Responses must have a minimum of 200 wordseachand must dir.docx
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R esponses must have a minimum of 200 words each and must directly quote and properly cite (using MLA format) from the assigned textbook Competing Visions: An Introduction to Moral Philosophy . I expect substantive and scholarly responses which evince an understanding of the complex chapter readings. Ch. 2: Epicurus 4) According to Epicurus, what incentive or motive do people have to obey the laws and behave justly toward one another? Do you agree with Epicurus on this issue? Why or why not? Ch. 3: Marcus Aurelius 5) " Choose not to be harmed—and you won’t feel harmed. Don’t feel harmed—and you haven’t been." Explain Marcus Aurelius' meaning in these lines. Do you agree or disagree, and why? Ch. 4: St. Augustine 6) According to St. Augustine, is it possible to achieve true happiness by focusing on our body only? Why or why not? Do you agree or disagree, and why? Ch. 6: Hobbes 3) Compare Christ’s Golden Rule with Hobbes’ Golden Rule. Which do you think is more effective in getting people to obey the laws, and why? Ch. 7: Hume 5) According to Hume, would justice be necessary in a utopian society? Why or why not? Do you think he is correct, and why? Ch. 8: J.S. Mill 6) Explain John Stuart Mill’s theory of higher and lower pleasures: Are there any problems inherent in the theory? Overall, does Mill’s idea of higher and lower pleasures make sense to you? Why or why not? Ch. 10: Sartre: 3) What exactly does Sartre mean when he says that "If God does not exist, then everything is permitted"? Do you agree with him? Why or why not? Chapter 11: Theodore Dalrymple: 4) According to Dalrymple, what is the fundamental difference between "depression" and "unhappiness"? Are you persuaded by his argument? Why or why not? 5) Throughout his writings, Dalrymple contrasts what we might call the "tragic view" of human life (held by writers like Turgenev, among others) and the "utopian view" (held by writers like Marx and Ibsen). Briefly describe the difference between the two, and explain which of the two you find the more plausible and why. .
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Ewrt 2 class 13 cicero
The document outlines the agenda for Class 13 of the EWRT 2 course. It includes introducing a new essay assignment on justice due November 15th and discussing readings by Marcus Tullius Cicero and Henry David Thoreau. Students will be placed in new groups and asked to review their thoughts on previous authors. They will analyze Cicero's rhetorical strategies, consider questions for critical reading, and discuss suggestions for their essay prompts in groups. The homework is to read Thoreau's "Civil Disobedience" and answer posted discussion questions.
Ewrt 2 class 13 cicero
The document outlines the agenda for Class 13 of the EWRT 2 course. It includes introducing a new essay assignment on justice due November 15th and discussing readings by Marcus Tullius Cicero and Henry David Thoreau. Students will get into new writing groups, review their thoughts on previous authors, and analyze Cicero's rhetorical strategies and arguments regarding justice. They will then discuss questions to critically engage with the readings and divide them up in their groups. Homework involves reading Thoreau's "Civil Disobedience" and posting discussion questions and QHQ responses.
Abortion 1. What according to Warren are the 5 conditions .docx
Abortion
1. What according to Warren are the 5 conditions for personhood? Why is it relevant to the abortion
debate?
2. What is a necessary/sufficient condition? Give examples. What does it have to do with the abortion
debate?
3. What is the traditional argument against abortion? Is it valid?
4. Why is the notion of personhood important to the argument against abortion?
5. Explain why a fetus, according to Warren, does not have a right to life.
6. What is the space explorer analogy and what is it supposed to show?
7. What is (are) an (the) objection(s) to Warren’s argument against banning abortion? Are there any
objections against it? Does she have any replies to those objection(s)? Are her replies any good? Explain
why or why not.
8. What part of the traditional argument for the banning of abortion does Thompson attempt to
undermine? (How does she go about doing so?)
9. What is the violinist example in the Thompson article? What is it meant to show?
10. What is Marquis’ thesis about? Why does he think killing of innocents is wrong?
11. What argument does Marquis’ propose instead of the traditional personhood argument?
12. What are the implications of Marquis’ argument against abortion?
13. What are the various answer that Marquis considers to the question of why killing is wrong? Which
is the answer that he favors?
14. What is the discontinuation account of wrongful killing? How does it relate to Marquis’s argument?
Animal Ethics
15. What is “Speciesism”? Why is it wrong according to Singer? What are reasons for thinking this is a
kind of unjust discrimination?
16. Explain why Singer thinks it is impossible to justify the principle of equality among humans on the
basis of an actual, factual equality between humans.
17. Where should we draw the line between the beings who are worth of moral consideration, and the
ones who are not, according to Singer?
18. On which notion of right does Machan base his claim that animals do not have rights? How does it
relate to his argument about animal rights?
19. What is the fundamental difference between animals and humans according to Machan? How does
it relate to his argument about animal rights?
20. What are four ways of responding to the Norcross’s “causal argument”? Explain them.
21. State and explain Singer's response to the following objection: Animals and humans can't be morally
equal because they are factually very different from each other.
22. State and explain Singer's response to the following objection: Humans and animals should not get
equal treatment since this would involve absurdities like giving animals the right to vote and providing
them with a high school education.
23. What is the difference between a consequentialist moral theory like utilitarianism and a rights view
like Machan’s? Which factors do they consider when determining if an action is right/wrong? What is
Machan’s criterion of moral sta ...
Value of Life
Hamlet ponders the meaning of life in his famous "To be, or not to be" soliloquy. He questions whether it is better to endure the hardships of life or take arms against them through death. Hamlet views life as full of "slings and arrows of outrageous fortune" and wonders if death would provide relief from life's troubles. Lance Armstrong's memoir also discusses his views on the value of life after enduring a battle with cancer. While Hamlet sees life as full of struggles, Armstrong appears to have a more optimistic view, expressing gratitude for having overcome death and regained the ability to be alive.
Value of Life
Hamlet ponders the meaning of life in his famous "To be, or not to be" soliloquy. He questions whether it is better to endure the hardships of life or take arms against them through death. Hamlet views life as full of "slings and arrows of outrageous fortune" and wonders if death would provide rest from life's troubles. Lance Armstrong's memoir also discusses his views on the value of life after enduring a battle with cancer. While Hamlet sees life as full of struggles, Armstrong appears to have a more optimistic view, expressing gratitude for having overcome death and regained the ability to be alive.
Value of Life presentation
Hamlet ponders the meaning of life in his famous "To be, or not to be" soliloquy. He questions whether it is better to endure the hardships of life or take arms against them through death. Hamlet views life as full of "slings and arrows of outrageous fortune" but is uncertain whether death would provide relief from life's troubles. In the second excerpt, Lance Armstrong reflects on his battle with cancer and what it means to him to be alive after facing death. He describes the physical toll of the disease and treatment in vivid terms. While Hamlet is uncertain about life's value, Armstrong seems to have a more positive outlook, expressing gratitude for having survived his "demise."
Value of Life Presentation
Hamlet ponders the meaning of life in his famous "To be, or not to be" soliloquy. He questions whether it is better to endure the hardships of life or take arms against them through death. Hamlet views life as full of "slings and arrows of outrageous fortune" and is unsure if we should suffer life's difficulties or end them through death. In another passage, Lance Armstrong reflects on his battle with cancer and what it means to be alive. He describes the physical toll of the disease and recovery in vivid terms. While Hamlet is uncertain about life's value, Armstrong seems to have a more positive view, appreciating life after facing mortality.
Value of Life
Hamlet ponders the meaning of life in his famous "To be or not to be" soliloquy. He questions whether it is better to endure the hardships of life or take arms against them and end one's troubles through death. Hamlet views life as full of "slings and arrows of outrageous fortune" and wonders if death would provide rest from life's difficulties. In another passage, Lance Armstrong reflects on his battle with cancer and what it means to be alive. He describes the physical toll of the disease and treatment in vivid terms. While Hamlet sees death as an escape, Armstrong appears to have a more positive view of life after facing mortality.
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Ewrt 2 class 13 cicero
The document outlines the agenda for Class 13 of the EWRT 2 course. It includes introducing a new essay assignment on justice due November 15th and discussing readings by Marcus Tullius Cicero and Henry David Thoreau. Students will be placed in new groups and asked to review their thoughts on previous authors. They will analyze Cicero's rhetorical strategies, consider questions for critical reading, and discuss suggestions for their essay prompts in groups. The homework is to read Thoreau's "Civil Disobedience" and answer posted discussion questions.
Ewrt 2 class 13 cicero
The document outlines the agenda for Class 13 of the EWRT 2 course. It includes introducing a new essay assignment on justice due November 15th and discussing readings by Marcus Tullius Cicero and Henry David Thoreau. Students will get into new writing groups, review their thoughts on previous authors, and analyze Cicero's rhetorical strategies and arguments regarding justice. They will then discuss questions to critically engage with the readings and divide them up in their groups. Homework involves reading Thoreau's "Civil Disobedience" and posting discussion questions and QHQ responses.
Abortion 1. What according to Warren are the 5 conditions .docx
Abortion
1. What according to Warren are the 5 conditions for personhood? Why is it relevant to the abortion
debate?
2. What is a necessary/sufficient condition? Give examples. What does it have to do with the abortion
debate?
3. What is the traditional argument against abortion? Is it valid?
4. Why is the notion of personhood important to the argument against abortion?
5. Explain why a fetus, according to Warren, does not have a right to life.
6. What is the space explorer analogy and what is it supposed to show?
7. What is (are) an (the) objection(s) to Warren’s argument against banning abortion? Are there any
objections against it? Does she have any replies to those objection(s)? Are her replies any good? Explain
why or why not.
8. What part of the traditional argument for the banning of abortion does Thompson attempt to
undermine? (How does she go about doing so?)
9. What is the violinist example in the Thompson article? What is it meant to show?
10. What is Marquis’ thesis about? Why does he think killing of innocents is wrong?
11. What argument does Marquis’ propose instead of the traditional personhood argument?
12. What are the implications of Marquis’ argument against abortion?
13. What are the various answer that Marquis considers to the question of why killing is wrong? Which
is the answer that he favors?
14. What is the discontinuation account of wrongful killing? How does it relate to Marquis’s argument?
Animal Ethics
15. What is “Speciesism”? Why is it wrong according to Singer? What are reasons for thinking this is a
kind of unjust discrimination?
16. Explain why Singer thinks it is impossible to justify the principle of equality among humans on the
basis of an actual, factual equality between humans.
17. Where should we draw the line between the beings who are worth of moral consideration, and the
ones who are not, according to Singer?
