way I see what
happened.
So something I really got from your book, which I hadn’t
thought about
that clearly, is that we actually had an unintended case of bait
and switch in
the way that economic analysis was done. In economic analysis
we use lots
of models, and I’m a big believer in models. You have to use
models to
116 Krugman and Madrick
34. discipline your thought. Models are how you tell yourself what
the story is, but
you should always think of them as being metaphors, guidance,
and not truth.
There’s one model that economists like a lot because it’s such
an overarching story,
the story of competitive markets, rational behavior, and general
equilibrium—it
all fits together in this wonderful story, and it’s a great story. It
tells you
a lot of stuff. As soon as you start to look at the real world, you
realize, wait,
people don’t actually maximize and markets are not competitive
and so
there’re lots of details here that are not right. There’s an answer
to this charge
you talk about at some length, which is when Milton Friedman
said that the
precise truth of the model is not critical, you need to look at
whether or not
it fits reality. Does the behavior seem to be what seems to
happen, which is
OK, we all do that some? But then having done that, having
said, “Well, these
models are OK because we can make some use of them even if
they’re not
precisely right,” you then turn around and say, “This is the
model, and there-
fore all policy decisions must be based on this model.” For
example, you say,
“I’ve got this model of maximization and perfect markets and
the market is
exactly right,” and I say, “But people don’t actually behave that
35. way,” and
you say, “That’s OK, because it’s a good enough prediction,”
and then I
say, “Well, we have this phenomenon out here which is that
clearly unem-
ployment does not self-correct,” and they say, “That can’t be
true because
of maximization and equilibrium—the model says that can’t be
true.” You’ve
said, reality lets me ignore the fact that the assumption is not
true. Well, but the
assumptions must be true, and therefore you have to ignore
reality, and
actually I call it bait and switch in my review. I call it the
Chicago two-step
in this context. And it has played a very big role in
desensitizing economists
to the flaws in their view, which were really very severe.
Let me talk just for a second—and I hate to go on at length on
one of these
points— but let me talk about 2 percent inflation. I actually put
in some work
on that, because I’m one of those people who’re arguing that we
need to
loosen that up on the upside. I did a paper for a European
Central Bank con-
ference this past summer—which, by the way, even though the
European
Central Bank is not what you would think of as the most wildly
radical thought
institution, they were certainly willing to let people like me
come in and
present papers saying you’re doing it all wrong, so at least
they’re willing to
hear the criticism. Anyway, I spent some time on the trail:
36. where did that 2
percent inflation come from? How did we get 2 percent
inflation? It turns
out to be remarkably unscientific. It turns out that it’s not a
case of people
who sat down and really figured out what is the optimal
inflation rate. There
were several converging strands. There was one strand of people
who were
said that we should have stable prices, zero inflation, that has to
be right thing,
and at least there was enough good sense among a number of
economists to
say, that can’t be, that could get us into big trouble. They were
afraid that if
you started from zero inflation and then there was adverse
shock, you would
be into deflation, and you couldn’t cut interest rates below zero,
so what do
What’s Wrong with Economics 117
you do? So you need some leeway, and some historical episodes
suggested
that if you have 2 percent inflation, that would give you enough
room to
usually deal with that. So that was kind of one strand. Also,
there are always
changes— some people’s wages go up relative to other people,
some go
down, and it’s very hard to cut wages. So there were some
calculations that
suggested that 2 percent inflation would give you enough
leeway that you
37. could make the necessary wage adjustments without actually
having to have
a lot of wage cuts. And finally, there were the people claiming
that inflation is
actually overstated because of quality improvement, and it’s
possible to argue
that 2 percent inflation is actually zero it. That was the
Greenspan argument,
and these things all converged on 2 percent, which was a
number that could
make a number of people happy, but then it solidified into a
dogma. Everyone
was targeting 2 percent inflation so we better target 2 percent
inflation, too,
and it became respectable to advocate 2 percent and
disrespectable to advo-
cate anything higher than that. Now it turns out that everything
what people
thought is wrong. The idea that 2 percent would be enough of a
cushion that
you would rarely have episodes when cutting interest rates to
zero was not
enough. We’ve now passed the sixth anniversary of the Fed
having had
interest rates of zero, and it’s not been enough, so the idea that
that would
be a rare phenomenon is clearly not true. The idea that the wage
adjustments
is not going to be a big deal, I mean, look at what’s going on in
Europe where
we’re experiencing year after year of nightmarish
unemployment in Spain and
Portugal as they try to get their wages down relative to
Germany. That minor
wage turns out not to be true. But the 2 percent target that
emerged from this
38. process sits there now as an unbreachable icon. I’ve tried to talk
to people at
the Fed, and they will admit sort of in principle that the case for
2 percent that
we used to make is not as good, but we can’t change the target
because that
would hurt our credibility.
JEFF: To me that’s the classic example of what’s gone on, and
as you
know, there’s no serious empirical evidence that an economy
running
inflation at 3 or 4 percent will grow more slowly than an
economy running
at 2 percent.
PAUL: Sure.
