THE AMERICAN DREAM
The American dream, the dream of opportunity for all Americans to achieve prosperity through hard work is one that has evolved through years, ever since the years of Lord Dunmore, the governor of Virginia. It is a dream that many take it to be ambiguous, in which some believe to it is still live and others believing it is dead! It is therefore a topic worth exploring. To me this dream is still alive in every American who is hard-working and determined to make a change. America offers chances and opportunity for all, being a free and democratic nation and therefore this dream which is alive and those who pursue it shall have it come to reality. Indeed this dream is alive.
First, the American nation has good governance and democratic leadership. This opportunity in itself is enough and worth to make the diligent and hard-working to succeed and realize the dream. Many people from other countries have made America a place of refuge in seeking their prosperity; major reason being the great opportunities that the U.S is offering to its inhabitants as a result of the good governance. Indians, Africans Asians and other nationalities, in their success in America have therefore demonstrated this fact that the American dream is alive in those individuals who pursue it.
Secondly, America has supporting infrastructure such as good roads, excellent schooling facilities and a just system where everyone is given equal opportunity. These facilities steer the dream towards its realization. Nations worldwide send their scholars to the U.S on a yearly basis, that they may reap great results from the U.S facilities and opportunities and bring back home for the advancement of their native countries. If other nationals see this dream in the U.S, then indeed the dream is alive.
Finally, the United States of America has the one of the largest market for both locally produced goods and internationally availed goods. This vast market with thee well grown state of economy is a catalyst for the thriving of them that have decided to venture into business. Such have lived good and prosperous lives as a result of their business; lives of which is a realization of the American dream.
In conclusion, the American dream is alive in everyone who aspires to make achievements in life. It is an individual effort and not the country as a whole! American dream is alive.
General Principles of the Sensory Systems and Perception
by Ken Koenigshofer, Ph.D.
Copyright 2004
Imagine that your brain was isolated from the external world. Could you experience the world? The answer is "No." Could you direct your behavior successfully (adaptively) in the world if your brain was isolated from contact with the external world? Again the answer is "No."
The brain, without sensory systems, is in fact isolated from the world. After all, the brain is inside your skull, hidden away from the external world. So, there must be systems that can get information about the externa ...
General Principles of the Sensory Systems and Perceptionby Ken.docxhanneloremccaffery
General Principles of the Sensory Systems and Perception
by Ken Koenigshofer, Ph.D.
Copyright 2004
Imagine that your brain was isolated from the external world. Could you experience the world? The answer is "No." Could you direct your behavior successfully (adaptively) in the world if your brain was isolated from contact with the external world? Again the answer is "No."
The brain, without sensory systems, is in fact isolated from the world. After all, the brain is inside your skull, hidden away from the external world. So, there must be systems that can get information about the external world into your head.
We will consider several major ideas in this lecture. What I want to do is to give you several principles that apply in general to all of our sensory systems, and to the sensory systems of most animals as well (and perhaps life forms elsewhere in the universe if they exist).
If you can understand these general principles it will be easier to learn the specific facts about each sensory system. In addition, your understanding of these general principles will also allow you to gain insight into some very interesting issues, some of which border on the philosophical.
Have you heard the question posed, perhaps in a philosophy class, "If a tree falls in a forest and there is no one there to hear it, was there a sound?" You will be able to answer this and to explain the rationale for your unexpected answer to others who probably won't agree with you (you'll be able to convince them!).
Well, let's get started.
Sensory systems are the input systems to the brain.
However, interestingly, the brain itself is completely insensitive to the external world in its raw forms. The brain uses neural code. It deals in neuron potentials. It cannot deal with the world in its raw forms. Energies in the external world must be converted into neuron potentials.
Here's what I mean. Imagine that you are a neurosurgeon. Like others of your profession, when you do brain surgery, one of the first steps is to open up the skull of your patient under a local anesthetic, which deadens the scalp and the skull, but leaves your patient conscious and alert. The reason this is possible is because there are no pain receptors in the brain itself, but only in the surrounding scalp, skull, and meninges (a three-layered membrane covering the brain and attached to the skull). Now imagine, that with the skull opened up and the brain exposed, you direct a beam of light from a flashlight in the darkened surgery room at the visual area of the brain, at the rear of it's exposed surface (this is the primary visual cortex). To make this example even more clear, imagine that your patient is blindfolded. Would your patient "see" the light beam, which is now striking and flooding with illumination the visual cells of his or her brain?
I think you can see that, obviously, the patient does not see the beam of light, even though the beam of light is flooding with illumination the ...
How Does the Brain Work?
How The Brain Works Essay
The Human Brain Essay
The Structure Of The Brain Essay
How Does the Brain Work? Essay
Brain Stem Essay
Essay The Aging Brain
Meditation and the Brain Essay
The Brain Essay
The Human Brain Essay
The Power of the Human Brain Essays
Essay about the human brain
Essay about Drugs Affect on Brain
Memory and the Brain Essay
You wrote this scenario from the perspective of Behaviorism learni.docxrosemarybdodson23141
You wrote this scenario from the perspective of Behaviorism learning theory Now I want two scenarios same this scenario but from two different perspectives that they are Cognitivism Learning theory and Social learning theory
For further clarification see attached example
Learning Situation from Behaviorism Learning Theory
The class of 20 students is divided into two teams, having 10 students in each team. The teacher makes two columns on the board for team A and team B. Teacher points out, Yesterday in our history class we studied about the civil rights movement I hope you have well-prepared that topic. Let’s start an informal quiz based on yesterday’s topic. Are you guys ready? Students say, “Yes”! Teacher starts asking questions. Team A! Which sports Jackie Robinson played? Students raised their hands. Robert? Can you give the answer? Robert says soccer. Teacher appreciating Robert’s effort says very good Robert and write 10 under the column of Team A. Next question for Team B, Dr. Martin Luther King Jr. went to the college to become? Students raise their hands. James, can you answer? James says, “Minister”. Teacher appreciates the attempt but the answer is not correct. Ok! Now, what you guys think what was the main contribution of Abraham Lincoln?Timothy raised his hand and replied, he brought freedom and abolish slavery. Rosie raised her hand and replied, he ran the country being a president of the country. Teacher says, when we freedom was attained by the African American it was not solely due to Abraham Lincoln. Who played the actual role? Joseph replies, African Americans themselves. Teacher appreciated Joseph’s answer saying absolutely right. No leader can bring freedom from slavery or racism until its people are themselves not ready to put their efforts. Nation needs to be united to get rid of inequality.
Learning Situation from Cognitivism Learning Theory:
Learning Situation from Social Learning Theory:
3 | Page
Chapter 2 terminology
Psych260
Nervous System-
A network of billions of cells in the brain and the body responsible for all aspects of what we feel, think, and do.
Central nervous system-
The part of the nervous system that consists of the brain and the spinal cord.
Peripheral nervous system-
The part of the nervous central nervous system with the muscles, organs and glands.
Neurons-
The basic units of the nervous system cells that receive integrate and transmit information in the nervous system. Neurons operate through electrical impulses communicate with other neurons through electrical impulses communicate with other neurons through chemical signals and form neural networks.
Dendrites –
Branchlike extensions of the neuron with receptors that detect information from other neurons.
Cell Body-
Part of the neuron where information from thousands of other neurons is collected and integrated.
Axon-
A long narrow outgrowth of a neuron that enables the neuron to transmit information to other neurons..
General Principles of the Sensory Systems and Perceptionby Ken.docxhanneloremccaffery
General Principles of the Sensory Systems and Perception
by Ken Koenigshofer, Ph.D.
Copyright 2004
Imagine that your brain was isolated from the external world. Could you experience the world? The answer is "No." Could you direct your behavior successfully (adaptively) in the world if your brain was isolated from contact with the external world? Again the answer is "No."
The brain, without sensory systems, is in fact isolated from the world. After all, the brain is inside your skull, hidden away from the external world. So, there must be systems that can get information about the external world into your head.
We will consider several major ideas in this lecture. What I want to do is to give you several principles that apply in general to all of our sensory systems, and to the sensory systems of most animals as well (and perhaps life forms elsewhere in the universe if they exist).
If you can understand these general principles it will be easier to learn the specific facts about each sensory system. In addition, your understanding of these general principles will also allow you to gain insight into some very interesting issues, some of which border on the philosophical.
Have you heard the question posed, perhaps in a philosophy class, "If a tree falls in a forest and there is no one there to hear it, was there a sound?" You will be able to answer this and to explain the rationale for your unexpected answer to others who probably won't agree with you (you'll be able to convince them!).
Well, let's get started.
Sensory systems are the input systems to the brain.
However, interestingly, the brain itself is completely insensitive to the external world in its raw forms. The brain uses neural code. It deals in neuron potentials. It cannot deal with the world in its raw forms. Energies in the external world must be converted into neuron potentials.
