Essay Help; Managerial Assignment

Essay Help-Managerial Assignment;

Managerial Week 3

Essay Help

Part One: Answer questions, roughly 200 words, all citing must be APA style

  1. Discuss your most recent decision to purchase a major item (entertainment center, automobile, home, etc.). In what way did the acquisition utility or the transactional utility come into play for you?
  2. Explain the concept of the expected-value decision rule. In your discussion, review how the expected-value decision rule played a part in a recent decision you made.

Your response should consist of no less than 200 words.

  1. Discuss framing and how it affects the decision-making process.

Your response should consist of no less than 200 words.

  1. Discuss your attitude about certainty, uncertainty, and risk when making decisions. How has your attitude helped or hindered your ability to make rational decisions?


Essay Help


Bazerman, M. H., & Moore, D. A. (2009). Judgment in managerial decision making (7th ed.). Hoboken, NJ: Wiley.




  • Experiment 6 Exercise 1 – Monhybrid Crosses
  • Experiment 6 Exercise 2 – Dihybrid Cross
  • Experiment 6 Exercise 3 – Inheritance of Human Traits


 Assignment Help;

Experiment 6 Exercise 1: Monohybrid Crosses


You will be conducting monohybrid crosses using fruit flies. Open in the following website:

Glencoe-McGraw Hill. No date. Punnett Squares


  1. Open the above website and click on the VCR to listen to the introduction. Close the window when done.
  2. Click on the Lab Notebook on the lab bench. A breeding scenario will be presented to you that you will need to carry out. Here are the possible phenotypes and genotypes you will using:
    1. Normal wings (LL or Ll) or vestigial wings (ll)
    2. Gray body (GG or Gg) or black body (gg)
  3. Enter the Scenario number in Table 1
  4. Based on the Scenario, use the down arrows beneath the Parent 1 and Parent 2 boxes to select the appropriate parents. Look carefully at the flies so that you know which ones to select.
  5. Before proceeding, click on the Check Parents If necessary, make corrections. If you are correct, the maternal and paternal alleles will be added to the Punnett Square.
  6. Next, drag the correct allele combinations and the corresponding fly types to the boxes in the Punnett Square.
  7. When you are done, click on Check Offspring. If necessary, make corrections.
  8. Record your data in Table 1 An example has been given, but note that the example is not using the genotypes and phenotypes used in this exercise.
  9. Click on Reset. Repeat steps B – H four more times for a total of five crosses. If a scenario is presented that has already been completed, click Reset DO NOT REPEAT a given scenario!

Note that the scenario number you need to record in the Table below is the number associated with the specific scenario you completed.

Table 1. Results of crosses.

  Parent Genotypes Offspring Genotypes Offspring Phenotype
Scenario # Parent 1 Parent 2 # % # %
Example Rr rr 2 Rr

2 rr

50% Rr

50% rr

2 red

2 white

50% red

50% white



  1. Which type of cross gave you the greatest number of genotypes? Was the number of phenotypes the same as the number of genotypes or different? If different, why (2 pts)?



  1. Can the genotype for a gray-bodied fly be determined? If so, how? (3 pts)?




Experiment 6 Exercise 2: Dihybrid Cross

We will continue to use flies for our crosses, but this time we will examine the inheritance of TWO different traits: body color (gray or black) and wing type (long or vestigial). As with our first crosses, the gray body color is dominant (GG or Gg) over the black body color (gg). And the long wing type is dominant (LL or Ll) over vestigial (ll). Be sure you have reviewed our online Genetics lecture and this week’s reading before proceeding. An example of a dihybrid cross is shown on p 150 in your book.


Recall our flies from the previous exercise. We have the following traits:


  • Gray body (GG or Gg) is dominant over black body (gg)
  • Long wings (LL or Li) is dominant over vestigial wings (ll)


We will cross a gray bodied fly with long wings which has the genotype GGLl with a gray bodied fly with long wings with a genotype of GgLl . Note that even though the phenotypes are the same, the genotypes of the two parents are different.


Identify the four possible gametes produced by these two individuals. Note that each gamete must consist of two alleles (G or g and L or l):


Parent 1                     Parent 2


GGLl                             GgLl


Parent 1 (GGLl) Gametes: _______     ______    _______     _______ (1 pts)


Parent 2 (GgLl) Gametes:  _______     ______     _______    _______ (1 pts)



Create a Punnett square to show the outcome of a cross between these two individuals (GGLl and GgLl) using the gametes you identified above (3 pts).