JEFF: In fact, even at 6 and 8 percent there’s no significant
empirical evi-
dence. To say that would be a problem, and yet we stick to this
2 percent rate,
and it becomes inviolable, and we have people like economists
on the FOMC,
such as Jeffrey Lacker, who (even though we haven’t reached 2
percent
inflation) are still worried that they’re stepping on the gas too
hard. But people
like Lacker would argue, well, it’s coming any minute now, and
yet wages are
not going up, which is the main cost-push element of inflation,
but wages are
a lagging indicator, so we better get ahead of that. Of course,
I’ve written and
Paul has written that these guys had been wrong time and again.
Richard
39. Fisher, a great proponent of this idea, wanted to raise interest
rates in the mid-
dle of 2008 when we were collapsing into the worst economy
since the Great
118 Krugman and Madrick
Depression. This kind of mythology makes you wonder at these
claims that
economics is a science when, so easily, 2 percent becomes
embedded in a
way of thinking and it cannot be violated. The reason people
want zero
percent inflation is that they believe fully in this perfect market
idea, that if
you remove all uncertainty so that all participants in the market
can make
rational decisions, then the market will work itself out, work
out our prob-
lems, and maximize prosperity.
PAUL: But maybe this is the question— where do we draw the
line
between economics as a discipline and economics as practiced
as policy?
It’s not the case that papers being published in the Quarterly
Journal of
Economics make the case that 2 percent is a sacred target.
That’s not it at
all, in fact, if you take the papers that people write on new
Keynesian macro-
economics, they definitely don’t say that there’s anything
sacred about that
number. And, in fact, if you take the theoretical models
40. seriously, which
maybe you shouldn’t, but if you take them seriously, they would
suggest that
given what we’ve seen, targets should be higher than that. It’s
in the practice
of economics at the central banks that it has become this
magical target, so is
that a problem with mainstream economics, or is it a problem of
the sociology
of central banking? I think we may be crossing categories here.
JEFF: But it seems only in the last couple of years that some
mainstream
economists like Blanchard and Larry Ball are talking about
raising the inflation
rate, and it’s always put in terms of not violating the lower,
zero bound.
PAUL: Yeah.
JEFF: And to me, I wondered about your opinion about this. I
would like
to see—here’s heresy for you—something like the Phillips curve
come back.
George Ackerloff, who is a Nobel Prize winner, has talked
about this a little
bit. Not only would a 3 percent or even 4 percent target help us
avoid the zero
lower bound so we could cut interest rates to stimulate the
economy again,
but it might get the unemployment rate down on a more
consistent basis.
PAUL: No, actually that is an argument that’s out there. We
took this
notion that government policy, or demand side policy, can’t
41. permanently
lower the unemployment rate, and there’s a lot of reason to
believe that that’s
true, that raising the inflation rate from 8 percent to 13 percent
is probably not
going to buy you anything on employment, but that an inflation
rate of 4 as
opposed to 2 might very well buy you something on
unemployment. That
is actually not being rejected by the mainstream. By the way,
one thing to
say is that the people that you’re criticizing are all on the good
side. I mean
Olivier Blanchard and Janet Yellen are good guys in all the
current policy
debates, they are people who are well to the left or to the
activist side of
the spectrum, so you have to give some credit, even if you
would like to
see them be more.
JEFF: I’ll always give credit to Janet Yellen, but I’m a little
more hesitant
about Blanchard. After all, the IMF, I don’t know if he was
there at the time,
was pretty supportive of England’s David Cameron. The fact
that they
What’s Wrong with Economics 119
reversed their point of view on austerity sometime after the
2008 crash was
pretty common across the board and the slightly left-of-center
mainstream
42. economic community. They weren’t that beforehand, and
Blanchard
admits it. He says with some shock, we never thought that
financial
regulation was part of macroeconomic policy. Well, that’s quite
extraordi-
nary, and very rarely was finance ever part of macroeconomic
models,
and Hyman Minsky, who became the man of the moment, I
remember
was pretty highly ridiculed. At one ADA conference, there was
a memorial
for Minsky sponsored by the Levy Institute, where he worked,
and he was
just scoffed at.
So, because some economists got religion after 2008 I don’t
think totally
exonerates them for the damage done until 2008. In fact, in
Larry Ball’s stuff I
haven’t seen much about if you champion 3 percent or 4 percent
inflation
targets on the Phillips curve basis—that is, to get
unemployment down—it
would work.
PAUL: OK, maybe I’m a little too close to it, but I’ve certainly
been mak-
ing that argument and not getting a lot of pushback, which is
kind of inter-
esting. I mean, not getting a lot of pushback analytically. The
policy thing is
another thing. You can go and talk to European Central Bank
senior people,
and they’ll say, that’s an interesting case, and the Fed people
will certainly
43. say that, but then they’ll say, but of course we can’t actually
implement that.
But that’s a little bit less a question of the intellectual structure
of economics
and more the weird things that happen in policy formation.
Actually, I wanted to talk more about the great moderation—
since I’ve
been traveling, I can actually bring it in. So people don’t notice,
there were
papers by, I think it was actually Ben Bernanke, you may have
heard of
him, and certainly Olivier Blanchard, chief economist of the
IMF, who we’ve
mentioned here.
