Someone who frequently attributes hostility to other people might be able to change this aspect of his or her personality. According to the material on priming, what should such a person try to do? Question 7 options: Seek out the help of a psychoanalyst. Tell themselves to slow down and think more deliberately. Try to shift attention away from threatening stimuli. Attempt to extinguish the response by providing no contingencies.

Someone who frequently attributes hostility to other people might be able to change this aspect of his or her personality. According to the material on priming, what should such a person try to do? Question 7 options: Seek out the help of a psychoanalyst. Tell themselves to slow down and think more deliberately. Try to shift attention away from threatening stimuli. Attempt to extinguish the response by providing no contingencies.

Someone who frequently attributes hostility to other people might be … Read More...
xposure Evaluation – Single substance, different exposure time, different concentrations: 3- A person is working in a factory producing. This person is exposure to different concentrations of Toluene with different exposures time. The results of a personal sampling in an 8-hour shift is shown here: Exposure Time Concentration 3 hr. 35 min 790 mg/m^3 43 min 27 ppm 3.70 hr. 800 mg/m^3 What is this worker’s time weighted average of exposure in mg/m^3? Is the company in compliance with the OSHA requirement? 6- Phenyl ether can be used in soap factories as fragrance. A worker is exposed to this material during 9-hour shift and the exposure information is given in the following table: Exposure Time Concentration 1 hr. 45 min 4×〖10〗^(-6 ) mg/〖cm〗^3 2 hr. 5 min 7×〖10〗^(-6 ) mg/〖cm〗^3 65 min 3×〖10〗^(-3 ) mg/L Remaining Time 7.5 mg/m^3 What is this worker’s time weighted average of exposure in mg/m^3? Is the company in compliance with the OSHA requirement? 7- One of the major ingredients of insect repellents is Naphthalene. Consider a situation in which a worker is exposed to this material. The exposure time and concentration is given in a table below: Exposure Time Concentration 275 min 12 ppm 40 min 5 ppm 165 min 10 ppm What is this worker’s time weighted average of exposure? Is the condition hazardous? Exposure Evaluation – Multiple substance, equal exposure time, constant concentrations: 1- A person is exposed to the vapors of Benzene and Ethyl alcohol. Tests show that the concentration of Benzene is 1 ppm and Ethyl alcohol is 450 ppm. What is the threshold limit value of the mix? Is this person at risk? 6- Several workers at a rubber and leather manufacturing company are exposed to vapors of Vinyl chloride, Toluene and Xylene with concentration of 0.2 ppm, 135 ppm 200 mg/m^3 respectively. What is the threshold limit value of the mix? Are the employees at risk? 7- Several workers exposed to vapors of Ammonia, Arsine, Chloroform and Acetone with concentration of 12 ppm, 0.04 mg/m^3, 15 ppm, and 570 mg/m^3 respectively. What is the threshold limit value of the mix? Are the employees at risk?

xposure Evaluation – Single substance, different exposure time, different concentrations: 3- A person is working in a factory producing. This person is exposure to different concentrations of Toluene with different exposures time. The results of a personal sampling in an 8-hour shift is shown here: Exposure Time Concentration 3 hr. 35 min 790 mg/m^3 43 min 27 ppm 3.70 hr. 800 mg/m^3 What is this worker’s time weighted average of exposure in mg/m^3? Is the company in compliance with the OSHA requirement? 6- Phenyl ether can be used in soap factories as fragrance. A worker is exposed to this material during 9-hour shift and the exposure information is given in the following table: Exposure Time Concentration 1 hr. 45 min 4×〖10〗^(-6 ) mg/〖cm〗^3 2 hr. 5 min 7×〖10〗^(-6 ) mg/〖cm〗^3 65 min 3×〖10〗^(-3 ) mg/L Remaining Time 7.5 mg/m^3 What is this worker’s time weighted average of exposure in mg/m^3? Is the company in compliance with the OSHA requirement? 7- One of the major ingredients of insect repellents is Naphthalene. Consider a situation in which a worker is exposed to this material. The exposure time and concentration is given in a table below: Exposure Time Concentration 275 min 12 ppm 40 min 5 ppm 165 min 10 ppm What is this worker’s time weighted average of exposure? Is the condition hazardous? Exposure Evaluation – Multiple substance, equal exposure time, constant concentrations: 1- A person is exposed to the vapors of Benzene and Ethyl alcohol. Tests show that the concentration of Benzene is 1 ppm and Ethyl alcohol is 450 ppm. What is the threshold limit value of the mix? Is this person at risk? 6- Several workers at a rubber and leather manufacturing company are exposed to vapors of Vinyl chloride, Toluene and Xylene with concentration of 0.2 ppm, 135 ppm 200 mg/m^3 respectively. What is the threshold limit value of the mix? Are the employees at risk? 7- Several workers exposed to vapors of Ammonia, Arsine, Chloroform and Acetone with concentration of 12 ppm, 0.04 mg/m^3, 15 ppm, and 570 mg/m^3 respectively. What is the threshold limit value of the mix? Are the employees at risk?

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1 ACTIVITY PURPOSE The purpose of this activity is to give you practice preparing a four-week work schedule. PROCESS Follow the steps listed below to prepare a schedule. 1. Read the Information Sheet: Scheduling Employees. 2. The pay week for this medical record service runs Sunday – Saturday. The pay period is two pay weeks. Each full-time employee cannot work more than 40 hours per pay week, or 80 hours per pay period. Each part-time employee works 20 hours per pay week – 40 hours per pay period. 3. The first Friday of the four – week period is a holiday. 4. The medical record service has 24 hour coverage, seven days a week. All full-time employees work a five day pay week, eight hours per day, with rotating weekend coverage. Part-time employees work four hours Monday – Friday, except for their rotation weekend. On those days they work an eight hour shift. Remember to adjust their time accordingly. 5. The Assistant Director and all supervisors, except the Tumor Registry Supervisor, should be scheduled for rotating weekend coverage. 2 6. All employees, except the Tumor Registry employees, should be scheduled on a rotating basis for weekend coverage. 7. For weekend and holiday coverage, there needs to be at least two clerks and one transcriptionist on days and evenings, one clerk and one transcriptionist at night. 8. The Department Director has scheduled a two – week vacation for the first two full weeks of the four – week schedule. 9. Employees who work holidays must take the holiday time within the pay period in which the holiday occurs. 10.Use the following marks on the schedule: X – work eight hours V – vacation H – holiday D – day off 4 – hours for part-time employees 3 PERSONNEL OF HUFFMAN MEMORIAL MEDICAL RECORD DEPARTMENT DAYS (7:00 A.M. – 3:30 P.M.) Director Diane Lucas Assistant Director JoAnn DeWitt Coding 1 Supervisor – Nina Long 3 Coding/PAS Clerks – Cheryl Newman Pam Rogers Janet Bennett Transcription 1 Supervisor – 6 Transcribers – Jessica DuBois Eileen Andrews Iris Williams Diane Henderson Vivian Thomas Lois Fisher Emma Daily Filing/Retrieval 1 Supervisor – 4 Clerks – 1 Part-time Clerk – Bill James Darlene Cook Janice Stivers Larry Patterson Don Williamson Susan Evanston Tumor Registry 1 Supervisor – 1 Clerk – 1 Part-time Clerk – Mabel Smith Pauline Erskine Suzanne Chapman EVENING (3:00 P.M. – 11:00 P.M.) Transcription 1 Part-time – Beth Richman Filing/Retrieval 1 Supervisor – 2 Clerks – 1 Part-time Clerk – Daniel Johnson Harry Skinner Matthew Scott Anne Madison NIGHTS (11:00 P.M. – 7:00 A.M.) Transcription 3 Transcribers – Louise Wilson Jane Matters Nancy Lipman Filing/Retrieval 2 Clerks – Lily Jamison Helen Benson 4 INFORMATION SHEET SCHEDULING EMPLOYEES In addition to the planning, organizing and controlling of a medical record service, managers must accurately plan the work pattern for employees. This plan must insure that all duties are adequately covered, all shifts have sufficient numbers of people to perform duties, and employees are given appropriate days off. Scheduling encompasses both short term and long term plans. Short term scheduling involves planning work on a daily and/or weekly basis. Long term scheduling generally covers a four – to six – week time period, as well as yearly planning for holidays. In larger health care facilities with the medical record service providing 24 hour service, seven days a week, advanced planning is a requisite to a smooth operation. In smaller facilities with shorter hours of service, the schedule is less complex. The number of employees needed for weekend work for those facilities open on weekends is totally dependent upon the weekend workload. A volume of seventy (70) to ninety (90) discharges per day generally requires two (2) medical record clerks to process those discharges, as well as to perform the other daily responsibilities of the medical record service. It is also advisable to schedule a supervisor during the weekend in the event that any problems arise which a clerk might not be able to handle (i.e. medico-legal questions, irate patients or physicians). If you work in a department that has an active work 5 measurement program, valuable scheduling information can be obtained from the data reported. In planning for holidays, it is important to remember to: 1. obtain employee preferences for which holidays they might choose to work; 2. keep track of who has worked which holidays; 3. if a holiday occurs on a Friday or a Monday and the employee must work on the holiday, try to give them a Friday or Monday off to compensate. It is important for you to be fair in terms of assigning employees weekend work and scheduling Holidays. Everyone should share the responsibility equally. If you have all supervisors work one weekend per month, then that schedule should be followed. If you have clerks working every other weekend, then that pattern should be followed consistently. When preparing a schedule it is best to put in all the “givens” first. For example, if you have vacations scheduled for the four weeks you’re preparing, then those should be marked in first. Also included in this category would be employees who do not work weekends (i.e. personnel in the Tumor Registry). Once all work times have been scheduled, you must be certain that an employee receives two (2) days off for every seven (7) days. If an employee works more than forty (40) hours in one (1) week, the facility must pat time-an-a-half for all hours over forty. Some facilities are experimenting with a variety of scheduling techniques: flex time and the four-day work week. Both techniques have been 6 heavily debated. The final questions regarding these nontraditional alternatives end up being: 1. Are your employees willing to try it? 2. Are you ready to handle the extra planning these alternatives may warrant? 3. Do you have the necessary resources, including equipment, to accommodate a nontraditional scheduling alternative? 4. Will administrator of the facility support your proposal? Once you have established answers to those questions you are ready to embark on a new technique of scheduling. Scheduling employees can be one of the most challenging tasks that a manager faces. Whether you elect to try one of the nontraditional alternatives or use the five-day work week, the manager must: 1. be fair; 2. apply all guidelines to every employee consistently 3. utilize all available data to arrive at appropriate numbers for weekend and holiday staffing requirements; and 4. maximize the utilization of equipment and resources.

