The Birth of Modern Science: Galileo and
Descartes , a lecture by Ricardo Nirenberg. Fall
1996, the University at Albany, Project
Renaissance.
UNITY AND DIVERSITY
Last time I left you with a question whose answer I do not know. The question was: why do human
beings search for unity? Not only is the answer unknown, but the question itself risks being badly
misunderstood. What kind of unity am I talking about? The Renaissance, whose name this Project has proudly
donned, was also the time, as you must have read in Ortega's book, when Spain achieved political and religious
unity by expelling Jews and Muslims, people who had lived there in relative peace for many centuries. Hitler
too screamed: "Ein Volk! Ein Reich!" (One nation, one state), and killed the Jews and the Gypsies. We saw in
the Soviet Union, in Bosnia, in Rwanda, and in many other places the search for unity—ethnic, religious,
ideological—as the prelude to, and excuse for, massacre. So you may say, "Who wants unity? What we want is
diversity!" And indeed, if that's the unity I mean, you would be right. But that, of course, is not the unity I
mean. What I really mean by unity and oneness will be clarified only after we talk about the beginnings of
modern science and philosophy and about those two founding figures, Galileo and Descartes.
As a consequence of the horrors of this century, the word and the concept "unity" or "oneness," which
used to have a supreme value for both Western and Eastern thought, have become profoundly unfashionable
among Western intellectuals. But nothing is more interesting than to re-think unfashionable thoughts, to think
them through yet again. In our own country, the rejection of unity was taught by a professor at Harvard, the
influential philosopher William James (1842-1910). He ventured the idea that there exist worlds which are
totally disconnected, meaning that an event in one world cannot influence another world: no cause-effect
relation obtains between those separate worlds. He called this doctrine "pluralism," and gave, as unassailable
example of disconnected worlds, the dreams of two dreamers. He didn't mean it metaphorically, as when
politicians say, "the American dream," or as when Martin Luther King said, "I have a dream": those dreams are
understood to be shared. No, he meant the dreams of two different people who are sleeping. Whether or not two
such worlds are really disconnected, let us discuss Galileo and Descartes, who dealt with unity and
disconnection in their own, and extremely influential, ways.
GALILEO
Galileo Galilei was born in Pisa (modern Italy) in 1564; thus he was of the same generation as Kepler
(about whom we talked in the last lecture). At age eighteen Galileo had to quit his studies at the University of
Pisa because his family couldn't afford the tuition and the university wouldn't give him financial aid; at age
twenty-five, however, he was named professor of mathematics there. The generation of Galileo, to which
Kepler ...
The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
The Case of Frank and Judy. During the past few years Frank an.docxmattinsonjanel
The Case of Frank and Judy.
During the past few years Frank and Judy have experienced many conflicts in their marriage. Although they have made attempts to resolve their problems by themselves, they have finally decided to seek the help of a professional marriage counselor. Even though they have been thinking about divorce with increasing frequency, they still have some hope that they can achieve a satisfactory marriage.
Three couples counselors, each holding a different set of values pertaining to marriage and the family, describe their approach to working with Frank and Judy. As you read these responses, think about the degree to which each represents what you might say and do if you were counseling this couple.
· Counselor A. This counselor believes it is not her place to bring her values pertaining to the family into the sessions. She is fully aware of her biases regarding marriage and divorce, but she does not impose them or expose them in all cases. Her primary interest is to help Frank and Judy discover what is best for them as individuals 459460and as a couple. She sees it as unethical to push her clients toward a definite course of action, and she lets them know that her job is to help them be honest with themselves.
·
· What are your reactions to this counselor's approach?
· ▪ What values of yours could interfere with your work with Frank and Judy?
Counselor B. This counselor has been married three times herself. Although she believes in marriage, she is quick to maintain that far too many couples stay in their marriages and suffer unnecessarily. She explores with Judy and Frank the conflicts that they bring to the sessions. The counselor's interventions are leading them in the direction of divorce as the desired course of action, especially after they express this as an option. She suggests a trial separation and states her willingness to counsel them individually, with some joint sessions. When Frank brings up his guilt and reluctance to divorce because of the welfare of the children, the counselor confronts him with the harm that is being done to them by a destructive marriage. She tells him that it is too much of a burden to put on the children to keep the family together.
· ▪ What, if any, ethical issues do you see in this case? Is this counselor exposing or imposing her values?
· ▪ Do you think this person should be a marriage counselor, given her bias?
· ▪ What interventions made by the counselor do you agree with? What are your areas of disagreement?
Counselor C. At the first session this counselor states his belief in the preservation of marriage and the family. He believes that many couples give up too soon in the face of difficulty. He says that most couples have unrealistically high expectations of what constitutes a “happy marriage.” The counselor lets it be known that his experience continues to teach him that divorce rarely solves any problems but instead creates new problems that are often worse. The counsel ...
The Case of MikeChapter 5 • Common Theoretical Counseling Perspe.docxmattinsonjanel
The Case of Mike
Chapter 5 • Common Theoretical Counseling Perspectives 135
Mike is a 20-year-old male who has just recently been released from jail. Mike is technically on probation for car theft, though he has been involved in crime to a much greater extent. Mike has been identified as a cocaine user and has been suspected, though not convicted, for dealing cocaine. Mike has been tested for drugs by his probation department and was found positive for cocaine. The county has mandated that Mike receive drug counseling but the drug counselor has referred Mike to your office because the drug counselor suspects that Mike has issues beyond simple drug addiction. In fact, the drug counselor’s notes suggest that Mike has Narcissistic personality disorder. Mike seems to have little regard for the feelings of others. Coupled with this is his complete sensitivity to the comments of others. In fact, his prior fiancé has broken off her relationship with him due to what she calls his “constant need for admiration and attention. He is completely self-centered.” After talking with Mike, you quickly find that he has no close friends. As he talks about people who have been close to him, he discounts them for one imperfection or another. These imperfections are all considered severe enough to warrant dismissing the person entirely. Mike makes a point of noting how many have betrayed their loyalty to him or have otherwise failed to give him the credit that he deserves. When asked about getting caught in the auto theft, he remarks that “well my dumb partner got me out of a hot situation by driving me out in a stolen get-a-way car.” (Word on the street has it that Mike was involved in a sour drug deal and was unlikely to have made it out alive if not for his partner.) Mike adds, “you know, I plan everything out perfectly, but you just cannot rely on anybody . . . if you want it done right, do it yourself.” Mike recently has been involved with another woman (unknown to his prior fiancé) who has become pregnant. When she told Mike he said “tough, you can go get an abortionor something, it isn’t like we were in love or something.” Then he laughed at her and toldher to go find some other guy who would shack up with her. Incidentally, Mike is a very attractive man and he likes to point that out on occasion. “Yeah, I was going to be a male model in L. A.,but my agent did not know what he was doing . . . could never get things settled out right . . . so I had to fire him.” Mike is very popular with women and has had a constant string of failed relationships due to what he calls “their inability to keep things exciting.” As Mike puts it “hey, I am too smart for this stuff. These people around me, they don’t deserve the good dummies. But me, well I know how to run things and get over on people. And I am not about to let these dummies get in my way. I got it all figured out . . . see?”
Effective Small Business Management: An Entrepreneurial Approach 9th Edition, 2009 IS ...
THE CHRONICLE OF HIGHER EDUCATIONNovember 8, 2002 -- vol. 49, .docxmattinsonjanel
THE CHRONICLE OF HIGHER EDUCATION
November 8, 2002 -- vol. 49, no. 11, p. B7
The Dangerous Myth of Grade Inflation
By Alfie Kohn
Grade inflation got started ... in the late '60s and early '70s.... The grades that faculty members now give ... deserve to be a scandal.
--Professor Harvey Mansfield, Harvard University, 2001
Grades A and B are sometimes given too readily -- Grade A for work of no very high merit, and Grade B for work not far above mediocrity. ... One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work.
--Report of the Committee on Raising the Standard, Harvard University, 1894
Complaints about grade inflation have been around for a very long time. Every so often a fresh flurry of publicity pushes the issue to the foreground again, the latest example being a series of articles in The Boston Globe last year that disclosed -- in a tone normally reserved for the discovery of entrenched corruption in state government -- that a lot of students at Harvard were receiving A's and being graduated with honors.
The fact that people were offering the same complaints more than a century ago puts the latest bout of harrumphing in perspective, not unlike those quotations about the disgraceful values of the younger generation that turn out to be hundreds of years old. The long history of indignation also pretty well derails any attempts to place the blame for higher grades on a residue of bleeding-heart liberal professors hired in the '60s. (Unless, of course, there was a similar countercultural phenomenon in the 1860s.)
Yet on campuses across America today, academe's usual requirements for supporting data and reasoned analysis have been suspended for some reason where this issue is concerned. It is largely accepted on faith that grade inflation -- an upward shift in students' grade-point averages without a similar rise in achievement -- exists, and that it is a bad thing. Meanwhile, the truly substantive issues surrounding grades and motivation have been obscured or ignored.
The fact is that it is hard to substantiate even the simple claim that grades have been rising. Depending on the time period we're talking about, that claim may well be false. In their book When Hope and Fear Collide (Jossey-Bass, 1998), Arthur Levine and Jeanette Cureton tell us that more undergraduates in 1993 reported receiving A's (and fewer reported receiving grades of C or below) compared with their counterparts in 1969 and 1976 surveys. Unfortunately, self-reports are notoriously unreliable, and the numbers become even more dubious when only a self-selected, and possibly unrepresentative, segment bothers to return the questionnaires. (One out of three failed to do so in 1993; no information is offered about the return rates in the earlier surveys.)
To get a more accurate picture of whether grades have changed over the years, one needs to look at official student tran ...
The chart is a guide rather than an absolute – feel free to modify.docxmattinsonjanel
The chart is a guide rather than an absolute – feel free to modify or adjust it as need to fit the specific ideas that you are developing.
Area: SALES
Specific Change Plans for Functional Areas
Capability Being Addressed
This can be pulled from the strategic proposal recommended in Part 2B
How do the recommended changes (details provided below) help improve the capability?
This is a logic "double check". Be sure you can show how the changes recommended below improve the capability and help address the product and market focus and add to accomplishment of the value proposition
Details of Specific Changes:
Proposed Changes in Resources
Proposed Changes to Management
Preferences
Proposed Changes to Organizational
Processes
Detailed Change Plans
(Lay out here the specifics of all recommended changes for this area. Modify the layout as necessary to account for the changes being recommended)
Proposed Change
Timing
Costs
On going impact on budget
On going impact on revenue
Wiki
Template
Part-‐2:
Gaps,
Issues
and
New
Strategy
BUSI
4940
–
Business
Policy
1
THE ENVIRONMENT/INDUSTRY
1. Drivers of change
Key drivers of change begin with the availability of substitute products. Many
other
companies can easily provide a substitute and the firm will have to find a way to
stand
out among them. Next would be the ability to differentiate yourself among other
firms
that pose a threat in the industry. Last, the political sector. The the federal, state,
and local governments could all shape the way healthcare is everywhere.
2. Key survival factors
Key survival factors would include making the firm stand out above the rest in the
industry and creating a name for itself. Second would be making sure there is a
broad
network of providers available for the customers. Giving the customer options
will
make the customer happy. Providing excellent customer service is key to any
firm in
the industry.
3. Product/Market and Value Proposition possibilities
Maintaining the use of heavy discounts will keep Careington in the competitive
market. They also concentrate on constantly innovating technology to make
sure that
they have the latest devices to offer their customers. To have high value proposition, Careington
will need to show their costumers that they can believe in them and trust them to
do the right thing. Showing the customers that they can always be on top of the
latest
technology and new age products will help build trust with the customers.
STRATEGY OF THE FIRM
1. Goals
Striving to promote the health and well being of their clients by continuing to
provide
low cost health care solutions. A lot of this concentration is on clients that cannot
afford health care very easily or that a ...
The Challenge of Choosing FoodFor this forum, please read http.docxmattinsonjanel
The Challenge of Choosing Food:
For this forum, please read: https://www.washingtonpost.com/lifestyle/food/no-food-is-healthy-not-even-kale/2016/01/15/4a5c2d24-ba52-11e5-829c-26ffb874a18d_story.html?postshare=3401453180639248&tid=ss_fb-bottom
The article is from the Washington Post, January 17, 2016, by Michael Ruhlmanentitled: "No Food is Healthy, Not even Kale."
Based on your reading in the textbook share the following information with your classmates:
(1) To what degree to you agree with article, "No Food is Healthy, Not even Kale." Do semantics count? Should we focus on foods that are described as nourishing (nutrient-dense) instead of foods described as healthy because the word "healthy" is a "bankrupt" word? Explain and refer to information from the article.
(2) Based on the article and the textbook reading (review pages 9-30), how challenging is it for you to choose nutritious foods that promote health? What factors drive your food choices? Explain to your classmates.
(3) What do you think is the biggest concern we face health-wise in the US today?
(4) What are some obstacles as to why we may not be eating as well as we would like to?
Please complete all questions, if you have any question let me knowv
Test file, (Do not modify it)
// $> javac -cp .:junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .:junit-cs211.jar ProperQueueTests #run tests
//
// On windows replace : with ; (colon with semicolon)
// $> javac -cp .;junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .;junit-cs211.jar ProperQueueTests #run tests
import org.junit.*;
import static org.junit.Assert.*;
import java.util.*;
public class ProperQueueTests {
public static void main(String args[]){
org.junit.runner.JUnitCore.main("ProperQueueTests");
}
/*
building queues:
- build small empty queue. (2)
- build larger empty queue. (11)
- build length-zero queue. (0)
*/
@Test(timeout=1000) public void ProperQueue_makeQueue_1(){
String expected = "";
ProperQueue q = new ProperQueue(2);
String actual = q.toString();
assertEquals(2, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void ProperQueue_makeQueue_2(){
String expected = "";
ProperQueue q = new ProperQueue(11);
String actual = q.toString();
assertEquals(11, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void Queue_makeQueue_3(){
String expected = "";
ProperQueue q = new ProperQueue(0);
String actual = q.toString();
assertEquals(0, q.getCapacity());
assertEquals(expected, actual);
}
/*
add/offer tests.