Here's what I mean. Imagine that you are a neurosurgeon. Like others of your profession, when you do brain surgery, one of the first steps is to open up the skull of your patient under a local anesthetic, which deadens the scalp and the skull, but leaves your patient conscious and alert. The reason this is possible is because there are no pain receptors in the brain itself, but only in the surrounding scalp, skull, and meninges (a three-layered membrane covering the brain and attached to the skull). Now imagine, that with the skull opened up and the brain exposed, you direct a beam of light from a flashlight in the darkened surgery room at the visual area of the brain, at the rear of it's exposed surface (this is the primary visual cortex). To make this example even more clear, imagine that your patient is blindfolded. Would your patient "see" the light beam, which is now striking and flooding with illumination the visual cells of his or her brain?
I think you can see that, obviously, the patient does not see the beam of light, even though the beam of light is flooding with illumination the ...
How Does the Brain Work?
How The Brain Works Essay
The Human Brain Essay
The Structure Of The Brain Essay
How Does the Brain Work? Essay
Brain Stem Essay
Essay The Aging Brain
Meditation and the Brain Essay
The Brain Essay
The Human Brain Essay
The Power of the Human Brain Essays
Essay about the human brain
Essay about Drugs Affect on Brain
Memory and the Brain Essay
You wrote this scenario from the perspective of Behaviorism learni.docxrosemarybdodson23141
You wrote this scenario from the perspective of Behaviorism learning theory Now I want two scenarios same this scenario but from two different perspectives that they are Cognitivism Learning theory and Social learning theory
For further clarification see attached example
Learning Situation from Behaviorism Learning Theory
The class of 20 students is divided into two teams, having 10 students in each team. The teacher makes two columns on the board for team A and team B. Teacher points out, Yesterday in our history class we studied about the civil rights movement I hope you have well-prepared that topic. Let’s start an informal quiz based on yesterday’s topic. Are you guys ready? Students say, “Yes”! Teacher starts asking questions. Team A! Which sports Jackie Robinson played? Students raised their hands. Robert? Can you give the answer? Robert says soccer. Teacher appreciating Robert’s effort says very good Robert and write 10 under the column of Team A. Next question for Team B, Dr. Martin Luther King Jr. went to the college to become? Students raise their hands. James, can you answer? James says, “Minister”. Teacher appreciates the attempt but the answer is not correct. Ok! Now, what you guys think what was the main contribution of Abraham Lincoln?Timothy raised his hand and replied, he brought freedom and abolish slavery. Rosie raised her hand and replied, he ran the country being a president of the country. Teacher says, when we freedom was attained by the African American it was not solely due to Abraham Lincoln. Who played the actual role? Joseph replies, African Americans themselves. Teacher appreciated Joseph’s answer saying absolutely right. No leader can bring freedom from slavery or racism until its people are themselves not ready to put their efforts. Nation needs to be united to get rid of inequality.
Learning Situation from Cognitivism Learning Theory:
Learning Situation from Social Learning Theory:
3 | Page
Chapter 2 terminology
Psych260
Nervous System-
A network of billions of cells in the brain and the body responsible for all aspects of what we feel, think, and do.
Central nervous system-
The part of the nervous system that consists of the brain and the spinal cord.
Peripheral nervous system-
The part of the nervous central nervous system with the muscles, organs and glands.
Neurons-
The basic units of the nervous system cells that receive integrate and transmit information in the nervous system. Neurons operate through electrical impulses communicate with other neurons through electrical impulses communicate with other neurons through chemical signals and form neural networks.
Dendrites –
Branchlike extensions of the neuron with receptors that detect information from other neurons.
Cell Body-
Part of the neuron where information from thousands of other neurons is collected and integrated.
Axon-
A long narrow outgrowth of a neuron that enables the neuron to transmit information to other neurons..
Learn more about the brain
Here are a few videos about the human brain on YouTube:
For Adults:
https://www.youtube.com/watch?v=H7PjJkX9nyw
https://www.youtube.com/watch?v=q_5myLhhzwE
https://www.youtube.com/watch?v=D33Aj5w061g
For Kids:
https://www.youtube.com/watch?v=tPfd80I9s1E
https://www.youtube.com/watch?v=eXu0-L4TAn4
https://www.youtube.com/watch?v=g7FdMi03CzI
https://www.youtube.com/watch?v=-nH4MRvO-10
https://www.youtube.com/watch?v=_kGv8jnB8EE
Accident Up Ahead!Listen to this text being read aloud by a hu.docxmehek4
Accident Up Ahead!
Listen to this text being read aloud by a human being by clicking on this link.
Answer questions #1 and #2 and then answer #3 or #4.
1. When an accident or disaster occurs, many people will panic or just stand there looking. Why do they react that way? (Answer using a short paragraph.)
2. What fears and doubts does Jody have to overcome as she works? What helps her to keep going? (Answer using two short paragraphs.)
3. Write a paragraph about an accident that you experienced as a victim, an observer, or the person who helped the victim.
or
4. As one of the Fortins or Jodouins, write a letter to Jody Stevens thanking her for what she did.
Accident Up Ahead!
JANICE TYRWHITT
THE NORTHBOUND BUS had scarcely left North Bay, Ontario, when-at 1:30 a.m. on Saturday, October 11, 1975-it came to an abrupt halt. Peering out the bus window at Highway 11, Jody Stevens saw a line of taillights stretching into the night. "There must be an accident up ahead," she said to her seatmate. "I had better get out and help." Jody, a young nurse from Toronto, was on her way home to spend Thanksgiving (and celebrate her twenty-fourth birthday) with her family in Timmins. An October drizzle soaked her shoulders as she trudged past a quarter mile of stopped traffic to an eerie scene. In the flickering light of Coleman lamps and road flares, she saw the two-lane highway spattered with blood. An old school bus converted into a camper lay on its side in the ditch. A hunter's pickup truck was stalled in the left lane, the bodies of two moose lolling grotesquely from the back. Off the right shoulder was a silver Mercedes-Benz with a smashed hood. In the lane between them a silent ring of people had gathered round a fourth vehicle-a blue 1973 Ford, a crumpled wreck, with four people in it.
"I think they're all dead," a burly man told Jody.
She caught her breath and thought, Well, Stevens, what do you do now? Jody had packed a lot of experience into the two years since her graduation as a registered nurse, most recently at the Toronto East General Hospital. She threw off her corduroy coat and crawled into the back seat of the crushed car.
While Jody was riding north, twenty-six-year-old Charles Jodouin, his wife Jeanne, and her parents Omer and Lucie Fortin, were driving south from Timmins to visit Jeanne's sister in Kingston. Despite the late hour, traffic in both directions was fairly heavy. They were less than three miles out of North Bay when, suddenly, the left rear wheel spun off an oncoming converted school bus: it flew straight into the grill of a pickup truck moving south just ahead of the Jodouins. Then, out of control, the camperbus skidded across the centre line and sideswiped the Jodouins' blue Ford. A split second later a brand-new Mercedes, travelling behind the camper, also slammed into the Jodouins.
Scrambling into the wrecked blue Ford, Jody found herself in a welter of blood and splintered glass. Trapped in the driver's se.
Access the annual report provided in Course Materials to complete .docxmehek4
Access
the annual report provided in Course Materials to complete the Financial Reporting Problem, Part 1 assignment due in Week Six.
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Create a table to summarize any dollar value answers. Then Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft
®
Word document.
Format
your paper and presentation consistent with APA guidelines.
.
Access the Internet to acquire a copy of the most recent annual re.docxmehek4
Access
the Internet to acquire a copy of the most recent annual report for the publicly traded company used to complete the Financial Reporting Problem, Part 1 assignment due in Week Six. (In week six, I wrote about Apple’s financial report)
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft® Word document.
Include
a copy of the company’s balance sheet and income statement.
Format
your paper and presentation consistent with APA guidelines.
.
Acc 290 Final Exam MCQs) Which financial statement is used to de.docxmehek4
Acc 290 Final Exam MCQs
) Which financial statement is used to determine cash generated from operations?
A. Income statement
B. Statement of operations
C. Statement of cash flows
D. Retained earnings statement
2) In terms of sequence, in what order must the four basic financial statements be prepared?
A. Balance sheet, income statement, statement of cash flows, and capital statement
B. Income statement, capital statement, statement of cash flows, and balance sheet
C. Balance sheet, capital statement, statement of cash flows, and income statement
D. Income statement, capital statement, balance sheet, and statement of cash flows
3. In classifying transactions, which of the following is true in regard to assets?
A. Normal balances and increases are debits
B. Normal balances and decreases are credits
C. Normal balances can either be debits or credits for assets
D. Normal balances are debits and increases can be debits or credits
4. An increase in an expense account must be
A. debited
B. credited
C. either debited or credited, depending on the circumstances
D. capitalized
5. ABC Corporation issues 100 shares of $1 par common stock at $5 per share, which of the following is the correct journal entry?
C. Correct ANSWER (Go with this Option)
6. In the first month of operations, the total of the debit entries to the cash account amounted to $1,400 and the total of the credit entries to the cash account amounted to $600. The cash account has a
A. $600 credit balance
B. $1,400 debit balance
C. $800 debit balance
D. $800 credit balance
7. Which ledger contains control accounts?
A. Accounts receivable subsidiary ledger
B. General ledger
C. Accounts payable subsidiary ledger
D. General revenue and expense ledger
8. Smith is a customer of ABC Corporation. Smith typically purchases merchandise from ABC on account. Which ledger would ABC use to keep track of the details of Smith’s account?