1 ACTIVITY PURPOSE The purpose of this activity is to give you practice preparing a four-week work schedule. PROCESS Follow the steps listed below to prepare a schedule. 1. Read the Information Sheet: Scheduling Employees. 2. The pay week for this medical record service runs Sunday – Saturday. The pay period is two pay weeks. Each full-time employee cannot work more than 40 hours per pay week, or 80 hours per pay period. Each part-time employee works 20 hours per pay week – 40 hours per pay period. 3. The first Friday of the four – week period is a holiday. 4. The medical record service has 24 hour coverage, seven days a week. All full-time employees work a five day pay week, eight hours per day, with rotating weekend coverage. Part-time employees work four hours Monday – Friday, except for their rotation weekend. On those days they work an eight hour shift. Remember to adjust their time accordingly. 5. The Assistant Director and all supervisors, except the Tumor Registry Supervisor, should be scheduled for rotating weekend coverage. 2 6. All employees, except the Tumor Registry employees, should be scheduled on a rotating basis for weekend coverage. 7. For weekend and holiday coverage, there needs to be at least two clerks and one transcriptionist on days and evenings, one clerk and one transcriptionist at night. 8. The Department Director has scheduled a two – week vacation for the first two full weeks of the four – week schedule. 9. Employees who work holidays must take the holiday time within the pay period in which the holiday occurs. 10.Use the following marks on the schedule: X – work eight hours V – vacation H – holiday D – day off 4 – hours for part-time employees 3 PERSONNEL OF HUFFMAN MEMORIAL MEDICAL RECORD DEPARTMENT DAYS (7:00 A.M. – 3:30 P.M.) Director Diane Lucas Assistant Director JoAnn DeWitt Coding 1 Supervisor – Nina Long 3 Coding/PAS Clerks – Cheryl Newman Pam Rogers Janet Bennett Transcription 1 Supervisor – 6 Transcribers – Jessica DuBois Eileen Andrews Iris Williams Diane Henderson Vivian Thomas Lois Fisher Emma Daily Filing/Retrieval 1 Supervisor – 4 Clerks – 1 Part-time Clerk – Bill James Darlene Cook Janice Stivers Larry Patterson Don Williamson Susan Evanston Tumor Registry 1 Supervisor – 1 Clerk – 1 Part-time Clerk – Mabel Smith Pauline Erskine Suzanne Chapman EVENING (3:00 P.M. – 11:00 P.M.) Transcription 1 Part-time – Beth Richman Filing/Retrieval 1 Supervisor – 2 Clerks – 1 Part-time Clerk – Daniel Johnson Harry Skinner Matthew Scott Anne Madison NIGHTS (11:00 P.M. – 7:00 A.M.) Transcription 3 Transcribers – Louise Wilson Jane Matters Nancy Lipman Filing/Retrieval 2 Clerks – Lily Jamison Helen Benson 4 INFORMATION SHEET SCHEDULING EMPLOYEES In addition to the planning, organizing and controlling of a medical record service, managers must accurately plan the work pattern for employees. This plan must insure that all duties are adequately covered, all shifts have sufficient numbers of people to perform duties, and employees are given appropriate days off. Scheduling encompasses both short term and long term plans. Short term scheduling involves planning work on a daily and/or weekly basis. Long term scheduling generally covers a four – to six – week time period, as well as yearly planning for holidays. In larger health care facilities with the medical record service providing 24 hour service, seven days a week, advanced planning is a requisite to a smooth operation. In smaller facilities with shorter hours of service, the schedule is less complex. The number of employees needed for weekend work for those facilities open on weekends is totally dependent upon the weekend workload. A volume of seventy (70) to ninety (90) discharges per day generally requires two (2) medical record clerks to process those discharges, as well as to perform the other daily responsibilities of the medical record service. It is also advisable to schedule a supervisor during the weekend in the event that any problems arise which a clerk might not be able to handle (i.e. medico-legal questions, irate patients or physicians). If you work in a department that has an active work 5 measurement program, valuable scheduling information can be obtained from the data reported. In planning for holidays, it is important to remember to: 1. obtain employee preferences for which holidays they might choose to work; 2. keep track of who has worked which holidays; 3. if a holiday occurs on a Friday or a Monday and the employee must work on the holiday, try to give them a Friday or Monday off to compensate. It is important for you to be fair in terms of assigning employees weekend work and scheduling Holidays. Everyone should share the responsibility equally. If you have all supervisors work one weekend per month, then that schedule should be followed. If you have clerks working every other weekend, then that pattern should be followed consistently. When preparing a schedule it is best to put in all the “givens” first. For example, if you have vacations scheduled for the four weeks you’re preparing, then those should be marked in first. Also included in this category would be employees who do not work weekends (i.e. personnel in the Tumor Registry). Once all work times have been scheduled, you must be certain that an employee receives two (2) days off for every seven (7) days. If an employee works more than forty (40) hours in one (1) week, the facility must pat time-an-a-half for all hours over forty. Some facilities are experimenting with a variety of scheduling techniques: flex time and the four-day work week. Both techniques have been 6 heavily debated. The final questions regarding these nontraditional alternatives end up being: 1. Are your employees willing to try it? 2. Are you ready to handle the extra planning these alternatives may warrant? 3. Do you have the necessary resources, including equipment, to accommodate a nontraditional scheduling alternative? 4. Will administrator of the facility support your proposal? Once you have established answers to those questions you are ready to embark on a new technique of scheduling. Scheduling employees can be one of the most challenging tasks that a manager faces. Whether you elect to try one of the nontraditional alternatives or use the five-day work week, the manager must: 1. be fair; 2. apply all guidelines to every employee consistently 3. utilize all available data to arrive at appropriate numbers for weekend and holiday staffing requirements; and 4. maximize the utilization of equipment and resources.

Name: Lab Time: BIO 218 Experiment Paper Rubric (20 points) General Formatting: (2 pts.) • Margins should be 1 inch top, bottom, left, and right. • Font should be 12 point Times New Roman or similar font. • Double-spaced. • Pages numbered. Title page is unnumbered. Next page is numbered at the bottom right corner with a 2 followed by pages 3, 4, and 5. • All sections must be included: Abstract, Introduction, Methods, Results, Discussion, and Literature Cited. • At least 3 pages (double spaced) but no more than five pages long. • All scientific names should be formatted correctly by italicizing and capitalizing the genus name and having the species name in lowercase (Bufo americanus). • Title page should have a specific title, student name, course, lab section time, and date. Project elements (18 pts. Total) • Abstract (2 points) o Summarize most important points using past tense. Use present tense to suggest a general conclusion which supports or refutes the hypothesis. • Introduction (3 points) o General background on topic and species (state scientific name!) o Discuss the possible tests of the hypothesis. o Reads from general to specific. o States hypothesis/hypotheses to be addressed. May discuss null and all alternative hypotheses. • Methods (2 points) o Reports how experiment was conducted and all materials used. Use enough detail so others could repeat the study. o Discuss the type(s) of data collected. o Discuss how data was to be analyzed/compared/used to test hypothesis. • Results (3 points) o Reports what happened in the experiment. o If comparisons made, discuss how they were made. o Report statistical and other data. Use “significant” only for statistical significance. o NO interpretation of data (no data analysis). o At least one original figure present and formatted correctly. Figures such as pictures and graphs are numbered and have captions underneath. o At least one table present and formatted correctly. Tables such as charts are numbered and have captions above them. • Discussion: (3 points) o Discusses the results of the experiment and ties in how the results fit with the literature. o Use past tense to discuss your results and shift to present tense to discuss previously published information. o States how results supported or refuted the original hypothesis. Hypotheses are never proven! o Ties in results with big picture within topic of biology. • Literature Cited: (2 points: .5 per citation) o At least 2 peer-reviewed journal articles (provided) + 2 peer-reviewed journal articles (found on your own). o References used in text properly. o References all listed in this section are alphabetized by author’s last name and formatted correctly. o All references listed in the Literature Cited section are cited in text. Writing Elements (3 pts.) • Grammar or spelling is error-free and excellent print quality. (1 pt) • Writing is clear and flows logically throughout paper. (1 pt) • Appropriate content in each section? (1 pt) Additional Comments:

Name: Lab Time: BIO 218 Experiment Paper Rubric (20 points) General Formatting: (2 pts.) • Margins should be 1 inch top, bottom, left, and right. • Font should be 12 point Times New Roman or similar font. • Double-spaced. • Pages numbered. Title page is unnumbered. Next page is numbered at the bottom right corner with a 2 followed by pages 3, 4, and 5. • All sections must be included: Abstract, Introduction, Methods, Results, Discussion, and Literature Cited. • At least 3 pages (double spaced) but no more than five pages long. • All scientific names should be formatted correctly by italicizing and capitalizing the genus name and having the species name in lowercase (Bufo americanus). • Title page should have a specific title, student name, course, lab section time, and date. Project elements (18 pts. Total) • Abstract (2 points) o Summarize most important points using past tense. Use present tense to suggest a general conclusion which supports or refutes the hypothesis. • Introduction (3 points) o General background on topic and species (state scientific name!) o Discuss the possible tests of the hypothesis. o Reads from general to specific. o States hypothesis/hypotheses to be addressed. May discuss null and all alternative hypotheses. • Methods (2 points) o Reports how experiment was conducted and all materials used. Use enough detail so others could repeat the study. o Discuss the type(s) of data collected. o Discuss how data was to be analyzed/compared/used to test hypothesis. • Results (3 points) o Reports what happened in the experiment. o If comparisons made, discuss how they were made. o Report statistical and other data. Use “significant” only for statistical significance. o NO interpretation of data (no data analysis). o At least one original figure present and formatted correctly. Figures such as pictures and graphs are numbered and have captions underneath. o At least one table present and formatted correctly. Tables such as charts are numbered and have captions above them. • Discussion: (3 points) o Discusses the results of the experiment and ties in how the results fit with the literature. o Use past tense to discuss your results and shift to present tense to discuss previously published information. o States how results supported or refuted the original hypothesis. Hypotheses are never proven! o Ties in results with big picture within topic of biology. • Literature Cited: (2 points: .5 per citation) o At least 2 peer-reviewed journal articles (provided) + 2 peer-reviewed journal articles (found on your own). o References used in text properly. o References all listed in this section are alphabetized by author’s last name and formatted correctly. o All references listed in the Literature Cited section are cited in text. Writing Elements (3 pts.) • Grammar or spelling is error-free and excellent print quality. (1 pt) • Writing is clear and flows logically throughout paper. (1 pt) • Appropriate content in each section? (1 pt) Additional Comments:

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Chapter 05 Reading Questions Due: 11:59pm on Friday, May 23, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Chapter 5 Reading Quiz Question 1 Part A In the second stage of the demographic transition, called the mortality transition, the death rate _____ while the birth rate _____. ANSWER: Chapter 5 Reading Quiz Question 2 Part A About a century ago, the population in Latin America moved from an agricultural to an urban-industrial base. During this period birth rates _____, death rates _____, and the overall population _____. ANSWER: Chapter 5 Reading Quiz Question 16 Part A Over the course of human history, the greatest increases in human populations have been due to_____. ANSWER: increases, decreases decreases, decreases decreases, remains high or increases increases, remains high or increases stayed about the same, decreased, and the population grew even faster increased greatly, increased, declined decreased dramatically, decreased, declined stayed about the same, increased, increased Chapter 05 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 1 of 6 5/21/2014 8:00 PM Chapter 5 Reading Quiz Question 4 Part A Compared to women in the United States, women in poor countries such as Ethiopia typically have _____ children at _____ age. ANSWER: Chapter 5 Reading Quiz Question 18 Part A Women in two developed countries have similar total fertility rates of 3.5. However, women in country A typically have their children about 2 years earlier than women in country B. How will the populations of the two countries compare? ANSWER: Chapter 5 Reading Quiz Question 19 Part A Overall population growth rates are most likely to be highest when the median age of a population is _____ and a country is in stage _____ of the demographic transition. ANSWER: improved medicine improved water supplies discovery of new land increased food production fewer, an older more, a younger more, an older fewer, a younger The population of country B will increase faster than country A. The population of country A will increase but the population of country B will decline. The population of country A will increase faster than country B. The populations of both countries will be stable, with similar totals and little increase or decrease. Chapter 05 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 2 of 6 5/21/2014 8:00 PM Chapter 5 Reading Quiz Question 20 Part A An age-structure diagram of a poor country in stage 1 of the demographic transition will be closest to the shape of _____. ANSWER: Chapter 5 Reading Quiz Question 8 Part A Predictions about global growth rates have been difficult because of changes in human values and behavior largely based upon _____. ANSWER: Chapter 5 Reading Quiz Question 9 Part A Because human suffering _____ as the human population approaches its carrying capacity, sustainability of the global human population must be _____ the carrying capacity of the Earth. ANSWER: older, 1 younger, 4 older, 3 younger, 2 the letter O, widest in the middle a pyramid, with a broad base and narrow top the letter V, widest at the top column, with even width from top to bottom shifting weather patterns increasing abilities to travel between countries the spread of infectious disease economic development Chapter 05 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 3 of 6 5/21/2014 8:00 PM Chapter 5 Reading Quiz Question 10 Part A The IPAT formula is used to estimate the _____. ANSWER: Chapter 5 Reading Quiz Question 12 Part A If everyone in the world had the ecological footprint of people currently living in the United States and Canada, the world would _____. ANSWER: Chapter 5 Reading Quiz Question 22 Part A If the population of the United States continues to grow and consumption levels also increase, we expect that the _____. ANSWER: increases, below decreases, above increases, above decreases, below birth rate of a population shift from one stage to another in the demographic transition age structure of a population ecological footprint of a society have just enough biocapacity without any additional population growth exceed its biocapacity by 40% still have enough biocapacity for 20% more humans exceed its biocapacity by five times over Chapter 05 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 4 of 6 5/21/2014 8:00 PM Chapter 5 Reading Quiz Question 24 Part A Given the increasing global population and increased rates of consumption in developing countries, the most likely avenue to sustainability is _____. ANSWER: Chapter 5 Reading Quiz Question 13 Part A Which one of the following typically contributes to population growth? ANSWER: Chapter 5 Reading Quiz Question 14 Part A Members of the neo-Malthusian movement advocated for _____. ANSWER: ecological footprint will eventually exceed the biocapacity of the environment biocapacity will eventually exceed the ecological footprint of the environment United States will eventually become an ecological debtor ecological debt of the United States will continue to increase more efficient use of natural resources the discovery of ways to dramatically increase the global biocapacity to have developed countries use more natural resources from developing countries increase our reliance upon fossil fuels better education empowerment of women high infant mortality economic development Chapter 05 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 5 of 6 5/21/2014 8:00 PM Chapter 5 Reading Quiz Question 15 Part A China, Mexico, and India have all made progress in reducing the population growth rates in their countries by adopting policies that encourage _____. ANSWER: Chapter 5 Reading Quiz Question 7 Part A Malthus found that populations in the American colonies were increasing _____ than populations on the European continent due to _____. ANSWER: Score Summary: Your score on this assignment is 0.0%. You received 0 out of a possible total of 17 points. increasing population size to support greater economic development birth control to limit population growth greater use of natural resources to increase the biocapacity of Earth to support a growing human population greater conservation of natural resources to limit the environmental impact of a growing human population limits on family size women to work only inside of their homes women to start having children at a younger age couples to marry earlier faster, no political conflicts or wars faster, greater resources were available in the American colonies slower, fewer resources were available in the American colonies slower, greater disease in the American colonies Chapter 05 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 6 of 6 5/21/2014 8:00 PM