- add a single value to a short queue.
- fill up a small queue.
- over-add to a queue and witness it struggle.
- add many but don't finish filling a queue.
- make size-zero queue, adds fail, check it's still empty.
*/
@Test(timeout=1000) public void ProperQueue_add_1(){
String expecte ...
The Civil Rights Movement
Dr. James Patterson
Black Civil Rights Movement
Basic denial of civil rights (review)
Segregation in society
Inferior schools
Job discrimination
Political disenfranchisement
Over ½ lived below poverty level
Unemployment double national ave.
Ghettoes: gangs, drugs, substandard housing, crime
Early Victories
WWII egalitarianism and backlash against German racism
Jackie Robinson integrated professional baseball—1947
Desegregation of the armed forces ordered by president Truman—1948
Marian Anderson performed at the New York Metropolitan Opera House—1955
Increased interest in civil rights a result of Cold War propaganda
Brown v. Board of Education
1954 – Topeka, Kansas
Linda Brown: filed suit to attend a neighborhood school
“Separate educational institutions are inherently unequal.”
Overturned Plessy v. Ferguson
Court says: integrate "with all deliberate speed.”
What did this mean?
Linda Brown and Family
Circumvention of Brown v. Board of Education Ruling
White supremacist parents feared racial mixing and attempted to block black enrollment.
Ignored the integration issue
Token integration
Segregation through standardized placement tests
Segregation through private schools
Stalling through legal action
By 1964, 10 years after the Brown case, only 1% of black children attended truly integrated schools.
Little Rock High School
1957 courts order integration in Little Rock
9 black students enrolled.
Governor called out militia to block it.
Mobs replaced militia after recall.
Eisenhower ordered federal troops to protect the students.
Daily harassment
Courageous black students persevered.
Montgomery Bus Boycott
1955--Rosa Parks arrested for not giving up seat to white man
Boycott of bus system led by Martin Luther King, Jr.:
Walking, church busses, car pools, bicycles
Bus lines caught in the middle
Rosa Parks being Booked
Supreme Court ruled bus companies must integrate.
Inspired other protests:
Sit-ins, wade-ins, kneel-ins
Woolworth’s lunch counter
Montgomery Bus Boycott
Martin Luther King, Jr.
Martin Luther King, Jr.
Non-Violent
Influenced by Ghandi
“The blood may flow, but it must be our blood, not that of the white man.”
“Lord, we ain’t what we oughta be. We ain’t what we wanna be. We ain’t what we gonna be. But thank God, we ain’t what we was.”
Freedom Riders
Activists traveled from city to city to ignite the protest.
Bull Conner:
in Montgomery
Dogs
Whips
Water hoses
Cattle prods
Television
Public backlash
Civil Rights March (AL. 1965)
1963 - Washington, D.C. "I have a Dream“—200,000 Attended
Civil Rights Legislation
1964 - Civil Rights Act
1964 - 24th Amendment
Abolished Poll Tax
1965 Voting Rights Act
Affirmative action
Int ...
The Churchill CentreReturn to Full GraphicsThe Churchi.docxmattinsonjanel
The Churchill Centre
Return to Full Graphics
The Churchill Centre | Calendar | Churchill Facts | Speeches & Quotations | Publications and Resources |
News | Join The Centre! | Churchill Stores | Contact Us | Links | Search
Their Finest Hour
Sir Winston Churchill > Speeches & Quotations > Speeches
June 18, 1940
House of Commons
I spoke the other day of the colossal military disaster which occurred when the French High Command
failed to withdraw the northern Armies from Belgium at the moment when they knew that the French front
was decisively broken at Sedan and on the Meuse. This delay entailed the loss of fifteen or sixteen French
divisions and threw out of action for the critical period the whole of the British Expeditionary Force. Our
Army and 120,000 French troops were indeed rescued by the British Navy from Dunkirk but only with the
loss of their cannon, vehicles and modern equipment. This loss inevitably took some weeks to repair, and in
the first two of those weeks the battle in France has been lost. When we consider the heroic resistance
made by the French Army against heavy odds in this battle, the enormous losses inflicted upon the enemy
and the evident exhaustion of the enemy, it may well be the thought that these 25 divisions of the
best-trained and best-equipped troops might have turned the scale. However, General Weygand had to fight
without them. Only three British divisions or their equivalent were able to stand in the line with their French
comrades. They have suffered severely, but they have fought well. We sent every man we could to France
as fast as we could re-equip and transport their formations.
I am not reciting these facts for the purpose of recrimination. That I judge to be utterly futile and even
harmful. We cannot afford it. I recite them in order to explain why it was we did not have, as we could have
had, between twelve and fourteen British divisions fighting in the line in this great battle instead of only
three. Now I put all this aside. I put it on the shelf, from which the historians, when they have time, will
select their documents to tell their stories. We have to think of the future and not of the past. This also
applies in a small way to our own affairs at home. There are many who would hold an inquest in the House
of Commons on the conduct of the Governments-and of Parliaments, for they are in it, too-during the years
which led up to this catastrophe. They seek to indict those who were responsible for the guidance of our
affairs. This also would be a foolish and pernicious process. There are too many in it. Let each man search
his conscience and search his speeches. I frequently search mine.
Of this I am quite sure, that if we open a quarrel between the past and the present, we shall find that we
have lost the future. Therefore, I cannot accept the drawing of any distinctions between Members of the
present Government. It was formed at a moment of crisis in order to unite a ...
The Categorical Imperative (selections taken from The Foundati.docxmattinsonjanel
The Categorical Imperative (selections taken from The Foundations of the Metaphysics of
Morals)
Preface
As my concern here is with moral philosophy, I limit the question suggested to this:
Whether it is not of the utmost necessity to construct a pure thing which is only empirical and
which belongs to anthropology? for that such a philosophy must be possible is evident from the
common idea of duty and of the moral laws. Everyone must admit that if a law is to have moral
force, i.e., to be the basis of an obligation, it must carry with it absolute necessity; that, for
example, the precept, "Thou shalt not lie," is not valid for men alone, as if other rational beings
had no need to observe it; and so with all the other moral laws properly so called; that, therefore,
the basis of obligation must not be sought in the nature of man, or in the circumstances in the
world in which he is placed, but a priori simply in the conception of pure reason; and although
any other precept which is founded on principles of mere experience may be in certain respects
universal, yet in as far as it rests even in the least degree on an empirical basis, perhaps only as to
a motive, such a precept, while it may be a practical rule, can never be called a moral law…
What is the “Good Will?”
NOTHING can possibly be conceived in the world, or even out of it, which can be called
good, without qualification, except a good will. Intelligence, wit, judgement, and the other
talents of the mind, however they may be named, or courage, resolution, perseverance, as
qualities of temperament, are undoubtedly good and desirable in many respects; but these gifts of
nature may also become extremely bad and mischievous if the will which is to make use of them,
and which, therefore, constitutes what is called character, is not good. It is the same with the
gifts of fortune. Power, riches, honour, even health, and the general well-being and contentment
with one's condition which is called happiness, inspire pride, and often presumption, if there is
not a good will to correct the influence of these on the mind, and with this also to rectify the
whole principle of acting and adapt it to its end. The sight of a being who is not adorned with a
single feature of a pure and good will, enjoying unbroken prosperity, can never give pleasure to
an impartial rational spectator. Thus a good will appears to constitute the indispensable condition
even of being worthy of happiness.
There are even some qualities which are of service to this good will itself and may
facilitate its action, yet which have no intrinsic unconditional value, but always presuppose a
good will, and this qualifies the esteem that we justly have for them and does not permit us to
regard them as absolutely good. Moderation in the affections and passions, self-control, and calm
deliberation are not only good in many respects, but even seem to constitute part of th ...
The cave represents how we are trained to think, fell or act accor.docxmattinsonjanel
The cave represents how we are trained to think, fell or act according to society, following our own way and not the way intended for us. The shadows are merely a reflection of what they perceived to be reality instead of an illusion. The prisoners are trapped in society, each one of us who choose to stay trapped in our own way. The man that escapes is the person who no longer is a slave to society and can see the difference between reality and illusion. The day light can be compared to God’s will. When you don’t follow the plan that has been laid out for you by God, than you are trapped and you will only see illusions or reflections of reality. Escaping and choosing to go into “the light,” or following the will of God, only then can you be set free from your prison.
When looking at a piece of art, a painting, for example, at first glance the painting can appear to be something other what it is intended to be (reality). This reminds me of those pictures that everyone sees on social media, the picture that has circles all over it. When you look at the picture it appears that the circles are moving, but in reality the circles do not move at all. So art can more or less be perceived as more of an illusion.
An example of the picture can be seen here http://www.dailyhaha.com/_pics/movie_circles_illusion.jpg
Accepting illusion as reality happens a lot more times than we probably think. Anything that we see on T.V., Social Media, internet, or even dating, can all be perceived as an illusion at some point. Take dating for example; how a person acts on a date is most likely not how they would act to someone they have known for a while (illusion). Not all people pretend to be something different but in many cases they do. Recognizing what you failed to see after the initial first date and thereafter is how you would know what you first seen was just simply an illusion and therefore not reality, unless of course in reality they are simply a fake person I suppose. Following this pattern makes you realize most people do not appear to be who they are. A good “first impression” doesn’t necessarily mean much when thinking about illusions vs reality, because that’s all the “first impression” is in fact more or less an illusion.
People live in shadows because they fail to recognize reality and choose to continue to believe in illusions. With the growth of Social media, more and more people are falling victim to what things appear to be and will stay in the dark (cave). We as a society are imprisoned by what we see and read through news channels and social media. We will believe anything that comes across CNN or any news station (not fox news though) and let them make up our mind for us. People comment on any shooting victims and assume the cop was in the wrong and is racist, in reality that is not always the case.
It’s interesting to think in terms of appearance vs reality when viewing not only art, but the world. Not taking things for what they appear to ...
The Case Superior Foods Corporation Faces a ChallengeOn his way.docxmattinsonjanel
The Case: Superior Foods Corporation Faces a Challenge
On his way to the plant office, Jason Starnes passed by the production line where hundreds of gloved, uniformed workers were packing sausages and processed meats for shipment to grocery stores around the world.
Jason's company, Superior Foods Corporation, based in Wichita, Kansas, employed 30,000 people in eight countries and had beef and pork processing plants in Arkansas, California, Milwaukee, and Nebraska City. Since a landmark United States–Japan trade agreement signed in 1988, markets had opened up for major exports of American beef, now representing 10 percent of U.S. production. Products called “variety meats”—including intestines, hearts, brains, and tongues—were very much in demand for export to international markets.
Jason was in Nebraska City to talk with the plant manager, Ben Schroeder, about the U.S. outbreak of bovine spongiform encephalopathy (mad cow disease) and its impact on the plant. On December 23, 2011, the U.S. Department of Agriculture had announced that bovine spongiform encephalopathy had been discovered in a Holstein cow in Washington State. The global reaction was swift: Seven countries imposed either total or partial bans on the importation of U.S. beef, and thousands of people were chatting about it on blogs and social networking sites. Superior had moved quickly to intercept a container load of frozen Asian-bound beef from its shipping port in Los Angeles, and all other shipments were on hold.
After walking into Ben's office, Jason sat down across from him and said, “Ben, your plant has been a top producer of variety meats for Superior, and we have appreciated all your hard work out here. Unfortunately, it looks like we need to limit production for a while—at least three months, or until the bans get relaxed. I know Senator Nelson is working hard to get the bans lifted. In the meantime, we need to shut down production and lay off about 25 percent of your workers. I know it is going to be difficult, and I'm hoping we can work out a way to communicate this to your employees.”
...
The Case You can choose to discuss relativism in view of one .docxmattinsonjanel
The Case:
You can choose to discuss relativism in view of one of the following two cases:
The Case:
· Start by giving a brief explanation of relativism (200 words).
· what is the difference between ethical & cultural relativism. Then discuss, in view of relativism, how we can reconcile the apparent conflict between the need for enforcement of human rights standards with the need for protection of cultural diversity. (400 words).
...
The Case Study of Jim, Week Six The body or text (i.e., not rest.docxmattinsonjanel
The Case Study of Jim, Week Six
The body or text (i.e., not restating the question in your answer, not including your references or your signature) of your initial response should be at least 300 words of text to be considered substantive. You will see a red U for initial responses that are not at least 300 words. Note: your initial response to this required discussion will not count toward participation
The Case Study of Jim, Week 6
Title of Activity: In class discussion of the case study of Jim, Week Six
Objective: Review the concepts of the case study in Ch.13 of Personality and then relate Jim’s case to the theorists discussed during the week. In addition, summarize the entire case study.
1. Read “The Case of Jim” in Ch. 13 of Personality.
2. Discuss the case. This week, discussion should focus on social-cognitive theory.
3. Provide a summary of the entire case.
THE CASE OF JIM Twenty years ago Jim was assessed from various theoretical points of view: psychoanalytic, phenomenological, personal construct, and trait.
At the time, social-cognitive theory was just beginning to evolve, and thus he was not considered from this standpoint. Later, however, it was possible to gather at least some data from this theoretical standpoint as well. Although comparisons with earlier data may be problematic because of the time lapse, we can gain at least some insight into Jim’s personality from this theoretical point of view. We do so by considering
Jim’s goals, reinforcers he experiences, and his self-efficacy beliefs.