A. Accounts receivable subsidiary ledger
B. Accounts receivable control ledger
C. General ledger
D. Accounts payable subsidiary ledger
9. Under the cash basis of accounting
A. revenue is recognized when services are performed
B. expenses are matched with the revenue that is produced
C. cash must be received before revenue is recognized
D. a promise to pay is sufficient to recognize revenue
10. Under the accrual basis of accounting
A. cash must be received before revenue is recognized
B. net income is calculated by matching cash outflows against cash inflows
C. events that change a company’s financial statements are recognized in the period they occur rather than in the period in which the cash is paid or received
D. the ledger accounts must be adjusted to reflect a cash basis of accounting before financial statements are prepared under generally accepted accounting principles
11. The Vintage Laundry Company purchased $6,500 worth of laundry supplies on June 2 and.
AC2760
Week 2 Assignment
Read the following scenario, and complete the form on the following worksheet:
On March 1, 2012, Mitch Quade established Mitch Realty, which completed the following transactions during the month:
(a)
Mitch Quade transferred cash from a personal bank account to an account to be used for the business in exchange for capital stock, $18,000.
(b)
Purchase supplies on account, $1,200.
(c)
Earned sales commission, receiving cash, $14,000.
(d)
Paid rent on office and equipment for the month, $2,800.
(e)
Paid creditor on account, $750.
(f)
Paid office salaries, $3,000.
Instructions:
1
Journalize entries for transactions (a) through (f).
Omit the journal entry explanations. Please use the drop-down list (right of the cell) to enter the account description box on the worksheet.
2
Post the journal entries the T accounts, placing the appropriate letter to the left of each amount to identify the transactions.
Determine the account balance after all posting is complete.
Accounts containing only a single entry do not need a balance.
3
Prepare and unadjusted trial balance as of March 31, 2012.
1.
Journal - Mitch Realty
Description
Debit
Credit
(a)
(b)
(c)
(d)
(e)
(f)
2.
Ledger - Mitch Realty
Cash
Capital Stock
(a)
(d)
(a)
(c)
(e)
(f)
Sales Commission
Bal.
(c)
Supplies
Office Salaries Expense
(b)
(f)
Accounts Payable
Rent Expense
(e)
(b)
(d)
Bal.
3.
MITCH REALTY
Unadjusted Trial Balance
March 31, 2012
Debit
Credit
Cash
Supplies
Accounts Payable
Capital Stock
Sales Commissions
Rent Expense
Office Salaries Expense
-
-
.
AC1220 Lab 5.1IntroductionJake determines that owning the .docxmehek4
AC1220 Lab 5.1
Introduction
Jake determines that owning the building where Jake’s Computer Sales and Repair operates makes more sense than leasing the facility. On June 1, 20x1, Jake exchanges a $180,000 note payable for the following fixed assets:
·
Land
·
Land improvements, including fencing, paving, lighting, and signage
·
Building
Jake hires an independent appraiser who assigns the following market values to the assets:
Asset
Fair Market Value
Land
$23,500
Land improvements
$8,000
Building
$164,500
Requirement 1
Jake must allocate the $195,000 among three asset classes: land, land improvements, and building.
a. Compute the total fair market value (FMV) of the lump-sum purchase of assets.
Asset
Fair Market Value
Land
$23,500
Land improvements
8,000
Building
164,000
Total
b. Express land improvements and building as a percentage of the total FMV and allocate the purchase price of $180,000 to land improvements and building—the computation is completed for land.
Asset
Fair Market Value
% of Total Fair Market Value
Purchase Price
Cost of Asset
Land
$23,500
12%
$180,000
$21,600
Land improvements
180,000
Building
180,000
Total
c. Journalize the purchase of the assets, using the allocated costs computed in Requirement 1b.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record purchase of land, land improvements, and building
Requirement 2
a. Classify each of the following spending items as either a capital expenditure or an expense. Indicate the correct choice with an “x”:
Spending
Capital Expenditure
Expense
Routine repairs to fencing, $120 (cash)
Renovation of building, including addition to warehouse, $15,000 (on account)
Resurfaced paving, extending the remaining useful life of the paving from 3 to 5 years, $1,000 (cash)
b. Journalize the expenditures described in Requirement 2a.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record repairs to fencing
6/1/x1
To record renovation of building
6/1/x1
To record extraordinary repair
Requirement 3
a. Using the straight-line depreciation method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Completing the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Straight-line Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
1/5 x 6/12
b. Using the double-declining balance method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Complete the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Double-Declining Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
c. Assume that a truck is expected to be driven 7,000 miles through December 31, 20x1, and that each mile driven represents one production unit. Usi.
Abstract(Provide the main generalizable statement resulting .docxmehek4
Abstract
(
Provide the main generalizable
statement
resulting from the paper briefly)
Introduction
(Explain what the assignment is about to the reader briefly)
Anthropology definition
: according to Schaefer (2010) is “……………………………………………..” (p.5).
Interpretation: In your own words
Example: from your experiences
How does the discipline interface with sociology? Connect anthropology with sociology
Psychology definition
:
Interpretation:
Example:
How does it interface with sociology?
Political Science definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Economics definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Sociology definition
:
Interpretation:
Example:
How does discipline interface with sociology?
.
Abusive relationships are at the core of the Coetzee novel, whether .docxmehek4
Abusive relationships are at the core of the Coetzee novel, whether men and their abuse of women, individuals and their abuse of animals, and men and their abuse of other men. What does Coatzee want to convey to the reader about the nature of abuse and violence in relationships? How does he see both as emblematic of South Africa?
5 page paper on this topic above and include quotes or textual examples from the book.
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
What sampling design is used?
Is the sample size adequate?
How does the sample affect the validity of the conclusions of the study?
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
·
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
1.
What sampling design is used?
2.
Is the sample size adequate?
.
A.Da la correcta conjugación para cada oración.(Give the corre.docxmehek4
A.
Da la correcta conjugación para cada oración.
(Give the correct verb conjugation in F
ormal Commandfor each sentence)
.
Top of Form
1.
_______________
Ud. la cama. (hacer)
2.
______________ Uds. la mesa. (poner)
3.
______________
Ud. a tiempo. (salir)
4.
_____________
Uds. a la fiesta. (venir)
5.
_____________ Ud. la verdad. (decir)
6.
______________ Uds. a la fiesta. (ir)
7.
______________Ud. bueno. (ser)
8.
______________ Uds. la información. (saber)
9.
______________ Ud. en la clase a tiempo.
(estar)
10.
______________ Uds. respecto a sus profesores.
(dar)
11.
______________ Ud. a clase. (ir)
12.
______________ Uds. buenos. (ser)
13.
______________
Ud. el libro en la mochila. (poner)
14.
______________ Uds. de la casa a las ocho.
(salir)
15.
______________
Ud. a mi casa. (venir)
Bottom of Form
.
Abraham Lincoln is considered by many historians to be the greatest .docxmehek4
Abraham Lincoln is considered by many historians to be the greatest American President. His drive to end slavery and to unify the nation was at great personal cost. For this assignment, you will access two important primary sources authored by Abraham Lincoln.
Using the Internet, review the following primary source document:
[Lincoln, A.?]. [ca. 1863].
The Emancipation Proclamation
. Archived document, U.S. National Archives & Records Administration. Retrieved from
http://www.archives.gov/exhibits/featured_documents/
emancipation_proclamation/transcript.html
In addition, research the Internet for
The Gettysburg Address.
The
Webliography
for this module contains a link to this resource.
Based on your analysis of all the readings for this module, respond to the following:
What is Lincoln’s perception of liberty and equality?
Why did he place so much importance on the destruction of slavery and the continuation of one nation?
What examples from both documents demonstrate both civil liberties and rights?
Support your statements with appropriate scholarly references.
Write your initial response in a minimum of 300 words. Apply APA standards to citation of sources.
.
About half of the paid lobbyists in Washington are former government.docxmehek4
About half of the paid lobbyists in Washington are former government staff members or former members of Congress. Why would interest groups employ such people? Why might some reformers want to limit the ability of interest groups to employ them? On what basis might an interest group argue that such limits are unconstitutional?
.
ABC sells 400 shares of its $23 par common stock for $27. The entry .docxmehek4
ABC sells 400 shares of its $23 par common stock for $27. The entry would entail credit(s. to __________.
A. Cash for $9,200
B. Paid-in Capital in Excess of Par-Common for $800; Common Stock for $10,800
C. Paid-in Capital in Excess of Par-Common for $1,600; Common Stock for $9,200
D. Common Stock for $10,800
.
ABC company is increasing its equity by selling additional shares to.docxmehek4
ABC company is increasing its equity by selling additional shares to the public and also by converting its retained earnings. The total amount to be raised is $1,000. Given that the size of retained earnings is $300, how much should be raised externally (by issuing new shares)?
a) $700 b) $705 c) $1,000 d) $1,005 e) $300
.