Chapter 05 Reading Questions Due: 11:59pm on Friday, May 23, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Chapter 5 Reading Quiz Question 1 Part A In the second stage of the demographic transition, called the mortality transition, the death rate _____ while the birth rate _____. ANSWER: Chapter 5 Reading Quiz Question 2 Part A About a century ago, the population in Latin America moved from an agricultural to an urban-industrial base. During this period birth rates _____, death rates _____, and the overall population _____. ANSWER: Chapter 5 Reading Quiz Question 16 Part A Over the course of human history, the greatest increases in human populations have been due to_____. ANSWER: increases, decreases decreases, decreases decreases, remains high or increases increases, remains high or increases stayed about the same, decreased, and the population grew even faster increased greatly, increased, declined decreased dramatically, decreased, declined stayed about the same, increased, increased Chapter 05 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 1 of 6 5/21/2014 8:00 PM Chapter 5 Reading Quiz Question 4 Part A Compared to women in the United States, women in poor countries such as Ethiopia typically have _____ children at _____ age. ANSWER: Chapter 5 Reading Quiz Question 18 Part A Women in two developed countries have similar total fertility rates of 3.5. However, women in country A typically have their children about 2 years earlier than women in country B. How will the populations of the two countries compare? ANSWER: Chapter 5 Reading Quiz Question 19 Part A Overall population growth rates are most likely to be highest when the median age of a population is _____ and a country is in stage _____ of the demographic transition. ANSWER: improved medicine improved water supplies discovery of new land increased food production fewer, an older more, a younger more, an older fewer, a younger The population of country B will increase faster than country A. The population of country A will increase but the population of country B will decline. The population of country A will increase faster than country B. The populations of both countries will be stable, with similar totals and little increase or decrease. Chapter 05 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 2 of 6 5/21/2014 8:00 PM Chapter 5 Reading Quiz Question 20 Part A An age-structure diagram of a poor country in stage 1 of the demographic transition will be closest to the shape of _____. ANSWER: Chapter 5 Reading Quiz Question 8 Part A Predictions about global growth rates have been difficult because of changes in human values and behavior largely based upon _____. ANSWER: Chapter 5 Reading Quiz Question 9 Part A Because human suffering _____ as the human population approaches its carrying capacity, sustainability of the global human population must be _____ the carrying capacity of the Earth. ANSWER: older, 1 younger, 4 older, 3 younger, 2 the letter O, widest in the middle a pyramid, with a broad base and narrow top the letter V, widest at the top column, with even width from top to bottom shifting weather patterns increasing abilities to travel between countries the spread of infectious disease economic development Chapter 05 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 3 of 6 5/21/2014 8:00 PM Chapter 5 Reading Quiz Question 10 Part A The IPAT formula is used to estimate the _____. ANSWER: Chapter 5 Reading Quiz Question 12 Part A If everyone in the world had the ecological footprint of people currently living in the United States and Canada, the world would _____. ANSWER: Chapter 5 Reading Quiz Question 22 Part A If the population of the United States continues to grow and consumption levels also increase, we expect that the _____. ANSWER: increases, below decreases, above increases, above decreases, below birth rate of a population shift from one stage to another in the demographic transition age structure of a population ecological footprint of a society have just enough biocapacity without any additional population growth exceed its biocapacity by 40% still have enough biocapacity for 20% more humans exceed its biocapacity by five times over Chapter 05 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 4 of 6 5/21/2014 8:00 PM Chapter 5 Reading Quiz Question 24 Part A Given the increasing global population and increased rates of consumption in developing countries, the most likely avenue to sustainability is _____. ANSWER: Chapter 5 Reading Quiz Question 13 Part A Which one of the following typically contributes to population growth? ANSWER: Chapter 5 Reading Quiz Question 14 Part A Members of the neo-Malthusian movement advocated for _____. ANSWER: ecological footprint will eventually exceed the biocapacity of the environment biocapacity will eventually exceed the ecological footprint of the environment United States will eventually become an ecological debtor ecological debt of the United States will continue to increase more efficient use of natural resources the discovery of ways to dramatically increase the global biocapacity to have developed countries use more natural resources from developing countries increase our reliance upon fossil fuels better education empowerment of women high infant mortality economic development Chapter 05 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 5 of 6 5/21/2014 8:00 PM Chapter 5 Reading Quiz Question 15 Part A China, Mexico, and India have all made progress in reducing the population growth rates in their countries by adopting policies that encourage _____. ANSWER: Chapter 5 Reading Quiz Question 7 Part A Malthus found that populations in the American colonies were increasing _____ than populations on the European continent due to _____. ANSWER: Score Summary: Your score on this assignment is 0.0%. You received 0 out of a possible total of 17 points. increasing population size to support greater economic development birth control to limit population growth greater use of natural resources to increase the biocapacity of Earth to support a growing human population greater conservation of natural resources to limit the environmental impact of a growing human population limits on family size women to work only inside of their homes women to start having children at a younger age couples to marry earlier faster, no political conflicts or wars faster, greater resources were available in the American colonies slower, fewer resources were available in the American colonies slower, greater disease in the American colonies Chapter 05 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 6 of 6 5/21/2014 8:00 PM

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Sex, Gender, and Popular Culture Spring 2015 Look through popular magazines, and see if you can find advertisements that objectify women in order to sell a product. Alternately, you may use an advertisement on television (but make sure to provide a link to the ad so I can see it!). Study these images then write a paper about objectification that deals with all or some of the following: • What effect(s), if any, do you think the objectification of women’s bodies has on our culture? • Jean Kilbourne states “turning a human being into a thing is almost always the first step toward justifying violence against that person.” What do you think she means by this? Do you agree with her reasoning? Why or why not? • Some people would argue that depicting a woman’s body as an object is a form of art. What is your opinion of this point of view? Explain your reasoning. • Why do you think that women are objectified more often than men are? • How does sexualization and objectification play out differently across racial lines? • Kilbourne explains that the consequences of being objectified are different – and more serious – for women than for men. Do you agree? How is the world different for women than it is for men? How do objectified images of women interact with those in our culture differently from the way images of men do? Why is it important to look at images in the context of the culture? • What is the difference between sexual objectification and sexual subjectification? (Ros Gill ) • How do ads construct violent white masculinity and how does that vision of masculinity hurt both men and women? Throughout your written analysis, be sure to make clear and specific reference to the images you selected, and please submit these images with your paper. Make sure you engage with and reference to at least 4 of the following authors: Kilbourne, Bordo, Hunter & Soto, Rose, Durham, Gill, Katz, Schuchardt, Ono and Buescher. Guidelines:  Keep your content focused on structural, systemic, institutional factors rather than the individual: BE ANALYTICAL NOT ANECDOTAL.  Avoid using the first person or including personal stories/reactions. You must make sure to actively engage with your readings: these essays need to be informed and framed by the theoretical material you have been reading this semester.  Keep within the 4-6 page limit; use 12-point font, double spacing and 1-inch margins.  Use formal writing conventions (introduction/thesis statement, body, conclusion) and correct grammar. Resources may be cited within the text of your paper, i.e. (Walters, 2013).

Sex, Gender, and Popular Culture Spring 2015 Look through popular magazines, and see if you can find advertisements that objectify women in order to sell a product. Alternately, you may use an advertisement on television (but make sure to provide a link to the ad so I can see it!). Study these images then write a paper about objectification that deals with all or some of the following: • What effect(s), if any, do you think the objectification of women’s bodies has on our culture? • Jean Kilbourne states “turning a human being into a thing is almost always the first step toward justifying violence against that person.” What do you think she means by this? Do you agree with her reasoning? Why or why not? • Some people would argue that depicting a woman’s body as an object is a form of art. What is your opinion of this point of view? Explain your reasoning. • Why do you think that women are objectified more often than men are? • How does sexualization and objectification play out differently across racial lines? • Kilbourne explains that the consequences of being objectified are different – and more serious – for women than for men. Do you agree? How is the world different for women than it is for men? How do objectified images of women interact with those in our culture differently from the way images of men do? Why is it important to look at images in the context of the culture? • What is the difference between sexual objectification and sexual subjectification? (Ros Gill ) • How do ads construct violent white masculinity and how does that vision of masculinity hurt both men and women? Throughout your written analysis, be sure to make clear and specific reference to the images you selected, and please submit these images with your paper. Make sure you engage with and reference to at least 4 of the following authors: Kilbourne, Bordo, Hunter & Soto, Rose, Durham, Gill, Katz, Schuchardt, Ono and Buescher. Guidelines:  Keep your content focused on structural, systemic, institutional factors rather than the individual: BE ANALYTICAL NOT ANECDOTAL.  Avoid using the first person or including personal stories/reactions. You must make sure to actively engage with your readings: these essays need to be informed and framed by the theoretical material you have been reading this semester.  Keep within the 4-6 page limit; use 12-point font, double spacing and 1-inch margins.  Use formal writing conventions (introduction/thesis statement, body, conclusion) and correct grammar. Resources may be cited within the text of your paper, i.e. (Walters, 2013).