Jim was asked about his goals for the immediate future and for the long-range future. He felt that his immediate and long-term goals were pretty much the same: (1) getting to know his son and being a good parent, (2) becoming more accepting and less critical of his wife and others, and (3) feeling good about his professional work as a consultant.
Generally he feels that there is a good chance of achieving these goals but is guarded in that estimate, with some uncertainty about just how much he will be able to “get out of myself” and thereby be more able to give to his wife and child.
Jim also was asked about positive and aversive reinforcers, things that were important to him that he found rewarding or unpleasant.
Concerning positive reinforcers, Jim reported that money was “a biggie.”
In addition he emphasized time with loved ones, the glamour of going to an opening night, and generally going to the theater or movies.
He had a difficult time thinking of aversive reinforcers. He described writing as a struggle and then noted, “I’m having trouble with this.”
Jim also discussed another social-cognitive variable: his competencies or skills (both intellectual and social). He reported that he considered himself to be very bright and functioning at a very high intellectual level. He felt that he writes well from the standpoint of a clear, organized presentation, but he had not written anything that is innovative or creative. Ji ...
The Case of Missing Boots Made in ItalyYou can lead a shipper to.docxmattinsonjanel
The Case of Missing Boots Made in Italy
You can lead a shipper to the water, but if the horse does not want to drink…
Vocabulary:
Shipper: In commercial trade, the person who gives goods to a shipping company to be transported to a foreign destination; in export transactions, it is usually the exporter. Do not confuse the shipper with the shipping company or carrier.
Consignee: The person who is ultimately receiving the goods, generally the buyer or importer. Sometimes these people will designate a “notify party” to be notified when the goods arrive in the port of entry, so that customs clearance can be arranged and the goods picked up for further domestic transport.
Carrier: A company that transports goods (sometimes referred to as a “shipping company” or a “freight company”).
Forwarder (or “freight forwarder”): A forwarder is like a travel agent for cargo – forwarders organize the transport of your goods from departure to destination, and charge a fee for their services. There are many different kinds of forwarders. There are firms that act as both forwarders and carriers. Sometimes forwarders will have relationships with a whole string of carriers and other forwarders, so that the shipper only deals with the forwarder but in the end the goods are actually carrier by a series of independent transport companies.
NVOCC: Non-vessel operating common carrier. A “common carrier” in the legal terminology refers to a carrier who has accepted the additional legal burdens imposed on a company that regularly carries goods for a fee (as opposed to someone with a truck who might agree to help you out just this once because you’re in trouble).
Container: Large standard-sized metal boxes for transporting merchandise; you see them on the back of trucks, or stacked up outside of ports like Lego toys, or on top of large ocean-going container ships. The capacity of container vessels is measured in TEU (twenty-foot equivalent units; containers generally measure 20 or 40 feet long; large vessels can now carry in excess of 4,000 TEU). There are different kinds of containers for different purposes. For example, refrigerated containers (for transporting meat or fruit, for example) are called “reefers,” so be careful where you use this term.
Consolidator: When large companies ship a lot of goods, they are usually able to fill entire containers. However, shippers who ship smaller amounts (like the shipper in the example below), often have their goods “stuffed” (the industry term) along with other goods into the same container; hence, they are “consolidated.” Some firms specialize in consolidating various shipments from different shippers, these are “consolidators.” A load which requires consolidation is a “LCL” or less-than-full-container load, as opposed to a “FCL” – full-container-load.
Marine Insurance: This is a common term for cargo insurance for international shipments, even in cases where much of the transport is NOT by sea; “marine insurance ...
More Related Content
Similar to The Birth of Modern Science Galileo andDescartes , a lectur.docx
The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
The Case of Frank and Judy. During the past few years Frank an.docxmattinsonjanel
The Case of Frank and Judy.
During the past few years Frank and Judy have experienced many conflicts in their marriage. Although they have made attempts to resolve their problems by themselves, they have finally decided to seek the help of a professional marriage counselor. Even though they have been thinking about divorce with increasing frequency, they still have some hope that they can achieve a satisfactory marriage.
Three couples counselors, each holding a different set of values pertaining to marriage and the family, describe their approach to working with Frank and Judy. As you read these responses, think about the degree to which each represents what you might say and do if you were counseling this couple.
· Counselor A. This counselor believes it is not her place to bring her values pertaining to the family into the sessions. She is fully aware of her biases regarding marriage and divorce, but she does not impose them or expose them in all cases. Her primary interest is to help Frank and Judy discover what is best for them as individuals 459460and as a couple. She sees it as unethical to push her clients toward a definite course of action, and she lets them know that her job is to help them be honest with themselves.
·
· What are your reactions to this counselor's approach?
· ▪ What values of yours could interfere with your work with Frank and Judy?
Counselor B. This counselor has been married three times herself. Although she believes in marriage, she is quick to maintain that far too many couples stay in their marriages and suffer unnecessarily. She explores with Judy and Frank the conflicts that they bring to the sessions. The counselor's interventions are leading them in the direction of divorce as the desired course of action, especially after they express this as an option. She suggests a trial separation and states her willingness to counsel them individually, with some joint sessions. When Frank brings up his guilt and reluctance to divorce because of the welfare of the children, the counselor confronts him with the harm that is being done to them by a destructive marriage. She tells him that it is too much of a burden to put on the children to keep the family together.
· ▪ What, if any, ethical issues do you see in this case? Is this counselor exposing or imposing her values?
· ▪ Do you think this person should be a marriage counselor, given her bias?
· ▪ What interventions made by the counselor do you agree with? What are your areas of disagreement?
Counselor C. At the first session this counselor states his belief in the preservation of marriage and the family. He believes that many couples give up too soon in the face of difficulty. He says that most couples have unrealistically high expectations of what constitutes a “happy marriage.” The counselor lets it be known that his experience continues to teach him that divorce rarely solves any problems but instead creates new problems that are often worse. The counsel ...
The Case of MikeChapter 5 • Common Theoretical Counseling Perspe.docxmattinsonjanel
The Case of Mike
Chapter 5 • Common Theoretical Counseling Perspectives 135
Mike is a 20-year-old male who has just recently been released from jail. Mike is technically on probation for car theft, though he has been involved in crime to a much greater extent. Mike has been identified as a cocaine user and has been suspected, though not convicted, for dealing cocaine. Mike has been tested for drugs by his probation department and was found positive for cocaine. The county has mandated that Mike receive drug counseling but the drug counselor has referred Mike to your office because the drug counselor suspects that Mike has issues beyond simple drug addiction. In fact, the drug counselor’s notes suggest that Mike has Narcissistic personality disorder. Mike seems to have little regard for the feelings of others. Coupled with this is his complete sensitivity to the comments of others. In fact, his prior fiancé has broken off her relationship with him due to what she calls his “constant need for admiration and attention. He is completely self-centered.” After talking with Mike, you quickly find that he has no close friends. As he talks about people who have been close to him, he discounts them for one imperfection or another. These imperfections are all considered severe enough to warrant dismissing the person entirely. Mike makes a point of noting how many have betrayed their loyalty to him or have otherwise failed to give him the credit that he deserves. When asked about getting caught in the auto theft, he remarks that “well my dumb partner got me out of a hot situation by driving me out in a stolen get-a-way car.” (Word on the street has it that Mike was involved in a sour drug deal and was unlikely to have made it out alive if not for his partner.) Mike adds, “you know, I plan everything out perfectly, but you just cannot rely on anybody . . . if you want it done right, do it yourself.” Mike recently has been involved with another woman (unknown to his prior fiancé) who has become pregnant. When she told Mike he said “tough, you can go get an abortionor something, it isn’t like we were in love or something.” Then he laughed at her and toldher to go find some other guy who would shack up with her. Incidentally, Mike is a very attractive man and he likes to point that out on occasion. “Yeah, I was going to be a male model in L. A.,but my agent did not know what he was doing . . . could never get things settled out right . . . so I had to fire him.” Mike is very popular with women and has had a constant string of failed relationships due to what he calls “their inability to keep things exciting.” As Mike puts it “hey, I am too smart for this stuff. These people around me, they don’t deserve the good dummies. But me, well I know how to run things and get over on people. And I am not about to let these dummies get in my way. I got it all figured out . . . see?”
Effective Small Business Management: An Entrepreneurial Approach 9th Edition, 2009 IS ...
THE CHRONICLE OF HIGHER EDUCATIONNovember 8, 2002 -- vol. 49, .docxmattinsonjanel
THE CHRONICLE OF HIGHER EDUCATION
November 8, 2002 -- vol. 49, no. 11, p. B7
The Dangerous Myth of Grade Inflation
By Alfie Kohn
Grade inflation got started ... in the late '60s and early '70s.... The grades that faculty members now give ... deserve to be a scandal.
--Professor Harvey Mansfield, Harvard University, 2001
Grades A and B are sometimes given too readily -- Grade A for work of no very high merit, and Grade B for work not far above mediocrity. ... One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work.
--Report of the Committee on Raising the Standard, Harvard University, 1894
Complaints about grade inflation have been around for a very long time. Every so often a fresh flurry of publicity pushes the issue to the foreground again, the latest example being a series of articles in The Boston Globe last year that disclosed -- in a tone normally reserved for the discovery of entrenched corruption in state government -- that a lot of students at Harvard were receiving A's and being graduated with honors.
The fact that people were offering the same complaints more than a century ago puts the latest bout of harrumphing in perspective, not unlike those quotations about the disgraceful values of the younger generation that turn out to be hundreds of years old. The long history of indignation also pretty well derails any attempts to place the blame for higher grades on a residue of bleeding-heart liberal professors hired in the '60s. (Unless, of course, there was a similar countercultural phenomenon in the 1860s.)
Yet on campuses across America today, academe's usual requirements for supporting data and reasoned analysis have been suspended for some reason where this issue is concerned. It is largely accepted on faith that grade inflation -- an upward shift in students' grade-point averages without a similar rise in achievement -- exists, and that it is a bad thing. Meanwhile, the truly substantive issues surrounding grades and motivation have been obscured or ignored.
The fact is that it is hard to substantiate even the simple claim that grades have been rising. Depending on the time period we're talking about, that claim may well be false. In their book When Hope and Fear Collide (Jossey-Bass, 1998), Arthur Levine and Jeanette Cureton tell us that more undergraduates in 1993 reported receiving A's (and fewer reported receiving grades of C or below) compared with their counterparts in 1969 and 1976 surveys. Unfortunately, self-reports are notoriously unreliable, and the numbers become even more dubious when only a self-selected, and possibly unrepresentative, segment bothers to return the questionnaires. (One out of three failed to do so in 1993; no information is offered about the return rates in the earlier surveys.)
To get a more accurate picture of whether grades have changed over the years, one needs to look at official student tran ...
The chart is a guide rather than an absolute – feel free to modify.docxmattinsonjanel
The chart is a guide rather than an absolute – feel free to modify or adjust it as need to fit the specific ideas that you are developing.
Area: SALES
Specific Change Plans for Functional Areas
Capability Being Addressed
This can be pulled from the strategic proposal recommended in Part 2B
How do the recommended changes (details provided below) help improve the capability?
This is a logic "double check". Be sure you can show how the changes recommended below improve the capability and help address the product and market focus and add to accomplishment of the value proposition
Details of Specific Changes:
Proposed Changes in Resources
Proposed Changes to Management
Preferences
Proposed Changes to Organizational
Processes
Detailed Change Plans
(Lay out here the specifics of all recommended changes for this area. Modify the layout as necessary to account for the changes being recommended)
Proposed Change
Timing
Costs
On going impact on budget
On going impact on revenue
Wiki
Template
Part-‐2:
Gaps,
Issues
and
New
Strategy
BUSI
4940
–
Business
Policy
1
THE ENVIRONMENT/INDUSTRY
1. Drivers of change
Key drivers of change begin with the availability of substitute products. Many
other
companies can easily provide a substitute and the firm will have to find a way to
stand
out among them. Next would be the ability to differentiate yourself among other
firms
that pose a threat in the industry. Last, the political sector. The the federal, state,
and local governments could all shape the way healthcare is everywhere.
2. Key survival factors
Key survival factors would include making the firm stand out above the rest in the
industry and creating a name for itself. Second would be making sure there is a
broad
network of providers available for the customers. Giving the customer options
will
make the customer happy. Providing excellent customer service is key to any
firm in
the industry.
3. Product/Market and Value Proposition possibilities
Maintaining the use of heavy discounts will keep Careington in the competitive
market. They also concentrate on constantly innovating technology to make
sure that
they have the latest devices to offer their customers. To have high value proposition, Careington
will need to show their costumers that they can believe in them and trust them to
do the right thing. Showing the customers that they can always be on top of the
latest
technology and new age products will help build trust with the customers.
STRATEGY OF THE FIRM
1. Goals
Striving to promote the health and well being of their clients by continuing to
provide
low cost health care solutions. A lot of this concentration is on clients that cannot
afford health care very easily or that a ...
The Challenge of Choosing FoodFor this forum, please read http.docxmattinsonjanel
The Challenge of Choosing Food:
For this forum, please read: https://www.washingtonpost.com/lifestyle/food/no-food-is-healthy-not-even-kale/2016/01/15/4a5c2d24-ba52-11e5-829c-26ffb874a18d_story.html?postshare=3401453180639248&tid=ss_fb-bottom
The article is from the Washington Post, January 17, 2016, by Michael Ruhlmanentitled: "No Food is Healthy, Not even Kale."
Based on your reading in the textbook share the following information with your classmates:
(1) To what degree to you agree with article, "No Food is Healthy, Not even Kale." Do semantics count? Should we focus on foods that are described as nourishing (nutrient-dense) instead of foods described as healthy because the word "healthy" is a "bankrupt" word? Explain and refer to information from the article.