18. On which notion of right does Machan base his claim that animals do not have rights? How does it
relate to his argument about animal rights?
19. What is the fundamental difference between animals and humans according to Machan? How does
it relate to his argument about animal rights?
20. What are four ways of responding to the Norcross’s “causal argument”? Explain them.
21. State and explain Singer's response to the following objection: Animals and humans can't be morally
equal because they are factually very different from each other.
22. State and explain Singer's response to the following objection: Humans and animals should not get
equal treatment since this would involve absurdities like giving animals the right to vote and providing
them with a high school education.
23. What is the difference between a consequentialist moral theory like utilitarianism and a rights view
like Machan’s? Which factors do they consider when determining if an action is right/wrong? What is
Machan’s criterion of moral sta ...
Value of Life
Hamlet ponders the meaning of life in his famous "To be, or not to be" soliloquy. He questions whether it is better to endure the hardships of life or take arms against them through death. Hamlet views life as full of "slings and arrows of outrageous fortune" and wonders if death would provide relief from life's troubles. Lance Armstrong's memoir also discusses his views on the value of life after enduring a battle with cancer. While Hamlet sees life as full of struggles, Armstrong appears to have a more optimistic view, expressing gratitude for having overcome death and regained the ability to be alive.
Value of Life
Hamlet ponders the meaning of life in his famous "To be, or not to be" soliloquy. He questions whether it is better to endure the hardships of life or take arms against them through death. Hamlet views life as full of "slings and arrows of outrageous fortune" and wonders if death would provide rest from life's troubles. Lance Armstrong's memoir also discusses his views on the value of life after enduring a battle with cancer. While Hamlet sees life as full of struggles, Armstrong appears to have a more optimistic view, expressing gratitude for having overcome death and regained the ability to be alive.
Value of Life presentation
Hamlet ponders the meaning of life in his famous "To be, or not to be" soliloquy. He questions whether it is better to endure the hardships of life or take arms against them through death. Hamlet views life as full of "slings and arrows of outrageous fortune" but is uncertain whether death would provide relief from life's troubles. In the second excerpt, Lance Armstrong reflects on his battle with cancer and what it means to him to be alive after facing death. He describes the physical toll of the disease and treatment in vivid terms. While Hamlet is uncertain about life's value, Armstrong seems to have a more positive outlook, expressing gratitude for having survived his "demise."
Value of Life Presentation
Hamlet ponders the meaning of life in his famous "To be, or not to be" soliloquy. He questions whether it is better to endure the hardships of life or take arms against them through death. Hamlet views life as full of "slings and arrows of outrageous fortune" and is unsure if we should suffer life's difficulties or end them through death. In another passage, Lance Armstrong reflects on his battle with cancer and what it means to be alive. He describes the physical toll of the disease and recovery in vivid terms. While Hamlet is uncertain about life's value, Armstrong seems to have a more positive view, appreciating life after facing mortality.
Value of Life
Hamlet ponders the meaning of life in his famous "To be or not to be" soliloquy. He questions whether it is better to endure the hardships of life or take arms against them and end one's troubles through death. Hamlet views life as full of "slings and arrows of outrageous fortune" and wonders if death would provide rest from life's difficulties. In another passage, Lance Armstrong reflects on his battle with cancer and what it means to be alive. He describes the physical toll of the disease and treatment in vivid terms. While Hamlet sees death as an escape, Armstrong appears to have a more positive view of life after facing mortality.
Value of Life
Hamlet ponders the meaning of life in his famous "To be, or not to be" soliloquy. He questions whether it is better to endure the hardships of life or take arms against them through death. Hamlet views life as full of "slings and arrows of outrageous fortune" and wonders if death would provide relief from life's troubles. In the second part, Lance Armstrong discusses his cancer diagnosis and treatment. He describes the physical toll of chemotherapy and how it made him question his will to live. Armstrong ultimately decided to fight against death to continue experiencing life with his family and children.
Value of Life Presentation
Hamlet ponders the meaning of life in his famous "To be, or not to be" soliloquy. He questions whether it is better to endure the hardships of life or take arms against them through death. Hamlet views life as full of "slings and arrows of outrageous fortune" and wonders if death would provide rest from life's troubles. Lance Armstrong's memoir also discusses his views on the value of life after enduring a battle with cancer. He describes his illness and recovery in vivid terms, highlighting what it means to be alive through his will to survive. While Hamlet sees death as an escape, Armstrong maintains an optimistic view of life and a will to live despite facing mortality.
Review from and Social.docx
This document provides a summary of key topics covered in Aronson, Wilson, and Akert's Social Psychology textbook. It outlines the chapters covered in the book, including introducing social psychology, methodology, social cognition, social perception, and self-knowledge. It then lists 8 short essay questions and 2 longer essay questions requiring summaries of theories of attitude change, the two-factor theory of emotion, and misattribution of arousal. The questions assess understanding of concepts like the correspondence bias, non-verbal communication, self-awareness, self-perception theory, cognitive dissonance, and persuasion.
Ewrt 2 class 13 cicero
This document provides an agenda and discussion notes for a class on justice and civil disobedience. It introduces an essay assignment responding to a prompt about Marcus Tullius Cicero's "The Defense of Injustice" or Henry David Thoreau's "Civil Disobedience." The class will discuss Cicero's rhetorical strategies and biography, as well as questions for critically reading both texts. Students will work in groups to analyze the prompts and develop outlines and theses for their essays. The document provides guidance on developing arguments, finding evidence, and properly formatting references in MLA style.
Ewrt 2 class 13 cicero
This document outlines the agenda for a class on justice. It includes:
- Reviewing previous discussions on Machiavelli and Lao-Tzu.
- Introducing the third essay assignment on justice, which will involve analyzing an excerpt from Cicero and/or Thoreau.
- Discussing Cicero's "The Defense of Injustice" including his biography, rhetorical strategies used, and questions for critical reading.
- Breaking into groups to analyze the rhetorical strategies in Cicero and discuss critical thinking questions. Homework involves reading and analyzing Thoreau's "Civil Disobedience".
Ewrt 2 class 13 cicero
This document outlines the agenda for Class 13 of EWRT 2. It includes introducing new essay groups, reviewing previous readings, and introducing the next essay assignment on justice. Students will discuss an excerpt from Marcus Tullius Cicero's "The Defense of Injustice" focusing on rhetorical strategies and critical reading questions. Suggestions include reading Henry David Thoreau. The class will involve group work to analyze the readings and prompts for the upcoming essay.
Ewrt 2 class 13 cicero
This document outlines the agenda for Class 13 of an English writing course. It discusses forming new writing groups and reviewing previous assignments on Machiavelli and Lao Tzu. It introduces the upcoming Essay #3 on justice, due in 8 weeks. It provides an excerpt from Cicero titled "The Defense of Injustice" to use for the essay. It includes discussion questions for the class and prompts students to read an excerpt from Thoreau. It instructs students to get into new groups to discuss Cicero's rhetorical strategies and questions for critical thinking. It provides a brief biography of Cicero and outlines the homework of posting discussion questions on Thoreau.
Ewrt 2 class 13 cicero
This document outlines the agenda for Class 13 of an English writing course. It discusses forming new writing groups and introduces the third essay assignment on justice, due in week 8. It also reviews readings from Machiavelli and Lao Tzu and discusses Marcus Tullius Cicero's "The Defense of Injustice" through examining Cicero's biography, rhetorical strategies, and questions for critical reading. Students are instructed to discuss the text in groups and suggested to read Henry David Thoreau for homework.
Does life have meaning What can we know Please read and review .docx
Does life have meaning? What can we know? Please read and review the following essays from your text, Introducing Philosophy through Pop Culture, [Edited by Irwin and Johnson]: [1] Aquinas and Rose on Faith and Reason, by Daniel B. Gallagher, [2] “I Am an Instrument of God”; Religious Belief, Atheism, and Meaning, by Jason T. Eberl and Jennifer A. Vines, [3] Selfish, Base Animals Crawling Across the Earth: House and the Meaning of Life, by Henry Jacoby, and [4] Adama’s True Lie: Earth and the Problem of Knowledge, by Eric J. Silverman.
[a] Each of these essays dissects differing concepts of knowledge and meaning. Use characters from the first three (3) of the above essays to contrast the differing concepts of knowledge and meaning illustrated by the author and the appropriate philosophers cited in the particular essays you chose. For example, in the first reading, one might choose to contrast/compare the opposing views of knowledge illustrated by Bernard and Rose. The comparison would, most appropriately, be viewed through the concepts of Aquinas discussed in detail in Gallagher’s particular essay. Likewise, in the second reading the views of Adama and Baltar could be contrasted with those of Roslin and Six through the teachings of Aquinas, Hume, and Russell. In the third reading the different concepts of meaning and knowledge exhibited by House and Wilson (or Sister Augustine) can be contrasted through the perspectives of Socrates and Aristotle.
[b] The fourth reading cites the views of David Hume, W. K. Clifford, and William James concerning knowledge as such knowledge contributes to life’s meaning. Clearly explain these views of each philosopher. [Note: The student is not required to research these philosophers’ views beyond the explanations given in the text.]
[c] Using the appropriate characters you chose to compare and contrast (in part [a] of this prompt), critically examine the positions/views of these pop culture characters as you believe Hume, Clifford, and James would do. What might each of these philosophers say about each character’s concept of knowledge and what each character most likely perceives gives meaning to life?
[CJ499: Bachelors Capstone in Criminal Justice ]
Unit 4 Assignment: Short Paper
In a 3 – 4 page paper address the following:
Identify and describe five scientific methods of research inquiry and how you would apply them
to a research project.
Be sure to provide examples.
Develop a hypothesis focused on the professional practices of criminal justice practitioners.
o An example of a hypothesis would be: you could propose a hypothesis that focuses on
whether law enforcement is better equipped to handle terrorism post 9/11 or whether
airline safety has improved since the attacks of 9/11, etc.
Then select two methods of inquiries and how you would apply them to your hypothesis to
reach a conclusion. The paper should be 3 pages in length, excluding title and reference
pages. ...
Ewrt 2 class 13 cicero
This document provides an agenda and discussion notes for a class on justice. It introduces an upcoming essay assignment on the topic of justice due in week 8. Students will choose a prompt responding to an excerpt from Cicero or Thoreau, or both. The class discusses rhetorical strategies in Cicero's work and questions for critical reading. Students are divided into groups to analyze the prompts and passages in more depth. Homework includes reading Thoreau's "Civil Disobedience" and responding to discussion questions.