The objectification of women has been a very controversial topic … Read More...
Doppler Shift 73 Because of the Doppler Effect, light emitted by an object can appear to change wavelength due to its motion toward or away from an observer. When the observer and the source of light are moving toward each other, the light is shifted to shorter wavelengths (blueshifted). When the observer and the source of light are moving away from each other, the light is shifted to longer wavelengths (redshifted). Part I: Motion of Source Star is not . rnovrng r ABCD 1) Consider the situations shown (A—D). a) In which situation will the observer receive light that is shifted to shorter wavelengths? b) Will this light be blueshifted or redshifted for this case? c) What direction is the star moving relative to the observer for this case? 2) Consider the situations shown (A—D). a) In which situation will the observer receive light that is shifted to longer wavelengths? b) Will this light be blueshifted or redshifted for this case? c) What direction is the star moving relative to the observer for this case? . 74 Doppler Shift 3) In which of the srtuations shown (A—D) will theobserver receive light that Is not Doppler Shifted at all? Explain your reasoning. – 4) Imagine our solar system Is moving In the Milky Way toward a group of three stars. Star A is a blue star that is slightly closer to us than the other two. Star B is a red star that is farthest away from us. Star C is a yellow star that is halfway between Stars A end B. a) Which of these three stars, if any, will give off light that appears to be blueshifted? Explain your reasoning. . / b) Which of these three stars, if any, will give off light that appears to be redshifted? Explain your reasoning. c) Which of these three stars, if any, will give off light that appears to have no shift? Explain your reasoning. — 5) You overhear two students discussing the topic of Doppler Shift. Student 1: Since Betelgeuse is a red star, it must be going away from us, and since Rigel is a blue star it must be coming toward us. Student 2: 1 disagree, the color of the star does not tell you if it is moving. You have to look at the shift in wavelength of the lines in the star’s absorption spectrum to determine whether it’s moving toward or away from you. Do you agree or disagree with either or both of the students? Explain your reasoning. 5 Part II: Shift in Absorption Spectra When we study an astronomical object like a star or galaxy, we examine the spectrum of light it gives off. Since the lines of a spectrum occur at specific wavelengths we can determine that an object is moving when we see that the lines have been shifted to either longer or shorter wavelengths. For the absorption line spectra shown on the next page, short-wavelength light (the blue end of the spectrum) is shown on the left-hand side and long-wavelength light (the red end of the spectrum) is shown on the right-hand side. Doppler Shift 75 For the three absorption line spectra shown below (A, B, and C), one of the spectra corresponds to a star that is not moving relative to you, one of the spectra is from a star that is moving toward you, and one of the spectra is from a star that is moving away from you. A B Blue J___ ..‘ C 6) Which of the three spectra above corresponds with the star moving toward you? Explain your reasoning. If two sources of llght are moving relative to an observer, the light from the star that is moving faster will appear to undergo a greater Doppler Consider the four spectra at the right. The spectrum labeled F is an absorption line spectrum from a star that is at rest. Again, note that short-wavelength (blue) light is shown on the left-hand side of each spectrum and long-wavelength (red) light is shown on the right-hand side of each spectrum. 7) Which of the three spectra corresponds with the star moving away from you? Explain your reasoning. Part 111: Size of Shift and Speed Blue Red . – 76 Doppler Shift 8) Which of the four spectra would be from the star that is moving the fastest? Would this star be moving toward or away from the observer? 9) Of the stars that are moving, which spectra would be from the star that is moving the slowest? Describe the motion of this star, – (fJ 1O)An Important line In the absorption spectrum of stars occurs at a wavelength of 656 nm for stars at rest. Irna me that you observe five stars (H—L) from Earth and discover that this Important absorption line Is measured at the wavelength shown in the table below for each of the five stars, Star Wavelength of Absorption Line H 649nm I 660 nm J 656nrn K 658nrn L 647nm a) Which of the stars are gMng off light that appears blueshifted? Explain your reasoning. b) Which of the stars are gMng off light that appears redshifted? Explain your reasoning. d) Which star is moving the fastest? Is it moving toward or away from the observer? Explain your reasoning. , . . c) Which star is giving off light that appears shifted by the greatest amount? Is this light shifted to longer or shorter wavelengths? Explain your reasoning. a) Which planets will receive a radio signal that Is redshifted? Explain your reasoning. b) Which planets wfll receive a radio signal that is shifted to shorter wavelengths? Explain your reasoning. a a . ii) The figure at right shows a spaceprobe and five planets. The motion of the spaceprobe is indicated by the arrow. The spaceprobe is continuously broadcasting a radio signal in all directions. 4 C E not to scale c) Will all the planets receive radio signals from the spaceprobe that are Doppler shifted? Explain your reasoning. d) How will the size of the Doppler Shift in the radio signals detected at Planets A and B compare? Explain your reasoning. Cats r , ‘, e) How Will the slz of 1h Dupler Shift in the radio signals deteed °lane E and B compare? Explain your reasoning. ‘

Doppler Shift 73 Because of the Doppler Effect, light emitted by an object can appear to change wavelength due to its motion toward or away from an observer. When the observer and the source of light are moving toward each other, the light is shifted to shorter wavelengths (blueshifted). When the observer and the source of light are moving away from each other, the light is shifted to longer wavelengths (redshifted). Part I: Motion of Source Star is not . rnovrng r ABCD 1) Consider the situations shown (A—D). a) In which situation will the observer receive light that is shifted to shorter wavelengths? b) Will this light be blueshifted or redshifted for this case? c) What direction is the star moving relative to the observer for this case? 2) Consider the situations shown (A—D). a) In which situation will the observer receive light that is shifted to longer wavelengths? b) Will this light be blueshifted or redshifted for this case? c) What direction is the star moving relative to the observer for this case? . 74 Doppler Shift 3) In which of the srtuations shown (A—D) will theobserver receive light that Is not Doppler Shifted at all? Explain your reasoning. – 4) Imagine our solar system Is moving In the Milky Way toward a group of three stars. Star A is a blue star that is slightly closer to us than the other two. Star B is a red star that is farthest away from us. Star C is a yellow star that is halfway between Stars A end B. a) Which of these three stars, if any, will give off light that appears to be blueshifted? Explain your reasoning. . / b) Which of these three stars, if any, will give off light that appears to be redshifted? Explain your reasoning. c) Which of these three stars, if any, will give off light that appears to have no shift? Explain your reasoning. — 5) You overhear two students discussing the topic of Doppler Shift. Student 1: Since Betelgeuse is a red star, it must be going away from us, and since Rigel is a blue star it must be coming toward us. Student 2: 1 disagree, the color of the star does not tell you if it is moving. You have to look at the shift in wavelength of the lines in the star’s absorption spectrum to determine whether it’s moving toward or away from you. Do you agree or disagree with either or both of the students? Explain your reasoning. 5 Part II: Shift in Absorption Spectra When we study an astronomical object like a star or galaxy, we examine the spectrum of light it gives off. Since the lines of a spectrum occur at specific wavelengths we can determine that an object is moving when we see that the lines have been shifted to either longer or shorter wavelengths. For the absorption line spectra shown on the next page, short-wavelength light (the blue end of the spectrum) is shown on the left-hand side and long-wavelength light (the red end of the spectrum) is shown on the right-hand side. Doppler Shift 75 For the three absorption line spectra shown below (A, B, and C), one of the spectra corresponds to a star that is not moving relative to you, one of the spectra is from a star that is moving toward you, and one of the spectra is from a star that is moving away from you. A B Blue J___ ..‘ C 6) Which of the three spectra above corresponds with the star moving toward you? Explain your reasoning. If two sources of llght are moving relative to an observer, the light from the star that is moving faster will appear to undergo a greater Doppler Consider the four spectra at the right. The spectrum labeled F is an absorption line spectrum from a star that is at rest. Again, note that short-wavelength (blue) light is shown on the left-hand side of each spectrum and long-wavelength (red) light is shown on the right-hand side of each spectrum. 7) Which of the three spectra corresponds with the star moving away from you? Explain your reasoning. Part 111: Size of Shift and Speed Blue Red . – 76 Doppler Shift 8) Which of the four spectra would be from the star that is moving the fastest? Would this star be moving toward or away from the observer? 9) Of the stars that are moving, which spectra would be from the star that is moving the slowest? Describe the motion of this star, – (fJ 1O)An Important line In the absorption spectrum of stars occurs at a wavelength of 656 nm for stars at rest. Irna me that you observe five stars (H—L) from Earth and discover that this Important absorption line Is measured at the wavelength shown in the table below for each of the five stars, Star Wavelength of Absorption Line H 649nm I 660 nm J 656nrn K 658nrn L 647nm a) Which of the stars are gMng off light that appears blueshifted? Explain your reasoning. b) Which of the stars are gMng off light that appears redshifted? Explain your reasoning. d) Which star is moving the fastest? Is it moving toward or away from the observer? Explain your reasoning. , . . c) Which star is giving off light that appears shifted by the greatest amount? Is this light shifted to longer or shorter wavelengths? Explain your reasoning. a) Which planets will receive a radio signal that Is redshifted? Explain your reasoning. b) Which planets wfll receive a radio signal that is shifted to shorter wavelengths? Explain your reasoning. a a . ii) The figure at right shows a spaceprobe and five planets. The motion of the spaceprobe is indicated by the arrow. The spaceprobe is continuously broadcasting a radio signal in all directions. 4 C E not to scale c) Will all the planets receive radio signals from the spaceprobe that are Doppler shifted? Explain your reasoning. d) How will the size of the Doppler Shift in the radio signals detected at Planets A and B compare? Explain your reasoning. Cats r , ‘, e) How Will the slz of 1h Dupler Shift in the radio signals deteed °lane E and B compare? Explain your reasoning. ‘

  ANSWERS Part 1 1 C is the answer because … Read More...
Book review The Shareholder Value Myth: How Putting Shareholders First Harms Investors, Corporations, and the Public by Lynn Stout Provide 1) a 900 word review of this book (word range 900-1,200) and 2) a 350 word reflection where you force yourself to relate the message of the book . As per the format of the review, I like the ones done by the folks of the WSJ. This is an example: http://forums.delphiforums.com/diversecity/messages?msg=17531.1264 or http://www.wsj.com/articles/book-review-how-adam-smith-can-change-your-life-by-russ-roberts-1413846808?KEYWORDS=book+reviews

Book review The Shareholder Value Myth: How Putting Shareholders First Harms Investors, Corporations, and the Public by Lynn Stout Provide 1) a 900 word review of this book (word range 900-1,200) and 2) a 350 word reflection where you force yourself to relate the message of the book . As per the format of the review, I like the ones done by the folks of the WSJ. This is an example: http://forums.delphiforums.com/diversecity/messages?msg=17531.1264 or http://www.wsj.com/articles/book-review-how-adam-smith-can-change-your-life-by-russ-roberts-1413846808?KEYWORDS=book+reviews