More Related Content
Similar to THE AMERICAN DREAMThe American dream, the dream of opportunity f.docx
Learn more about the brain
Here are a few videos about the human brain on YouTube:
For Adults:
https://www.youtube.com/watch?v=H7PjJkX9nyw
https://www.youtube.com/watch?v=q_5myLhhzwE
https://www.youtube.com/watch?v=D33Aj5w061g
For Kids:
https://www.youtube.com/watch?v=tPfd80I9s1E
https://www.youtube.com/watch?v=eXu0-L4TAn4
https://www.youtube.com/watch?v=g7FdMi03CzI
https://www.youtube.com/watch?v=-nH4MRvO-10
https://www.youtube.com/watch?v=_kGv8jnB8EE
Accident Up Ahead!Listen to this text being read aloud by a hu.docxmehek4
Accident Up Ahead!
Listen to this text being read aloud by a human being by clicking on this link.
Answer questions #1 and #2 and then answer #3 or #4.
1. When an accident or disaster occurs, many people will panic or just stand there looking. Why do they react that way? (Answer using a short paragraph.)
2. What fears and doubts does Jody have to overcome as she works? What helps her to keep going? (Answer using two short paragraphs.)
3. Write a paragraph about an accident that you experienced as a victim, an observer, or the person who helped the victim.
or
4. As one of the Fortins or Jodouins, write a letter to Jody Stevens thanking her for what she did.
Accident Up Ahead!
JANICE TYRWHITT
THE NORTHBOUND BUS had scarcely left North Bay, Ontario, when-at 1:30 a.m. on Saturday, October 11, 1975-it came to an abrupt halt. Peering out the bus window at Highway 11, Jody Stevens saw a line of taillights stretching into the night. "There must be an accident up ahead," she said to her seatmate. "I had better get out and help." Jody, a young nurse from Toronto, was on her way home to spend Thanksgiving (and celebrate her twenty-fourth birthday) with her family in Timmins. An October drizzle soaked her shoulders as she trudged past a quarter mile of stopped traffic to an eerie scene. In the flickering light of Coleman lamps and road flares, she saw the two-lane highway spattered with blood. An old school bus converted into a camper lay on its side in the ditch. A hunter's pickup truck was stalled in the left lane, the bodies of two moose lolling grotesquely from the back. Off the right shoulder was a silver Mercedes-Benz with a smashed hood. In the lane between them a silent ring of people had gathered round a fourth vehicle-a blue 1973 Ford, a crumpled wreck, with four people in it.
"I think they're all dead," a burly man told Jody.
She caught her breath and thought, Well, Stevens, what do you do now? Jody had packed a lot of experience into the two years since her graduation as a registered nurse, most recently at the Toronto East General Hospital. She threw off her corduroy coat and crawled into the back seat of the crushed car.
While Jody was riding north, twenty-six-year-old Charles Jodouin, his wife Jeanne, and her parents Omer and Lucie Fortin, were driving south from Timmins to visit Jeanne's sister in Kingston. Despite the late hour, traffic in both directions was fairly heavy. They were less than three miles out of North Bay when, suddenly, the left rear wheel spun off an oncoming converted school bus: it flew straight into the grill of a pickup truck moving south just ahead of the Jodouins. Then, out of control, the camperbus skidded across the centre line and sideswiped the Jodouins' blue Ford. A split second later a brand-new Mercedes, travelling behind the camper, also slammed into the Jodouins.
Scrambling into the wrecked blue Ford, Jody found herself in a welter of blood and splintered glass. Trapped in the driver's se.
Access the annual report provided in Course Materials to complete .docxmehek4
Access
the annual report provided in Course Materials to complete the Financial Reporting Problem, Part 1 assignment due in Week Six.
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Create a table to summarize any dollar value answers. Then Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft
®
Word document.
Format
your paper and presentation consistent with APA guidelines.
.
Access the Internet to acquire a copy of the most recent annual re.docxmehek4
Access
the Internet to acquire a copy of the most recent annual report for the publicly traded company used to complete the Financial Reporting Problem, Part 1 assignment due in Week Six. (In week six, I wrote about Apple’s financial report)
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft® Word document.
Include
a copy of the company’s balance sheet and income statement.
Format
your paper and presentation consistent with APA guidelines.
.
Acc 290 Final Exam MCQs) Which financial statement is used to de.docxmehek4
Acc 290 Final Exam MCQs
) Which financial statement is used to determine cash generated from operations?
A. Income statement
B. Statement of operations
C. Statement of cash flows
D. Retained earnings statement
2) In terms of sequence, in what order must the four basic financial statements be prepared?
A. Balance sheet, income statement, statement of cash flows, and capital statement
B. Income statement, capital statement, statement of cash flows, and balance sheet
C. Balance sheet, capital statement, statement of cash flows, and income statement
D. Income statement, capital statement, balance sheet, and statement of cash flows
3. In classifying transactions, which of the following is true in regard to assets?
A. Normal balances and increases are debits
B. Normal balances and decreases are credits
C. Normal balances can either be debits or credits for assets
D. Normal balances are debits and increases can be debits or credits
4. An increase in an expense account must be
A. debited
B. credited
C. either debited or credited, depending on the circumstances
D. capitalized
5. ABC Corporation issues 100 shares of $1 par common stock at $5 per share, which of the following is the correct journal entry?
C. Correct ANSWER (Go with this Option)
6. In the first month of operations, the total of the debit entries to the cash account amounted to $1,400 and the total of the credit entries to the cash account amounted to $600. The cash account has a
A. $600 credit balance
B. $1,400 debit balance
C. $800 debit balance
D. $800 credit balance
7. Which ledger contains control accounts?
A. Accounts receivable subsidiary ledger
B. General ledger
C. Accounts payable subsidiary ledger
D. General revenue and expense ledger
8. Smith is a customer of ABC Corporation. Smith typically purchases merchandise from ABC on account. Which ledger would ABC use to keep track of the details of Smith’s account?
A. Accounts receivable subsidiary ledger
B. Accounts receivable control ledger
C. General ledger
D. Accounts payable subsidiary ledger
9. Under the cash basis of accounting
A. revenue is recognized when services are performed
B. expenses are matched with the revenue that is produced
C. cash must be received before revenue is recognized
D. a promise to pay is sufficient to recognize revenue
10. Under the accrual basis of accounting
A. cash must be received before revenue is recognized
B. net income is calculated by matching cash outflows against cash inflows
C. events that change a company’s financial statements are recognized in the period they occur rather than in the period in which the cash is paid or received
D. the ledger accounts must be adjusted to reflect a cash basis of accounting before financial statements are prepared under generally accepted accounting principles
11. The Vintage Laundry Company purchased $6,500 worth of laundry supplies on June 2 and.
AC2760
Week 2 Assignment
Read the following scenario, and complete the form on the following worksheet:
On March 1, 2012, Mitch Quade established Mitch Realty, which completed the following transactions during the month:
(a)
Mitch Quade transferred cash from a personal bank account to an account to be used for the business in exchange for capital stock, $18,000.
(b)
Purchase supplies on account, $1,200.
(c)
Earned sales commission, receiving cash, $14,000.
(d)
Paid rent on office and equipment for the month, $2,800.
(e)
Paid creditor on account, $750.
(f)
Paid office salaries, $3,000.
Instructions:
1
Journalize entries for transactions (a) through (f).
Omit the journal entry explanations. Please use the drop-down list (right of the cell) to enter the account description box on the worksheet.
2
Post the journal entries the T accounts, placing the appropriate letter to the left of each amount to identify the transactions.
Determine the account balance after all posting is complete.
Accounts containing only a single entry do not need a balance.
3
Prepare and unadjusted trial balance as of March 31, 2012.
1.
Journal - Mitch Realty
Description
Debit
Credit
(a)
(b)
(c)
(d)
(e)
(f)
2.
Ledger - Mitch Realty
Cash
Capital Stock
(a)
(d)
(a)
(c)
(e)
(f)
Sales Commission
Bal.
(c)
Supplies
Office Salaries Expense
(b)
(f)
Accounts Payable
Rent Expense
(e)
(b)
(d)
Bal.
3.
MITCH REALTY
Unadjusted Trial Balance
March 31, 2012
Debit
Credit
Cash
Supplies
Accounts Payable
Capital Stock
Sales Commissions
Rent Expense
Office Salaries Expense
-
-
.
AC1220 Lab 5.1IntroductionJake determines that owning the .docxmehek4
AC1220 Lab 5.1
Introduction
Jake determines that owning the building where Jake’s Computer Sales and Repair operates makes more sense than leasing the facility. On June 1, 20x1, Jake exchanges a $180,000 note payable for the following fixed assets:
·
Land
·
Land improvements, including fencing, paving, lighting, and signage
·
Building
Jake hires an independent appraiser who assigns the following market values to the assets:
Asset
Fair Market Value
Land
$23,500
Land improvements
$8,000
Building
$164,500
Requirement 1
Jake must allocate the $195,000 among three asset classes: land, land improvements, and building.
a. Compute the total fair market value (FMV) of the lump-sum purchase of assets.