Ewrt 2 class 13 cicero
This document provides an agenda for Class 13 of an English writing course. It includes discussions of previous readings by Machiavelli and Lao-Tzu, and the introduction of the third essay assignment on the topic of justice. The class will discuss an excerpt from Cicero titled "The Defense of Injustice" through analyzing its rhetorical strategies and themes. Students will be assigned to read an excerpt from Thoreau and respond to a prompt for the upcoming essay. Homework includes further discussion questions on the readings and preparations for the essay.
Answer each question with short answer (answers for every set of q.docx
Answer each question with short answer (answers for every set of question located in the link)
Alexander Chapter 6
https://peacelawandjustice.files.wordpress.com/2013/12/newjimcrow-ch-1.pdf
· Describe the experience of the Jena 6: who, what, when, where. How was the case eventually adjudicated?
· By and large, what has been the attitude of the civil rights community on the War on Drugs?
· What one area of criminal justice has most been the focus of civil rights lawyers?
· Why was Rosa Parks chosen to be the symbol of courage by not giving up her seat on the bus?
· Who were Claudette Colvin and Mary Louise Smith? Why were they not chosen to represent the bus boycotters?
· Why does Alexander include these examples (Parks, Colvin, Smith) in her discussion of criminal advocacy?
· Do poverty and unemployment statistics include people behind bars?
· On what basis does Bruce Western argue that it is “pure fiction” that the Clinton years were good for African Americans?
· What is the Corrections Corporation of America?
· Besides for-profit prisons, name at least three “prison profiteers.”
· Does mass incarceration contribute substantially to lower crime rates?
· What did California’s Proposition 36 mandate?
· What is colorblindness and why is it problematic as an approach to the War on Drugs?
· What is California’s Proposition 54 (endnote #34). Did it pass or fail?
· Why does the author consider affirmative action as a “racial bribe”?
· What are the four threats to the declining circumstances of white men in the U.S.? Hint: one is NOT affirmative action.
· Does the presence of people of color as workers in the criminal justice make a difference in light of all the problems discussed in the book? Why or why not?
· Has President Obama’s administration made things worse or better? How does Alexander support this answer?
· Who said, “Look, you know, when I was a kid, I inhaled. Frequently. That was the point”?
· Which writer said to his nephew, “this is your home…do not be driven from it. …we can make America what it must become”?
Letter from a Birmingham Jail
http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html
· Who is the author
· To whom was the letter directed?
· What did St. Augustine say about an unjust law?
· Who was Albert Boutwell? Bull Connor?
· Which U.S. Constitutional Amendment guarantees peaceful assembly?
Antiracist Activism
https://en.wikibooks.org/wiki/Antiracist_Activism_for_Teachers_and_Students/White_Activists/Activists
· What is the name of Beverly Tatum’s 1997 book?
· What is Tatum’s definition of “antiracist activism” using the metaphor of the conveyor belt?
· Is there such a thing as passive antiracism? Why or why not?
· Describe who each of these antiracist activists are and what they did to end racism.
· Margaret Burnham
· Terry Davis
· Dr. Martin Nathan
· Dr. James Cameron
· Dr. Beverly Tatum
· Timothy Jacob Wise
Writing Assignment Guidelines: Love, life, and family. The prompt for the third w.
Hello, I need answers for those multiple questions. It is for P.docx
Hello, I need answers for those
multiple
questions. It is for P
hilosophy Intro to Ethics.
It must be done in one hour.
You must be an expert in
philosophy. I need all them correct,
The area of ethics known as "meta-ethics" is concerned with:
The thought of Socrates
The thought of Plato
The consequences of ethical decisions
The questions that may need to be answered before talking about issues of right and wrong.
Plato's "Republic" is a dialogue between various characters. The character who defends the view that moral action is doing what is in the best interest of those with less power is:
Socrates
Plato
Thrasymachus
Aristotle
Which of the following was NOT one of the positions on human nature that we examined in these modules?
That human nature is basically good
That human nature is basically bad
That human nature can be partiallly explained in terms of animal nature
That "human nature" is an indefinable concept
Why is the study of human nature so significant to ethics? Because...
...if we had no nature at all, then only God's divine law would prevail
...if we could determine what our nature was, then we would know what was best for us
...if we could determine whether human nature was basically good or bad, then we could jettison all ethical theory
...if we determine that there are too many competing theories of human nature, then living in society becomes impossible
For Aristotle, being virtuous is not about doing the right acts and avoiding the wrong ones, but rather
ethics is about subordinating women to men's wishes
ethics is about caring for each other
ethics is about obeying one's superiors
ethics is about a state of being, namely being virtuous
For Thomas Hobbes, morality comes from the "right of Nature," which is our right to what?
To self-preservation
To revolution against an unfair government
To property
To take as many resources as we can defend
Which human trait does Rousseau think that we would be lost without, and which is the basis of "laws, moral habits, and virtues"?
Rationality
Empathy
Pity
Self-interest
David Hume and Immanuel Kant agree on which one of the following four propositions?
Morality is based in our sympathy for other human beings
Morality is an expression of duties that we have regardless of our emotions or desires.
What is viewed as moral or immoral is relative to different cultures
The demands of morality are not about achieving our own self-interest
What is cultural relativism?
The view that there are important differences in ethical beliefs and practices across cultures
The view that because there are important differences in ethical beliefs and practices across cultures, there cannot be any universally true moral principles
The view that because there are important differences in ethical beliefs and practices across cultures, what each culture believes is right is right for that culture, even if other cultures differ
The view that ther ...
1 c class 2 post qhq
This document outlines the agenda and procedures for an English class discussing New Criticism. It introduces the concept of using teams to earn participation points and provides the rules for team composition and point tracking. It then reviews literary theory and focuses on New Criticism as a formal, intrinsic approach. The key concepts of New Criticism - paradox, irony, tension, and ambiguity - are defined and illustrated with examples from literary works. Students are then instructed to get into their first groups to begin earning participation points.
1 c class 2 post qhq
This document outlines the agenda and activities for Class 2 of the EWRT 1C course. It discusses using teams to earn participation points and tracking points using a point sheet. The class will review literary theory, specifically focusing on New Criticism and its key elements - paradox, irony, tension, and ambiguity. Students will work in groups to discuss questions about the readings. The document also mentions that part of each class will be spent completing an online presentation to fulfill the remaining hour of the five unit course.
Rhetoric Is Ppt
Powerpoint over how to recognize appeals being used in persuasive essays such as speeches, or other non-fiction materials. Worksheet to accompany ppt can be obtained by contacting me at jfergus2@houstonisd.org
1 c class 2 post qhq
The document outlines the agenda and guidelines for an English class, including a review of New Criticism and its key concepts of paradox, irony, tension, and ambiguity. Teams of 3-4 students will work together during class, tracking their participation points. Close reading is emphasized as a foundational skill for literary analysis across different theoretical approaches.
Who I Admire Essay. The Person I Admire Essay
The Person I Admire The Most Essay | Essay on The Person I Admire The .... SOLUTION: Who I Admire Essay - Studypool. A Person Who I Admire Essay Example - PHDessay.com. Write a short essay on The Person who I admire the most | Essay Writing .... Someone I admire | Teaching english grammar, English writing, Learn english. The Person I Admire Free Essay Example. Essay on Someone I Admire (500 Words) - PHDessay.com. The Person I Admire Essay. “The person I admire the most”. - GCSE English - Marked by Teachers.com.
1. In Platos Ring of Gyges how is the concept of goodjustice expla.docx
The document contains 5 questions about philosophical concepts from various thinkers. The first question asks about Plato's Ring of Gyges and the concept of good/justice. The second asks about Max Stirner's view that concepts like good, bad and the state are simply determined by power. The third asks about one of John Stuart Mill's arguments for freedom of speech in his work On Liberty. The fourth asks about Hannah Arendt's concept of the "banality of evil" and its application to Adolf Eichmann. The fifth asks about Martin Luther King Jr.'s view of the "white moderate" being a bigger obstacle than the KKK, relating it to Arendt's concept.
1. Mill argues that pleasures differ not only quantitatively, but .docx
Mill argues that the principle of utility - which states that actions are right based on their ability to promote happiness - is the foundation of morality. He acknowledges this cannot be formally proven. Instead, he gives reasons to believe it is true based on empirical observations: people desire happiness and seek pleasure. He also argues we should give equal consideration to everyone's happiness. While not a strict proof, Mill believes this inclination of reason is the best we can do to justify the principle of utility.
Review all of the Discussions Conflict Resolution Resources – I.docx
This document discusses two social media influencers that impacted the author's views on conflict resolution. The first is Brandon Tatum, a former police officer and conservative political commentator. The second is Candace Owens, a conservative author and activist. The author explains how they were both impacted by different life experiences that shaped their beliefs, and how they engage in discussions with others who disagree with them. The author relates to both influencers because they share similar views, and sees how having open conversations about disagreements, like the influencers do, can help resolve conflicts.
Review 3 to 4 stories on both the Media Matters (httpmediamatte.docx
Review 3 to 4 stories on both the Media Matters (
http://mediamatters.org
) and Newsbusters (
newsbusters.org
) websites. What stories did you review? Do the stories noted by each of the organizations as evidence of liberal or conservative bias in the media truly support this argument? Might some individuals argue that the stories noted as evidence of either liberal or conservative bias are actually factual rather than biased? To what extent do you feel media bias is based on each individual’s own ideological position?
.
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Value of Life
Hamlet ponders the meaning of life in his famous "To be, or not to be" soliloquy. He questions whether it is better to endure the hardships of life or take arms against them through death. Hamlet views life as full of "slings and arrows of outrageous fortune" and wonders if death would provide relief from life's troubles. In the second part, Lance Armstrong discusses his cancer diagnosis and treatment. He describes the physical toll of chemotherapy and how it made him question his will to live. Armstrong ultimately decided to fight against death to continue experiencing life with his family and children.
Value of Life Presentation
Hamlet ponders the meaning of life in his famous "To be, or not to be" soliloquy. He questions whether it is better to endure the hardships of life or take arms against them through death. Hamlet views life as full of "slings and arrows of outrageous fortune" and wonders if death would provide rest from life's troubles. Lance Armstrong's memoir also discusses his views on the value of life after enduring a battle with cancer. He describes his illness and recovery in vivid terms, highlighting what it means to be alive through his will to survive. While Hamlet sees death as an escape, Armstrong maintains an optimistic view of life and a will to live despite facing mortality.