(2) Based on the article and the textbook reading (review pages 9-30), how challenging is it for you to choose nutritious foods that promote health? What factors drive your food choices? Explain to your classmates.
(3) What do you think is the biggest concern we face health-wise in the US today?
(4) What are some obstacles as to why we may not be eating as well as we would like to?
Please complete all questions, if you have any question let me knowv
Test file, (Do not modify it)
// $> javac -cp .:junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .:junit-cs211.jar ProperQueueTests #run tests
//
// On windows replace : with ; (colon with semicolon)
// $> javac -cp .;junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .;junit-cs211.jar ProperQueueTests #run tests
import org.junit.*;
import static org.junit.Assert.*;
import java.util.*;
public class ProperQueueTests {
public static void main(String args[]){
org.junit.runner.JUnitCore.main("ProperQueueTests");
}
/*
building queues:
- build small empty queue. (2)
- build larger empty queue. (11)
- build length-zero queue. (0)
*/
@Test(timeout=1000) public void ProperQueue_makeQueue_1(){
String expected = "";
ProperQueue q = new ProperQueue(2);
String actual = q.toString();
assertEquals(2, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void ProperQueue_makeQueue_2(){
String expected = "";
ProperQueue q = new ProperQueue(11);
String actual = q.toString();
assertEquals(11, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void Queue_makeQueue_3(){
String expected = "";
ProperQueue q = new ProperQueue(0);
String actual = q.toString();
assertEquals(0, q.getCapacity());
assertEquals(expected, actual);
}
/*
add/offer tests.
- add a single value to a short queue.
- fill up a small queue.
- over-add to a queue and witness it struggle.
- add many but don't finish filling a queue.
- make size-zero queue, adds fail, check it's still empty.
*/
@Test(timeout=1000) public void ProperQueue_add_1(){
String expecte ...
The Civil Rights Movement
Dr. James Patterson
Black Civil Rights Movement
Basic denial of civil rights (review)
Segregation in society
Inferior schools
Job discrimination
Political disenfranchisement
Over ½ lived below poverty level
Unemployment double national ave.
Ghettoes: gangs, drugs, substandard housing, crime
Early Victories
WWII egalitarianism and backlash against German racism
Jackie Robinson integrated professional baseball—1947
Desegregation of the armed forces ordered by president Truman—1948
Marian Anderson performed at the New York Metropolitan Opera House—1955
Increased interest in civil rights a result of Cold War propaganda
Brown v. Board of Education
1954 – Topeka, Kansas
Linda Brown: filed suit to attend a neighborhood school
“Separate educational institutions are inherently unequal.”
Overturned Plessy v. Ferguson
Court says: integrate "with all deliberate speed.”
What did this mean?
Linda Brown and Family
Circumvention of Brown v. Board of Education Ruling
White supremacist parents feared racial mixing and attempted to block black enrollment.
Ignored the integration issue
Token integration
Segregation through standardized placement tests
Segregation through private schools
Stalling through legal action
By 1964, 10 years after the Brown case, only 1% of black children attended truly integrated schools.
Little Rock High School
1957 courts order integration in Little Rock
9 black students enrolled.
Governor called out militia to block it.
Mobs replaced militia after recall.
Eisenhower ordered federal troops to protect the students.
Daily harassment
Courageous black students persevered.
Montgomery Bus Boycott
1955--Rosa Parks arrested for not giving up seat to white man
Boycott of bus system led by Martin Luther King, Jr.:
Walking, church busses, car pools, bicycles
Bus lines caught in the middle
Rosa Parks being Booked
Supreme Court ruled bus companies must integrate.
Inspired other protests:
Sit-ins, wade-ins, kneel-ins
Woolworth’s lunch counter
Montgomery Bus Boycott
Martin Luther King, Jr.
Martin Luther King, Jr.
Non-Violent
Influenced by Ghandi
“The blood may flow, but it must be our blood, not that of the white man.”
“Lord, we ain’t what we oughta be. We ain’t what we wanna be. We ain’t what we gonna be. But thank God, we ain’t what we was.”
Freedom Riders
Activists traveled from city to city to ignite the protest.
Bull Conner:
in Montgomery
Dogs
Whips
Water hoses
Cattle prods
Television
Public backlash
Civil Rights March (AL. 1965)
1963 - Washington, D.C. "I have a Dream“—200,000 Attended
Civil Rights Legislation
1964 - Civil Rights Act
1964 - 24th Amendment
Abolished Poll Tax
1965 Voting Rights Act
Affirmative action
Int ...
The Churchill CentreReturn to Full GraphicsThe Churchi.docxmattinsonjanel
The Churchill Centre
Return to Full Graphics
The Churchill Centre | Calendar | Churchill Facts | Speeches & Quotations | Publications and Resources |
News | Join The Centre! | Churchill Stores | Contact Us | Links | Search
Their Finest Hour
Sir Winston Churchill > Speeches & Quotations > Speeches
June 18, 1940
House of Commons
I spoke the other day of the colossal military disaster which occurred when the French High Command
failed to withdraw the northern Armies from Belgium at the moment when they knew that the French front
was decisively broken at Sedan and on the Meuse. This delay entailed the loss of fifteen or sixteen French
divisions and threw out of action for the critical period the whole of the British Expeditionary Force. Our
Army and 120,000 French troops were indeed rescued by the British Navy from Dunkirk but only with the
loss of their cannon, vehicles and modern equipment. This loss inevitably took some weeks to repair, and in
the first two of those weeks the battle in France has been lost. When we consider the heroic resistance
made by the French Army against heavy odds in this battle, the enormous losses inflicted upon the enemy
and the evident exhaustion of the enemy, it may well be the thought that these 25 divisions of the
best-trained and best-equipped troops might have turned the scale. However, General Weygand had to fight
without them. Only three British divisions or their equivalent were able to stand in the line with their French
comrades. They have suffered severely, but they have fought well. We sent every man we could to France
as fast as we could re-equip and transport their formations.
I am not reciting these facts for the purpose of recrimination. That I judge to be utterly futile and even
harmful. We cannot afford it. I recite them in order to explain why it was we did not have, as we could have
had, between twelve and fourteen British divisions fighting in the line in this great battle instead of only
three. Now I put all this aside. I put it on the shelf, from which the historians, when they have time, will
select their documents to tell their stories. We have to think of the future and not of the past. This also
applies in a small way to our own affairs at home. There are many who would hold an inquest in the House
of Commons on the conduct of the Governments-and of Parliaments, for they are in it, too-during the years
which led up to this catastrophe. They seek to indict those who were responsible for the guidance of our
affairs. This also would be a foolish and pernicious process. There are too many in it. Let each man search
his conscience and search his speeches. I frequently search mine.
Of this I am quite sure, that if we open a quarrel between the past and the present, we shall find that we
have lost the future. Therefore, I cannot accept the drawing of any distinctions between Members of the
present Government. It was formed at a moment of crisis in order to unite a ...
The Categorical Imperative (selections taken from The Foundati.docxmattinsonjanel
The Categorical Imperative (selections taken from The Foundations of the Metaphysics of
Morals)
Preface
As my concern here is with moral philosophy, I limit the question suggested to this:
Whether it is not of the utmost necessity to construct a pure thing which is only empirical and
which belongs to anthropology? for that such a philosophy must be possible is evident from the
common idea of duty and of the moral laws. Everyone must admit that if a law is to have moral
force, i.e., to be the basis of an obligation, it must carry with it absolute necessity; that, for
example, the precept, "Thou shalt not lie," is not valid for men alone, as if other rational beings
had no need to observe it; and so with all the other moral laws properly so called; that, therefore,
the basis of obligation must not be sought in the nature of man, or in the circumstances in the
world in which he is placed, but a priori simply in the conception of pure reason; and although
any other precept which is founded on principles of mere experience may be in certain respects
universal, yet in as far as it rests even in the least degree on an empirical basis, perhaps only as to
a motive, such a precept, while it may be a practical rule, can never be called a moral law…
What is the “Good Will?”
NOTHING can possibly be conceived in the world, or even out of it, which can be called
good, without qualification, except a good will. Intelligence, wit, judgement, and the other
talents of the mind, however they may be named, or courage, resolution, perseverance, as
qualities of temperament, are undoubtedly good and desirable in many respects; but these gifts of
nature may also become extremely bad and mischievous if the will which is to make use of them,
and which, therefore, constitutes what is called character, is not good. It is the same with the
gifts of fortune. Power, riches, honour, even health, and the general well-being and contentment
with one's condition which is called happiness, inspire pride, and often presumption, if there is
not a good will to correct the influence of these on the mind, and with this also to rectify the
whole principle of acting and adapt it to its end. The sight of a being who is not adorned with a
single feature of a pure and good will, enjoying unbroken prosperity, can never give pleasure to
an impartial rational spectator. Thus a good will appears to constitute the indispensable condition
even of being worthy of happiness.
There are even some qualities which are of service to this good will itself and may
facilitate its action, yet which have no intrinsic unconditional value, but always presuppose a
good will, and this qualifies the esteem that we justly have for them and does not permit us to
regard them as absolutely good. Moderation in the affections and passions, self-control, and calm
deliberation are not only good in many respects, but even seem to constitute part of th ...
The cave represents how we are trained to think, fell or act accor.docxmattinsonjanel
The cave represents how we are trained to think, fell or act according to society, following our own way and not the way intended for us. The shadows are merely a reflection of what they perceived to be reality instead of an illusion. The prisoners are trapped in society, each one of us who choose to stay trapped in our own way. The man that escapes is the person who no longer is a slave to society and can see the difference between reality and illusion. The day light can be compared to God’s will. When you don’t follow the plan that has been laid out for you by God, than you are trapped and you will only see illusions or reflections of reality. Escaping and choosing to go into “the light,” or following the will of God, only then can you be set free from your prison.
When looking at a piece of art, a painting, for example, at first glance the painting can appear to be something other what it is intended to be (reality). This reminds me of those pictures that everyone sees on social media, the picture that has circles all over it. When you look at the picture it appears that the circles are moving, but in reality the circles do not move at all. So art can more or less be perceived as more of an illusion.
An example of the picture can be seen here http://www.dailyhaha.com/_pics/movie_circles_illusion.jpg
Accepting illusion as reality happens a lot more times than we probably think. Anything that we see on T.V., Social Media, internet, or even dating, can all be perceived as an illusion at some point. Take dating for example; how a person acts on a date is most likely not how they would act to someone they have known for a while (illusion). Not all people pretend to be something different but in many cases they do. Recognizing what you failed to see after the initial first date and thereafter is how you would know what you first seen was just simply an illusion and therefore not reality, unless of course in reality they are simply a fake person I suppose. Following this pattern makes you realize most people do not appear to be who they are. A good “first impression” doesn’t necessarily mean much when thinking about illusions vs reality, because that’s all the “first impression” is in fact more or less an illusion.
People live in shadows because they fail to recognize reality and choose to continue to believe in illusions. With the growth of Social media, more and more people are falling victim to what things appear to be and will stay in the dark (cave). We as a society are imprisoned by what we see and read through news channels and social media. We will believe anything that comes across CNN or any news station (not fox news though) and let them make up our mind for us. People comment on any shooting victims and assume the cop was in the wrong and is racist, in reality that is not always the case.
It’s interesting to think in terms of appearance vs reality when viewing not only art, but the world. Not taking things for what they appear to ...
The Case Superior Foods Corporation Faces a ChallengeOn his way.docxmattinsonjanel
The Case: Superior Foods Corporation Faces a Challenge
On his way to the plant office, Jason Starnes passed by the production line where hundreds of gloved, uniformed workers were packing sausages and processed meats for shipment to grocery stores around the world.
Jason's company, Superior Foods Corporation, based in Wichita, Kansas, employed 30,000 people in eight countries and had beef and pork processing plants in Arkansas, California, Milwaukee, and Nebraska City. Since a landmark United States–Japan trade agreement signed in 1988, markets had opened up for major exports of American beef, now representing 10 percent of U.S. production. Products called “variety meats”—including intestines, hearts, brains, and tongues—were very much in demand for export to international markets.
Jason was in Nebraska City to talk with the plant manager, Ben Schroeder, about the U.S. outbreak of bovine spongiform encephalopathy (mad cow disease) and its impact on the plant. On December 23, 2011, the U.S. Department of Agriculture had announced that bovine spongiform encephalopathy had been discovered in a Holstein cow in Washington State. The global reaction was swift: Seven countries imposed either total or partial bans on the importation of U.S. beef, and thousands of people were chatting about it on blogs and social networking sites. Superior had moved quickly to intercept a container load of frozen Asian-bound beef from its shipping port in Los Angeles, and all other shipments were on hold.
After walking into Ben's office, Jason sat down across from him and said, “Ben, your plant has been a top producer of variety meats for Superior, and we have appreciated all your hard work out here. Unfortunately, it looks like we need to limit production for a while—at least three months, or until the bans get relaxed. I know Senator Nelson is working hard to get the bans lifted. In the meantime, we need to shut down production and lay off about 25 percent of your workers. I know it is going to be difficult, and I'm hoping we can work out a way to communicate this to your employees.”
...
The Case You can choose to discuss relativism in view of one .docxmattinsonjanel
The Case:
You can choose to discuss relativism in view of one of the following two cases:
The Case:
· Start by giving a brief explanation of relativism (200 words).
· what is the difference between ethical & cultural relativism. Then discuss, in view of relativism, how we can reconcile the apparent conflict between the need for enforcement of human rights standards with the need for protection of cultural diversity. (400 words).
...