So what Blanchard and others had done was show that, in fact,
the wig-
gles had gotten smaller, that after around 1985 the U.S.
economy had seemed
to be much more steadily growing than it had been previously,
and Ben
Bernanke coined a phrase for it, the great moderation, and this
was attributed
to superior management by central banks. That has always
seemed to me to
be a really bizarre episode, because although it was true that the
U.S. was
more stable, there is a rest of the world out there.
I wrote a book in 1999 called The Return of Depression
Economics, which
was a little ahead of the curve, but then I was able to write The
Return of
Depression Economics and the Crisis of 2008, that’s the second
edition. But
44. that was not coming out of nowhere, that was coming out of the
fact that Asia
had had severe financial crises—it seemed like the end of the
world to us then,
although it was trivial compared to what came later—and Japan
slid into a
prolonged stagnation, and it was amazing to me that people did
not take that
as a lesson, did not take that as an indication that we do not
have this thing
under control. It’s not a problem exactly that the models didn’t
allow for it,
120 Krugman and Madrick
because we had the model even before Japan, but it was this
weird sense that
won’t happen here in the U.S.
JEFF: Well, I do quote Milton Friedman telling Charlie Rose in
2005 that
the American economy has never been more stable and isn’t that
great. It
was something of a charade, and I think what’s mostly
aggravating to me
about it is that economists manufactured their own criterion of
success, so
inflation targeting thus worked, and it was sort of the single
policy lever that
was adopted. Keynesian as a fiscal policy was by and large
shoved aside and
put in the back seat of the car. There was a single policy lever,
which they said
worked like magic, and in this period, which you do call
45. bizarre, we have all
kinds of things going on, and it happens that the Fed got us out
of serious
trouble in ’97 and ’98 and in 2000 and 2001 again, only to lead
to the 2008
debacle. People took it as a kind of law; I think mainstream
economists said
the Fed could by and large always save the day. There was
worry about the so-
called Greenspan Put or moral hazard, but there was no great
uprising by
economists, and I think there could have been. I would call it
two kinds of
errors but somewhat different than yours. One is errors of
commission, and
one was errors of omission. Economists who made errors of
omission failed
to analyze and be up in arms about Wall Street, because there
were conflicts
of interest, there seemed to be monopoly profits like crazy,
there was manipu-
lation of markets, and there was no transparency of information
in derivatives
whatsoever. Economists weren’t up in arms. One can say, well,
what power
do economists have, but, my gosh, they have power in free trade
arguments.
They certainly were up in arms about that. So where were they
about these
conservative invisible hand violations of the market, where
were economists
at that point? We hardly even saw studies, maybe you know
more than I,
studies about what Wall Street did. They began to come out
later, but only
a couple.
46. PAUL: Now actually this is an interesting thing, because there
were cer-
tainly studies. I mean, I’m not going to try and do biographical
stuff here,
but I remember back around 2000 we were already getting some
papers that
were looking at the way hedge fund managers are
compensated—2 percent
commission and 20 percent of profits, which you don’t have to
give back if
then everything goes to hell, and pointing out that all the
incentives were
there to basically leverage up, borrow as much money as
possible, take big
risks, and then it’s heads, you win, and tails, your investors
lose. The incen-
tives were clearly there for unproductive, risk-increasing
behavior. So there
were papers out there, and the question is, why didn’t people
make this a
cause? Why were people so willing to accept that the market
was working?
Partly it’s don’t rock the boat, it’s very hard to argue with
success. I think these
things are actually interactive. The notion that we had it all
under control—
what’s really amazing, how could we have gotten all the way to
2008, and then
suddenly said, oh, we have a problem with finance, because
there was actually
a terrifying crisis in ‘98, the Asian crisis, which was very much
a prefiguring of
What’s Wrong with Economics 121
47. what happened 10 years later. But there was also Long-Term
Capital
Management, and I happen to have been in a briefing by a
senior Fed official,
right after Long-Term Management went under, and they were
describing the
collapse of transactions— essentially the financial markets had
just frozen—
and after this pretty grim description, somebody asked, “So
what do we do?”
And this senior official said, pray. What actually happened was
that Alan
Greenspan and Robert Rubin gave a press conference and
sounded very
confident, and magically the markets thawed out, but that
should not have
been a lesson saying that we have this thing under control, that
should have
been a My God, we don’t know how we pulled out of that one,
and yet it
was ignored and I think that’s a very big story. It’s not exactly a
problem with
economic doctrine, it’s a problem of what does it take to get
people’s attention.
JEFF: Well, I wrote a piece that if we saved Lehman Brothers,
what would
have happened? There’s a good chance we would have had a
less serious
recession, but we probably would not have gotten Dodd-Frank.
We had
had a vicious crisis with Long-Term Capital Management.
Greenspan and
the folks rounded up the banks and basically forced them to put
48. capital into
Long-Term Capital Management to keep it afloat, or at least pay
off the cred-
itors, and stop the run. But no financial regulation came out of
that episode
because we got out of it. The same thing probably would have
happened if
we saved Lehman Brothers this time around, we might not have
gotten any-
thing like Dodd-Frank, we may have pushed catastrophe back
that much far-
ther, and I think it’s something about the sloppy thinking, or at
least the failure
to address public issues, or the reality of the economics
profession, or their
duty to inform people that there’s something wrong here. It is a
bloodless pro-
fession, and it lacks red corpuscles, and the methodology allows
economists
to distance themselves from the problems. There was a lot of
work about
corruption, but it didn’t really get to the heart of the matter, and
I just don’t
understand how people like Greenspan got away with so much
with so many
allegedly good economists out there.