The Shareholder Value Myth: How Putting Shareholders First Harms Investors, … Read More...
http://www.econlib.org/library/Smith/smWN1.html#B.I,%20Ch.1,%20Of%20the%20Division%20of%20Labor What does Smith mean by division of labor, and how does it affect production? A. He means that each person does their own work to benefit themselves by creating goods. This creates well-crafted goods. B. He argues that in order to become more efficient, we need to put everyone in the same workhouses and eliminate division. C. He says that the division of labor provides farmers with the opportunity to become involved in manufacturing. D. He means that each person makes one small part of a good very quickly, but this is bad for the quality of production overall. E. He means that by having each individual specialize in one thing, they can work together to create products more efficiently and effectively. Which of the following is NOT an example of the circumstances by which the division of labor improves efficiency? A. A doll-making company stops allowing each employee to make one whole doll each and instead appoints each employee to create one part of the doll. B. A family of rug makers buys a loom to speed up their production. C. A mechanic opens a new shop to be nearer to the market. D. A factory changes the responsibilities of its employees so that one group handles heavy boxes and the other group does precision sewing. E. A baker who used to make a dozen cookies at a time buys a giant mixer and oven that enable him to make 20 dozen cookies at a time. Considering the global system of states, what do you think the allegory of the pins has to offer? A. It suggests that there could be a natural harmony of interests among states because they can divide labor among themselves to the benefit of everyone. B. It suggests that states can never be secure enough to cooperate because every state is equally capable of producing the same things. C. It suggests that a central authority is necessary to help states cooperate, in the same way that a manager oversees operations at a factory. D. The allegory of the pins is a great way to think about how wars come about, because states won’t cooperate with each other like pin-makers do. E. The allegory of the pins shows us that there is no natural harmony of interests between states. Smith sees the development of industry, technology, and the division of labor as A. generally positive but not progressive. The lives of many people may improve, but the world will generally stay the same. B. generally positive and progressive. The world is improving because of these changes, and it will continue to improve. C. generally negative. The creation of new technologies and the division of labor are harmful to all humans, both the wealthy and the poor. D. generally negative. The creation of the division of labor only benefits the wealthy at the expense of the poor. E. both positive and negative. Smith thinks that technology hurts us, while the division of labor helps society progress and develop. http://www.youtube.com/watch?v=RUwS1uAdUcI What point is Hans Rosling trying to make when he describes the global health pre-test? A. He is trying to show how the average person has no idea of the true state of global health. B. He is trying to illustrate how we tend to carry around outdated notions about the state of global health. C. He is trying to make us see that the less-developed countries are far worse off than we ever thought. D. He is trying to drive home the idea that global health has not improved over time despite foreign aid and improvements in medicine. E. He is trying to warn us about the rapid growth in world population. Rosling shows us that we tend to think about global health in terms of “we and them.” Who are the “we” and who are the “them”? A. “We” refers to academics, students, and scholars; “them” refers to the uneducated. B. “We” refers to the average person; “them” refers to politicians and global leaders. C. “We” refers to the wealthy; “them” refers to the poor. D. “We” refers to the Western world; “them” refers to the Third World. E. “We” refers to students; “them” refers to professors. In the life expectancy and fertility rate demonstration, what do the statistics reveal? A. Over time, developed countries produced small families and long lives, whereas developing countries produced large families and short lives. B. The world today looks much like it did in 1962 despite our attempts to help poorer countries develop. C. All countries in the world, even the poorer ones, are trending toward longer lives and smaller families. D. Developed countries are trending toward smaller families but shorter lives. E. All countries tend to make gains and losses in fertility and lifespan, but in the long run there is no significant change. What point does Rosling make about life expectancy in Vietnam as compared to the United States? To what does he attribute the change? A. He indicates that economic change preceded social change. B. He suggests that markets and free trade resulted in the increase in life expectancy. C. He says that the data indicates that the Vietnam War contributed to the decrease in life expectancy during that time, but that it recovered shortly thereafter. D. He says that social change in Asia preceded economic change, and life expectancy in Vietnam increased despite the war. E. He indicates that Vietnam was equal to the United States in life expectancy before the war. According to Rosling, how are regional statistics about child survival rates and GDP potentially misleading? A. Countries have an incentive to lie about the actual survival rates because they want foreign assistance. B. Statistics for the individual countries in a region are often vastly different. C. Regional statistics give us a strong sense of how we can understand development within one region, but it does not allow us to compare across regions. D. The data available over time and from countries within regions is often poorly collected and incomplete. E. Child survival rates cannot be compared regionally, since each culture has a different sense of how important children are. What is Rosling’s main point about statistical databases? A. The data is available but not readily accessible, so we need to create networks to solve that problem. B. The data that comes from these databases is often flawed and unreliable. C. It doesn’t matter whether we have access to these databases because the data can’t be used in an interesting way. D. Statistics can’t tell us very much, but we should do our best to make use of the information we do have. E. The information that could be true is too hard to sort out from what isn’t true because we don’t know how strong the data really is. http://www.marxists.org/archive/lenin/works/1916/imp-hsc/ch10.htm#v22zz99h-298-GUESS Click the link at left to read Chapter 10 of Imperialism, The Highest Stage of Capitalism, then answer the questions below. According to Lenin, what is the fundamental source of a monopoly? A. It is a natural effect of human behavior. B. It is the result of governments and police systems. C. Its source is rooted in democracy. D. It comes from the concentration of production at a high stage. E. It is what follows a socialist system. What are the principal types or manifestations of monopoly capitalism? A. Monopolistic capitalist associations like cartels, syndicates and trusts; and monopolies as a result of colonial policy. B. Monopolization of raw materials and monopolization of finance capital. C. Monopolization of governing structures and monopolies of oligarchies. D. Monopolist capitalist associations like cartels, syndicates and trusts; and monopolies as a result of colonial policy AND monopolization of raw materials and monopolization of finance capital. E. Monopolization of raw materials and monopolization of finance capital AND monopolization of governing structures and monopolies of oligarchies. What is the definition of a rentier state according to Lenin? A. A state that colonizes other states. B. A state whose bourgeoisie live off the export of capital. C. A poor state. D. A wealthy state. E. A colonized state. Overall Lenin’s analysis of the state of capitalism is concerned with: A. The interactions between states. B. The interactions within states. C. The ownership of industry and organizations. D. The interactions within states AND the ownership of industry and organizations. E. All of these options. http://view.vzaar.com/1194665/flashplayer Watch the video at left, and then answer the questions below. The Marshall Plan was developed by the United States after World War II. What was its purpose? A. to feed the hungry of Europe B. to stem the spread of communism C. to maintain an American military presence in Europe D. to feed the hungry of Europe AND to stem the spread of communism E. to stem the spread of communism AND to maintain an American military presence in Europe What kind of aid was sent at first? A. foods, fertilizers, and machines for agriculture B. books, paper, and radios for education C. clothing, medical supplies, and construction equipment D. mostly cash in the form of loans and grants E. people with business expertise to help develop the economy What kind of aid did the United States send to Greece to help its farmers? A. tractors B. mules C. seeds D. fertilizer E. all of these options What was one way that the United States influenced public opinion in Italy during the elections described in the video? A. The United States provided significant food aid to Italy so that the Italians would be inclined to vote against the Communists. B. The Italians had been impressed by the strength and loyalty of the American soldiers, and were inclined to listen to them during the elections. C. There was a large number of young Italians who followed American fashion and culture. D. Italian immigrants in the United States wrote letters to their families in Italy urging them not to vote for Communists. E. The Greeks showed the Italians how much the Americans had helped them, warning that supporting a Communist candidate would mean sacrificing American aid. How did Pope Pius XII undermine the strength of the Communist Party in Italy? A. He encouraged Italians to go out and vote. B. He warned that the Communist Party would legalize abortion. C. He excommunicated many members of the Communist Party. D. He made a speech in support of capitalism. E. He declared that Communists should not be baptized. http://www.youtube.com/watch?v=KVhWqwnZ1eM Use the video at left to answer the questions below. Hans Rosling shares how his students discuss “we” versus “them.” To whom are his students referring? A. the United States and Mexico B. Christians and Muslims C. Democrats and Republicans D. Europe and Asia E. none of these options According to Rosling, what factors contribute to a better quality of life for people in developing countries? A. family planning B. soap and water C. investment D. vaccinations E. all of these options Using his data, Rosling demonstrates a great shift in Mexico. What change does his data demonstrate? A. a decrease in drug usage B. a decrease in the number of jobs available C. an increase in average life expenctancy D. an increase in the rate of violent crime E. all of these options Instead of “developing” and “developed,” Rosling divides countries into four categories. Which of the following is NOT one of them? A. high-income countries B. middle-income countries C. low-income countries D. no-income countries E. collapsing countries Rosling discusses the increased life expectancy in both China and the United States. How are the situations different? A. The U.S. and China are on different continents. B. The life expectancy in China rose much higher than it did in the U.S. C. China first expanded its life expectancy and then grew economically, whereas the U.S. did the reverse. D. Average income and life expectancy steadily increased in the U.S., but they steadily decreased in China. E. all of these options Rosling shows a chart that demonstrates the regional income distribution of the world from 1970 to 2015. During that time, what has happened in South and East Asia? A. Money has flowed out of Asia to developing countries in Africa. B. The average income of citizens of South and East Asia has increased over the last 30 years. C. The average income of citizens of South and East Asia has decreased over the last 30 years. D. The average income of citizens of South and East Asia has surpassed that of Europe and North America. E. There has been no change. Click here to access GapMinder, the data visualizer that Hans Rosling uses. In 2010, which of the following countries had both a higher per-capita GDP and a higher life expectancy than the United States? A. France B. Japan C. Denmark D. Singapore E. Kuwait http://www.garretthardinsociety.org/articles/art_tragedy_of_the_commons.html http://www.youtube.com/watch?v=8a4S23uXIcM The Tragedy of the Commons What is the rough definition of the “commons” given in the article? A. any private property on which others trespass B. behavior that everyone considers to be normal C. a cow that lives in a herd D. government-administered benefits, like unemployment or Social Security E. a shared resource What does Hardin mean by describing pollution as a reverse tragedy of the commons? A. Rather than causing a problem, it resolves a problem. B. Pollution costs us money rather than making us money. C. We are putting something into the commons rather than removing something from it. D. It starts at the other end of the biological pyramid. E. Humans see less of it as time goes on. Hardin says “the air and waters surrounding us cannot readily be fenced, and so the tragedy of the commons as a cesspool must be prevented by different means.” What are those means? A. establishing more international treaties to protect the environment B. using laws or taxes to make the polluter pay for pollution C. punishing consumers for generating waste D. raising awareness about environmental issues E. developing greener products Pacific Garbage Dump According to the news report, what percent of the Gyre is made of plastic? A. 50 percent B. 60 percent C. 70 percent D. 80 percent E. 90 percent Where does the majority of the plastic in the Gyre come from? A. barges that dump trash in the ocean B. storm drains from land C. people throwing litter off boats into the ocean D. remnants from movie sets filmed at sea E. fishing boats processing their catch What does Charles Moore mean by the “throwaway concept”? A. the habitual use of disposable plastic packaging B. the mistaken view that marine ecosystems are infinitely renewable C. a general lack of interest in recycling D. the willingness to discard effective but small-scale environmental policies in deference to broader E. people throwing away their lives in pursuit of money In what way does the Great Pacific Gyre represent issues like global warming a tragedy of the commons? A. because all the plastic trash in it comes from the United States B. because it kills the albatross and makes it impossible for them to reproduce C. surbecause the countries rounding the Pacific Ocean are polluting the water in a way that affects the quality of the resource for all, but no one is specifically accountable for it D. because it causes marine life to compete for increasingly scarce nutrients in the ocean E. because nations in the region all collectively agreed to dump their trash in the Pacific http://www.npr.org/news/specials/climate/video/ http://ngm.nationalgeographic.com/climateconnections/climate-map http://www.npr.org/news/specials/climate/video/wildchronicles.html Use the links provided at left to answer the questions below. Global Warming: It’s All About Carbon How does carbon give us fuel? A. When you burn things that contain carbon the bonds break, giving off energy. B. Burning things creates carbon out of other elements as a result of combustion. C. Carbon is created after oxygen and hydrogen get released. D. Carbon bonds are created thereby giving off energy. E. Carbon is made into fuel by refining oil. National Geographic Climate Map What geographic areas have seen the most significant changes in temperature? A. The African continent. B. The Pacific Ocean. C. The Atlantic Ocean. D. The Arctic Ocean. E. The Indian Ocean. Why does it matter that rain fall steadily rather than in downpours? A. For those countries accustomed to steady rain fall, downpours are actually more efficient ways to catch water. B. Downpours in regions accustomed to steady fall makes them more prone to flooding and damage. C. In general, as long as regions get either steady fall or downpours most things will stay the same. D. Downpours are always more beneficial to crop growth than steady rain. E. Steady rain is always more beneficial to crop growth than downpours. Climate Change Threatens Kona Coffee What is unique about the climate in Hawaii, making it a good place to grow coffee? A. The elevation is high, the nights are cool and the days are humid. B. The elevation is low, the nights are warm and the days are dry. C. The elevation is high, the nights are warm and the days are dry. D. The elevation is low, the nights are cool and the days are dry. E. The elevation is high, the nights are warm and the days are humid. What specific temperature pattern have experts noted about the region where Kona coffee is grown in Hawaii? A. There has been no significant change but the bean production has dropped. B. The nights have warmed up, even though the days have cooled. C. There has been an increase in bean production with the change in climate. D. The nights have cooled even more so than before. E. There has been universally hot days all the way around.