The Case Study of Jim, Week Six The body or text (i.e., not rest.docxmattinsonjanel
The Case Study of Jim, Week Six
The body or text (i.e., not restating the question in your answer, not including your references or your signature) of your initial response should be at least 300 words of text to be considered substantive. You will see a red U for initial responses that are not at least 300 words. Note: your initial response to this required discussion will not count toward participation
The Case Study of Jim, Week 6
Title of Activity: In class discussion of the case study of Jim, Week Six
Objective: Review the concepts of the case study in Ch.13 of Personality and then relate Jim’s case to the theorists discussed during the week. In addition, summarize the entire case study.
1. Read “The Case of Jim” in Ch. 13 of Personality.
2. Discuss the case. This week, discussion should focus on social-cognitive theory.
3. Provide a summary of the entire case.
THE CASE OF JIM Twenty years ago Jim was assessed from various theoretical points of view: psychoanalytic, phenomenological, personal construct, and trait.
At the time, social-cognitive theory was just beginning to evolve, and thus he was not considered from this standpoint. Later, however, it was possible to gather at least some data from this theoretical standpoint as well. Although comparisons with earlier data may be problematic because of the time lapse, we can gain at least some insight into Jim’s personality from this theoretical point of view. We do so by considering
Jim’s goals, reinforcers he experiences, and his self-efficacy beliefs.
Jim was asked about his goals for the immediate future and for the long-range future. He felt that his immediate and long-term goals were pretty much the same: (1) getting to know his son and being a good parent, (2) becoming more accepting and less critical of his wife and others, and (3) feeling good about his professional work as a consultant.
Generally he feels that there is a good chance of achieving these goals but is guarded in that estimate, with some uncertainty about just how much he will be able to “get out of myself” and thereby be more able to give to his wife and child.
Jim also was asked about positive and aversive reinforcers, things that were important to him that he found rewarding or unpleasant.
Concerning positive reinforcers, Jim reported that money was “a biggie.”
In addition he emphasized time with loved ones, the glamour of going to an opening night, and generally going to the theater or movies.
He had a difficult time thinking of aversive reinforcers. He described writing as a struggle and then noted, “I’m having trouble with this.”
Jim also discussed another social-cognitive variable: his competencies or skills (both intellectual and social). He reported that he considered himself to be very bright and functioning at a very high intellectual level. He felt that he writes well from the standpoint of a clear, organized presentation, but he had not written anything that is innovative or creative. Ji ...
The Case of Missing Boots Made in ItalyYou can lead a shipper to.docxmattinsonjanel
The Case of Missing Boots Made in Italy
You can lead a shipper to the water, but if the horse does not want to drink…
Vocabulary:
Shipper: In commercial trade, the person who gives goods to a shipping company to be transported to a foreign destination; in export transactions, it is usually the exporter. Do not confuse the shipper with the shipping company or carrier.
Consignee: The person who is ultimately receiving the goods, generally the buyer or importer. Sometimes these people will designate a “notify party” to be notified when the goods arrive in the port of entry, so that customs clearance can be arranged and the goods picked up for further domestic transport.
Carrier: A company that transports goods (sometimes referred to as a “shipping company” or a “freight company”).
Forwarder (or “freight forwarder”): A forwarder is like a travel agent for cargo – forwarders organize the transport of your goods from departure to destination, and charge a fee for their services. There are many different kinds of forwarders. There are firms that act as both forwarders and carriers. Sometimes forwarders will have relationships with a whole string of carriers and other forwarders, so that the shipper only deals with the forwarder but in the end the goods are actually carrier by a series of independent transport companies.
NVOCC: Non-vessel operating common carrier. A “common carrier” in the legal terminology refers to a carrier who has accepted the additional legal burdens imposed on a company that regularly carries goods for a fee (as opposed to someone with a truck who might agree to help you out just this once because you’re in trouble).
Container: Large standard-sized metal boxes for transporting merchandise; you see them on the back of trucks, or stacked up outside of ports like Lego toys, or on top of large ocean-going container ships. The capacity of container vessels is measured in TEU (twenty-foot equivalent units; containers generally measure 20 or 40 feet long; large vessels can now carry in excess of 4,000 TEU). There are different kinds of containers for different purposes. For example, refrigerated containers (for transporting meat or fruit, for example) are called “reefers,” so be careful where you use this term.
Consolidator: When large companies ship a lot of goods, they are usually able to fill entire containers. However, shippers who ship smaller amounts (like the shipper in the example below), often have their goods “stuffed” (the industry term) along with other goods into the same container; hence, they are “consolidated.” Some firms specialize in consolidating various shipments from different shippers, these are “consolidators.” A load which requires consolidation is a “LCL” or less-than-full-container load, as opposed to a “FCL” – full-container-load.
Marine Insurance: This is a common term for cargo insurance for international shipments, even in cases where much of the transport is NOT by sea; “marine insurance ...
The Cardiovascular SystemNSCI281 Version 51University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
1
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
Layer 1 (p. 470)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
Layer 2 (p. 470)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 3 (p. 471)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 4 (pp. 471-472)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
Layer 5 (p. 472)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
Layer 6 (pp. 472-473)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
X. .
Exercise 9.7a: Imaging—Aortic Arch
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
X. .
Y. .
Z. .
AA. .
Exercise 9.7b: Imaging—Aortic Arch
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
Layer 2 (pp. 474-475)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 3 (p. 475)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 4 (p. 476)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
Layer 5 (pp. 476-477)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 6 (p. 476)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The Cardiovascular SystemNSCI281 Version 55University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
5
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
Layer 1 (p. 470)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
Layer 2 (p. 470)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 3 (p. 471)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 4 (pp. 471-472)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
Layer 5 (p. 472)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
Layer 6 (pp. 472-473)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
X. .
Exercise 9.7a: Imaging—Aortic Arch
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
X. .
Y. .
Z. .
AA. .
Exercise 9.7b: Imaging—Aortic Arch
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
Layer 2 (pp. 474-475)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 3 (p. 475)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 4 (p. 476)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
Layer 5 (pp. 476-477)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
Layer 6 (p. 476)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The British Airways Swipe Card Debacle case study;On Friday, Jul.docxmattinsonjanel
The British Airways Swipe Card Debacle case study;
On Friday, July 18, 2003, British Airways staff in Terminals 1 and 4 at London’s busy Heathrow Airport held a 24 hour wildcat strike. The strike was not officially sanctioned by the trade unions but was spontaneous action by over 250 check in staff who walked out at 4 pm. The wildcat strike occurred at the start of a peak holiday season weekend which led to chaotic scenes at Heathrow. Some 60 departure flights were grounded and over 10,000 passengers left stranded. The situation was heralded as the worst industrial situation BA had faced since 1997 when a strike was called by its cabin crew. BA response was to cancel its services from both terminals, apologize for the disruption and ask those who were due to fly not to go to the airport as they would be unable to service them. BA also set up a tent outside Heathrow to provide refreshments and police were called in to manage the crow. BA was criticized by many American visitors who were trying to fly back to the US for not providing them with sufficient information about what was going on. Staff returned to work on Saturday evening but the effects of the strike flowed on through the weekend. By Monday morning July 21, BA reported that Heathrow was still extremely busy. There is still a large backlog of more than 1000 passengers from services cancelled over the weekend. We are doing everything we can to get these passengers away in the next couple of days. As a result of the strike BA lost around 40 million and its reputation was severely dented. The strike also came at a time when BA was still recovering from other environmental jolts such as 9/11 the Iraqi war, SARS, and inroads on its markets from budget airlines. Afterwards BA revealed that it lost over 100,000 customers a result of the dispute.
BA staff were protesting the introduction of a system for electronic clocking in that would record when they started and finished work for the day. Staff were concerned that the system would enable managers to manipulate their working patterns and shift hours. The clocking in system was one small part of a broader restructuring program in BA, titled the Future Size and Shape recovery program. Over the previous two years this had led to approximately 13,000 or almost one in four jobs, being cut within the airline. As The Economist noted, the side effects of these cuts were emerging with delayed departures resulting from a shortage of ground staff at Gatwick and a high rate of sickness causing the airline to hire in aircraft and crew to fill gaps. Rising absenteeism is a sure sign of stress in an organization that is contracting. For BA management introduction of the swipe card system was a way of modernizing BA and improving the efficient use of staff and resources. As one BA official was quoted as saying We needed to simplify things and bring in the best system to manage people. For staff it was seen as a prelude to a radical shakeup in working ...
The Case Abstract Accuracy International (AI) is a s.docxmattinsonjanel
The Case
Abstract
Accuracy International (AI) is a specialist British firearms manufacturer based in Portsmouth,
Hampshire, England and best known for producing the Accuracy International Arctic Warfare
series of precision sniper rifles. The company was established in 1978 by British Olympic shooting
gold medallist Malcolm Cooper, MBE (1947–2001), Sarah Cooper, Martin Kay, and the designers
of the weapons, Dave Walls and Dave Craig. All were highly skilled international or national target
shooters. Accuracy International's high-accuracy sniper rifles are in use with many military units
and police departments around the world. Accuracy International went into liquidation in 2005, and
was bought by a British consortium including the original design team of Dave Walls and Dave
Craig.
Earlier this year, AI's computer network was hit by a data stealing malware which cost thousands of
pounds to recover from. Also last year there have been a couple of incidents of industrial
espionage, involving staff who were later sacked and prosecuted.
As part of an ongoing covert investigation, the head of Security at AI (DG) has hired you to
conduct a forensic investigation on an image of a USB device. The USB device, it is a non-
company issued device, allegedly belonging to an employee Christian Macleod, a consultant and
technical manager at AI for more than six years.
Case details
Christian’s manager, David Bolton, is the regional manager and head of R&D and has been
working at AI for the last three years. David initiated this fact finding covert investigation which is
conducted with the support of the head of Security at AI.
The USB device in question allegedly was removed from Christian's workstation at AI while he
was out of the office for lunch, the device was imaged and then it was plugged in back into
Christian's workstation. You have been provided with a copy of that image (the original copy is at
the moment secure in a secure locker at the security department).
You have been told by DG that Dave was alarmed by some of the work practices of Christian and
that prompted him to start this investigation by contacting the Head of Security at AI. According to
Dave, Christian would bring in devices such as his iPod and his iPhone and he would often plug
these into his workstation. There is no policy against personal music devices and there is no
BYOD policy but there is a strict policy against copying corporate data is any personal device. The
company's policy states that such data is not to be stored unencrypted, on unauthorised, non
company approved devices. According to DG, Dave has reasons to believe that an earlier malware
infection incident at AI had its origins in one of Christian's personal devices.
Supporting information
1. You need to be aware that Dave and Christian do not get along as they had a few verbal exchanges
in the last year. Christian has filled in a ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
The Birth of Modern Science Galileo andDescartes , a lectur.docx
1. The Birth of Modern Science: Galileo and
Descartes , a lecture by Ricardo Nirenberg. Fall
1996, the University at Albany, Project
Renaissance.
UNITY AND DIVERSITY
Last time I left you with a question whose answer I do not
know. The question was: why do human
beings search for unity? Not only is the answer unknown, but
the question itself risks being badly
misunderstood. What kind of unity am I talking about? The
Renaissance, whose name this Project has proudly
donned, was also the time, as you must have read in Ortega's
book, when Spain achieved political and religious
unity by expelling Jews and Muslims, people who had lived
there in relative peace for many centuries. Hitler
too screamed: "Ein Volk! Ein Reich!" (One nation, one state),
and killed the Jews and the Gypsies. We saw in
the Soviet Union, in Bosnia, in Rwanda, and in many other
places the search for unity—ethnic, religious,
ideological—as the prelude to, and excuse for, massacre. So you
may say, "Who wants unity? What we want is
diversity!" And indeed, if that's the unity I mean, you would be
right. But that, of course, is not the unity I
mean. What I really mean by unity and oneness will be clarified
only after we talk about the beginnings of
modern science and philosophy and about those two founding
figures, Galileo and Descartes.
As a consequence of the horrors of this century, the word and
the concept "unity" or "oneness," which
used to have a supreme value for both Western and Eastern
2. thought, have become profoundly unfashionable
among Western intellectuals. But nothing is more interesting
than to re-think unfashionable thoughts, to think
them through yet again. In our own country, the rejection of
unity was taught by a professor at Harvard, the
influential philosopher William James (1842-1910). He
ventured the idea that there exist worlds which are
totally disconnected, meaning that an event in one world cannot
influence another world: no cause-effect
relation obtains between those separate worlds. He called this
doctrine "pluralism," and gave, as unassailable
example of disconnected worlds, the dreams of two dreamers.
He didn't mean it metaphorically, as when
politicians say, "the American dream," or as when Martin
Luther King said, "I have a dream": those dreams are
understood to be shared. No, he meant the dreams of two
different people who are sleeping. Whether or not two
such worlds are really disconnected, let us discuss Galileo and
Descartes, who dealt with unity and
disconnection in their own, and extremely influential, ways.