Asset
Fair Market Value
Land
$23,500
Land improvements
8,000
Building
164,000
Total
b. Express land improvements and building as a percentage of the total FMV and allocate the purchase price of $180,000 to land improvements and building—the computation is completed for land.
Asset
Fair Market Value
% of Total Fair Market Value
Purchase Price
Cost of Asset
Land
$23,500
12%
$180,000
$21,600
Land improvements
180,000
Building
180,000
Total
c. Journalize the purchase of the assets, using the allocated costs computed in Requirement 1b.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record purchase of land, land improvements, and building
Requirement 2
a. Classify each of the following spending items as either a capital expenditure or an expense. Indicate the correct choice with an “x”:
Spending
Capital Expenditure
Expense
Routine repairs to fencing, $120 (cash)
Renovation of building, including addition to warehouse, $15,000 (on account)
Resurfaced paving, extending the remaining useful life of the paving from 3 to 5 years, $1,000 (cash)
b. Journalize the expenditures described in Requirement 2a.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record repairs to fencing
6/1/x1
To record renovation of building
6/1/x1
To record extraordinary repair
Requirement 3
a. Using the straight-line depreciation method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Completing the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Straight-line Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
1/5 x 6/12
b. Using the double-declining balance method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Complete the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Double-Declining Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
c. Assume that a truck is expected to be driven 7,000 miles through December 31, 20x1, and that each mile driven represents one production unit. Usi.
Abstract(Provide the main generalizable statement resulting .docxmehek4
Abstract
(
Provide the main generalizable
statement
resulting from the paper briefly)
Introduction
(Explain what the assignment is about to the reader briefly)
Anthropology definition
: according to Schaefer (2010) is “……………………………………………..” (p.5).
Interpretation: In your own words
Example: from your experiences
How does the discipline interface with sociology? Connect anthropology with sociology
Psychology definition
:
Interpretation:
Example:
How does it interface with sociology?
Political Science definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Economics definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Sociology definition
:
Interpretation:
Example:
How does discipline interface with sociology?
.
Abusive relationships are at the core of the Coetzee novel, whether .docxmehek4
Abusive relationships are at the core of the Coetzee novel, whether men and their abuse of women, individuals and their abuse of animals, and men and their abuse of other men. What does Coatzee want to convey to the reader about the nature of abuse and violence in relationships? How does he see both as emblematic of South Africa?
5 page paper on this topic above and include quotes or textual examples from the book.
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
What sampling design is used?
Is the sample size adequate?
How does the sample affect the validity of the conclusions of the study?
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
·
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
1.
What sampling design is used?
2.
Is the sample size adequate?
.
A.Da la correcta conjugación para cada oración.(Give the corre.docxmehek4
A.
Da la correcta conjugación para cada oración.
(Give the correct verb conjugation in F
ormal Commandfor each sentence)
.
Top of Form
1.
_______________
Ud. la cama. (hacer)
2.
______________ Uds. la mesa. (poner)
3.
______________
Ud. a tiempo. (salir)
4.
_____________
Uds. a la fiesta. (venir)
5.
_____________ Ud. la verdad. (decir)
6.
______________ Uds. a la fiesta. (ir)
7.
______________Ud. bueno. (ser)
8.
______________ Uds. la información. (saber)
9.
______________ Ud. en la clase a tiempo.
(estar)
10.
______________ Uds. respecto a sus profesores.
(dar)
11.
______________ Ud. a clase. (ir)
12.
______________ Uds. buenos. (ser)
13.
______________
Ud. el libro en la mochila. (poner)
14.
______________ Uds. de la casa a las ocho.
(salir)
15.
______________
Ud. a mi casa. (venir)
Bottom of Form
.
Abraham Lincoln is considered by many historians to be the greatest .docxmehek4
Abraham Lincoln is considered by many historians to be the greatest American President. His drive to end slavery and to unify the nation was at great personal cost. For this assignment, you will access two important primary sources authored by Abraham Lincoln.
Using the Internet, review the following primary source document:
[Lincoln, A.?]. [ca. 1863].
The Emancipation Proclamation
. Archived document, U.S. National Archives & Records Administration. Retrieved from
http://www.archives.gov/exhibits/featured_documents/
emancipation_proclamation/transcript.html
In addition, research the Internet for
The Gettysburg Address.
The
Webliography
for this module contains a link to this resource.
Based on your analysis of all the readings for this module, respond to the following:
What is Lincoln’s perception of liberty and equality?
Why did he place so much importance on the destruction of slavery and the continuation of one nation?
What examples from both documents demonstrate both civil liberties and rights?
Support your statements with appropriate scholarly references.
Write your initial response in a minimum of 300 words. Apply APA standards to citation of sources.
.
About half of the paid lobbyists in Washington are former government.docxmehek4
About half of the paid lobbyists in Washington are former government staff members or former members of Congress. Why would interest groups employ such people? Why might some reformers want to limit the ability of interest groups to employ them? On what basis might an interest group argue that such limits are unconstitutional?
.
ABC sells 400 shares of its $23 par common stock for $27. The entry .docxmehek4
ABC sells 400 shares of its $23 par common stock for $27. The entry would entail credit(s. to __________.
A. Cash for $9,200
B. Paid-in Capital in Excess of Par-Common for $800; Common Stock for $10,800
C. Paid-in Capital in Excess of Par-Common for $1,600; Common Stock for $9,200
D. Common Stock for $10,800
.
ABC company is increasing its equity by selling additional shares to.docxmehek4
ABC company is increasing its equity by selling additional shares to the public and also by converting its retained earnings. The total amount to be raised is $1,000. Given that the size of retained earnings is $300, how much should be raised externally (by issuing new shares)?
a) $700 b) $705 c) $1,000 d) $1,005 e) $300
.
A.The unification of previously fractious and divided Arab tribes.docxmehek4
A.
The unification of previously fractious and divided Arab tribes
B.
The capitulation of Jewish and Christian leaders
C.
Direct military assistance from the Sasanid state
D.
The exhaustion of the Byzantine Empire after Pyrrhic victories over the Ostrogoths and Vandals
.
A.Escribe la forma correcta del verbo en españolNosotros siem.docxmehek4
A. Escribe la forma correcta del verbo en español
Nosotros siempre_____________coca cola con la pizza. (drink)
Tú ________________________________ en Buenos Aires. (live)
Ellos ______________________________el pastel. (divide)
Yo _________________________la comida mexicana. (eat)
Paco ________________________el dinero en la caja. (hides)
Vosotros __________________________estudiar. (should)
Ramón y Carlos _______________________en el parque. (run)
La maestra __________________________ la puerta. (opens)
Yo _______________________el cuatro de Pedro. (describe)
Él _________________________el carro. (sells)
Tú ___________________un regalo para tu cumpleaños. (receive)
Los estudiantes______________________el libro. (read)
Vosotros ________________________a la clase de arte. (attend)
Ella ___________________________hacer la tarea. (promises)
Alejandra y yo ___________________a hablar español. (learn)
El hombre ____________________descubre el tesoro. (discovers)
Uds. ________________________las escaleras. (go up, climb)
Ud. ________________________el examen. (cover)
El niño _________________________la ventana. (breaks)
Las mujeres_________________________en Dios. (believe)
Escribe en español
We drink milk. _________________________________________
He breaks the window.____________________________________
They open the door.______________________________________
You (pl. Spain) promise to write.____________________________
I learn to speak Spanish.___________________________________
Contesta las preguntas
¿Dónde vives?____________________________________________
¿Lees muchos libros?______________________________________
¿Comes mucha comida mexicana?____________________________
¿Debes estudiar todos los días?_______________________________
¿Recibes buenas notas en todas tus clases?______________________
.
A.Both countries fought for independence from Great Britain, b.docxmehek4
A
.
Both countries fought for independence from Great Britain, but the United States won, and China did not.
B
.
Both countries were colonized, but the United States went on to become a major imperial power, and China did not.
C
.
Both countries established colonies in India, but the United States established commercial control, and China did not.
D
.
Both countries established colonies in the Caribbean, but the United States’ colonies rebelled, and China’s did not.
.
a.A patent purchased from J. Miller on January 1, 2010, for a ca.docxmehek4
a.
A patent purchased from J. Miller on January 1, 2010, for a cash cost of $5,640. When purchased, the patent had an estimated life of fifteen years.
b.
A trademark was registered with the federal government for $10,000. Management estimated that the trademark could be worth as much as $200,000 because it has an indefinite life.
c.
Computer licensing rights were purchased on January 1, 2010, for $60,000. The rights are expected to have a four-year useful life to the company.
Compute the acquisition cost of each intangible asset.
patent
trademark
licensing rights
.
A.) Imagine that astronomers have discovered intelligent life in a n.docxmehek4
A.) Imagine that astronomers have discovered intelligent life in a nearby star system. Imagine you are part of a group submitting a proposal for who on Earth should speak for the planet and what 50-word message should be conveyed. Be sure to answer all three questions below, if you choose this option.
(A) Who should speak for Earth and why?
(B) What should this person say in 50 words?