Review from and Social.docx
This document provides a summary of key topics covered in Aronson, Wilson, and Akert's Social Psychology textbook. It outlines the chapters covered in the book, including introducing social psychology, methodology, social cognition, social perception, and self-knowledge. It then lists 8 short essay questions and 2 longer essay questions requiring summaries of theories of attitude change, the two-factor theory of emotion, and misattribution of arousal. The questions assess understanding of concepts like the correspondence bias, non-verbal communication, self-awareness, self-perception theory, cognitive dissonance, and persuasion.
Ewrt 2 class 13 cicero
This document provides an agenda and discussion notes for a class on justice and civil disobedience. It introduces an essay assignment responding to a prompt about Marcus Tullius Cicero's "The Defense of Injustice" or Henry David Thoreau's "Civil Disobedience." The class will discuss Cicero's rhetorical strategies and biography, as well as questions for critically reading both texts. Students will work in groups to analyze the prompts and develop outlines and theses for their essays. The document provides guidance on developing arguments, finding evidence, and properly formatting references in MLA style.
Ewrt 2 class 13 cicero
This document outlines the agenda for a class on justice. It includes:
- Reviewing previous discussions on Machiavelli and Lao-Tzu.
- Introducing the third essay assignment on justice, which will involve analyzing an excerpt from Cicero and/or Thoreau.
- Discussing Cicero's "The Defense of Injustice" including his biography, rhetorical strategies used, and questions for critical reading.
- Breaking into groups to analyze the rhetorical strategies in Cicero and discuss critical thinking questions. Homework involves reading and analyzing Thoreau's "Civil Disobedience".
Ewrt 2 class 13 cicero
This document outlines the agenda for Class 13 of EWRT 2. It includes introducing new essay groups, reviewing previous readings, and introducing the next essay assignment on justice. Students will discuss an excerpt from Marcus Tullius Cicero's "The Defense of Injustice" focusing on rhetorical strategies and critical reading questions. Suggestions include reading Henry David Thoreau. The class will involve group work to analyze the readings and prompts for the upcoming essay.
Ewrt 2 class 13 cicero
This document outlines the agenda for Class 13 of an English writing course. It discusses forming new writing groups and reviewing previous assignments on Machiavelli and Lao Tzu. It introduces the upcoming Essay #3 on justice, due in 8 weeks. It provides an excerpt from Cicero titled "The Defense of Injustice" to use for the essay. It includes discussion questions for the class and prompts students to read an excerpt from Thoreau. It instructs students to get into new groups to discuss Cicero's rhetorical strategies and questions for critical thinking. It provides a brief biography of Cicero and outlines the homework of posting discussion questions on Thoreau.
Ewrt 2 class 13 cicero
This document outlines the agenda for Class 13 of an English writing course. It discusses forming new writing groups and introduces the third essay assignment on justice, due in week 8. It also reviews readings from Machiavelli and Lao Tzu and discusses Marcus Tullius Cicero's "The Defense of Injustice" through examining Cicero's biography, rhetorical strategies, and questions for critical reading. Students are instructed to discuss the text in groups and suggested to read Henry David Thoreau for homework.
Does life have meaning What can we know Please read and review .docx
Does life have meaning? What can we know? Please read and review the following essays from your text, Introducing Philosophy through Pop Culture, [Edited by Irwin and Johnson]: [1] Aquinas and Rose on Faith and Reason, by Daniel B. Gallagher, [2] “I Am an Instrument of God”; Religious Belief, Atheism, and Meaning, by Jason T. Eberl and Jennifer A. Vines, [3] Selfish, Base Animals Crawling Across the Earth: House and the Meaning of Life, by Henry Jacoby, and [4] Adama’s True Lie: Earth and the Problem of Knowledge, by Eric J. Silverman.
[a] Each of these essays dissects differing concepts of knowledge and meaning. Use characters from the first three (3) of the above essays to contrast the differing concepts of knowledge and meaning illustrated by the author and the appropriate philosophers cited in the particular essays you chose. For example, in the first reading, one might choose to contrast/compare the opposing views of knowledge illustrated by Bernard and Rose. The comparison would, most appropriately, be viewed through the concepts of Aquinas discussed in detail in Gallagher’s particular essay. Likewise, in the second reading the views of Adama and Baltar could be contrasted with those of Roslin and Six through the teachings of Aquinas, Hume, and Russell. In the third reading the different concepts of meaning and knowledge exhibited by House and Wilson (or Sister Augustine) can be contrasted through the perspectives of Socrates and Aristotle.
[b] The fourth reading cites the views of David Hume, W. K. Clifford, and William James concerning knowledge as such knowledge contributes to life’s meaning. Clearly explain these views of each philosopher. [Note: The student is not required to research these philosophers’ views beyond the explanations given in the text.]
[c] Using the appropriate characters you chose to compare and contrast (in part [a] of this prompt), critically examine the positions/views of these pop culture characters as you believe Hume, Clifford, and James would do. What might each of these philosophers say about each character’s concept of knowledge and what each character most likely perceives gives meaning to life?
[CJ499: Bachelors Capstone in Criminal Justice ]
Unit 4 Assignment: Short Paper
In a 3 – 4 page paper address the following:
Identify and describe five scientific methods of research inquiry and how you would apply them
to a research project.
Be sure to provide examples.
Develop a hypothesis focused on the professional practices of criminal justice practitioners.
o An example of a hypothesis would be: you could propose a hypothesis that focuses on
whether law enforcement is better equipped to handle terrorism post 9/11 or whether
airline safety has improved since the attacks of 9/11, etc.
Then select two methods of inquiries and how you would apply them to your hypothesis to
reach a conclusion. The paper should be 3 pages in length, excluding title and reference
pages. ...
Ewrt 2 class 13 cicero
This document provides an agenda and discussion notes for a class on justice. It introduces an upcoming essay assignment on the topic of justice due in week 8. Students will choose a prompt responding to an excerpt from Cicero or Thoreau, or both. The class discusses rhetorical strategies in Cicero's work and questions for critical reading. Students are divided into groups to analyze the prompts and passages in more depth. Homework includes reading Thoreau's "Civil Disobedience" and responding to discussion questions.
Ewrt 2 class 13 cicero
This document provides an agenda for Class 13 of an English writing course. It includes discussions of previous readings by Machiavelli and Lao-Tzu, and the introduction of the third essay assignment on the topic of justice. The class will discuss an excerpt from Cicero titled "The Defense of Injustice" through analyzing its rhetorical strategies and themes. Students will be assigned to read an excerpt from Thoreau and respond to a prompt for the upcoming essay. Homework includes further discussion questions on the readings and preparations for the essay.
Answer each question with short answer (answers for every set of q.docx
Answer each question with short answer (answers for every set of question located in the link)
Alexander Chapter 6
https://peacelawandjustice.files.wordpress.com/2013/12/newjimcrow-ch-1.pdf
· Describe the experience of the Jena 6: who, what, when, where. How was the case eventually adjudicated?
· By and large, what has been the attitude of the civil rights community on the War on Drugs?
· What one area of criminal justice has most been the focus of civil rights lawyers?
· Why was Rosa Parks chosen to be the symbol of courage by not giving up her seat on the bus?
· Who were Claudette Colvin and Mary Louise Smith? Why were they not chosen to represent the bus boycotters?
· Why does Alexander include these examples (Parks, Colvin, Smith) in her discussion of criminal advocacy?
· Do poverty and unemployment statistics include people behind bars?
· On what basis does Bruce Western argue that it is “pure fiction” that the Clinton years were good for African Americans?
· What is the Corrections Corporation of America?
· Besides for-profit prisons, name at least three “prison profiteers.”
· Does mass incarceration contribute substantially to lower crime rates?
· What did California’s Proposition 36 mandate?
· What is colorblindness and why is it problematic as an approach to the War on Drugs?
· What is California’s Proposition 54 (endnote #34). Did it pass or fail?
· Why does the author consider affirmative action as a “racial bribe”?
· What are the four threats to the declining circumstances of white men in the U.S.? Hint: one is NOT affirmative action.
· Does the presence of people of color as workers in the criminal justice make a difference in light of all the problems discussed in the book? Why or why not?
· Has President Obama’s administration made things worse or better? How does Alexander support this answer?
· Who said, “Look, you know, when I was a kid, I inhaled. Frequently. That was the point”?
· Which writer said to his nephew, “this is your home…do not be driven from it. …we can make America what it must become”?
Letter from a Birmingham Jail
http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html
· Who is the author
· To whom was the letter directed?
· What did St. Augustine say about an unjust law?
· Who was Albert Boutwell? Bull Connor?
· Which U.S. Constitutional Amendment guarantees peaceful assembly?
Antiracist Activism
https://en.wikibooks.org/wiki/Antiracist_Activism_for_Teachers_and_Students/White_Activists/Activists
· What is the name of Beverly Tatum’s 1997 book?
· What is Tatum’s definition of “antiracist activism” using the metaphor of the conveyor belt?
· Is there such a thing as passive antiracism? Why or why not?
· Describe who each of these antiracist activists are and what they did to end racism.
· Margaret Burnham
· Terry Davis
· Dr. Martin Nathan
· Dr. James Cameron
· Dr. Beverly Tatum
· Timothy Jacob Wise
Writing Assignment Guidelines: Love, life, and family. The prompt for the third w.
Hello, I need answers for those multiple questions. It is for P.docx
Hello, I need answers for those
multiple
questions. It is for P
hilosophy Intro to Ethics.
It must be done in one hour.
You must be an expert in
philosophy. I need all them correct,
The area of ethics known as "meta-ethics" is concerned with:
The thought of Socrates
The thought of Plato
The consequences of ethical decisions
The questions that may need to be answered before talking about issues of right and wrong.
Plato's "Republic" is a dialogue between various characters. The character who defends the view that moral action is doing what is in the best interest of those with less power is:
Socrates
Plato
Thrasymachus
Aristotle
Which of the following was NOT one of the positions on human nature that we examined in these modules?
That human nature is basically good
That human nature is basically bad
That human nature can be partiallly explained in terms of animal nature
That "human nature" is an indefinable concept
Why is the study of human nature so significant to ethics? Because...
...if we had no nature at all, then only God's divine law would prevail
...if we could determine what our nature was, then we would know what was best for us
...if we could determine whether human nature was basically good or bad, then we could jettison all ethical theory
...if we determine that there are too many competing theories of human nature, then living in society becomes impossible
For Aristotle, being virtuous is not about doing the right acts and avoiding the wrong ones, but rather
ethics is about subordinating women to men's wishes
ethics is about caring for each other
ethics is about obeying one's superiors
ethics is about a state of being, namely being virtuous
For Thomas Hobbes, morality comes from the "right of Nature," which is our right to what?