PAUL: I’m introspecting a little bit here because even though I
had written
about Depression economics, and even though I invented the
academic litera-
ture of currency crises, I was caught completely by surprise by
the severity of
the financial crises. How did that happen? Partly was that I just
wasn’t paying
attention. I had no idea that more than half of our banking
49. system were no
longer banks and therefore had none of the safety nets, none of
the regula-
tions. Part of the problem, I think, is that the world is a big,
complicated place,
and nobody is going to keep track of it. There were people for
whom financial
markets were their specialty, and there is where I think you get
into issues of
cooptation, and in some cases corruption.
JEFF: We should talk a little bit about that, because there is an
ethics
issue here.
PAUL: Yeah, there was no question of that. By and large,
people who
were actually doing finance or actually studying what Wall
Street did also
122 Krugman and Madrick
tended to be, and continue to be, rather close to Wall Street.
There are various
levels—I mean, there are some actual plain hired guns—but
there’s also a
broader thing, which is if you’re studying financial economics
and you’re busy
saying the end is nigh and this is a corrupt field, then you’re
probably not
going to get a whole lot of invitations to Wall Street–sponsored
conferences.
You’re not going to get a lot of consulting gigs for sure, so
there is probably
50. something going on there. And people who did not have stake in
that—good
macroeconomists—would have been pretty much unaware
because it’s
somebody else’s subfield and they just didn’t know. Again, I’m
being self-
justifying to some extent, but also I just had no idea. I had no
idea what the
financial system as of 2008 looked like until it came crashing
down.
JEFF: The scarier thing, I think, is that it seemed like the New
York Fed had
too little an idea, and they didn’t look under the hood of
collateralized debt
obligations, for example. They didn’t try to, they didn’t begin
to understand
what was going on until the market started coming apart. Now
how could this
be anything except an ideological attitude? Maybe I
oversimplify here, but I
don’t think so. There’s the idea that things can’t get too out of
hand if a market
is operating well. If something is priced too high, some smart
person will sell
it, and if something is priced too low, some smart person will
buy it, and the
correct prices will be reached. That became an underlying
assumption, cer-
tainly of Greenspan, who became a kind of ideologue, I’d say,
as he gained
more and more confidence in himself. But I think it existed in
many regulatory
agencies, manned by good economists, or at least well-trained
economists.
51. PAUL: Could we actually have had for a long time mainstream
economic
models that tell you that an unregulated financial system can be
highly fragile?
As soon as Lehman fell and everything, you could wander
around the corri-
dors of Princeton, and there were people muttering because we
had that
model. As soon as you said, oh wait, these are banks, even
though they aren’t
banks, but they don’t have capital requirements, then
immediately it’s slotted
in, so the analytics were there, but no one who knew enough to
know what
was actually going on was willing to apply those analytics. So
some of it is
maybe free market ideology but applied in a place where
standard economics
itself says free market ideology is not right. Standard textbook
economics says
that banks need to be regulated. Adam Smith said the banks
need to be regu-
lated—right, one of the places where he really takes steps away
from laissez-
faire in the Wealth of Nations is when he says banks need to be
regulated and
that you may say this is an unwarranted intrusion on freedom,
but it is no more
so than requiring firewalls in housing, so something else is
going on. It’s not
the inherent model, it is maybe libertarian ideology, which is
not mainstream
economics but affects Greenspan. He’s not an economist, he’s
an Ayn Rand
follower, and I would say mostly it’s soft corruption, but
sometimes not so soft.
52. JEFF: Yeah, soft corruption can lead us down the wrong road,
too.
PAUL: The specific problem with finance, I just want to say, is
bigger even
than other stuff, like if you’re dealing with the oil industry, for
example, there
What’s Wrong with Economics 123
is lots of money and corruption. The thing about Wall Street is
that they tend to
be smart, impressive people. You’re going to have a hard time
arguing down
these Wall Street guys, they come in to a room, they act like
they know what
they’re talking about, and they seem like they know what
they’re talking
about. They’re rich, they have great tailors, they’re often funny
so they’re
impressive, and it’s very hard to get past that.
JEFF: I don’t see why that would bother a scientist, though. Let
me bring
up an example where I think you may be giving the profession
too much
credit: efficient markets theory. It’s a very good example, it’s
one of my Seven
Bad Ideas that was valuable when it started because it taught us
that many
managers had a very hard time beating the market. Now, that
was extrapo-
lated into claiming the market was so efficient that the actual
53. stock price
was right, it reflected the future value of the company, and
therefore speculat-
ive bubbles could happen, but they would be temporary and not
very danger-
ous, and you could motivate CEOs by giving them stock options
and their
performance would be rationally rewarded by rising stock price
because it
would reflect the value of the company. But when Bob Schiller
tried to upset
the capital apple cart created mostly by Chicago, but also MIT
economists, he
had a hard time making his argument heard by these people. He
showed
pretty clearly that there were serious stock market bubbles, but
the stock price
wasn’t right over time, and he had to beat them. I admire him a
lot, but he’s
forgotten. He was a little more tentative in the early years of his
work gives,
because he was knocking on a door that was so solidly closed to
him, and
pretty soon his ideas prevailed, at least to some degree in the
profession,
but they mostly prevailed after stock market crashes, not before.