Parent 1
Parent 2



  1. What are the possible F1 genotypes (these must now have four alleles) and their percentages (4 pts)?





  1. Recall that GG and Gg individuals are gray bodied, while gg individuals are black bodied and that LL and Li individuals have long wings, while ll individuals have vestigial wings. What are the phenotypes of the resulting offspring and what are the percentages of these phenotypes (2 pts)?


Experiment 6 Exercise 3: Inheritance of Human Traits


Read over the Inheritance of Human Traits Introduction under the Week 6 Experiment link in our course before beginning.


  1. For each of the heritable traits describe below, determine which form you have (dominant form or recessive form). This is your phenotype.
  2. Record your phenotype information in Table 2 Then, enter the possible genotype(s) you have based on your phenotype.
  3. Answer the questions found following Table 2 below.

Description of Heritable Traits

Trait Possible Alleles Dominant Form Recessive


Ear lobes E or e Detached
Hairline W or w Widows peak Straight Widow’s peak             Straight
Tongue rolling T or t Able to roll Unable to roll
Hand folding R or r Right thumb on top Left thumb on top
Chin C or c Cleft chin No cleft chin
Tongue folding F or f Can fold tongue backwards Cannot fold tongue backwards
Thumb H or h Straight thumb (cannot bend backwards) Hitchhiker’s thumb (can bend it backwards)
Little Finger B or b Bent inwards Straight
Mid-digital hair M or m Hair on fingers No hair on fingers



An example is shown as to what should be entered in RED. Please correct the entry for “Ear lobes” based on your personal data. For the Genotypes, please use the letters provided above (8 pts).


Table 2. Your phenotypes and genotypes.


Trait Phenotype Genotype
Ear lobes Unattached OR Detached EE/Ee OR


Tongue Rolling
Hand Folding
Tongue Folding
Little Finger
Mid-digital Hair





  1. Which traits did you have that were dominant (1 pts)?




  1. Which traits did you have that were recessive (1 pts)?




  1. What does it mean to be homozygous for a trait? Cite source(s) used (1 pts).



  1. What does it mean to be heterozygous for a trait? Cite source(s) used (1 pts).



  1. Define genotype and phenotype? Cite source(s) used (1 pts).



  1. Which traits do you know for sure that you were homozygous (1 pts)?








  1. Marfan syndrome follows a pattern of autosomal dominant inheritance. What is the chance (= probability) that any child will inherit the dominant allele if one parent (Parent #1) does not carry the allele and the other (Parent #2) is heterozygous for it? Provide a clear explanation and complete the Punnett Square below. Be sure to define the letters you use for the two alleles and what the genotypes are of each parent.





  1. Below is a diagram showing the inheritance of an X-linked trait; the first generation is at the top and the third generation is at the bottom. Describe what this pedigree depicts in terms of gender, presence or absence of the disorder, and what feature(s) indicate that the pedigree is for an X-linked trait.





  1. In one experiment, Mendel crossed a pea plant that bred true for green pods with one that bred true for yellow pods. All of the F1 plants had green pods. What does it mean when an organism like Mendel’s pea plants is true breeding? Which form of the trait (green or yellow pods) is dominant? Explain how you arrived at your conclusion. This should include the possible genotypes of the parents involved in the cross and those of the F1 generation.





  1. What type of mutation has occurred in the DNA of people with sickle cell anemia?  (Look back, if you need to, to see what causes sickle cell.)




  1. A man who has type B blood and a woman who has type A blood could have children of which phenotypes? Explain your answer; be sure to consider what the possible genotypes are for both parents in your answer.





  1. Unattached earlobes are a dominant trait.  If A denotes the allele for unattached earlobes, and a denotes the allele for attached earlobes, what is (are) the possible genotype(s) of a person who has unattached earlobes?

Could both parents of a person with unattached earlobes have attached earlobes? Why or why not? Think about what the parent’s genotypes have to be.





  1. How are a locus, allele and a gene similar? How would you differentiate among these three terms?





  1. Explain what is meant by polygenic inheritance, pleiotropy, and human gene therapy. Provide an example of each.



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Essay Help; Business Management

W4 Quiz

Question 1


Parameters are

numerical characteristics of a sample
numerical characteristics of a population
the averages taken from a sample
numerical characteristics of either a sample or a population

Question 2


Stratified random sampling is a method of selecting a sample in which

the sample is first divided into strata, and then random samples are taken from each stratum
various strata are selected from the sample
the population is first divided into strata, and then random samples are drawn from each stratum
None of these alternatives is correct.