GALILEO
Galileo Galilei was born in Pisa (modern Italy) in 1564; thus he
was of the same generation as Kepler
(about whom we talked in the last lecture). At age eighteen
Galileo had to quit his studies at the University of
Pisa because his family couldn't afford the tuition and the
university wouldn't give him financial aid; at age
twenty-five, however, he was named professor of mathematics
there. The generation of Galileo, to which
Kepler and Descartes belonged among many other illustrious
men, is the starting point for Ortega's meditation
in his book: it was, he says, a time of crisis. Why was it a
crisis? The word "crisis" comes from the Greek verb
3. "krinein," meaning to choose, to decide between alternatives. At
a time of crisis people must, as always, decide,
but it is specially hard to know how to decide, which alternative
to choose: even the most knowledgeable
The Birth of Modern Science: Galileo and Descartes , a lecture
... http://www.albany.edu/~rn774/fall96/science2.html
1 of 7 4/17/15, 9:28 PM
people find it difficult or impossible to decide; Galileo, for
example, who certainly knew astronomy and
contributed important discoveries to it—the moons of Jupiter,
the phases of Venus, the sun-spots, the fact that
the Milky Way is a conglomerate of stars, etc.—, thought that
Kepler's new system of elliptical orbits was
wrong, and before him, Tycho Brahe thought that Copernicus'
heliocentric theory was wrong. One could go on
with these sobering examples, but the important thing to keep in
mind is that the 1600's was a time when a
systematic view of the world, which is called "Scholasticism"
because it was taught at schools and universities
and which was based to a large extent on ancient texts—Euclid,
Aristotle, Ptolemy, etc.—, was being gradually
replaced by another systematic view, which we usually call
"Modern Science." It is often asserted that the
difference between the two views is the use of experiments (not
used in the old view, used in the modern one):
there is truth in this, but it is a very partial and superficial
truth. Medieval people and the Scholastics were not
set against experiments; but in order to carry out experiments
one must know beforehand what one is trying to
find, what questions one is trying to answer.
4. The true difference between the old view and the new one is
metaphysical. To understand what is at
stake here, we must first define what is meant by metaphysics.
Originally, the word meant simply those works
of Aristotle which came after (in Greek meta) his works on
Physics, in the received, traditional arrangement of
his works. Aristotle himself called his "Metaphysics" by a
different name: "First (or Basic) Philosophy." The
word, however, came to signify something quite different.
Here's a brief definition of what metaphysics came
to mean: it is the study and the doctrine of internal, active
principles in things. Metaphysics assumes that there
are such internal, inner, or intrinsic principles or virtues (a
Latin word which means, more or less, "force") in
things; in other words, by its very being, each thing in the
universe exercises an activity which is intrinsic to it.
For the Scholastics, for example, heavy things possess an
intrinsic quality: they tend to move toward the center
of the earth. Souls, on the other hand, are not heavy, and, unless
weighed down by bodily desires, they tend
toward God. Fire is not heavy either, and it tends toward the
upper spheres of the stars. Thus, we already see
that in the concept "activity" the concept of motion, or rather,
of motion-toward, is involved. And this, in turn,
allows us to understand why the new physics of Galileo and the
other modern scientists, which had to do
primarily with the concept of motion, had to clash with
metaphysical doctrines. But motion and activity are not
the only concepts involved in our definition of metaphysics:
there are others—the concepts of principle, the
concept of inner or intrinsic, the concept of individual thing,
and finally, the very concept of being. Any serious
analysis of metaphysics must take up all these particularly
difficult concepts. Remember from our lecture on
language: analysis means to untie or loosen the bindings which
hold our concepts together.
5. Now, there was one idea that was common to all the founders of
modern science: to ignore, or to
dispense with, what they called "occult virtues or qualities of
things": these had been thoroughly abused by the
Scholastics, and much fun was poked at them in the 1600's and
later; writers of comedies had ridiculous
doctors solemnly proclaim that opium made one sleep because
of its "dormitive virtue," as if that explained
anything. What was understood by "occult" did vary, though,
with different thinkers. In any case, the Scholastic
system had come to a point were explanations became too
complicated and, above all, they lacked unity. Unity
is lost when each phenomenon requires an explanation ad-hoc,
without connection to all other
explanations—but, as I've said at the beginning, human beings
yearn for unity. To take another example, if
contemporary physics should require, say, 300 different kinds
of forces obeying laws having nothing to do with
each other, that would be the end of physics. This was the root
cause of the 1600 crisis, yet it is not a
characterization of it: to characterize the early modern crisis we
must show what were the options which
opened up to thinkers at that time. I have chosen to speak of
Galileo and Descartes on the same day because
they exemplify superbly the two roads that opened up to thought
at the beginning of our modern era, precisely
in regard to metaphysics.
Galileo, as you've heard from Dr. Hagelberg, was the founder of
modern kinematics: this means the
description of motion. He showed by experiment that the
velocity of a freely falling body is directly
The Birth of Modern Science: Galileo and Descartes , a lecture
... http://www.albany.edu/~rn774/fall96/science2.html
6. 2 of 7 4/17/15, 9:28 PM
proportional to the time elapsed, regardless of the weight of the
body (contrary to what Aristotle had taught); as
an application of this he showed that the period of a pendulum
is independent of the amplitude of the
oscillations (provided they are not too large) and of the mass of
the bob: it only depends on the length of the
rod. He showed, too, that the trajectory of any heavy projectile
is a parabola, another of the conic sections
studied by the Greeks (together with the ellipse and the
hyperbola), which now found a surprising application.
Most importantly, Galileo established a principle that was later
to be called Galilean relativity (to distinguish it
from Einstein's relativity): all motion is relative, and this means
that it does not makes sense to speak of the
motion of an individual thing, it only makes sense to speak of
the motion of one thing A with respect to another
thing B; moreover, if A moves with respect to B with uniform
velocity, we cannot tell whether A or B is
moving, a phenomenon with which you are familiar: when you
travel on a train, it is only your memories and
common sense which convince you that the train is moving, and
not the landscape in the opposite direction.
Galileo's principle defies metaphysics, in the sense that motion
turns out not to be an intrinsic quality of things.
The consequence of this was enormous, once scientists and
thinkers started reducing all phenomena in nature to
the one phenomenon of motion: the consequence was that
physics didn't care for metaphysics. But when
metaphysics is expelled, it will come back through the back
door: one asks, what is it that moves? Answer:
planets, particles, atoms, etc. Why does a planet (say) move?
7. Because it has mass and an initial impulse (as
Newton would state some years later). And what is mass? An
inner, active principle in things. So there we go
again, as Ronald Reagan used to say. Next semester we'll see
how Newton, Leibniz, and other great scientists
and philosophers, dealt with the problem.
But Galileo didn't deal with it, nor did he care for it. If at the
beginning of his career he had tried, in
some letters, to deal with religious problems, that had caused
him only troubles. All he cared for was motion
(which was, needless to say, a lot). So, Galileo's decision, his
way out of the crisis, was this: he sharply
separated physics from metaphysics—had he used today's
academic jargon he would have said: "They are two
separate, untranslatable discourses, and I talk only physics."
This makes him the first professional scientist. I'm
using the word "professional" in a very definite way: it means,
precisely, this attitude, this ability to sharply
separate spheres of thought, feeling and activity and make them
disconnected, and to be able to say, "I deal with
this one only—that's my job." It is, in other words, the quality
of detachment, by which the human yearning for
unity is suppressed. In connection with professionalism I must
mention the famous trial of Galileo. A rather
choleric man who did not suffer fools and who wielded a sharp
and sarcastic pen, he had made some powerful
enemies, especially among the Jesuits. The Catholic Church
ostensibly objected to Galileo's adoption of the
Copernican heliocentric model as a true description of reality
because it was contrary to Scripture, but the
Church had another, better reason to condemn the physicist: his
unconcern for metaphysics. For many
centuries, ever since Christianity wedded philosophy,
metaphysics was the rational ground for believing in
God. It is not hard to see how: God was defined as the supreme
8. individual, whose inner principle is perfection
(there's metaphysics for you!). At least since the 11th century
(St. Anselm), the argument went as follows: if
such an individual did not exist, it would lack the attribute of
existence and therefore it wouldn't be perfect: but
it was assumed that it was perfect, therefore it must exist. This
is called "the ontological argument for the
existence of God." Thus, without metaphysics, a rational proof
of the existence of God cannot work, and I
should remind you that, even today, the possibility of such a
proof is a dogma of the Catholic Church. And
there was another Catholic dogma, of particular relevance
during the Reformation and Counter-Reformation,
whose truth was threatened by the new Galilean physics: I mean
the Eucharist, the doctrine that the body of
Christ becomes present in the consecrated wafer. This doctrine
was rationally justified by the Aristotelian
distinction between "substance" and "qualities" or "attributes."
The qualities of the wafer were still the same
(e.g. it was white) but its substance was changed, it became
God, so the argument went. Galilean physics, by
conflating both substance and qualities under the general idea of
atoms in motion, tended to obliterate the
distinction, and justify all kinds of heresies.
The Birth of Modern Science: Galileo and Descartes , a lecture
... http://www.albany.edu/~rn774/fall96/science2.html
3 of 7 4/17/15, 9:28 PM
Anyway, Galileo was condemned. But the Roman Inquisition,
which had burnt Giordano Bruno a few
decades before, in 1600, for (among other things) professing
Copernican doctrines, did not kill Galileo. This
9. was because he did not consider it necessary to die; instead, he
publicly recanted his own teachings and beliefs.
Compare his behavior with Socrates': condemned by the
Athenians to death for his teachings and "for
corrupting the city's youth," far from recanting and asking for
mercy, Socrates defied the court, affirmed his
beliefs and perished (read Plato's Apology, Crito and Phaedo).
It would be silly to conclude that Socrates was
brave and Galileo a coward, or that Socrates had developed a
taste for self-sacrifice and Galileo had not. No,
Socrates had to die, and Galileo didn't have to: the truth of
Socrates' moral teachings were an integral part of his
life, of his identity, a vital organ like his brain or his heart—not
only that, those moral teachings were
exemplified by his conduct. Instead, Galileo's astronomy and
physics, fundamental as they are, were separate
from the rest of his self, didn't have anything to do with his
conduct, and could be amputated—remember:
detachment is the defining virtue of the professional. Self-
sacrifice results out of an attachment to some truth
that's stronger than one's natural attachment to life. Therefore,
self-sacrifice is unprofessional.
DESCARTES
Having described Galileo's separation of physics from
metaphysics and his unconcern for the latter, we
come now to Descartes, who was a great admirer of Galileo but
followed a different path. René Descartes was
born in a small village in central France, in 1596, and was
educated by the Jesuits; by 1616 he had got a degree
in Law. In the years 1618-1619 he joined an army, traveled in
Germany, and there, on November 10, 1619, he
had a vision and three dreams, in which a new and marvelous
science was revealed. What was this "marvelous
10. science" that was revealed to the young soldier in his dreams?
The education he had gotten at the Jesuit college
was superb (Jesuits were Galileo's enemies, but they were and
are superb teachers—I still remember the one
who taught me Latin in high school), but Descartes, who
professed admiration for his teachers, concluded that
he had learned nothing that wasn't subject to crippling doubts.
Except, that is, for what he had learned in
mathematics. Math was the exemplary science, and any
knowledge which aspired to truth had to partake of the
certainty and clarity of mathematical theorems; in Descartes'
own words, knowledge had to be "clear and
distinct," else it was not genuine knowledge. It had to impose
itself on all sober minds, regardless of their
customs or culture. Being a brilliant mathematician, he could
have, like Galileo, restricted himself to the exact
and mathematical sciences, but Descartes was no detached
professional: he had a burning desire for cognitive
unity, and so, when he came to write his Regulae (Rules) (1628)
and then his famous Discourse on Method
(1637), his purpose was not simply to set down rules for solving
math or physics problems, but rules and a
method for reaching the truth about anything whatsoever. Here's
the gist of Descartes' rules for discovering
truth: (1) To accept nothing in one's judgments beyond what
presents itself so clearly and distinctly to one's
mind that one cannot doubt it. (2) Divide each difficulty into as
many parts as possible and solve them one by
one. (3) Start from the simplest objects and advance toward
knowledge of the more complex. (4) Make careful
enumerations and reviews so that nothing is left out.
It has been often pointed out that these rules are too general and
not of much help in specific cases.
Descartes agreed, so he didn't just offer a set of rules, but gave
several examples of how to apply them to solve
11. difficult problems. In his Discourse on Method he dealt with
optics and gave the law for the refraction of light
(also called Snell's law): if you have two media (air and water,
for example) separated by a surface, a ray of
light will hit and go through the surface in such a way that the
incoming and outcoming rays and the
perpendicular to the surface at the hitting point will be on the
same plane, and the angles the ray forms with the
perpendicular on both sides of the surface are related thus: the
ratio of their sines is a constant (refraction
index) which depends on the two media. Further, Descartes
dealt with meteorological phenomena such as the
The Birth of Modern Science: Galileo and Descartes , a lecture
... http://www.albany.edu/~rn774/fall96/science2.html
4 of 7 4/17/15, 9:28 PM
rainbow: using his refraction law, he computed how the rays of
light from the sun hit a spherical water drop,
and showed that those rays come out of the drop showing a
marked preference for one angle, corresponding to
the main rainbow, and two subsidiary angles, corresponding to
two fainter rainbows (next time you see a
rainbow, try to detect the other two!) And most importantly, he
dealt with geometry, and solved one of the
hardest problems left by the ancient Greek geometer Pappus. I
won't go into what that problem was, although
it's not too hard, and the reason it's not too hard for us is that
we know something called Analytic Geometry,
which is what Descartes came up with in order to solve it.
Analytic geometry is an extremely powerful tool: it reduces
geometric problems to algebraic ones, that
12. is, to solving algebraic equations. This is achieved as follows:
each point on a straight line is thought of as a
"real number"—not just the fractions but "irrationals" such as
square root of 2, or 3, etc. as well. Then we take
two such lines, say perpendicular to each other. Once we do
that, each point in the plane is located by giving
two real numbers called its Cartesian coordinates (in honor of
Descartes). If we call these two numbers the
abscissa x and the ordinate y of a point, then for different
values of x and y we have all the points in the plane.
If, on the other hand, we establish a relation between x and y
containing the equal sign (an equation), we get a
one-dimensional curve. For example, the equation 3x+2y = 5
represents a straight line in the plane; the
equation x2+y2 = 9 represents a circle centered at (0,0) and
having radius 3; the equation 2x2+6y2 = 10
represents an ellipse; and so on with more complex curves.