So that
was an example of efficient markets—free market theory that
got carried away
ideologically.
PAUL: A couple of stories on that, because one of the things
you’re overly
optimistic about is that you think that Schiller has won. Not a
chance. A friend
of mine got me to be on a panel at the International Finance
54. Association
Meeting, I guess this was two years ago, and they had several
eminent finance
theorists, and the question was “Has the financial crisis led you
to think that
we need to revise anything?” and the answer was no, no
problem. These
are people who have advocated for efficient market theory, and
they saw
no reason to change their views, so they were waving it off,
saying that it
was other stuff and maybe it’s all Obamacare or something.
For the sake of clarification, what Schiller did was, several
decades ago
was to calculate a maximum estimate of how much fluctuation
in stock prices
could be accounted for by fundamentals, like the growth of
dividends and
earnings. It was clear the fluctuations in stock prices were too
great, it was
as if even if you had known everything that was going to
happen, he showed
that the actual fluctuation of stock prices was much greater than
that. That
says, there have to be herd-behavior bubbles going on.
Compelling over-
whelming demonstration, mostly rejected by people. But now
the interesting
124 Krugman and Madrick
thing is, one person took this kind of argument very seriously
and wrote some
55. very strong, caustic condemnations of efficient markets— Larry
Summers. So
Larry Summers in the eighties wrote the ketchup paper. Larry
took on the
alleged demonstrations that the markets are efficient by using
arbitrage strate-
gies that will work. Larry said that it’s like looking at the
market for ketchup
and finding that two quart bottles of ketchup always sell for
twice the price
of one quart bottle of ketchup and concluding from that that the
price of
ketchup is therefore always right. Now what’s interesting is this
same person
becomes a senior administration official and is a strong
advocate of financial
deregulation, that financial markets do set the right price.
JEFF: But he’s my representative character, actually, in my
book because
he was a shape shifter, given his past.
PAUL: But it’s interesting, in his analytical work, never. His
analytical work
has always been critical of efficient markets and so on, but in
positions of influ-
ence, he’s often been part of the ongoing policy consensus,
which doesn’t
necessarily have very much to do with what the economics
literature says.
JEFF: Well, he certainly utilized his reputation as a man who
knew eco-
nomics to wage his influence there. But I did work on efficient
markets in
school, but it’s interesting that those in the Shiller camp and
56. perhaps includ-
ing Summers didn’t prevail at all in that argument for quite a
while.
PAUL: I would say still have not. I would single out actually
the financial
piece of the profession as being the part that performed worst
and had
reformed least, and it’s quite amazing when you talk to people
there.
JEFF: There’s nothing I would fear more than being called an
optimist,
but we are getting government capital requirements out of this
to some
degree, which is recognition that there are bubbles. We are
getting people
talking about it, at the IMF, the OECD, the Fed, and this is an
important issue.
For a while people thought the only lever to control bubbles
would be inter-
est rates, and then Greenspan appeared, and Janet Yellen is
talking about
capital requirements, capital controls, and actual regulation like
what I would
call the good ol’ days. So I think that’s some progress, and in
the academic
field it’s so easy to rationalize the efficient markets theory.
There’s always
an alternative explanation that the bubble is actually rational.
PAUL: Yes, that’s the…, well, certainly some of the people
start yelling at
you if you even use the word bubble.
JEFF: Right.
57. PAUL: There are no bubbles.
JEFF: It’s a title, by the way, of one of my chapters. One thing I
would like
to tell the audience about a little bit, and I would love to hear
your thoughts
about, is economists’ attitudes toward government, because the
best main-
stream economics calls for government to intervene only when
there are mar-
ket failures, and I find the definition of market failures way too
ambiguous. It
narrows the definition of what government should do and I think
that’s
harmed us a lot. It’s by and large the best there is—maybe
interventions for
What’s Wrong with Economics 125
asymmetric information, sometimes behavioral economics, but I
don’t think
that’s gotten far enough given that we know how irrational
people can be. I
wondered if you thought a little bit about that, because I think
government
is the sideshow in mainstream economics, and government is
not a sideshow,
in the economy or in our economic history.