(C) Why is this message the most important compared to other things that could be said?
Instructions: should be at least 200 words.
B.) Observing Jupiter’s Moons
Big Idea: Sky objects have properties, locations, and predictable patterns of movements that can be observed and described.
Goal: Students will conduct a series of inquiries about the position and motion of Jupiter’s moons using prescribed Internet simulations.
Computer Setup:
Access http://space.jpl.nasa.gov/ and
a) Select THE MOON in the “Show me _______ “ drop down menu
b) Select THE SUN in the “as seen from _______ “ drop down menu
c) Select the radio button “I want a field of view of ____ degrees” and set the drop down menu to 0.5
d) Select the check box for EXTRA BRIGHTNESS and then Select “Run Simulator”
Phase I: Exploration
1) The resulting image shows what one would see looking through a special telescope. In this picture, where is the observer with the special telescope located?
2) How does the image change if you INCREASE the field of view?
3) What is the exact date of the image?
4) Astronomers typically mark images based on the time it currently is in Greenwich, England, called UTC. What is the precise time of the image?
5) Using a ruler to measure the distance on the screen between the middle of Earth and the middle of the Moon, what is the measured distance? You do NOT need to know the exact number of kilometers, but simply a ruler-measurement you can compare other measurements you make later. Alternately, you can use the edge of a blank piece of paper held in the landscape orientation and mark the positions of Earth and Moon or the Squidgit ruler found on the last page.
6) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by 1 hour and determine the new distance between the Earth and Moon.
7) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by one day from when you started and determine the new distance between the Earth and Moon.
8) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by three days from when you started and determine the new distance between the Earth and Moon.
9) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by five days from when you started and determine the new distance between the Earth and Moon.
10) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by 10 days from when you s.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
THE AMERICAN DREAMThe American dream, the dream of opportunity f.docx
1. THE AMERICAN DREAM
The American dream, the dream of opportunity for all
Americans to achieve prosperity through hard work is one that
has evolved through years, ever since the years of Lord
Dunmore, the governor of Virginia. It is a dream that many take
it to be ambiguous, in which some believe to it is still live and
others believing it is dead! It is therefore a topic worth
exploring. To me this dream is still alive in every American
who is hard-working and determined to make a change. America
offers chances and opportunity for all, being a free and
democratic nation and therefore this dream which is alive and
those who pursue it shall have it come to reality. Indeed this
dream is alive.
First, the American nation has good governance and democratic
leadership. This opportunity in itself is enough and worth to
make the diligent and hard-working to succeed and realize the
dream. Many people from other countries have made America a
place of refuge in seeking their prosperity; major reason being
the great opportunities that the U.S is offering to its inhabitants
as a result of the good governance. Indians, Africans Asians
and other nationalities, in their success in America have
therefore demonstrated this fact that the American dream is
alive in those individuals who pursue it.
Secondly, America has supporting infrastructure such as good
roads, excellent schooling facilities and a just system where
everyone is given equal opportunity. These facilities steer the
dream towards its realization. Nations worldwide send their
scholars to the U.S on a yearly basis, that they may reap great
results from the U.S facilities and opportunities and bring back
home for the advancement of their native countries. If other
nationals see this dream in the U.S, then indeed the dream is
alive.
Finally, the United States of America has the one of the largest
market for both locally produced goods and internationally
2. availed goods. This vast market with thee well grown state of
economy is a catalyst for the thriving of them that have decided
to venture into business. Such have lived good and prosperous
lives as a result of their business; lives of which is a realization
of the American dream.
In conclusion, the American dream is alive in everyone who
aspires to make achievements in life. It is an individual effort
and not the country as a whole! American dream is alive.
General Principles of the Sensory Systems and Perception
by Ken Koenigshofer, Ph.D.
Copyright 2004
Imagine that your brain was isolated from the external world.
Could you experience the world? The answer is "No." Could
you direct your behavior successfully (adaptively) in the world
if your brain was isolated from contact with the external world?
Again the answer is "No."
The brain, without sensory systems, is in fact isolated from the
world. After all, the brain is inside your skull, hidden away
from the external world. So, there must be systems that can get
information about the external world into your head.
We will consider several major ideas in this lecture. What I
want to do is to give you several principles that apply in general
to all of our sensory systems, and to the sensory systems of
most animals as well (and perhaps life forms elsewhere in the
universe if they exist).
3. If you can understand these general principles it will be easier
to learn the specific facts about each sensory system. In
addition, your understanding of these general principles will
also allow you to gain insight into some very interesting issues,
some of which border on the philosophical.
Have you heard the question posed, perhaps in a philosophy
class, "If a tree falls in a forest and there is no one there to hear
it, was there a sound?" You will be able to answer this and to
explain the rationale for your unexpected answer to others who
probably won't agree with you (you'll be able to convince
them!).
Well, let's get started.
Sensory systems are the input systems to the brain.
However, interestingly, the brain itself is completely insensitive
to the external world in its raw forms. The brain uses neural
code. It deals in neuron potentials. It cannot deal with the world
in its raw forms. Energies in the external world must be
converted into neuron potentials.
Here's what I mean. Imagine that you are a neurosurgeon. Like
others of your profession, when you do brain surgery, one of the
first steps is to open up the skull of your patient under a local
anesthetic, which deadens the scalp and the skull, but leaves
your patient conscious and alert. The reason this is possible is
because there are no pain receptors in the brain itself, but only
in the surrounding scalp, skull, and meninges (a three-layered
membrane covering the brain and attached to the skull). Now
imagine, that with the skull opened up and the brain exposed,
you direct a beam of light from a flashlight in the darkened
surgery room at the visual area of the brain, at the rear of it's
exposed surface (this is the primary visual cortex). To make this
example even more clear, imagine that your patient is
4. blindfolded. Would your patient "see" the light beam, which is
now striking and flooding with illumination the visual cells of
his or her brain?
I think you can see that, obviously, the patient does not see the
beam of light, even though the beam of light is flooding with
illumination the brain's visual cells (located in the Occipital
lobe at the very back of the head).
Why does the patient experience no visual sensation? After all
these cells in the primary visual cortex are the cells in the brain
upon which visual experience depends. Why doesn't stimulation
of these cells with light cause your patient to see? The answer is
that the brain itself, including even the visual parts of the brain,
is insensitive to the world and its energies, in their raw forms.
We can illustrate this same principle using other senses.
Imagine you plug the nose of your patient and then place a rose
or some dirty socks right beside the exposed olfactory cortex
(the cortex for smell). Will your patient smell the rose or dirty
socks? Again, I think you can see the answer is "no." Suppose
you pour chocolate syrup over your patient's taste cortex, will
the patient taste the chocolate? Again the answer is "No."
Suppose you place a thin slice of lemon on the surface of the
taste cortex. Will your patient taste the lemon? Again, no.
Why not? Again, the answer is that the brain itself is insensitive
to the world and its energies, in their raw forms.
What's necessary then is the conversion of the energies from
stimuli in the external world into a form that the brain can deal
with. From the lecture and chapter on the brain and nerve cells,
recall that the brain and its neurons use electrochemical signals,
neuron potentials, to code and process information.
Therefore, the first major step in any sensory system is the
5. conversion of environmental energy into neuron potentials. This
process is called transduction. The cells that perform
transduction of environmental energy into neuron potentials are
specialized neurons called sensory receptors.
There are different kinds of energy in the external world. Light
is a form of electromagnetic energy. Sound and touch depend
upon forms of mechanical energy, and taste and smell depend
upon chemical energies. Sensory receptors are specialized to
convert or transduce only one type of energy. Therefore, each of
the sensory systems must have its own specialized sensory
receptors. The job of the sensory receptors in each of the
sensory systems is to transduce or convert some specific form
of environmental energy into the brain's code, neuron
potentials.
In the visual system, the visual receptors, located at the back
inner surface of the eyeball, the retina, are of two major types--
rods and cones.
The auditory receptors, called "hair cells" and located in a
structure called the cochlea in the inner ear, transduce
mechanical energy in the form of vibrations in the air into
neuron potentials.
The touch receptors are located throughout the skin's surface all
over the body and convert mechanical energy from pressure on
the skin into neuron potentials. Temperature receptors in the
skin convert heat or cold into neuron potentials. And pain
receptors transduce any very intense and potentially injurious
stimulus into neuron potentials.
For the taste system, you can probably guess where the sensory
receptors for this sensory system are located. It is the taste
buds. The taste buds transduce chemical energies in chemicals
dissolved in saliva into neuron potentials.
6. The sensory organs, such as eyes and ears, are really accessory
organs severing the sensory receptors. These organs contain the
specialized nerve cells, the sensory receptors, whose function it
is to convert the raw energies in the external world into a form
the brain can handle.
The eye for example just focuses light upon the visual
receptors, the rods and cones in the retina at the back of the
eyeball, wherein the actual transduction, the crucial step,
occurs. The external ear just gathers vibrations in the air
("sound waves"). The structures of the inner ear magnify or
amplify the mechanical energy in the vibrations in the air before
it reaches the hair cells for transduction.