To self-preservation
To revolution against an unfair government
To property
To take as many resources as we can defend
Which human trait does Rousseau think that we would be lost without, and which is the basis of "laws, moral habits, and virtues"?
Rationality
Empathy
Pity
Self-interest
David Hume and Immanuel Kant agree on which one of the following four propositions?
Morality is based in our sympathy for other human beings
Morality is an expression of duties that we have regardless of our emotions or desires.
What is viewed as moral or immoral is relative to different cultures
The demands of morality are not about achieving our own self-interest
What is cultural relativism?
The view that there are important differences in ethical beliefs and practices across cultures
The view that because there are important differences in ethical beliefs and practices across cultures, there cannot be any universally true moral principles
The view that because there are important differences in ethical beliefs and practices across cultures, what each culture believes is right is right for that culture, even if other cultures differ
The view that ther ...
1 c class 2 post qhq
This document outlines the agenda and procedures for an English class discussing New Criticism. It introduces the concept of using teams to earn participation points and provides the rules for team composition and point tracking. It then reviews literary theory and focuses on New Criticism as a formal, intrinsic approach. The key concepts of New Criticism - paradox, irony, tension, and ambiguity - are defined and illustrated with examples from literary works. Students are then instructed to get into their first groups to begin earning participation points.
1 c class 2 post qhq
This document outlines the agenda and activities for Class 2 of the EWRT 1C course. It discusses using teams to earn participation points and tracking points using a point sheet. The class will review literary theory, specifically focusing on New Criticism and its key elements - paradox, irony, tension, and ambiguity. Students will work in groups to discuss questions about the readings. The document also mentions that part of each class will be spent completing an online presentation to fulfill the remaining hour of the five unit course.
Rhetoric Is Ppt
Powerpoint over how to recognize appeals being used in persuasive essays such as speeches, or other non-fiction materials. Worksheet to accompany ppt can be obtained by contacting me at jfergus2@houstonisd.org
1 c class 2 post qhq
The document outlines the agenda and guidelines for an English class, including a review of New Criticism and its key concepts of paradox, irony, tension, and ambiguity. Teams of 3-4 students will work together during class, tracking their participation points. Close reading is emphasized as a foundational skill for literary analysis across different theoretical approaches.
Who I Admire Essay. The Person I Admire Essay
The Person I Admire The Most Essay | Essay on The Person I Admire The .... SOLUTION: Who I Admire Essay - Studypool. A Person Who I Admire Essay Example - PHDessay.com. Write a short essay on The Person who I admire the most | Essay Writing .... Someone I admire | Teaching english grammar, English writing, Learn english. The Person I Admire Free Essay Example. Essay on Someone I Admire (500 Words) - PHDessay.com. The Person I Admire Essay. “The person I admire the most”. - GCSE English - Marked by Teachers.com.
1. In Platos Ring of Gyges how is the concept of goodjustice expla.docx
The document contains 5 questions about philosophical concepts from various thinkers. The first question asks about Plato's Ring of Gyges and the concept of good/justice. The second asks about Max Stirner's view that concepts like good, bad and the state are simply determined by power. The third asks about one of John Stuart Mill's arguments for freedom of speech in his work On Liberty. The fourth asks about Hannah Arendt's concept of the "banality of evil" and its application to Adolf Eichmann. The fifth asks about Martin Luther King Jr.'s view of the "white moderate" being a bigger obstacle than the KKK, relating it to Arendt's concept.
1. Mill argues that pleasures differ not only quantitatively, but .docx
Mill argues that the principle of utility - which states that actions are right based on their ability to promote happiness - is the foundation of morality. He acknowledges this cannot be formally proven. Instead, he gives reasons to believe it is true based on empirical observations: people desire happiness and seek pleasure. He also argues we should give equal consideration to everyone's happiness. While not a strict proof, Mill believes this inclination of reason is the best we can do to justify the principle of utility.
Similar to Responses must have a minimum of 200 wordseachand must dir.docx (20)
Does life have meaning What can we know Please read and review .docx
Does life have meaning What can we know Please read and review .docx
Answer each question with short answer (answers for every set of q.docx
Answer each question with short answer (answers for every set of q.docx
Hello, I need answers for those multiple questions. It is for P.docx
Hello, I need answers for those multiple questions. It is for P.docx
1. In Platos Ring of Gyges how is the concept of goodjustice expla.docx
1. In Platos Ring of Gyges how is the concept of goodjustice expla.docx
1. Mill argues that pleasures differ not only quantitatively, but .docx
1. Mill argues that pleasures differ not only quantitatively, but .docx
More from zmark3
Review all of the Discussions Conflict Resolution Resources – I.docx
This document discusses two social media influencers that impacted the author's views on conflict resolution. The first is Brandon Tatum, a former police officer and conservative political commentator. The second is Candace Owens, a conservative author and activist. The author explains how they were both impacted by different life experiences that shaped their beliefs, and how they engage in discussions with others who disagree with them. The author relates to both influencers because they share similar views, and sees how having open conversations about disagreements, like the influencers do, can help resolve conflicts.
Review 3 to 4 stories on both the Media Matters (httpmediamatte.docx
Review 3 to 4 stories on both the Media Matters (
http://mediamatters.org
) and Newsbusters (
newsbusters.org
) websites. What stories did you review? Do the stories noted by each of the organizations as evidence of liberal or conservative bias in the media truly support this argument? Might some individuals argue that the stories noted as evidence of either liberal or conservative bias are actually factual rather than biased? To what extent do you feel media bias is based on each individual’s own ideological position?
.
Review 1 Sustainable graphic designAs society continues to de.docx
Review 1: Sustainable graphic design
As society continues to develop, human beings have become more aware of the need to protect the environment. Today graphic designer’s obligation no longer limited in providing design service to our clients. But as a citizen in our society, contemporary designers should consume their career in a sustainable way, which include encouraging their colleagues and clients to follow the same eco-friendly practice.[1] Because without of the Earth’s ecosystems human life would be threatened. Human being is heavily reliant on the essential ecological elements like water and air.
Today, practicing sustainability does not simply mean recycling newspaper and water bottle. Because there is energy input and cost in each step of manufacturing, consuming the product and recycling. The principle of sustainable design has changed from reducing waste and choosing recyclable materials to consider each step in Life Cycle Assessment(LCA). In the book Sustainable Design: A Critical Guide, David Bergman states the concept of sustainability has shifted from its 1960s origins, which mainly emphasized in the phrase “Reduce, reuse, recycle.” Bergaman believes it oversimplified the sustainability we facing.[2] To achieve the goal of design for sustainability, graphic design could consider and utilize LCA to examine their product and each manufacturing process from beginning to end of life phase. A qualified sustainable design must be well-designed to reduce waste and unnecessary cost in each step of LCA, which are raw material extraction, material processing, part manufacturing, assembly, product use and end of life.[3]
The package design for Cereal Revolution by Modern Species is a good example of how contemporary company conducts sustainability through a piece of thoughtful design. In 2012, cereal company issued a line of health, low-calorie cereal called Cereal Revolution. To pair up with the health-friendly goal, design studio Modern Species create a series of cereal package that is eco-friendly. The size of boxes are designed to minimize the shipping cost and storage space, folded in a way that reduces the need for glue, and was printed on 100% recycled paperboard with soy-based inks. The bag inside the box is home compostable cellophane, which can are fully biodegradable.
The thoughtful package of Cereal Revolution showcases enforce sustainability by choosing 100% recyclable martial, eco-friendly soy-based ink, reduce assemble cots and lower the transportation cost. Using recycled materials not only minimized the cost of manufacturing materials but also could benefit the disposal process after the package was consumed. Folding the box in a way that is required less glue to reduce the pollution caused by the assemble process, and choosing this particular size could save energy and space in transportation and storage.
The package design of Cereal Revolution is a successful sustainable graphic design because the designer has .
Reverse Interpreting Lab Results Table 87.2A possible reason why.docx
Reverse Interpreting Lab Results Table 87.2
A possible reason why the glucose and hemoglobin A1C levels are elevated is because
the pancreas is not producing enough insulin to breakdown glucose. Because the pancreas is not
effectively breaking down enough glucose, the excess glucose in the bloodstream causes nerve
damage especially to the kidneys, where the blood is filtered. The lack of proper blood filtration
because of kidney damage is the reason for the decreased levels of RBCs, platelets, hemoglobin,
platelets, and hematocrit levels. This also is the reason for increased mchc, mcv, and INR values.
Hdl levels are also decreased because of the cardiovascular issues associated with damage to the
blood vessels from continuous high blood sugar. The reason for the decreased level of white
blood cells would most likely be because the body is fighting a disease process most likely
caused by uncontrolled elevated blood sugar levels for an extended period of time.
Since most of the abnormal levels in this table are concurrent with abnormal values
associated with type 2 diabetes that is not well controlled, a good scenario would be that the
patient with these lab values has type 2 diabetes. The patient most likely does not control their
blood sugar well and has most likely had issues with maintaining a decreased blood sugar for an
extended period of time. The nurse would expect the patient to have a diet consisting of high
sugars and carbohydrates. The nurse would also expect the patient to have really white gums,
fatigue, lethargy, no energy, headaches, excessive thirst and hunger, and increased urine output.
Works Cited
Gauci, R., Hunter, M., Bruce, D. G., Davis, W. A., & Davis, T. M. E. (2017). Anemia
complicating type 2 diabetes: Prevalence, risk factors and prognosis. Journal of Diabetes
and Its Complications, 31(7), 1169–1174. https://doi-
org.ezproxy.hsutx.edu:4443/10.1016/j.jdiacomp.2017.04.002
Jin Ook Chung, Seon-Young Park, Dong Hyeok Cho, Dong Jin Chung, Min Young Chung,
Chung, J. O., ... Chung, M. Y. (2017). Anemia, bilirubin, and cardiovascular autonomic
neuropathy in patients with type 2 diabetes. Medicine, 96(15), 1–4. https://doi-
org.ezproxy.hsutx.edu:4443/10.1097/MD.0000000000006586
Reverse interpreting results
For this assignment I chose table 87.2. The table shows that the patient has a high blood
glucose and HbA1c. A high blood sugar result is caused by eating too much sugar and
carbohydrates or because of diabetes mellitus. According to Huether (2017), in a person with
diabetes their pancreas does not produce enough insulin to break down the glucose, so the excess
ends up in the blood stream (p. 473). She also states that high HbA1c levels are caused by poor
control of one’s blood sugar. The excess blood sugar in the blood stream causes damage to the
kidneys which in result can lead to anemia. WebMD suggests that anemia can result from kidney
damage because the kidneys do not send out enough erythropoietin. Anemia can result.