Once Descartes was able to do this, he proceeded to
solve old problems as well as new ones. The importance of
Analytic Geometry on the development of science
has been enormous: it made possible the invention of Calculus
(of which we'll talk in the second semester), and
thereby the development of modern physics and the other
sciences, and of modern technology in general.
It had enormous consequences, too, on our notions of space and
time. Space was mathematized, made
homogenous: the essence of space became number, in the best
Pythagorean tradition; as for qualities like color,
texture, sacredness, etc., all those became "secondary qualities,"
accidents which for the time being were
considered "obscure," not at all clear and distinct as math was.
Galileo too had considered motion and shape as
primary and color, smell, etc. as secondary. From then on,
science became truly abstract, but promised that
eventually those secondary qualities, too, would be, in due time,
13. be explained in terms of math. In due time
means in some future time: once everything is explained clearly
in terms of math, Utopia will arrive. The birth
of modern science coincides with the birth of Utopian thought.
Time too was mathematized, made into a real
number line. When we study Descartes' notions of space and
time, they seem strange to us, because we are
heirs to the later tradition which starts with Newton; still, given
Descartes' premises, those notions are perfectly
logical. The one crucial premise was this: Descartes, like
Galileo, was determined to keep metaphysics out of
the picture when considering space and motion. As we will see
shortly, Descartes put metaphysics to a different
use, but he insisted that no "occult virtues" were to be accepted
when speaking of physical phenomena.
Therefore, Descartes rejected outright the notion of empty
space. All space had to be filled, if not with air or
such, then with a subtle substance which later physicists were to
call "aether." And why? Because motion could
not possibly be transmitted across empty space; Descartes
would have rejected Newtonian gravitational forces
as another instance of occult virtues and scholastic hocus-
pocus; motion had to be transmitted directly from
object to object, from particle to particle, like when billiard
balls hit one another—no "action-at-a-distance"!
When it comes to time, here's Descartes himself, in his Third
Meditation on First Philosophy:
"It is quite clear to anyone who attentively considers the nature
of time that the same power and action are
needed to preserve anything at each individual moment of its
duration as would be required to create that thing anew if it
were not yet in existence."
This is astounding to us. Part of what Descartes is doing here is
14. going against the received Aristotelian
notion that a God was required to give things the initial push,
but that from then on things can go on on their
own. Yet the main thrust of his astounding pronouncement is
the total rejection of occult virtues and
metaphysical essences. In effect, what happens when an object
moves? In our own Galilean and Newtonian
The Birth of Modern Science: Galileo and Descartes , a lecture
... http://www.albany.edu/~rn774/fall96/science2.html
5 of 7 4/17/15, 9:28 PM
physics, it is accepted that for the object to start moving we
need some action, in other words, a force; but one
of the main principles of this physics is that once the object is
moving, it will keep on moving in a straight line
with the same velocity: this is called the principle of inertia. If
you ask, what is this "inertia," the answer is that
it is an intrinsic property or quality of massive objects, of mass.
So, with inertia, we are back into the realm of
intrinsic properties or qualities, we are back into metaphysics,
something Descartes insisted on doing without.
So, how did he solve the problem? Well, there's always God.
God keeps the whole thing going, from moment to
moment. God doesn't rest for a single instant. This, for
Descartes, was another proof of the existence of God,
alongside the other proofs, such as the ontological one
mentioned before.
This brings us to the other aspect of Cartesian thought: his
metaphysics. For, contrary to Galileo,
Descartes did think hard about metaphysics, so much so that he
is considered the father of modern philosophy.
15. But his metaphysics was kept strictly separate from his physics.
How did he achieve this? By postulating that
there are two entirely different substances, two different kinds
of existing things: the mind, and the physical
objects (such as our own body). The mind, he says, is the
thinking substance, the thing whose activity is to
think, and here, when we deal with mind, metaphysics (or First
Philosophy, as he called it following Aristotle)
is the right science. But when it comes to physical (that is,
spatiotemporal) objects, their essence is extension in
space, and the right science to deal with those is math and
mathematical physics, leaving metaphysics aside.
This theory of two essentially different substances is called
Dualism. But we must keep in mind that when he
dealt with the mind Descartes kept insisting on the same clarity
and distinctiveness as when he dealt with math
and physics. His method started with what he called "universal
doubt": everything was to be put on hold,
nothing was to be accepted as true unless it hit us with the same
irrefutable evidence as 2+2 = 3+1. He
assumed, too, that the mind is capable of examining itself, of
finding the truth about itself. The first question
the doubting mind puts to itself is this: Do I exist? And the
answer is: I doubt of my own existence (as a mind),
now doubting is a kind of thinking, which shows that I think,
therefore, since the essence of my mind is
thinking, this shows that I (or my mind) exist. In concise Latin:
"Cogito ergo sum". This does not show that my
body exists, only that my mind does. Then Descartes goes on to
prove that not only does my mind exist, but
that it is not dreaming, and that in believing in the existence of
my body and an external world it is not being
deceived by a deceiving god. This, I think, is not so clear and
indubitable as the first conclusion, but let the
matter stand thus, for here we cannot follow Descartes in his
metaphysical thought.
16. To sum up, with Galileo and Descartes we encounter two
different rational ways of thinking about the
world: Professionalism and Dualism. Not much later, in the 18th
century, we will encounter still a third way:
Materialism. Actually, Materialism is quite old, going at least
as far back as Epicurus, of whom Prof. Isser has
talked; its basic tenet is that everything, including the mind, is
reducible to matter and its properties and
changes. Those three ways of thinking, Materialism, Dualism,
and Professionalism, are very much with us. I'm
not saying that they are the only ways of thinking about the
world, merely that they are the dominant ones in
our culture; besides, we often encounter them not in their pure
form but in some mixture or combination. Most
contemporary scientists (by no means all) adopt a mixture of
materialism and professionalism. Official
Christianity, on the other hand, professes some form of
Dualism; recently, the Catholic Church rehabilitated
Galileo, and some months ago it even rehabilitated Darwin and
evolutionary biology, with one exception
though: our mortal bodies (said the Pope) can be studied in
accordance with Darwinian evolution, but not our
immortal souls—they are two different substances. Finally,
Professionalism, which started as a detachment of
Physics from Metaphysics and a renouncement of cognitive
unity, has become, by a curious and ironic twist,
the dominating non-religious moral code in contemporary
society, a phenomenon that has yet to be studied.
What can we conclude, then, in regard to our starting theme of
unity and diversity? Modern science
achieved unity in the laws that govern the universe, making our
earth and the most distant stars parts of the
same cosmos. A practical result, however, has been the
specialization and fragmentation of our knowledge, and
17. the abandonment of all attempts at cognitive unity within any
one human mind. We will have more to say about
The Birth of Modern Science: Galileo and Descartes , a lecture
... http://www.albany.edu/~rn774/fall96/science2.html
6 of 7 4/17/15, 9:28 PM
this paradoxical situation — next semester.
Required Reading:
Ortega y Gasset, Man and Crisis
Ekeland, Math and the Unexpected (first two chapters).
Optional Readings:
Of Galileo's works, the most important are: Il Saggiatore (The
Assayer), Dialogue of the Two Chief
World Systems, and Dialogue on Two New Sciences. On
Galileo, you may consult Pietro Redondi, Galileo
Heretic, Princeton, 1987.
Of Descartes' works, the most important are: Discourse on
Method and Metaphysical Meditations
(Meditations on First Philosophy). On Descartes, you may
consult: Bernard Williams, Descartes, Penguin,
1990.
On the virtues of separation and detachment as characteristic of
professional scientists, see New York
Review of Books, October 3 1996, pp. 54 ff., exchange of
letters from various professors and the views of
physicist Steven Weinberg (especially his mentioning of
Galileo!).
18. On professionalism in general, see Ricardo L. Nirenberg,
"Against Professionalism," in Exquisite
Corpse, no. 50, 1994/95.
To Nirenberg lectures To Nirenberg bio.
The Birth of Modern Science: Galileo and Descartes , a lecture
... http://www.albany.edu/~rn774/fall96/science2.html
7 of 7 4/17/15, 9:28 PM
The strategy audit is a comprehensive analysis of the company’s
business strategy and operating performance, and culminates in
a series of recommendations for improving your company’s
performance based on the findings and conclusions of your
analysis. It involves assessing the actual direction of a business
and comparing that course to the direction required to succeed
in a changing environment. A company's actual direction is the
sum of what it does and does not do, how well the organization
is internally aligned to support the strategy, and how viable the
strategy is when compared to external market, competitor, and
financial realities. These two categories—the internal
assessment and the external or environmental assessment—make
up the major elements of a strategy audit.
Throughout this capstone course, you will work on a strategy
audit for a selected organization. This will provide a summative
learning experience that allows you to demonstrate your
understanding of most of the MBA program learning outcomes
and concepts in the various courses within the program. You
will write this report as though you are a consultant to your
selected company and are addressing the executive officers of
this company. In each module, you will collect and analyze data
in producing your report, but your final product will be
condensed and focus on presenting your analysis findings and
19. conclusions. You will submit two parts of a course project
related to the strategy audit. You will submit these two parts
inModules 3 and 5.
Here is a list of tasks you will complete for your course project.
M1: Assignment 3—Market Position Analysis: You will assess
the product portfolio of your selected organization by analyzing
its value proposition, market position, and competitive
advantage. You will identify the business unit of your company
and the product(s) and service(s) you will focus on in this
report. To gain a better understanding of these factors you will
conduct at least one interview with a mid-level or senior
manager.
M2: Assignment 2—External Environmental Scan: You will
conduct a comprehensive external environment scan of your
business unit along with a five forces analysis. Your analysis
will incorporate any key customer-related factors and trends.
You will use this information for a strengths, weaknesses,
opportunities, and threats (SWOT) analysis in Module 4.
M3: Assignment 2—LASA 1: Preliminary Strategy Audit: This
is where you submit the first part of your course project
assignment. You will develop a preliminary strategy audit, in
which you will include an analysis of the company’s value
proposition, market position, competitive advantage, and an
external environmental scan/five forces analysis. You will also
identify the 5–7 most important strategic issues facing the
organization or business unit and include a preliminary set of
recommended tactics for improving your company’s strategic
alignment and operating performance.
M4: Assignment 2—Internal Environmental
Scan/Organizational Assessment: In this assignment, you will
continue your SWOT analysis by conducting a comprehensive
assessment of the internal environment of your business unit
including factors such as mission, vision, values, strategy
clarification, cultural assessment, and value chain analysis.
M5: Assignment 2—LASA 2: Capstone Strategy Audit: This is
where you will submit the second part of your course project
20. assignment. In this assignment, you will complete and submit
the capstone strategy audit report and the accompanying
PowerPoint presentation. You will provide a high-level analysis
of the company’s business strategy and operating performance
and recommend specific tactics for improving your company’s
strategic alignment and operating performance. You will include
an executive summary for your report and attach the sections
completed throughout the course as appendices.
To get a head start on your course project, be sure to identify a
suitable business unit before starting the assignments
for Module 1.
Use the following parameters to help you identify your business
unit:
Research
“Access” to information and “availability” of the contact(s)
· The organization should be accessible and local to where you
live.
· Meeting the concerned person for the interview and data
collection will help you in your project.
· You will need access to both company information and the
contacts. In addition, select contacts that will be available for
consultation in order to fulfill the assignment. Keep in mind
that you may need to speak to them more than once.
· In case you have only remote access to your selected
organization, ensure timely access to collect all relevant
information.
Presentation
The PowerPoint presentation that accompanies the strategy
audit aligns with the following parameters:
· The PowerPoint presentation should be approached as though
it is being given to the executive team at the company for which
you will conduct the strategy audit.
· The presentation should be very professional and polished
with summarized material on the slides supported by charts,
graphs, and visual aids.
· Detailed explanatory information should be provided in the
21. notes section available under each slide.
Take this opportunity to get started on your course project
assignment:
· Review the course project instructions.
· Identify an organization:
· Option 1: Review your current organization.
· Option 2: Identify an organization that you can have access to
for the assignment, serving as a consultant providing a final
product to assist them with a fresh, educated look at their
strategy and operating performance.
· Create a plan and timetable for how you will gather the
information you will need for the strategy audit.
Using the navigation on the left, please proceed to the next
page.
Assignment 2: External Environmental Scan
In order to develop effective strategies, it is critical to
understand the marketplace environment. In this assignment,
you will explore the relationship between marketplace
positioning based on environmental factors.
Throughout this course, you will work on a strategy audit for a
selected organization. In Module 1, you selected an
organization for your course project activities and completed a
market position analysis for your organization.
In this module, you will conduct a comprehensive external
environmental scan of your business unit, including a five
forces analysis, to identify the relevant trends that pose
opportunities or threats to your business. These will serve as
inputs for a final strengths, weaknesses, opportunities, and
threats (SWOT) analysis that will be due in Module 4:
Assignment 2.
There are many elements that can go into an environmental
scan, and your analysis will depend on the nature of your
business unit, product portfolio, target market, and other factors
related to the scope of your business.
22. Your environmental scan should include some or all of the
following elements:
· Economic factors and trends
· Political factors and trends
· Regulatory and legal factors and trends
· Societal factors and trends
· Technological factors and trends
· Geographic factors and trends
· Porter’s five forces that consists of the following aspects:
· Threat of new competition
· Threat of substitute products or services
· Bargaining power of customers (buyers)
· Bargaining power of suppliers
· Intensity of competitive/industry rivalry
Although your analysis will be tailored to your specific
business, be sure to cover the following:
· A thorough five forces analysis of your industry
· The key factors and trends in any other areas affecting your
industry
· A preliminary classification of the external factors and trends
as either opportunities or threats which will be the inputs for
the final SWOT analysis
Write a 3-page report in Word format. Apply APA standards to
citation of sources. Use the following file naming convention:
LastnameFirstInitial_M2_A2.doc.