http://www.econlib.org/library/Smith/smWN1.html#B.I,%20Ch.1,%20Of%20the%20Division%20of%20Labor What does Smith mean by division of labor, and how does it affect production? A. He means that each person does their own work to benefit themselves by creating goods. This creates well-crafted goods. B. He argues that in order to become more efficient, we need to put everyone in the same workhouses and eliminate division. C. He says that the division of labor provides farmers with the opportunity to become involved in manufacturing. D. He means that each person makes one small part of a good very quickly, but this is bad for the quality of production overall. E. He means that by having each individual specialize in one thing, they can work together to create products more efficiently and effectively. Which of the following is NOT an example of the circumstances by which the division of labor improves efficiency? A. A doll-making company stops allowing each employee to make one whole doll each and instead appoints each employee to create one part of the doll. B. A family of rug makers buys a loom to speed up their production. C. A mechanic opens a new shop to be nearer to the market. D. A factory changes the responsibilities of its employees so that one group handles heavy boxes and the other group does precision sewing. E. A baker who used to make a dozen cookies at a time buys a giant mixer and oven that enable him to make 20 dozen cookies at a time. Considering the global system of states, what do you think the allegory of the pins has to offer? A. It suggests that there could be a natural harmony of interests among states because they can divide labor among themselves to the benefit of everyone. B. It suggests that states can never be secure enough to cooperate because every state is equally capable of producing the same things. C. It suggests that a central authority is necessary to help states cooperate, in the same way that a manager oversees operations at a factory. D. The allegory of the pins is a great way to think about how wars come about, because states won’t cooperate with each other like pin-makers do. E. The allegory of the pins shows us that there is no natural harmony of interests between states. Smith sees the development of industry, technology, and the division of labor as A. generally positive but not progressive. The lives of many people may improve, but the world will generally stay the same. B. generally positive and progressive. The world is improving because of these changes, and it will continue to improve. C. generally negative. The creation of new technologies and the division of labor are harmful to all humans, both the wealthy and the poor. D. generally negative. The creation of the division of labor only benefits the wealthy at the expense of the poor. E. both positive and negative. Smith thinks that technology hurts us, while the division of labor helps society progress and develop. http://www.youtube.com/watch?v=RUwS1uAdUcI What point is Hans Rosling trying to make when he describes the global health pre-test? A. He is trying to show how the average person has no idea of the true state of global health. B. He is trying to illustrate how we tend to carry around outdated notions about the state of global health. C. He is trying to make us see that the less-developed countries are far worse off than we ever thought. D. He is trying to drive home the idea that global health has not improved over time despite foreign aid and improvements in medicine. E. He is trying to warn us about the rapid growth in world population. Rosling shows us that we tend to think about global health in terms of “we and them.” Who are the “we” and who are the “them”? A. “We” refers to academics, students, and scholars; “them” refers to the uneducated. B. “We” refers to the average person; “them” refers to politicians and global leaders. C. “We” refers to the wealthy; “them” refers to the poor. D. “We” refers to the Western world; “them” refers to the Third World. E. “We” refers to students; “them” refers to professors. In the life expectancy and fertility rate demonstration, what do the statistics reveal? A. Over time, developed countries produced small families and long lives, whereas developing countries produced large families and short lives. B. The world today looks much like it did in 1962 despite our attempts to help poorer countries develop. C. All countries in the world, even the poorer ones, are trending toward longer lives and smaller families. D. Developed countries are trending toward smaller families but shorter lives. E. All countries tend to make gains and losses in fertility and lifespan, but in the long run there is no significant change. What point does Rosling make about life expectancy in Vietnam as compared to the United States? To what does he attribute the change? A. He indicates that economic change preceded social change. B. He suggests that markets and free trade resulted in the increase in life expectancy. C. He says that the data indicates that the Vietnam War contributed to the decrease in life expectancy during that time, but that it recovered shortly thereafter. D. He says that social change in Asia preceded economic change, and life expectancy in Vietnam increased despite the war. E. He indicates that Vietnam was equal to the United States in life expectancy before the war. According to Rosling, how are regional statistics about child survival rates and GDP potentially misleading? A. Countries have an incentive to lie about the actual survival rates because they want foreign assistance. B. Statistics for the individual countries in a region are often vastly different. C. Regional statistics give us a strong sense of how we can understand development within one region, but it does not allow us to compare across regions. D. The data available over time and from countries within regions is often poorly collected and incomplete. E. Child survival rates cannot be compared regionally, since each culture has a different sense of how important children are. What is Rosling’s main point about statistical databases? A. The data is available but not readily accessible, so we need to create networks to solve that problem. B. The data that comes from these databases is often flawed and unreliable. C. It doesn’t matter whether we have access to these databases because the data can’t be used in an interesting way. D. Statistics can’t tell us very much, but we should do our best to make use of the information we do have. E. The information that could be true is too hard to sort out from what isn’t true because we don’t know how strong the data really is. http://www.marxists.org/archive/lenin/works/1916/imp-hsc/ch10.htm#v22zz99h-298-GUESS Click the link at left to read Chapter 10 of Imperialism, The Highest Stage of Capitalism, then answer the questions below. According to Lenin, what is the fundamental source of a monopoly? A. It is a natural effect of human behavior. B. It is the result of governments and police systems. C. Its source is rooted in democracy. D. It comes from the concentration of production at a high stage. E. It is what follows a socialist system. What are the principal types or manifestations of monopoly capitalism? A. Monopolistic capitalist associations like cartels, syndicates and trusts; and monopolies as a result of colonial policy. B. Monopolization of raw materials and monopolization of finance capital. C. Monopolization of governing structures and monopolies of oligarchies. D. Monopolist capitalist associations like cartels, syndicates and trusts; and monopolies as a result of colonial policy AND monopolization of raw materials and monopolization of finance capital. E. Monopolization of raw materials and monopolization of finance capital AND monopolization of governing structures and monopolies of oligarchies. What is the definition of a rentier state according to Lenin? A. A state that colonizes other states. B. A state whose bourgeoisie live off the export of capital. C. A poor state. D. A wealthy state. E. A colonized state. Overall Lenin’s analysis of the state of capitalism is concerned with: A. The interactions between states. B. The interactions within states. C. The ownership of industry and organizations. D. The interactions within states AND the ownership of industry and organizations. E. All of these options. http://view.vzaar.com/1194665/flashplayer Watch the video at left, and then answer the questions below. The Marshall Plan was developed by the United States after World War II. What was its purpose? A. to feed the hungry of Europe B. to stem the spread of communism C. to maintain an American military presence in Europe D. to feed the hungry of Europe AND to stem the spread of communism E. to stem the spread of communism AND to maintain an American military presence in Europe What kind of aid was sent at first? A. foods, fertilizers, and