Results DisplayedFeedback· Question 10 out of 2 points.docx
Results Displayed
Feedback
· Question 1
0 out of 2 points
The chi-square statistic is often used in behavioral data to test for relationships between variables. This procedure is based on the null hypothesis of no association or independence. Which of the following statements is incorrect regarding this analytic technique?
· Question 2
2 out of 2 points
Multiple logistic regression analysis applies when there is a single dichotomous outcome and more than one independent variable.
· Question 3
2 out of 2 points
For a two-tailed test using z values at the 5% significance level we reject H0:
· Question 4
0 out of 2 points
Which of the following measures is least affected by extreme or outlying values in a dataset?
· Question 5
0 out of 2 points
What is the first summary statistic for a continuous variable?
· Question 6
0 out of 2 points
The following are HDL levels measured in healthy females.
60 63 60 58 60 70 54 72 80 75 78 77
Calculate the range
· Question 7
2 out of 2 points
What is the median blood glucose level of the following data set collected from 8 individuals: 89, 95, 99, 102, 107, 108, 111, and 119?
· Question 8
0 out of 2 points
Which of the following types of bias is most commonly associated with a case-control study?
· Question 9
0 out of 2 points
A study is designed to evaluate the impact of a daily multivitamin on students’ academic performance. One hundred sixty students are randomly assigned to receive either the multivitamin or a placebo and are instructed to take the assigned drug daily for 20 days. On day 20, each student takes a standardized exam and the mean exam scores are compared between groups. This study is an example of a
· Question 10
0 out of 2 points
Which of the following is true about a positively skewed distribution of data?
· Question 11
0 out of 2 points
Which of the following types of mutation describes a point mutation?
· Question 12
2 out of 2 points
“Agent Orange” was used in Vietnam by the U.S. military as a:
· Question 13
2 out of 2 points
Health consequences of secondhand tobacco smoke have been persistently observed. There is biological plausibility of exposure to secondhand smoke causing adverse neurodevelopmental effects in children whose parents smoke. Which of the following statements is (are) accurate concerning the health effects of secondhand smoke?
· Question 14
2 out of 2 points
The first large-scale use of DDT occurred in Italy in 1943 when the insecticide was used for dusting refugees in a successful attempt to prevent an outbreak of a deadly disease spread by body lice which frequently occurs under wartime conditions of overcrowding and poor sanitation. What disease did DDT prevent in this situation?
· Question 15
2 out of 2 points
About ranges .
Rev. 8.18 GUIDELINES FOR ORGANIZATIONAL ANALYSIS ASSIGNMEN.docx
Rev. 8.18
GUIDELINES FOR ORGANIZATIONAL ANALYSIS ASSIGNMENT
Using Collins’ work as a model and framework for advanced organizational analysis (and other
references as needed), analyze a system, organization, organization systems and/or subsystems.
Consider each of the concepts proposed by Collins’ breaking down the organizations’ strategic plan,
financial management, organizational structure, leadership, organizational culture, performance
outcomes, etc. Collins’ work is a good foundational text, along with Fifth Discipline (Senge, 1990)
and other related writers and models.
When analyzing an organizational system, along with Collins’ work, consider chaos theory and
complexity science (Wheatley, Porter-O-Grady), learning organizations (Senge), change and
innovation (Gladwell, Rogers, Quinn). If you have not found these references in the required or
recommended course readings, google the names of these authors and learn more about their
contributions to understanding organizational behavior and leading complex systems. Such
references may be useful in arriving at a greater level of understanding of organizations necessary to
truly transform our current health care systems. As part of this analysis, consider interviewing
members of the staff, board members, organizational historians, key administrative personnel (CFO,
CEO, CNE, etc.). If you are not familiar with the organization/system, it will be essential that you
talk to members of the organization who can help you develop a rich understanding of the
leadership, culture, and decision-making patterns. Consider what is written about the organization
and its system in the local paper, regional documents, trade journals, etc. These qualitative methods,
along with review of clinical, financial and other evaluation measures (quantitative measures), will
provide a more holistic perspective of an organizational systems’ performance.
The paper should be carefully written in a formal style, based on primary sources, provide an
integration of ideas, and be 5-6 pages in length, excluding title page & reference list. Organized
flow, logical progression of ideas, and clarity in thought are essential. Please use headings to
separate content. References must be timely; published within the previous five (5) years. Liberal
number of primary and peer reviewed references (minimum of 10).
Deductions:
Papers over the page limit will be penalized by a disregard of content over the page limit.
Scholarship Expectations:
A lack of Scholarship deduction of up to 20% of the total point value of the assignment will be
applied to address such deficiencies as APA errors, Title or Reference page errors, a lack of
clarity and conciseness in writing, grammatical and spelling errors, exceeding the prescribed
page limit, and poor overall writing skills. For example, an assignment worth 15 points could
have a maximum lack of scholarship deduction of 3 points (20% x 15). The amount of.
Revenue recognitionAcademic Resource CenterRevenue.docx
Revenue recognition
Academic Resource Center
Revenue recognition Page 2
General
► This new guidance will supersede almost all existing revenue guidance under US
GAAP (including industry guides) and IFRS.
► The AICPA has formed various industry task forces to help develop non-authoritative
guidance.
► The FASB and IASB announced the formation of a joint transition resource group
(TRG) that will be responsible for informing the Boards about interpretive issues that
arise as companies implement the revenue standards. The TRG will not issue
guidance.
The FASB and IASB issued new guidance on accounting for revenue
recognition, Revenue Recognition – Revenue from Contracts with
Customers.
► FASB – ASC 606 (ASU 2014-09)
► IASB – IFRS 15
May 2014
Academic Resource Center
Revenue recognition Page 3
General
► ASC 606 applies to both public and non-public entities. For non-public entities, there is
some specific relief related to disclosures, transition and the effective date.
► At the December 5, 2016 AICPA National Conference on Current SEC and PCAOB
Developments, Sylvia E. Alicea, a professional accounting fellow of the office of the chief
accountant (OCA) made the following comments:
“SAB Topic 13 will continue to apply to registrants prior to their adoption of the new
revenue standard so it will continue to be relevant until all registrants have completed their
transition. New guidance will be provided, as needed. However, when OCA evaluates
implementation-related consultations under U.S. GAAP, our starting point is the new
revenue standard (and any subsequent amendments) as issued by the FASB. Therefore, I
believe registrants should also apply that model (as opposed to SAB Topic 13) when
evaluating their revenue arrangements for adoption of Topic 606.”
► IFRS 15 does not specifically apply to non-public entities. These non-public entities may
apply IFRS for Small and Medium-Sized Entities.
Academic Resource Center
Revenue recognition Page 4
Effective date and adoption methods
US GAAP
► For US public entities, certain not-for-profit entities and
certain employee benefit plans, the guidance is effective
for annual periods beginning after December 15, 2017.
Early adoption is permitted for annual periods beginning
after December 15, 2016.
► All other US entities are required to apply the standard to
annual periods beginning after December 15, 2018 but
can also early adopt beginning after December 15, 2016.
IFRS
► The guidance is effective for annual
periods beginning on or after
January 1, 2018.
► Early adoption is permitted. Early
adoption was permitted when IFRS
15 was originally issued.
The adoption methods available for both US GAAP and IFRS include the full retrospective approach
and the modified retrospective approach. These are further explained on the following slide.
Academic Resource Center
Revenue recognition Page 5
Effective date and adoption methods
Key .
Rev.Confirming PagesTM Communicating at Work .docx
Rev.Confirming Pages
TM
Communicating
at Work
Strategies for Success in
Business and the Professions
Eleventh Edition
Ronald B. Adler
Santa Barbara City College, Emeritus
Jeanne Elmhorst
Central New Mexico Community College
Kristen Lucas
University of Louisville
adL36801_fm_i-xix.indd iadL36801_fm_i-xix.indd i 8/31/12 11:47 AM8/31/12 11:47 AM
Rev.Confirming Pages
TM
COMMUNICATING AT WORK
Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas,
New York, NY, 10020. Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved. Printed in
the United States of America. Previous editions © 2010, 2008, 2005, 2002, 1999, 1996, 1992, 1989, 1986, and
1983. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a
database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including,
but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside the
United States.
This book is printed on acid-free paper.
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All credits appearing at the end of the book are considered to be an extension of the copyright page.
Library of Congress Cataloging-in-Publication Data
Adler, Ronald B. (Ronald Brian), 1946-
Communicating at work : strategies for success in busin.
ReturnsA return, also known as a financial return is the money m.docx
Returns
A return, also known as a financial return is the money made or lost on an investment. A return can be expressed nominally as the change in dollar value of an investment over time or as a percentage derived from the ratio of profit to investment. We will cover those ratios below. If we make a profit on our investment or venture, we have a positive return. If we lose money on our investment or venture, we have negative return.
A nominal return is the net profit or loss of an investment expressed in nominal terms (i.e., levels). It can be calculated by figuring the change in value of the investment over a stated time period plus any distributions minus any outlays. Distributions received by an investor depend on the type of investment or venture but may include dividends, interest, rents, rights, benefits, or other cash flows received by an investor. Outlays paid by an investor depend on the type of investment or venture but may include taxes, costs, fees, or expenditures paid by an investor to acquire, maintain, and sell an investment. For example, assume an investor buys $2,000 worth of publicly traded stock, receives no distributions, pays no outlays, and sells the stock two years later for $2,200. The nominal return in dollars is $2,200 - $2,000 = $200.
A percentage return is a return expressed as a percentage. It is known as the return on investment (ROI). ROI is the return per dollar invested and is calculated by dividing the dollar return by the dollar initial investment. This ratio is multiplied by 100 to get a percentage. Assuming a $200 return on a $1,000 investment, the percentage return or ROI = ($200 / $1,000) × 100 = 20 percent.
A holding period return is an investment's return over the time it is owned by a particular investor. Holding period return may be expressed nominally or as a percentage.
Rate of return is the proportion of profit earned from an investment during a periodic interval of time, expressed as a percentage. For example, the return earned during the periodic interval of a month is a monthly return and of a return earned during a year is an annual return.
Returns over periodic internals of different lengths can only be compared when they have been converted to same length intervals. It is customary to compare returns earned during yearlong intervals. Return of capital refers to the recovery of the original investment.
Return Ratios
Companies use different kinds of return ratios to compare one investment option to another one:
· Return on equity (ROE) is a profitability ratio figured as net income divided by average shareholder's equity, which measures how much net income is generated per dollar of stock investment. If a company makes $10,000 in net income for the year and the average equity capital of the company over the same time period is $100,000, the ROE is 10 percent.