PAUL: Yeah, I was thinking about that a bit. I think the
problem here is to
show how you do it, and it’s the way that textbooks do it, even
the very best
textbooks like mine. You start with this beautiful model of the
58. perfectly
efficient free market economy and then you say OK, now we’re
going to talk
about deviations from that model, and you actually have two
kinds of devia-
tions. One is that markets may not work right for a variety of
reasons—
pollution, externalities, asymmetric information, if buyers don’t
know as
much as sellers do, whatever—so that’s one kind of source for
government
intervention. The other is that, at least if you say the market
outcome has
no moral significance and there is reason to believe that it’s fair
or acceptable,
if you wanted to help the poor, we could certainly have a valid
role of public
policy in helping the unfortunate or unlucky. But you’re always
starting from
the baseline position that the economy gets it all right, the
market gets it right,
and we’re working at the edges. And you can certainly argue
that that’s really
wrong, that markets are full of market failure, full of ways in
which they don’t
actually fit that model. Actually real economies have big
governments, and it’s
funny how the textbook approach is one in which the
government is kind of
a marginal factor there. Yet even in the United States, 30þ
percent of the econ-
omy passes through the government, and in other advanced
countries it’s clo-
ser to 50, and government obviously regulates a lot of stuff.
Now the question
is, “So how do you do that?” Jamie Galbraith and I have this
59. conversation fairly
often. He says we should start from a paradigm which doesn’t
have perfect
market as the baseline, and I said OK, but how do I actually
teach it that
way? I don’t even know how to make the argument. I mean, the
trouble is that
starting reality-based is not easy. I guess I believe that you’re
always going to
be doing models that are somewhat abstracting from reality, so
I’m waiting for
somebody to come up with a way to do this.
JEFF: This is a key point, I think, and one of the key points I
make in the
book. Because it’s hard to do, we often don’t do it, and that just
doesn’t cut it.
What you get is a propensity, and Paul has written about this in
other contexts,
a propensity to do what I would call clean economics in a very
dirty world.
And in my view, there are ways to think about economics at
least in policy
terms that deal with the specific problems of the time in
context, as opposed
to shoehorning in rule-of-thumb answers to all policy questions.
I think
there’s been a strong tendency in mainstream economics to
shoehorn in these
rule-of-thumb policy answers, and I think that economists have
to deal with
that even though it becomes a sloppy, dirty profession as a
consequence.
PAUL: I’m [thinking] of an old joke about the drunkard looking
for his lost
60. keys under the streetlamp, and they say, did you actually drop
them here,
126 Krugman and Madrick
and he says no, but I can see here, there’s light. But I think
actually the
situation is more like you’re not actually sure where you
dropped the keys,
and so you look under the light hoping that you dropped them
there.
JEFF: This is a big issue that I think has to be first.
PAUL: Yeah, let’s put it this way: my advice to a young
mainstream econ-
omist would be not throw it all out, if only for your personal
career, but to…
JEFF: … and not always.
PAUL: … always be aware. At the very least, you should be
aware that
there is this strong bias in the way we tend to do economics that
is pushing
you toward understating the possible role of government,
overstating how
well markets work; and at least remember that that is just a
model, and it’s
not a model that has actually been borne out by lots of real-
world experience.
JEFF: Well, let me challenge you as a textbook writer, and I do
this to
some degree in the book as well. Why not tell people how the
61. invisible
hand works—freshman in college—and then immediately tell
them it doesn’t
work, and here are the problems with it. It’s increasingly
happening, I think,
in textbooks, but not nearly enough to be valid.
PAUL: Yeah, we try. But actually there is also, I have to say
this, the equiva-
lent—maybe this is soft corruption—you do want the textbook
to be used, and
that partly means that some really overstretched person teaching
six sections
of a course at a community college has to have a book that is
not too different
from the way her notes look, and it’s going to be something that
can be
adopted. So there is some shading, but I guess the point is
always you have
to fight the easy path, which doesn’t mean jumping completely
away from
the way everybody does it, but means pushing the environment
a little bit.
JEFF: Probably Janet wants to allow you all to ask some
questions. But I
just want to say one last thing because my own platform for
America, my
own agenda, would be far more public investment than this
deficit, these
deficit fears, allow; a significantly higher inflation target; and a
lot more fiscal
stimulus. I think to some degree Paul agrees with that.
PAUL: Yeah.
JEFF: My view is that mainstream economics inhibits especially
62. the role
of government as always defined by the amount of borrowing it
can do,
the deficit.
PAUL: Yeah.
[Questions from the audience]
TIM McGUIRE: Thank you, this has been very interesting. My
name is Tim
McGuire and I have a degree from this place. What bothers me
is that within
the last fifty years, with the decline of labor unions and other
institutions, there
were no institutions to push back on prevailing establishment
ideas about
economics. We’ve lived with a stagnating economy where kids
are graduating
with debt between $40,000 and $100,000 and end up back
stocking shelves in
a supermarket, and nobody sees that as a crisis. I don’t
understand how that
can be allowed to happen.
What’s Wrong with Economics 127
JEFF: I think a lot of people think of it now as a crisis. There is
some
disagreement about what to do about it. I think on this stage we
both agree
that there’s a lot more room for fiscal stimulus to get economic
growth going,
and economic growth in itself could start to raise wages and
63. create more jobs.
There may be a globalization issue on top of that, of course,
but—and I may
disagree a little bit with Paul on this—people are talking about
secular
stagnation at a time when we really haven’t used the tools at our
disposal
to get our growth rate going again. So maybe there’s some
historical secular
stagnation, but I think people are very concerned. I don’t think
it’s fair to
say they’re not concerned. There’s disagreement about what to
do, and I think
Republicans did so well in this election because they had a very
simple and
very wrong answer—you get growth by cutting back
government spending
and government regulation and getting business motivated
again. That’s not
what’s missing in this economy.