machines for agriculture B. books, paper, and radios for education C. clothing, medical supplies, and construction equipment D. mostly cash in the form of loans and grants E. people with business expertise to help develop the economy What kind of aid did the United States send to Greece to help its farmers? A. tractors B. mules C. seeds D. fertilizer E. all of these options What was one way that the United States influenced public opinion in Italy during the elections described in the video? A. The United States provided significant food aid to Italy so that the Italians would be inclined to vote against the Communists. B. The Italians had been impressed by the strength and loyalty of the American soldiers, and were inclined to listen to them during the elections. C. There was a large number of young Italians who followed American fashion and culture. D. Italian immigrants in the United States wrote letters to their families in Italy urging them not to vote for Communists. E. The Greeks showed the Italians how much the Americans had helped them, warning that supporting a Communist candidate would mean sacrificing American aid. How did Pope Pius XII undermine the strength of the Communist Party in Italy? A. He encouraged Italians to go out and vote. B. He warned that the Communist Party would legalize abortion. C. He excommunicated many members of the Communist Party. D. He made a speech in support of capitalism. E. He declared that Communists should not be baptized. http://www.youtube.com/watch?v=KVhWqwnZ1eM Use the video at left to answer the questions below. Hans Rosling shares how his students discuss “we” versus “them.” To whom are his students referring? A. the United States and Mexico B. Christians and Muslims C. Democrats and Republicans D. Europe and Asia E. none of these options According to Rosling, what factors contribute to a better quality of life for people in developing countries? A. family planning B. soap and water C. investment D. vaccinations E. all of these options Using his data, Rosling demonstrates a great shift in Mexico. What change does his data demonstrate? A. a decrease in drug usage B. a decrease in the number of jobs available C. an increase in average life expenctancy D. an increase in the rate of violent crime E. all of these options Instead of “developing” and “developed,” Rosling divides countries into four categories. Which of the following is NOT one of them? A. high-income countries B. middle-income countries C. low-income countries D. no-income countries E. collapsing countries Rosling discusses the increased life expectancy in both China and the United States. How are the situations different? A. The U.S. and China are on different continents. B. The life expectancy in China rose much higher than it did in the U.S. C. China first expanded its life expectancy and then grew economically, whereas the U.S. did the reverse. D. Average income and life expectancy steadily increased in the U.S., but they steadily decreased in China. E. all of these options Rosling shows a chart that demonstrates the regional income distribution of the world from 1970 to 2015. During that time, what has happened in South and East Asia? A. Money has flowed out of Asia to developing countries in Africa. B. The average income of citizens of South and East Asia has increased over the last 30 years. C. The average income of citizens of South and East Asia has decreased over the last 30 years. D. The average income of citizens of South and East Asia has surpassed that of Europe and North America. E. There has been no change. Click here to access GapMinder, the data visualizer that Hans Rosling uses. In 2010, which of the following countries had both a higher per-capita GDP and a higher life expectancy than the United States? A. France B. Japan C. Denmark D. Singapore E. Kuwait http://www.garretthardinsociety.org/articles/art_tragedy_of_the_commons.html http://www.youtube.com/watch?v=8a4S23uXIcM The Tragedy of the Commons What is the rough definition of the “commons” given in the article? A. any private property on which others trespass B. behavior that everyone considers to be normal C. a cow that lives in a herd D. government-administered benefits, like unemployment or Social Security E. a shared resource What does Hardin mean by describing pollution as a reverse tragedy of the commons? A. Rather than causing a problem, it resolves a problem. B. Pollution costs us money rather than making us money. C. We are putting something into the commons rather than removing something from it. D. It starts at the other end of the biological pyramid. E. Humans see less of it as time goes on. Hardin says “the air and waters surrounding us cannot readily be fenced, and so the tragedy of the commons as a cesspool must be prevented by different means.” What are those means? A. establishing more international treaties to protect the environment B. using laws or taxes to make the polluter pay for pollution C. punishing consumers for generating waste D. raising awareness about environmental issues E. developing greener products Pacific Garbage Dump According to the news report, what percent of the Gyre is made of plastic? A. 50 percent B. 60 percent C. 70 percent D. 80 percent E. 90 percent Where does the majority of the plastic in the Gyre come from? A. barges that dump trash in the ocean B. storm drains from land C. people throwing litter off boats into the ocean D. remnants from movie sets filmed at sea E. fishing boats processing their catch What does Charles Moore mean by the “throwaway concept”? A. the habitual use of disposable plastic packaging B. the mistaken view that marine ecosystems are infinitely renewable C. a general lack of interest in recycling D. the willingness to discard effective but small-scale environmental policies in deference to broader E. people throwing away their lives in pursuit of money In what way does the Great Pacific Gyre represent issues like global warming a tragedy of the commons? A. because all the plastic trash in it comes from the United States B. because it kills the albatross and makes it impossible for them to reproduce C. surbecause the countries rounding the Pacific Ocean are polluting the water in a way that affects the quality of the resource for all, but no one is specifically accountable for it D. because it causes marine life to compete for increasingly scarce nutrients in the ocean E. because nations in the region all collectively agreed to dump their trash in the Pacific http://www.npr.org/news/specials/climate/video/ http://ngm.nationalgeographic.com/climateconnections/climate-map http://www.npr.org/news/specials/climate/video/wildchronicles.html Use the links provided at left to answer the questions below. Global Warming: It’s All About Carbon How does carbon give us fuel? A. When you burn things that contain carbon the bonds break, giving off energy. B. Burning things creates carbon out of other elements as a result of combustion. C. Carbon is created after oxygen and hydrogen get released. D. Carbon bonds are created thereby giving off energy. E. Carbon is made into fuel by refining oil. National Geographic Climate Map What geographic areas have seen the most significant changes in temperature? A. The African continent. B. The Pacific Ocean. C. The Atlantic Ocean. D. The Arctic Ocean. E. The Indian Ocean. Why does it matter that rain fall steadily rather than in downpours? A. For those countries accustomed to steady rain fall, downpours are actually more efficient ways to catch water. B. Downpours in regions accustomed to steady fall makes them more prone to flooding and damage. C. In general, as long as regions get either steady fall or downpours most things will stay the same. D. Downpours are always more beneficial to crop growth than steady rain. E. Steady rain is always more beneficial to crop growth than downpours. Climate Change Threatens Kona Coffee What is unique about the climate in Hawaii, making it a good place to grow coffee? A. The elevation is high, the nights are cool and the days are humid. B. The elevation is low, the nights are warm and the days are dry. C. The elevation is high, the nights are warm and the days are dry. D. The elevation is low, the nights are cool and the days are dry. E. The elevation is high, the nights are warm and the days are humid. What specific temperature pattern have experts noted about the region where Kona coffee is grown in Hawaii? A. There has been no significant change but the bean production has dropped. B. The nights have warmed up, even though the days have cooled. C. There has been an increase in bean production with the change in climate. D. The nights have cooled even more so than before. E. There has been universally hot days all the way around.

http://www.econlib.org/library/Smith/smWN1.html#B.I,%20Ch.1,%20Of%20the%20Division%20of%20Labor What does Smith mean by division of labor, and … Read More...