· Return on assets (ROA) is a profitability ratio figured as net income divided by average total assets, which measures how much net p.
Retirement usually results in leaving a major life structure—one.docx
Retirement usually results in leaving a major life structure—one that provided social status, focus, purpose, and economic resources. The potential loss of daily stimulation poses threats to both cognitive and social functioning. Because so much of one’s social status is linked to occupational attainment, leaving a work role is almost like giving up a social identity" (Newman & Newman, 2018).
Given the information and evidence you have read about later adulthood, what are your thoughts about retirement?
Is age a relevant factor in deciding when to retire? If not, what other factors should a person consider?
Describe an approach to retirement that inspires you.
What is your own plan regarding retirement? Do you expect to retire? How does work fit into your sense of life satisfaction? How important is work to your personal identity?
.
RethinkingtheWesternTraditionThe volumes in th.docx
Rethinking
the
Western
Tradition
The volumes in this series
seek to address the present debate
over the Western tradition
by reprinting key works of
that tradition along with essays
that evaluate each text from
di!erent perspectives.
EDITORIAL
COMMITTEE FOR
Rethinking
the
Western
Tradition
David Bromwich
Yale University
Gerald Graff
University of Illinois at Chicago
Geoffrey Hartman
Yale University
Samuel Lipman
(deceased)
The New Criterion
Gary Saul Morson
Northwestern University
Jaroslav Pelikan
Yale University
Marjorie Perloff
Stanford University
Richard Rorty
Stanford University
Alan Ryan
New College, Oxford
Ian Shapiro
Yale University
Frank M. Turner
Yale University
Allen W. Wood
Stanford University
The Social
Contract and
The First and
Second
Discourses
J E A N - J A C Q U E S R O U S S E A U
Edited and with an Introduction by Susan Dunn
with essays by
Gita May
Robert N. Bellah
David Bromwich
Conor Cruise O’Brien
Yale University Press
New Haven and London
Copyright ! 2002 by Yale University.
Translations of The Discourse on the Sciences and Arts and
The Social Contract copyright ! 2002 by Susan Dunn.
All rights reserved.
This book may not be reproduced, in whole or in part,
including illustrations, in any form (beyond that
copying permitted by Sections 107 and 108 of the U.S.
Copyright Law and except by reviewers for the public
press), without written permission from the publishers.
Printed in the United States of America by Vail-Ballou Press, Binghamton, New York.
Library of Congress Cataloging-in-Publication Data
Rousseau, Jean-Jacques, 1712–1778.
[Selections. English. 2002]
The social contract ; and, The first and second discourses / Jean-Jacques Rousseau ;
edited and with an introduction by Susan Dunn ; with essays by Gita May . . . [et al.].
p. cm. — (Rethinking the Western tradition)
Includes bibliographical references.
isbn 0-300-09140-0 (cloth : alk. paper) — isbn 0-300-09141-9 (pbk. : alk. paper)
1. Political science—Early works to 1800. 2. Social contract—Early works to 1800.
3. Civilization—Early works to 1800. I. Dunn, Susan. II. May, Gita. III. Title. IV. Series.
jc179 .r7 2002
320%.01—dc21 2001046557
A catalogue record for this book is available from the British Library.
The paper in this book meets the guidelines
for permanence and durability of the Committee on
Production Guidelines for Book Longevity of the
Council on Library Resources.
10 9 8 7 6 5 4 3 2 1
Contributors
Robert N. Bellah is Elliott Professor of Sociology Emeritus at the Univer-
sity of California at Berkeley. He is the author of numerous books, includ-
ing Beyond Belief and The Broken Covenant, and is co-author of Habits of
the Heart and The Good Society.
David Bromwich is Housum Professor of English at Yale University. He is
the author of several books, including Politics by Other Means: Higher
Education and Group Thinking, Skeptical Music: Essays on Modern Po-
etry, and A.
Retirement Plan Selection HRM324 Version 42Retirement Pla.docx
The document provides a grading guide for an individual assignment on retirement plan selection. Students are asked to compare retirement options like 403(b), 401(k), pensions, annuities, IRAs, and estate planning and determine the best option(s) for an employee. They must also assess factors the employee should consider when choosing a retirement plan. The paper will be graded based on comprehensively addressing the retirement options, selecting options for the employee, discussing relevant selection factors, and conforming to APA style guidelines.
Restraining Overconfident CEOs throughImproved Governance E.docx
Restraining Overconfident CEOs through
Improved Governance: Evidence from the
Sarbanes-Oxley Act
Suman Banerjee
College of Business, University of Wyoming
Mark Humphery-Jenner
UNSW Business School, UNSW Australia
Vikram Nanda
Rutgers University and University of Texas at Dallas
The literature posits that some CEO overconfidence benefits shareholders, though high
levels may not. We argue that adequate controls and independent viewpoints provided by
an independent board mitigates the costs of CEO overconfidence. We use the concurrent
passage of the Sarbanes-Oxley Act and changes to the NYSE/NASDAQ listing rules
(collectively, SOX) as natural experiments, to examine whether board independence
improves decision making by overconfident CEOs. The results are strongly supportive:
after SOX, overconfident CEOs reduce investment and risk exposure, increase dividends,
improve postacquisition performance, and have better operating performance and market
value. Importantly, these changes are absent for overconfident-CEO firms that were
compliant prior to SOX. (JEL G23, G32, G34)
Overconfidence can lead managers to overestimate returns and underestimate
risk. The literature suggests that even though some CEO overconfidence
We acknowledge the thoughtful comments of David Hirshleifer (the editor) and two anonymous reviewers.
We thank the seminar participants at University of Calgary, Fudan University, IIMC Kolkota, Kobe University,
Massey University, Nanyang Technological University, National University of Singapore, Peking University
HSBC School of Business, UNSW School of Business, University of Technology Sydney, the J.P. Morgan ESG
Quantferance (2013), American Finance Association Meeting (2015), American Law and Economics Association
Annual Meeting (2014), Asian Bureau of Finance and Economic Research Conference (2014), Australasian
Finance and Banking Conference (2013), Conference on Empirical Legal Studies (2014), Conference on
Global Financial Stability (2013), Financial Management Association Annual meeting (2013), and the Paul
Woolley Conference on Capital Market Dysfunctionality (2014). The paper also benefited from comments
from Itzhak Ben-David, Gennaro Bernille, Oleg Chuprinin, Wai Mun Fong, Jarrad Harford, Gerard Hoberg,
Russell Jame, Jon Karpoff, Asad Kausar, Andy Kim, Jaehoon Lee, Angie Low, Kasper Nielsen, Thomas Noe,
Terrence Odean, Nagpurnanand Prabhala, David Reeb, Anand Srinivasan, Geoffrey Tate, Stephen Taylor, Robert
Tumarkin, John Wald, and Emma Zhang. Suman Banerjee gratefully acknowledges the SUG Tier 1 research
grant from the Ministry of Education, Singapore. Mark Humphery-Jenner acknowledges the support of the ARC
DECRA grant# DE150100895. Supplementary data can be found on The Review of Financial Studies web site.
Send correspondence to Vikram Nanda, Naveen Jindal School of Management, University of Texas at Dallas,
Richardson, TX 75080 & Rutgers University, Rockafeller Road, New Brunswick, NJ 08854; telephone: (404)
769-.
Restorative JusticeSupporting LecturesSocial Process.docx
Restorative Justice
Supporting Lectures:
Social Process
Positive Criminology
Punishment
A recent movement in criminology has been the development of “restorative justice.” Some restorative justice programs seek to find alternative forms of punishment, with the goal of better serving the needs of the victim, offender, and community. Often, punishments involving shame or stigma are utilized instead of incarceration.
Prepare a PowerPoint presentation of 8-10 slides that will cover the points listed below. Make use of the “notes” areas to elaborate on the brief points presented on the slide.
How effective are policies of shaming and placing stigmas on individuals in deterring crimes?
Critically evaluate the process of restorative justice, and identify barriers to successful implementation. What factors might hinder a restorative justice effort?
Have any restorative justice models proven to be effective in the United States? Provide an example of a program and analyze its effectiveness.
Relate the idea of restorative justice to the impact of attachments, such as to school and social activities.
How can the lessons learned in this assignment be used to improve existing policies?
Name your PowerPoint presentation SU_MCJ6003_W4_A2_LastName_FirstInitial.ppt. Submit your presentation to the
Submissions Area
by the
due date assigned. Cite sources in APA format on a separate slide.
Week 4 Project
Due April 19 at 11:59 PM
.
Rethinking The Current Inflation Target Range In South Afric.docx
Rethinking The Current Inflation Target Range In South
Africa
Lumengo Bonga-Bonga, Ntsakeseni Letitia Lebese
The Journal of Developing Areas, Volume 53, Number 2, Spring 2019, pp.
13-27 (Article)
Published by Tennessee State University College of Business
DOI:
For additional information about this article
Access provided by Ebsco Publishing (11 Sep 2018 13:19 GMT)
https://doi.org/10.1353/jda.2019.0018
https://muse.jhu.edu/article/702993
https://doi.org/10.1353/jda.2019.0018
https://muse.jhu.edu/article/702993
T h e J o u r n a l o f D e v e l o p i n g A r e a s
Volume 53 No. 2 Spring 2019
RETHINKING THE CURRENT INFLATION
TARGET RANGE IN SOUTH AFRICA
Lumengo Bonga-Bonga
Ntsakeseni Letitia Lebese
University of Johannesburg, South Africa
ABSTRACT
Critics argue that inflation targeting is not an appropriate monetary policy framework for
developing countries. They maintain that developing countries are more susceptible to the negative
effects of external shocks due to the uncertainty perceived by investors with respect to their
political and economic stability. It is in this line that this paper assesses whether the 3%-6%
inflation target is the optimal inflation target band in South Africa. To determine the optimal level
of inflation target in South Africa, this paper follows the methodology developed by Ball and
Mankiw (2002), which rests on the premise that there is a short run trade-off between inflation and
unemployment. Ball and Mankiw (2002) show that there exists a level of unemployment that is
consistent with stable inflation. The unemployment level that corresponds with a stable inflation is
known as the non-accelerating inflation rate of unemployment (NAIRU). Thus, this paper uses an
expectations-augmented Phillips curve to estimate a time-varying NAIRU for South Africa from
1980 to 2015. We use the headline inflation rate and the official unemployment rate based on the
narrow definition to evaluate the appropriateness of the current inflation target range. Quarterly
data from 1980 to 2015 sourced from Quantec is used to this end. The results of the empirical
analysis indicate that, if South Africa were to put in place an inflation target range based on the
NAIRU, it would have to target an inflation rate that ranges from 1.4 to 11.5 percent. This range is
different to the official inflation target of 3% to 6% adopted by the South African Reserve Bank
(SARB). Furthermore, this paper finds that the Phillips curve is not vertical in South Africa, as
actual inflation does not depend solely on inflation expectations. The policy implication of the
findings of this paper is that the South African Reserve Bank should think about revising its current
inflation target, as it is too narrow for an emerging economy. The current low range of inflation
target could have a negative effect on output and unemployment.