PAUL: Secular stagnation is an old idea that has come back. It
was rejected
as being wrong because markets get it right, but it’s coming
back. And, again,
the leading proponent is Larry Summers. What secular
stagnation states says is
that there are environments in which the economy wants to be
depressed
and it requires much more activist government policies to fight
it, so it’s not
actually a contradiction. What we’re saying is that we’re
actually in an environ-
ment where just having the Fed do its normal thing is not
enough to produce
consistent, full employment, where we need higher inflation
64. targets and pub-
lic investment. So there’s not actually a contradiction here. Now
the thing is,
it’s always political, so how do we get people to do this stuff?
The great frus-
tration I’ve had is that the pro–government spending, anti–tight
money forces
have won every argument. They have won on the facts and have
made the
other side look ridiculous again and again, yet nothing changes
in the political
sphere, nothing changes in the policy, and that, I guess, is not a
problem with
mainstream economics exactly, but a problem with life, the
universe, and
everything.
JEFF: I just want to say this about secular stagnation, because
it’s come up
repeatedly in economic history, especially after the Great
Depression. A lot of
people claim that technological advancement just runs out of
gas.
PAUL: That’s a different story. That’s not what I mean by that,
and it’s not
what Larry means by referring to that.
JEFF: Anyway, we should move on.
DAVID LEMPER: My name is David Lemper, and I’m a senior
international
economist at the IRS and a 2014 graduate of the economics
program here at
the Graduate Center. I’m an especially big fan of Krugman, I’ve
read all your
65. books, and I’m sorry I’m missing you joining the department,
but I’m glad to
be done. Six years while working full time, it was rough. My
question has to
do with the critique of inflation targeting, that sort of religion
of a 2 percent
inflation targeting. Obviously I was in graduate school during
an economic
environment of financial crisis and very weak demand, and we
have interest
128 Krugman and Madrick
rates at zero, so how relevant is the religion of the 2 percent
inflation targeting?
What is your critique of it in the current environment where
they don’t have to
really worry so much about inflation targeting? If anything, we
really need to
pump the economy by keeping interest rates as low as possible.
PAUL: The first point is if we had had 4 percent inflation
instead of 2 per-
cent coming in, then interest rates probably would have been
about 2 percent-
age points higher to start with, so there would have been an
extra 200 basis
points of interest rate to cut. So the point is that if we had not
been so good
at achieving price stability, we would have had more room to
deal with this
crisis as it happened. And then to some extent looking forward,
if you can
convince people that there’s going to be inflation, you can
66. convince people
that borrowing more is not a bad thing and that sitting on cash
is a bad thing.
What the Japanese are trying to do right now is to create a self-
fulfilling proph-
ecy that inflation will end, they will do whatever it takes.
Unfortunately,
they’re saying to get it up to 2 percent when it really should be
4 percent.
So the point is, yeah, the inflation target has not been a
constraint, but we
would have been in much better shape had we had a higher
inflation target
in the past. And, arguably, getting out of where we are now,
convincing
people that we were in fact raising the inflation target, would—
even though
it wouldn’t be operational for a few years—help us bootstrap
ourselves out of
where we are. Now if the Fed were to announce that we’ve
decided that 2 per-
cent was too low a target and we’re going to move it up to 3
percent, that
would be a tremendously shocking announcement, which is a
good thing.
We want people to be shocked and to change their expectations.
JEFF: It’s remarkable to read the minutes of the FOMC about
this because
they do hold 2 percent as inviolable, and even people who might
agree with
this argument that it should be 3 or 4 percent have to work
within the con-
straint of that. I think they’ve talked a little bit about going
above 2 percent.
A couple of the gentlemen who run the Boston Fed talk about
67. going over 2
percent, so I’m sure deep down, Janet Yellen feels we should be
above 2 per-
cent. But when you read the arguments and the FOMC minutes,
especially
when they come out five years later, it’s disheartening to say
the least, and
it’s ideologically biased. I mean, the same people who have said
inflation is
coming back every year in a big way for five years are saying it
again and mak-
ing public speeches about it, which the media, who are not
uncomplicit—to
coin a word—in all this, pick up as if there’s some special
knowledge these
people have.
SEYMOUR AMMON: My name is Seymour Ammon. I’m a
retired television
executive. Full disclosure, I’m a neighbor of Dr. Krugman’s.
My question is
addressed to both of you. Given that we live in a global market
economy
fueled by consumer demand, when a large proportion of
households (I would
estimate in the U.S. it’s somewhere between 15 and 25 percent)
have little or
no discretionary income—how can we possibly have a thriving
or growing
economy, and why do most economists ignore this problem?
What’s Wrong with Economics 129
JEFF: Well, I think fewer economists are ignoring that problem,
68. and I think
it’s getting more attention. Part of it is this new attitude about
inequality
that’s receiving more and more attention among a wide, broader
number of
economists. It used to be that even Bernanke would make
comments that
inequality didn’t matter, but more people are claiming that
inequality does mat-
ter because low-wage people tend to spend more, and they’re
spending less.