Question 3


A theorem that allows us to use the normal probability distribution to approximate the sampling distribution of sample means and sample proportions whenever the sample size is large is known as the

approximation theorem
normal probability theorem
central limit theorem
central normality theorem

Question 4


In point estimation

data from the population is used to estimate the population parameter
data from the sample is used to estimate the population parameter
data from the sample is used to estimate the sample statistic
the mean of the population equals the mean of the sample

Question 5


The sample statistic s is the point estimator of

x ̅

Question 6

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The sample mean is the point estimator of

x ̅

Question 7


The standard deviation of all possible x ̅ values is called the

standard error of proportion
standard error of the mean
mean deviation
central variation

Question 8


A sample statistic, such as a sample mean, is known as

a statistic
a parameter
the mean deviation
the central limit theorem

Question 9


The purpose of statistical inference is to provide information about the

sample based upon information contained in the population
population based upon information contained in the sample
population based upon information contained in the population
mean of the sample based upon the mean of the population

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Question 10


Random samples of size 81 are taken from an infinite population whose mean and standard deviation are 200 and 18, respectively. The distribution of the population is unknown. The mean and the standard error of the mean are

200 and 18
81 and 18
9 and 2
200 and 2


Assignment Help; Overview of Interviewing and Interrogation

Overview of Interviewing and Interrogation

A criminal justice professional gathers information through effective interviews and interrogations. Ineffective victim or suspect interviews or interrogations can cost an investigator a case, and understanding the difference between an interview and an interrogation is critical in selecting an appropriate approach for a specific situation. Interviews and interrogations are dynamic, evolving situations, and developing interviewing and interrogation skills takes time and practice. Interrogation involves an accusatory, persuasive approach. Effective interviewers have the ability to quickly establish rapport with their subjects and gain complete, concise, and accurate information about crimes, additional witnesses, and suspects. Building rapport early helps take down barriers to open and clear communication, which is critical in conducting interviews and interrogations.

Submission Details:

Assignment Help; Overview of Interviewing and Interrogation

Post to the Discussion Area your answers to the following:

  • What are the qualities of an effective interviewer and interrogator?
  • What are the purposes of interviews and interrogations?
  • What is the difference between an interview and an interrogation?
  • What is D. K. Berlo’s communication process? How does it apply in the criminal justice field?
  • What is a purposeful interview?

Homework Help-Business Statistics

Homework Help- Business Statistics

W4 Midterm Business Statistics

  • Midterm

There are 8 questions in total, each worth 12.5 points. Please upload your answers to the dropbox below.

Question 1

The following shows the temperatures (high, low) and weather conditions in a given Sunday for some selected world cities. For the weather conditions, the following notations are used: c = clear; cl = cloudy; sh = showers; pc = partly cloudy.

    1. How many elements are in this data set?
    2. How many variables are in this data set?
    3. How many observations are in this data set?
    4. Name the variables and indicate whether they are categorical or quantitative.

Homework Help- Business Statistics

Question 2

A student has completed 20 courses in the School of Arts and Sciences. Her grades in the 20 courses are shown below.

    1. Develop a frequency distribution and a bar chart for her grades.
    2. Develop a relative frequency distribution for her grades and construct a pie chart.

Homework Help- Business Statistics

Question 3

The number of hours worked per week for a sample of ten students is shown below.

    1. Determine the median and explain its meaning.
    2. Compute the 70th percentile and explain its meaning.
    3. What is the mode of the above data? What does it signify?


Homework Help- Business Statistics

Question 4

You are given the following information on Events A, B, C, and D.

    1. Compute P(D).
    2. Compute P(A ∩ B).
    3. Compute P(A | C).
    4. Compute the probability of the complement of C.
    5. Are A and B mutually exclusive? Explain your answer.
    6. Are A and B independent? Explain your answer.
    7. Are A and C mutually exclusive? Explain your answer.
    8. Are A and C independent? Explain your answer.

Homework Help- Business Statistics

Question 5

    1. When a particular machine is functioning properly, 80% of the items produced are non-defective.
    2. If three items are examined, what is the probability that one is defective?
    3. Use the binomial probability function to answer this question.


Question 6

The average starting salary of this year’s graduates of a large university (LU) is $20,000 with a standard deviation of $8,000. Furthermore, it is known that the starting salaries are normally distributed.