To summarize, we have identified three general principles in the
organization of sensory systems in animals and humans.
The brain is completely insensitive to the external world in its
raw forms. The brain can deal with information only if it is in
the form of brain code, neuron potentials.
Because of this, the first step in any sensory system is
transduction, the conversion of some specific form of
environmental energy into neuron potentials.
Each of the sensory systems has its own sensory receptors
"designed" to transduce one specific type of environmental
energy (mechanical, chemical, or electromagnetic--light for
example) into neuron potentials.
But these first three principles only take us to the point where
transduction has occurred in sensory receptors in sensory
organs. This alone is insufficient for us to have sensory
experience of the world. Could eyes not connected to the brain
see anything? Or ears not connected to the brain hear anything?
No. Seeing, hearing, touch and other skin sensations, tastes and
smells occur in the brain. Somehow, after transduction, the
resulting neuron potentials go to the brain and cause us to have
7. psychological experiences, internal mental states, conscious
sensations, which represent within our minds the external
world, in the form of sights, sounds, smells, and skin
sensations. How is this done? How do neuron potentials in our
brains become mental experiences representing the external
world to us?
Several additional general principles of sensory systems are
involved.
After transduction of some specific form of environmental
energy into neuron potentials, the resulting neuron potentials go
from the specific sensory organ (i.e. eye or ear, for example)
along specific sensory nerves (for example, the optic nerve in
the case of vision, the auditory nerve in the case of hearing) to
the brain, specifically to the Thalamus.
In mammals such as us, each of the senses, except the sense of
smell, has its own area of Thalamus, which receives neuron
potentials from the respective sensory organ. For example, in
the visual system, the part of the Thalamus that receives neuron
potentials from the optic nerve is called the LGN, lateral
geniculate nucleus. LGN is all you need to know. For the
auditory system, it is the MGN, medial geniculate nucleus, that
receives neuron potentials along the auditory nerve from the
inner ear. As stated above, each of the senses, except the sense
of smell, has its own specific area of thalamus. (Smell, the
olfactory sense, has an anatomical organization different from
the other senses and there is no area in the thalamus for the
sense of smell.) Information, coded in the form of neuron
potentials, from the various senses (except smell) is processed
in these sensory-specific regions of the thalamus.
After this processing in the thalamus, new neuron potentials
generated there are sent on to the cerebral cortex for additional
processing. In mammals, each area of thalamus (i.e. LGN,
8. MGN, etc.) "projects", sends neural impulses (action potentials;
see lecture and other materials on neuron potentials) to a
specific area of cerebral cortex for more processing. The
specific area of cortex that receives neural impulses from a
specific region of the thalamus is called the primary sensory
cortex for that sense. Each of the senses has its own primary
sensory cortex. For example, the area of cerebral cortex that
receives projections (nerve pathways carrying action potentials)
from the LGN is the primary visual cortex (in the occipital
lobe). The area of cortex that receives projections from the
MGN of the thalamus is the primary auditory cortex (located in
the temporal lobe). Interestingly, there is an orderly mapping of
the sensory surface of each sense onto the surface of the
respective primary sensory cortex. For example, the retina of
the eye is mapped in an orderly way onto the surface of the
primary visual cortex. For each point on the retina (the light
sensitive surface at the back inner surface of each eyeball,
containing the visual receptors--rods and cones), there is a
corresponding point on the primary visual cortex in the
Occipital lobe. Adjacent points on the retina have adjacent
points on the surface of the primary visual cortex. This point-
for-point mapping or representation of the retina (the visual
receptive surface) onto the primary visual cortex is called a
"retinotopic mapping." There is similar topographical mapping
of the other sensory surfaces onto their respective primary
sensory cortices. For example, the skin surface of the body is
laid out, point-for-point, on the surface of the primary
somatosensory cortex (located in the post-central gyrus of the
Parietal lobe). However, this "somatotopic" mapping is upside
down, but nevertheless orderly. In the auditory system, the
auditory receptors ("hair cells") are distributed over a
membrane, called the Basilar membrane, located inside the
cochlea in the inner ear. The orderly distribution of these hair
cells along the Basilar membrane is mapped in an orderly way
onto the surface of primary auditory cortex in the Temporal
lobe. These mappings of the sensory surfaces onto their
9. respective primary sensory cortex probably is important in the
coding of various features of sensory stimuli such as the
location of objects and their parts in visual space, the locations
of stimuli on the skin, and the frequencies of "sound" waves.
After information processing in primary sensory cortex,
additional information processing occurs in additional areas of
cerebral cortex. These areas, in turn, are called secondary
sensory cortex, third level (or tertiary) sensory cortex, fourth
level sensory cortex, etc. For example, in the visual system, the
primary visual cortex (also known as striate cortex or V1) is
located in the central area of the Occipital lobe at the back of
your head. Surrounding this area of cortex is secondary visual
cortex (V2). In addition, there are visual areas 3, 4, 5 and 6
(V5, for example, processes information that allows you to see
motion; in people with damage here, they can't see motion, but
only a series of still views in successively different positions).
In fact, it is estimated that in us, and in other primates, there
may be over thirty different areas of cortex involved in the later
stages of processing of visual information. One of these is the
Inferotemporal (IT) Cortex, involved in our ability to recognize
objects by sight alone. Damage there allows us to still see, but
we can't recognize what it is we are seeing (this disorder is
called visual agnosia).
After these steps in information processing, somehow the
resulting patterns of electrical activity occurring in large
populations of neurons (which make up complex circuits in the
brain) produce mental experiences of the external world.
(Mental experiences may be so-called "emergent properties" of
the structure and functioning of extremely complex circuits in
the brain--entirely material in structure and function). These
conscious, psychological experiences we have from the
operation of our sensory systems are called "sensory qualia."
For example, luminosity of light or colors of objects, both
produced by neural activity in visual areas of the brain, are
10. examples of visual qualia. Sounds, such as the sound of a
cricket chirping, are auditory qualia. Tastes such as the taste of
sugar or the taste of a lemon are taste qualia. There are also
somatosensory qualia (skin sensations) and olfactory qualia
(smells). Notice that all of the sensory qualia are produced
when patterns of neural impulses reach and activate the neurons
in a particular sensory cortex. Neural impulses are action
potentials and they are the same everywhere. The thing that
determines the nature of the sensory qualia, the type of sensory
experience that one has from a particular sensory input, is
where in the brain (which sensory cortex) the neural impulses,
from the sensory organs, end up. So, for example, if we could
somehow surgically redirect the optic nerves and connect them
to taste cortex, then sensations of taste, taste qualia, would
result when light was transduced by rods and cones in the eyes.
In other words, under these conditions, you would taste light,
not see it. If our nervous systems were in fact actually wired
this way, you would grow up thinking that light was tasty (just
like you think light is luminous and colored) and that different
wavelengths of light had different tastes. And you would be
right to say that light tasted, as right as you are when you say,
now, that light is luminous and colored. Which is to say, you
would be right, not at all. Light is neither tasty, nor luminous
and colored. These different properties which we would ascribe
to light are really properties of the activity of the neurons that
get activated in the presence of light.
These 8 general principles apply to all of our sensory systems
and to the sensory systems of all the mammals. Furthermore, the
first four also apply to the sensory systems of all animals in
general. However, some non-mammal species don't have a
thalamus, and no species, except mammal species, have cerebral
cortex. In species without cortex or thalamus, other brain
structures characteristic of those species carry out additional
processing of sensory information. Nevertheless, transduction
of environmental energies by sensory receptors into neuron
11. potentials which are then processed by additional neural
structures in the brain of the species is universal in all animals,
even invertebrates such as jellyfish and insects. Forms of life
which we might discover elsewhere in the universe someday
(alien life forms) may be expected to follow a similar
organization.
An extremely interesting and important thing to understand is
that:
Sensory qualia are entirely in your head (more accurately, in
your brain).
Although we grow up thinking that light is luminous and
colored, in fact it is not. Light in fact is no more luminous or
colored than X-rays or radio waves (both of which, like light,
are forms of electromagnetic energy). Luminosity (the glowing
quality that we attribute to light) and color are really properties
of the brain's response to light, not properties of light itself.
Light, in the external world, is really just as dark as other forms
of electromagnetic energy (the forms of electromagnetic energy
are gamma rays, X-rays, ultraviolet, visible light, infrared, T.V.
, radio, in order of increasing wavelength). The luminosity we
associate with light is not in the light, but results from brain
activity in the visual system of our brains. Luminosity and color
are not in the world at all, but are creations of our brains' visual
cortical neurons.
Here is a simple demonstration of this surprising fact that you
can do at home (but be careful not to hurt yourself). Here's what
to do. At night, go into your room, shut off the lights, then go
into your closet, close the door behind you, making sure the
closet light (if any) is off. Now, when you are sure that there is
absolutely no light at all reaching your eyes, whack yourself
hard on the back of your head. What happens? Well, you should
"see stars." These "stars" have a technical name; they are called
12. "phosphemes," sensations of luminosity and color. But look
what has happened. You are experiencing visual qualia
(luminosity and colors) in the complete absence of light. These
visual qualia are produced by the whack to the back of your
head, which activates neurons in the primary visual cortex. It is
the activation of those cells that produces luminosity and color,
even in the total absence of light. Somehow activation of those
visual cortical neurons by any means will produce in the mind
the visual qualia, luminosity and color. With this simple
demonstration, you have verified an astounding fact--luminosity
and color are not properties of light, but are properties of the
activation of visual cortical neurons.