Rethinking the Social Responsibility of BusinessA Reason debate fe.docx
Rethinking the Social Responsibility of Business
A Reason debate featuring Milton Friedman, Whole Foods' John Mackey, and Cypress Semiconductor's T.J. Rodgers.
October 2005 Print Edition Reason Magazine
Thirty-five years ago, Milton Friedman wrote a famous article for The New York Times Magazine whose title aptly summed up its main point: "The Social Responsibility of Business Is to Increase Its Profits." The future Nobel laureate in economics had no patience for capitalists who claimed that "business is not concerned 'merely' with profit but also with promoting desirable 'social' ends; that business has a 'social conscience' and takes seriously its responsibilities for providing employment, eliminating discrimination, avoiding pollution and whatever else may be the catchwords of the contemporary crop of reformers."
Friedman, now a senior research fellow at the Hoover Institution and the Paul Snowden Russell Distinguished Service Professor Emeritus of Economics at the University of Chicago, wrote that such people are "preaching pure and unadulterated socialism. Businessmen who talk this way are unwitting puppets of the intellectual forces that have been undermining the basis of a free society these past decades."
John Mackey, the founder and CEO of Whole Foods, is one businessman who disagrees with Friedman. A self-described ardent libertarian whose conversation is peppered with references to Ludwig von Mises and Abraham Maslow, Austrian economics and astrology, Mackey believes Friedman's view is too narrow a description of his and many other businesses' activities. As important, he argues that Friedman's take woefully undersells the humanitarian dimension of capitalism.
In the debate that follows, Mackey lays out his personal vision of the social responsibility of business. Friedman responds, as does T.J. Rodgers, the founder and CEO of Cypress Semiconductor and the chief spokesman of what might be called the tough love school of laissez faire. Dubbed "one of America's toughest bosses" by Fortune, Rodgers argues that corporations add far more to society by maximizing "long-term shareholder value" than they do by donating time and money to charity.
Reason offers this exchange as the starting point of a discussion that should be intensely important to all devotees of free minds and free markets. Comments should be sent to [email protected]
Putting Customers Ahead of Investors
John Mackey
In 1970 Milton Friedman wrote that "there is one and only one social responsibility of business--to use its resources and engage in activities designed to increase its profits so long as it stays within the rules of the game, which is to say, engages in open and free competition without deception or fraud." That's the orthodox view among free market economists: that the only social responsibility a law-abiding business has is to maximize profits for the shareholders.
I strongly disagree. I'm a businessman and a free market libertarian, but I believe that the .
RestructuringImagine that you are the liaison between the decisi.docx
Restructuring
Imagine that you are the liaison between the decision makers and the followers and that your role is to communicate potential personnel change initiatives. Using the communication strategies found in the text, what actions will you take to format the conversation with employees regarding the restructuring process?
.
Restructuring Debt DataYour company is in financial trouble an.docx
Restructuring Debt Data
Your company is in financial trouble and is in the process of reorganizing. Your manager wants to know how you will report on restructuring the debt. Use the following information to help with this assignment.
• Part A
ASSETS
CURRENT ASSETS
Cash and cash equivalents $ 108,340
Trade accounts receivable, net of allowances 2,866,260
Other receivables 62,150
Operating supplies, at lower of average
cost or market 58,630
Prepaid expenses 446,050
Total Current Assets 3,541,430
PROPERTY, PLANT, AND EQUIPMENT (at cost)
Land 1,950,000
Buildings and improvements 2,327,410
Equipment 5,015,660
Other equipment and leasehold improvements 1,645,580
total 10,938,650
Accumulated depreciation and amortization (7,644,430)
Net Property, Plant, and Equipment 3,294,220
OTHER ASSETS
Deposits and other assets 1,000,080
TOTAL ASSETS $ 7,835,730
LIABILITIES AND SHAREHOLDERS’ EQUITY (DEFICIT)
CURRENT LIABILITIES
Accounts payable $ 972,160
Accrued liabilities 2,071,270
Accrued claims costs 793,620
Federal and other income taxes 19,710
Deferred income taxes 500
Current maturities of long-term debt and
capital lease obligations 50,610
Short-term borrowings 249,250
Total Current Liabilities 4,157,120
LONG-TERM LIABILITIES
Capital lease obligation 54,580
Note outstanding 3,000,000
Mortgage outstanding 608,030
Other liabilities 95,860
Total long-term liabilities 3,758,470
Total Liabilities 7,915,590
SHAREHOLDERS’ EQUITY (DEFICIT)
Common stock, $.01 par value; authorized
500,000 shares; issued 231,000 shares 2,310
Additional paid-in capital 731,090
Accumulated other comprehensive loss (113,500)
Retained earnings (deficit) (639,180)
Treasury stock (60,580)
Total Shareholders’ Equity (Deficit) (79,860)
TOTAL LIABILITIES AND SHAREHOLDERS’ EQUITY $ 7,835,730
• Part B
As stipulated, your company is having financial difficulty and has asked the bank to restructure its $3 million note outstanding. The present note has 3 years remaining and pays a current interest rate of 10%. The present market rate for a loan of this nature is 12%. The note was issued at its face va.
Responsibility Accounting, Operational Performance Measure.docx
Responsibility Accounting, Operational Performance Measures, and the Balanced Scorecard
Chapter 12
Copyright © 2014 by The McGraw-Hill Companies, Inc. All rights reserved.
McGraw-Hill/Irwin
Chapter 12: Responsibility Accounting, Operational Performance Measures, and the Balanced Scorecard
Learning Objective 12-1 – Explain the role of responsibility accounting in fostering goal congruence.
12-*
Learning Objective 12-1. Explain the role of responsibility accounting in fostering goal congruence.
Responsibility Accounting
Responsibility accounting is used to measure the performance of people and departments to foster goal congruence.
12-*
Most organizations are divided into smaller units or departments, each of which is assigned particular responsibilities.
Each department is made up of individuals who are responsible for particular tasks or managerial functions.
Goal congruence results when the managers of subunits throughout an organization strive to achieve the goals set by top management.
Responsibility accounting refers to the various concepts and tools used by managerial accountants to measure the performance of people and departments in order to foster goal congruence. (LO 12-1)
Learning Objective 12-2 – Define and give an example of a cost center, a revenue center, a profit center, and an investment center.
12-*
Learning Objective 12-2. Define and give an example of a cost center, a revenue center, a profit center, and an investment center.
Responsibility Centers
A subunit in an organization whose manager is held accountable for specified financial results.
12-*
A responsibility center is a subunit in an organization whose manager is held accountable for specified financial results of the subunit’s activities.
There are four common types of responsibility centers. (LO 12-2)
Responsibility Centers
Cost Center
Segment has control over the incurrence of costs.
The Paint Department
in an automobile plant.
Revenue Center
Segment
is responsible
for the revenue of a unit.
The Reservations
Department of an airline.
12-*
A cost center is an organizational subunit, such as a department or division, whose manager is held accountable for the costs incurred in the subunit.
The Painting Department in an automobile plant is an example of a cost center.
The manager of a revenue center is held accountable for the revenue attributed to the subunit.
For example, the Reservations Department of an airline and the Sales Department of a manufacturer are revenue centers. (LO 12-2)
Responsibility Centers
Profit Center
Segment has control over both costs and revenues.
Company-owned restaurant in a fast-food chain.
12-*
Investment Center
Segment has control over profits and invested capital.
A division of a
large corporation.
A profit center is an organizational subunit whose manager is held accountable for profit. Since profit is equal to revenue minus expense, profit- center managers are held accoun.
Rethinking securityA discussion paperThe Ammerdown Grou.docx
Rethinking security:
A discussion paper
The Ammerdown Group
May 2016
EXECUTIVE SUMMARY
The Ammerdown Group brings together practitioners and academics in search of a new
vision for the future of our common peace and security. The group includes participants
from Conciliation Resources, Campaign Against Arms Trade, International Alert, Joseph
Rowntree Charitable Trust, Oxford Research Group, Quaker Peace and Social Witness,
Saferworld, and Three Faiths Forum, as well as independent practitioners, and academics
from the universities of Bradford, Coventry, Kent, Leeds Beckett and Oxford Brookes.
The Ammerdown Group takes its name from the Ammerdown Centre, a retreat and
conference centre in Somerset, where the group meets together. The views expressed
in this document do not necessarily represent those of the Ammerdown Centre’s staff or
trustees, but the Ammerdown Centre fully supports the work of the Ammerdown Group
as part of its charitable commitment to promoting justice, peace and reconciliation and
to facilitating free and open discussion on these issues.
The Ammerdown Group has produced this publication to stimulate debate about the
UK’s approach to security. The group welcomes feedback on the paper and is interested
in working with others to promote further discussion about the security challenges of
the 21st century. For more information, visit rethinkingsecurity.org.uk
The Ammerdown Group, 2016.
This report may be distributed freely for non-commercial purposes. Please cite as:
Ammerdown Group. (2016). Rethinking Security: A discussion paper.
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0
International Licence. To view a copy of the licence, visit:
http://creativecommons.org/licenses/by-nc/4.0.
1
EXECUTIVE SUMMARY
The Ammerdown Group brings together peacebuilding practitioners and academics concerned about the effects of geopolitics
on the security of people worldwide. The group is seeking a public conversation in search of a new vision for peace and
security. This paper is one contribution. It explores the security strategies of Western states, particularly the UK, and
proposes principles for a more effective approach in the common interest. We welcome responses from all quarters.
To download the complete paper with references please visit rethinkingsecurity.org.uk
A failing response to growing insecurity
People across the world face growing insecurity. Violent conflict is spreading and intensifying,
economic inequality is widening, and the natural ecology on which human life depends is in jeopardy.
The world’s poorest people bear the brunt, while those in rich countries are also increasingly affected.
The preferred responses of Western states are manifestly not working and have often made matters
worse. The UK’s primary response has been to ‘project power’, joining the US and other Western
states in a series of military intervention.
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