By Wednesday, July 22, 2015, deliver your assignment to the
M2: Assignment 2 Dropbox.
Assignment 2 Grading Criteria
Maximum Points
Conduct a Five-Forces analysis of your industry.
32
Summarize the key factors and trends in any other areas
affecting your industry
28
Create a preliminary classification of the external factors and
trends as either Opportunities or Threats (inputs into a SWOT)
23. analysis
28
Write using ethical scholarship and proper grammar and
mechanics.
12
Total:
100
Required Readings
· Efendioglu, A., & Karabulut, A. (2010). Impact of strategic
planning on financial performance of companies in Turkey.
International Journal of Business and Management, 5(4), 3–12.
(ProQuest Document ID: 821297217)
http://search.proquest.com.libproxy.edmc.edu/docview/8212972
17 /abstract?source=fedsrch&accountid=34899
· Heiba, F. (2011). Future global marketing negotiations: A
strategic scenario. International Journal of Business and Social
Science, 2(4). (ProQuest Document ID: 904523887)
http://search.proquest.com.libproxy.edmc.edu/docview/9045238
87/ abstract?source=fedsrch&accountid=34899
· Porter, M. (1996). What is strategy? Harvard Business Review
74(6), 61–68. (EBSCO AN: 9611187954)
http://www.thecampuscommon.com/library/ezproxy/ticketdemoc
s.asp?sch=auo&turl=http://search.ebscohost.com/login.aspx?dir
ect=true&db=bth&AN=9611187954&site=ehost-live
· Schmelz, D. R., Ramsey, R. P., & Gassenheimer, J. B. (2011).
Bleu Ribbon Chocolates: How can small businesses adapt to a
changing environment? Marketing Education Review, 21(2),
177–182. doi:10.2753/MER1052-8008210207 (EBSCO AN:
63968062)
·
http://www.thecampuscommon.com/library/ezproxy/ticketdemoc
s.asp?sch=auo&turl=http://search.ebscohost.com/login.aspx?dir
ect=true&db=bth&AN=63968062&site=ehost-live
Recommended Readings
24. · Deverell, E., & Olsson, E. (2010). Organizational culture
effects on strategy and adaptability in crisis management. Risk
Management, 12(2), 116–134. doi: 10.1057/rm.2009.18
(ProQuest Document ID: 232626553)
http://search.proquest.com.libproxy.edmc.edu/docview/2326265
53?accountid=34899
· Jüttner, U., Martin, C., & Godsell, J. (2010). A strategic
framework for integrating marketing and supply chain
strategies. International Journal of Logistics Management,
21(1), 104–126. doi: 10.1108/09574091011042205 (ProQuest
Document ID: 367098166)
http://search.proquest.com.libproxy.edmc.edu/docview/3670981
66?accountid=34899
· Peterson, M., Gröne, F., Kammer, K., & Kirscheneder, J.
(2010). Multi-channel customer management: Delighting
consumers, driving efficiency. Journal of Direct, Data and
Digital Marketing Practice, 12(1), 10–15. doi:
10.1057/dddmp.2010.16. (ProQuest Document ID: 740324599)
http://search.proquest.com.libproxy.edmc.edu/docview/7403245
99?accountid=34899
· Raja, I. S., & Raja, M. S. (2010). Managing technological
innovation: China's strategy and challenges. Journal of
Technology Management in China, 5(3), 213–226. doi:
10.1108/17468771011086238 (ProQuest Document
ID:757059093)
http://search.proquest.com.libproxy.edmc.edu/docview/7570590
93/ abstract?source=fedsrch&accountid=34899
· Tomomi, T. (2010). Environmental management strategy for
small and medium-sized enterprises: Why do SMBs practice
environmental management? Asian Business & Management,
9(2), 265–280. doi: 10.1057/abm.2010.6 (ProQuest Document
ID: 325344030)
http://search.proquest.com.libproxy.edmc.edu/docview/3253440
30?accountid=34899
25. On Critical Thinking and the Nature of Logic
In this course we seek to know what constitutes knowledge,
how to acquire it, and
how to represent it to others. Our study resembles that of
epistemology more than
rhetoric. We do not seek to persuade anyone of anything unless
it be the truth; vero nihil
verius (nothing is truer than truth) is our law.
Recognizing or determining what is true requires critical
thinking, the subject of
our study, and representing such truths as we can discover in
writing requires great skill
and practice. The use of logic has long been thought to
illuminate the road to truth, so it
behooves us to begin our journey by looking into how and why
that is.
The word “logic” comes into English from Old French but
seems to be a
combination of two Greek words: logos (word, reason) and
techne (art, craftsmanship).
From an etymological standpoint, then, “logic” names the art
(or process, or technique) of
reasoning.
We find the term “logos” first in the writings of Heraclitus, a
Greek who wrote
before the time of Plato. Exactly what Heraclitus means by the
term has long been a
matter of debate, but he seems to use it to name what might be
called “the world
process”: the most basic thing in the universe.
Subsequent to Heraclitus, but still prior to Plato, the
Pythagoreans used the term
26. “logos” to name their most characteristic idea: the universe is
an ordered thing, and the
order can be found in and described by numbers.
These days, when we say or think that something or other is
“logical,” what we
mean is that it is characterized by clear thinking or that it is a
natural consequence of the
circumstances. One is tempted, then, to describe logic as a
mental thing that follows or
piggybacks on the universe outside of us. The Greeks, however,
considered logic to be
the order of the universe, not simply a mental process in
humans. So, to the extent that we
are thinking logically, we are directly imagining the shape and
order of the universe.
Viewed in this way, logic would seem to be a very powerful
tool for imagining
what the universe is really like: the truth of the universe. From
these considerations, logic
would seem to be the truest arrow in the quiver of our critical
thinking.
The concept of logic espoused here is a Greek one. It is
implicit in the ideas
attributed to Thales, but informs the writings of nearly all of the
thinkers that we call
Greek philosophers, finding its most systematic expression in
the works of Aristotle. It
assumes a universe separate from and anterior to human
consciousness.
Logic, then, may be described as the study of the most basic
characteristics of the
universe that is inhabited by all of us. It provides us with the
landscape for correct
reasoning in that correct reasoning is understood to be grounded
in the nature of things.
Logic contains the basic principles for studying “being as
27. being” as Aristotle has it.
Logic provides the ground rules for all critical thinking and
expression, which
must be accepted by all in order to avoid what logicians Cohen
and Nagel call the
Gray 1
stultification of all thought. Among these ground rules are the
laws of thought and some
common inferences that apply to all things that are or may be.
A possibly unsatisfactory aspect of some of these ground rules
is that they cannot
be proved as such because there are no more basic assumptions
that can be formulated
into premises from which they can be drawn as conclusions. We
simply agree to agree to
them so that discourse can proceed.
If by discourse we mean broadly a connected series of
utterances, which may in
some cases be written down, then we might ask what
“connected” actually means. If, for
instance, you were relaxing at home some evening, and a knock
at the door caused you to
open it to a man who was uttering a series of animal names, you
would be puzzled and
perhaps frightened because you might not know how these
actions connected to anything
else in your life. But if you opened your door to a neighbor who
informed you that the
house next door was on fire, your puzzlement and fright might
lead you to think of
calling 911 or of stepping outside to assess the situation.
In the first instance, the animal names do not constitute a claim
28. or complete
thought, so there is no consciousness of anything’s being true or
false, and no
consciousness of anything else’s being true or false as a
consequence. In the second
instance, the truth of the claim that the house next door is on
fire would mean that other
things were true. Among these might be that smoke is present or
that your own house is
in danger of igniting.
Precisely in that space between the utterance of “the house next
door is on fire”
and the next event that takes place is where we must search for
logic. Our search consists
of exploring the relationship between the truth of one claim and
the truth of another. That
relationship is limited: if one claim is true, then the next claim
can be true, or false, or
unknown.
Let us consider the claim, “The current month is January.” If
this claim is true,
then we can find the truth of the claims, “Next month is
February,” “Last month was
April,” and “Next month it will be cold.” These claims are
respectively true, false, and
unknown (the last is unknown because we do not know the
relevant geographical area).
One of logic’s most important areas of study is the relationship
of implication or
entailment. Cohen and Nagel claim that logic just is the study of
implication. We do not
necessarily have to agree with that claim to understand the
importance of the relationship,
so let us consider it.
We say that one claim implies or entails a second claim if and
only if it is
29. impossible for the first claim to be true and the second claim to
be false. Consider two
claims: (1) “My sister lives in Syracuse” and (2) “I am not an
only child.” If it is true that
my sister lives in Syracuse, then it must be true that I am not an
only child. We say that
claim (1) implies claim (2), or claim (1) entails claim (2), or
claim (2) necessarily follows
from claim (1).
Gray 2
Now consider two further claims: (3) “My sister lives in New
York” and (4) “I can
easily visit my sister.” Is it possible for claim (3) to be true, and
claim (4) to be false? It
would certainly be possible if I made the claim from Tokyo or
jail. So, we cannot say that
claim (3) entails claim (4).
When two claims are related by implication or entailment, then,
like Sherlock
Holmes, we can make a deduction from one to the other. We can
deduce from the truth of
“My sister lives in Syracuse” that “I am not an only child.” But,
we cannot deduce from
“My sister lives in New York” that “I can easily visit my
sister.”
The relationship of implication or entailment is strict and
formal. It only holds if it
is impossible for one claim to be true and another claim to be
false. It is not sufficient that
the second claim be highly likely. The truth of “the sun rose
this morning” does not imply
the truth of “the sun will rise tomorrow morning” even though
30. every day in human
memory has affirmed the likelihood of the latter. It is
conceivable that the sun could go
nova or that something could interfere with the earth’s rotation,
making it false that the
sun will rise tomorrow.
The relation of implication depends on the thing being
implied’s being part of the
meaning of the thing implying. If I have a sister living in
Syracuse, then I cannot be an
only child because the meaning of “only child” is that a person
has no brother or sister.
The most basic rules governing relationships such as
implication are three in
number and are often referred to as the laws of thought (though,
as Cohen and Nagel
point out, they are not about thought at all, but the universe
itself). The first is the law of
identity: a thing is equal to itself. In terms of discourse, if a
claim is true, then it is true.
The second is the law of non-contradiction: a thing cannot be
itself and not itself at the
same time. In terms of discourse, a claim cannot be true and
false at the same time. The
third is the law of the excluded middle: a thing exists, or it does
not exist; there is nothing
in between these two states. In terms of discourse, a claim is
true or it is false.
Logic, to sum up these points, can be seen as the description of
the most general
qualities of things in the universe and the study of the most
basic relationships among
them. Critical thinking employs logic, as well as other tools, to
determine and
communicate truths about a shared universe that exists
independent of the thinker.
31. We make claims about this universe such as “today is warmer
than yesterday,” and
according to the law of the excluded middle, these claims are
either true or false.
Thinking might be described as the process of moving one’s
attention from one claim to
another. In doing so, one evaluates the truth or falsity of some
claims in an effort to
determine the truth or falsity of others. This is the process of
inference.
When the relationship between the claims under consideration
is one of
implication, then we are making a valid inference, which is
completely reliable because it
is necessary or truth preserving. Such inferences are very
useful for finding and
expressing truths, but they are limited to a small number of
forms.
Gray 3
The best known of these forms is the modus ponens. A modus
ponens is a valid or
deductive inference that takes the form “If P, then Q; P is true;
therefore Q is true” (where
P and Q can stand for any proposition). In plainer English: If I
run a mile, then I get tired.
I run a mile; therefore, I get tired.
A related inference is the modus tollens. It is also a valid or
deductive inference,
and it takes the form “If P, then Q; Q is not true; therefore P is
not true.” In natural
English: If it rains, then the corn grows tall. The corn does not
grow tall; therefore, it
32. doesn’t rain.
The modus ponens and modus tollens are valid argument forms
in addition to
being valid inferences. They each consist of two propositions (a
proposition can be
thought of as the meaning or content of a sentence that is either
true or false) that offer
reasons to ascribe truth to a third proposition. The propositions
offered in support are
called premises and the proposition being supported is called
the conclusion. An
argument, for our purposes, consists of at least two propositions
(the number is
theoretically infinite); the truth of at least one of which is
supported by the others.
While arguments containing valid inferences, deductive
arguments, are extremely
effective in elucidating truths, they are not the only kind if
argument. Other arguments
contain inferences that support the truth of their conclusions but
do not guarantee it the
way that deductive arguments do. The inferences in these
arguments rather than being
necessary are only probable inferences. An example of such an
inference is “There are
low, dark clouds in the sky, so there will be a thunderstorm.”
Can we think of a situation
in which it is true that there are low, dark clouds in the sky, but
no thunderstorm occurs?
If the answer is yes (which it is), then we cannot claim a
relationship of implication or
entailment between these propositions, and we cannot claim that
the second one is
necessarily true. The first proposition offers only probable
support for the second, so we
cannot call the inference a deduction. We must call it a probable
33. inference or an
induction.
We are now in a position to clarify what critical thinking
means in the context of
this course. Critical thinking is a mental search for what is true.
It manifests itself in the
use of verbal or written arguments, containing deductive or
probable inferences offered in
support of some claims. Critical thinking is never demonstrated
by those who offer only
conclusions or answers without premises or reasons. Slogans
shouted at demonstrations,
no matter how loudly, or painted on signs or billboards, no
matter how boldly, cannot be
analyzed or evaluated for their truth value until the premises are
made explicit and the
inferences characterized according to the time-honored
principles of the study of logic.
Gray 4