It’s not obvious that America is saving too much if you look at
the big numbers.
PAUL: Yeah.
JEFF: I think this is a point you make, Paul. But I, for one,
think that higher
wages are stimulative. That’s another thing you don’t talk much
about in main-
stream economics. In mainstream economics, for the most part,
higher wages
have been a cost that reduces profits and may even increase
inflation, the
bugaboo of 2 percent inflation. So I think you’re right, an
economy that
doesn’t have strong wages is in trouble. An economy that
doesn’t have dom-
estic demand that’s not dependent on huge bubbles and
consumer borrow-
ing, which was the case obviously in the 2000s with the
mortgage boom, is
an economy in trouble. So I think with the Washington policy
establishment
that sits on government spending and apparently will continue
to do so no
69. matter what, low wages are not rising, and if they are, it’ll take
some time
for them to come back—and we’ve got a central and tragic
problem.
PAUL: It’s not quite as simple as the story that the middle class
and below
doesn’t have enough income and therefore we don’t have
enough consumer
demand. In fact, consumer spending as a share of GDP has been
relatively
high all throughout all of this stuff, by historical standards.
What is more argu-
able is that the extremely skewed income distribution has been
sustained by
rising debt, which then leads you to a crisis, but that’s not as
solid, the evi-
dence for that is not as strong as I’d like. I would say that
inequality is a prob-
lem for a number of reasons, and this is maybe not the most
important of
them. And if you ask what the problem is with the world
economy as a whole,
what’s actually is the case right now is that investment is low;
it’s not actually
that consumer demand is low. Right now what’s holding us back
is that invest-
ment is low, and some of that is residential investment, which
still has not
recovered, but also that corporations are sitting on cash which
they don’t
see much reason to spend because growth is slow. It’s kind of a
self-fulfilling
pessimism here. Additionally, I think if you try to ask what you
need to do, the
answer would be that there are multiple reasons for wanting to
70. raise wages.
There are multiple reasons for wanting to do what you can to
reduce income
inequality, and there’s a huge case for more public investment
as well. The
thing is, none of this is actually particularly hard or mysterious.
Borrow money
to build infrastructure considering that inflation (index bonds)
has essentially
zero percentage, so it doesn’t actually cost anything. Print some
money, that’s
supposed to be fun, right? But what happens is that we can’t,
the political sys-
tem stands in the way of doing all of the stuff that’s supposed to
be an irresist-
ible temptation and turns out to actually be impossible to get
happening.
130 Krugman and Madrick
JEFF: OK.
IRENE COPLEY: My name is Irene Copley. I’m retired from
several activi-
ties. And what I’m going to say is really bigger than economics,
and I’m taking
the opportunity to discuss this with you, because I’m scared.
Just plain scared.
Paul Krugman, I have the highest regard for you when I hear
you say you had
no idea that there were organizations acting as banks but they
weren’t banks,
you had no idea. And I have this innocent notion that
economists know every-
71. thing about everything, but I understand that you can’t. And
then you mention
ideologies, and I was reading Erwin Chemerinsky’s book, The
Case Against
the Supreme Court, which you talked about in today’s column,
Paul Krugman.
And if they are corrupt and if people in government are corrupt
and Repub-
licans talk about climate hoax, and the NRA, and the path to
oligarchy that we
are in—and when we talk about 2 percent inflation, that seems
to be an itty-
bitty question, because what it all depends on is who is in
charge. Now
Republicans have taken over 2014. If they win the presidency,
where am I
going to move to? I’m scared.
JEFF: One issue we’ve addressed to some degree, but maybe not
enough,
is this issue of capture and ethics and revolving doors in
Washington, or
people going to Washington as a means to get a better job
elsewhere in the
economy. It’s not only Wall Street, it’s the defense industry and
it’s the health
industry. We can argue that to some degree there’s a similar
ethics problem in
economics. People want to get grants, they want to rise in their
universities,
they want consulting jobs, they want to get a government post
so they can
get a better university position and then more consulting jobs.
It’s become a
career, a very lucrative career for some economists. We do have
a serious
72. issue here, but it’s hard to regulate. I’m a fan of regulation, but
it’s hard when
people stop believing in the rule of law or think that the way
you make money
or the way to get ahead in life is to find the loopholes. There’s
an argument
especially prevalent among economists that says, no matter how
you regulate,
Wall Street is going to find the loophole, but I’m not sure this
was always the
case. I think there was once a kind of attitude, a sensibility, that
to some
degree you have to abide by the law and not just find a way to
get around
the meaning and spirit of that law, and I think that we’ve lost
that to some
degree. In fact, I think one reason why we’ve lost it is this
emphasis on the
idea that when the market is working, everything is right with
the world
and the market works best with minimal government
interference. Govern-
ment as a moral force has been minimized in America, and I
think that affected
this campaign. Those who run for office talk about it as a moral
force only in
terms of eliminating it, or certainly minimizing it. We face a
serious uphill
battle both morally and in economic theory and practice.
PAUL: I would say if you’re not frightened by some of these
things, then
you’re not paying attention, and of course it’s scary. Now all
you can say is that
there have been dark moments in U.S. history and world history,
worse