Under normal conditions, light (remember, just a form of
electromagnetic energy) from the external world strikes the eyes
and is transduced by rods and cones into neuron potentials.
Those neuron potentials are transmitted along the optic nerve to
the LGN of the thalamus, and from there on to the visual cortex.
The activation of neurons in the visual cortex by neuron
potentials from the LGN causes the visual qualia, luminosity
and color. Luminosity and color don't exist in the external
world at all, and are not really properties of light at all, but
instead are properties of the activation of visual cortical
neurons in the brain. Thus, luminosity and color exist only
inside brains, not in the external world, not in light itself. I
know this may be hard to accept, but there is other more
scientific evidence, primarily from studies on the effects of
brain damage and brain stimulation in conscious patients during
brain surgery.
Electrical stimulation of the cortex in conscious human patients
during brain surgery causes different sensory qualia, different
sensory experiences, depending upon the area of sensory cortex
stimulated. Electrical stimulation of the visual cortex by the
neurosurgeon causes the patient to report "seeing" visual qualia
such as flashes of luminosity and color. Electrical stimulation
13. of the auditory cortex produces auditory qualia, sounds.
Electrical stimulation of the taste cortex produces mental
experiences of taste, taste qualia. Electrical stimulation of the
olfactory cortex produces olfactory sensations or qualia, smells.
All of these realistic sensory qualia can be produced in the total
absence of any of the corresponding external stimuli. That is, in
the absence of any light, or sound sources, or smelly or tasty
objects in the external world, realistic sensory experiences can
be produced by stimulation of sensory cortex. So, if the sensory
qualia can be produced in someone's mind just by stimulating
neurons in one sensory cortex or another, even in the absence of
any sensory stimuli in the external world, then those qualia
must be properties of brain activity, not properties of the
external world.
Similar conclusions can be drawn from observing the effects of
injury to sensory cortex. For example, damage to the primary
visual cortex causes blindness (called "cortical blindness").
Even though the eyes are still working normally, and there may
be plenty of light to illuminate objects in the person's field of
view, someone with total destruction of primary visual cortex is
completely blind--there is only darkness for the person with
total destruction of primary visual cortex; there are no longer
any visual qualia at all. Total destruction of the primary sensory
cortex of other senses produces similar loss of particular
sensory qualia.
With regard to color sensations similar arguments can be made.
The experience of different colors is really a brain code for
different wavelengths of light. (Light travels in waves through
space; the distance between adjacent wave peaks is the
wavelength of the light; the wavelength of light reflected from
an object depends upon the chemical composition and other
physical properties of the material out of which an object is
composed). Within our eyes we have rods and cones (the visual
receptors). There are three different types of cones (but just one
14. type of rod). Each type of cone is maximally sensitive
(maximally able to transduce) light waves within its own
particular range of wavelengths. "Color vision" begins when a
particular wavelength of reflected light gets transduced by a
particular set of cones. These, in turn, send a particular pattern
of neural impulses to specific neurons in the visual cortex (via
the LGN of the thalamus), which when stimulated produce the
mental experience of a particular color.
None of this occurs in the brain of a dog or a cow or many other
species which lack cones in their eyes (they have rods only). Is
our perception of reality more complete or more accurate than
that of the dog which lacks color vision? In one sense, the
answer is yes--we have the capacity to code the wavelength of
reflected light in the external world, the dog does not. But,
nevertheless, the "color" we experience in our minds only exists
there, not in the external world. So, in a way, we are somewhat
misled by our color perception. There are different wavelengths
of light, and it is adaptive for us to possess a mental code for
these different wavelengths. (It makes it very easy to see
ripened fruit against the leafy background of a tree, a real
advantage to our tree-living primate ancestors who also had
good "color" vision). But, the color in our minds is an illusion.
The light in the external world is not really colored, in fact, it is
not even luminous (it is as dark and non-luminous as X-rays or
radio waves). The luminosity of light, as we experience it, is
dependent upon the fact that light (a particular range of
wavelengths within the electromagnetic spectrum) gets
transduced by rods and cones leading to activation of visual
cortical neurons in our heads. If rods and cones were
constructed differently, so that they transduced a different range
of wavelengths within the electromagnetic spectrum, say, for
example, that range known as radio waves, then we would
experience radio waves as being luminous, and different
wavelengths of radio waves as different colors.
15. Regarding color specifically, here is something you can
demonstrate to yourself that will show that the visual qualia,
color, exists only inside brains.
Imagine being outside around sunset. You will notice that
objects in the environment still appear to have color. Trees still
appear green. Their trunks still appear some shade of brown.
You may see a red car parked nearby, and someone walks past
you in blue jeans. But as the sun sets, and the daylight fades
more and more, there comes a point at which the trees no longer
are green, other objects "lose" their colors, and all becomes
blacks and shades of gray, if there are no artificial sources of
light, as would be the case in the desert or mountains away from
city lights. It is about 9 p.m. as I write this. A moment ago, I
stepped outside. I saw a large tree. The shape of the tree
including some of its leaves was clearly visible, but the tree was
completely black and gray. There was no color at all.
Now, think about this. Where did the color go? The answer is, it
really wasn't there to begin with. What has happened, as the
intensity of light drops off, is that color-generating systems in
the brain and nervous system shut down. When the color-
generating systems in the brain and nervous system shut down,
the color disappears because the color was only in your head
(your brain) in the first place, never really in the external world
at all.
It is known that the visual receptors that are involved in color
perception, the cones, can only transduce the higher levels of
light typical of daylight. At night, there is insufficient light to
cause transduction in the cones, but still enough for
transduction by the rods. Cones activate parts of the visual
system, at the level of the LGN and visual cortex, which
generate color qualia, sensations of color. Without the
activation of these brain systems, there is no color. You
experience this absence of color firsthand at night (if there are
16. no artificial light sources to raise levels of light to the threshold
necessary to activate the cones and their associated color
generating circuits in the brain). Color, like luminosity, or
sound, or tastes and smells or sensations on the skin, exist only
inside living, functioning brains.
During brain surgery, patients who have their primary
somatosensory cortex stimulated report feeling things at various
places on their skin. In one case which I witnessed (via a film
of the surgery), the patient said with astonishment, when a point
on his somatosensory cortex was stimulated, "I feel something
on my teeth." When a nearby point on the same cortex was
stimulated a moment later, he said with equal astonishment,
"Now, it's on my tongue. I feel something on my tongue!" There
was nothing on his teeth or on his tongue. The realistic feeling
of something on the teeth or tongue was due to electrical
stimulation of different, but nearby, regions of primary
somatosensory cortex.
The lesson of these examples is that the world that we know and
experience is really in our heads (more accurately, in our brain
function). The color, the luminosity, the tastes, the smells and
other sensory qualia are not properties of the external world or
the things in it, but properties produced by the activity of nerve
cells organized into complex circuits in the brain.
By these arguments, I'm not denying that there is an external
world out there, outside our heads, I'm just saying that it doesn't
really look, sound, smell, feel, or taste the way we think it does.
In the objective world outside our heads, none of these
subjective properties actually exist. So what does the world
outside our heads really look like? It doesn't really look like
anything, independent of the properties of the "looker", the
brain and nervous system that is doing the looking. What the
world or anything else looks like is dependent as much upon the
properties of the nervous system doing the looking as it is upon
17. properties of the things being looked at. The world looks one
way to a bee, another way to a snake, another way to a dog,
another way to a bat, another way still to us. In each case, the
nervous system creates a representation, a model, of the
external world, the function of which is guide adaptive behavior
of the organism. Natural selection "designed" nervous systems
for that adaptive "purpose", not to give the organism an
objective model of absolute Reality with a capital R. Reality is
species-specific. Each species' nervous system represents the
aspects of the world important for the organization of successful
behavioral adaptation for that species, within the environmental
niche occupied by that species.
However, in spite of species differences in sensory systems and
resulting differences in the representation of reality for each
species, there are also likely to be aspects of the external world
that are represented in similar ways across a broad range of
species. These aspects of reality would be those which are more
or less universal to the environmental niches of a broad range of
species. For example, representation by the brain of
gravitational forces and their direction is something that is
probably universally found in a very broad range of species of
animal life on earth.
This is pretty abstract and somewhat speculative stuff. Let's
make it a bit more concrete. Let's consider the classic
philosophical question: "If a tree falls in the forest, and there is
no one [no brain] to hear it, is there a sound?" Go to the main
topic in this conference with the appropriate title to respond to
this question.
YOUR TASK: Here, just tell me and your classmates that you
have read this lecture, and then briefly describe two ideas or
facts that you found most interesting or important and in
addition, post any questions or comments about the lecture that
you may have.