    1. What is the probability that a randomly selected LU graduate will have a starting salary of at least $30,400?
    2. Individuals with starting salaries of less than $15,600 receive a low income tax break. What percentage of the graduates will receive the tax break?
    3. What are the minimum and the maximum starting salaries of the middle 95.4% of the LU graduates?

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Question 7

A simple random sample of 6 computer programmers in Houston, Texas revealed the sex of the programmers and the following information about their weekly incomes.

    1. What is the point estimate for the average weekly income of all the computer programmers in Houston?
    2. What is the point estimate for the standard deviation of the population?
    3. Determine a point estimate for the proportion of all programmers in Houston who are female.

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Question 8

Students of a large university spend an average of $5 a day on lunch. The standard deviation of the expenditure is $3. A simple random sample of 36 students is taken.

    1. What are the expected value, standard deviation, and shape of the sampling distribution of the sample mean?
    2. What is the probability that the sample mean will be at least $4?
    3. What is the probability that the sample mean will be at least $5.90?


Homework Help- Business Statistics

Order for your Homework Solution

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READ the three responses to the three questions and WRITE your own reply to each of the responses. The reply needs to be at least 150 words and offer fresh opinions and relevant new information; your own personal perspective or further questions about the others position.


  • Question 1

 Job’s friends try to be helpful. They kept silent for seven days. Yet Job called them “miserable comforters.”Why did Job’s friends fail? How many believers today could hold to their integrity like Job did and refuse to admit to crimes they did not commit? Is Job’s undeserved suffering and loss also part of your life? What is helping you to cope with that type of experience?

  • Response 1

I think Job’s friends were very good and supportive to have stayed by his side for so long and not utter a word especially when they could not have been close to him or touch him. They waited for seven days and night before they could finally sum up the courage to speak to him. When they did, it wasn’t words of encouragement, patience and faithfulness. Instead they failed him by pointing the finger at him and asked him to confess to whatever offense he may have committed against God. In chapters 4, 5, 8 and 11 they pleaded before Job by basically asking him to please knowledge his offenses before God. Because they strongly believe Job would not have had to face such misery if he didn’t do something wrong. In chapter 4: 7-8 Eliphaz said, Consider now: who, being innocent, has ever perished? Where were the upright ever destroyed? As I have observed, those who plow evil and those who sow trouble reap it. Job friends failed because they did not remain faithful through the end. I also believe that they failed him because they cared too much for him and wanted his suffering to end. In Job chap 2: 12-13 it says that Job’s friends began to weep aloud, and they tore their robes and sprinkled dust on their heads. This kind of reaction tells me that they were extremely upset. I don’t believe someone could go through what Job has and still maintain their innocence. When a man’s name, possessions and family is taken away, that person is destroyed. The only thing remain is his belief. In my opinion, that’s exactly what God had done to Job. Job help me to understand that what comes first in my life should and always be my faith in God after that come everything else. Until I read the book of Job this past week, I always thought that whatever misfortune I come across in my life is because I deserved it. I don’t believe that Job’s undeserving experience could be part of my life because I know that I’ve done wrong unlike Job. Therefore when something happened to me, whether it’s fair or not, I always thought is because I deserved it as a sinner. I usually embraced life as it comes whether good or bad but always endeavored to follow the word of God through anything I’m involve in.


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  • Question 2

 Sometimes in life bad things happen to apparently good people.Why do righteous people suffer? List some of the answers you have heard proposed. Which ones make the most sense? Is the primary purpose of Job’s book to answer the problem of suffering? Or, is the author trying to show how we can be faithful in the midst of suffering and pain? 


  • Response 2- To explain why righteous people suffer, I would have to refer to a popular bible verses from Luke chpt 12 to whom much is given much is required. Those who are devoted to upholding the highest of standards , who else would make a better example to test their faith. So when in the story of Job Satan declares that Jobs faithfulness is conditional based on all the riches and good fortune that he has bestowed upon him and not legitimate allegiance, God seeks to prove him wrong. This would make sense because God want to know in the face of adversity , trials and tribulation, and when you have nothing left to stand on besides faith and his word that you can rise up and remain steadfast trusting in your relationship with him. No matter how defeated you may be remember there it still light at the end of the tunnel and it is all part of his plan, whether it be a learning experience in which you may grow from or just a test of the strength and consistency of loyalty. In my opinion I don’t believe that the book of Job was intended to answer the problem of suffering but instead be a testimony of flawless dedication to principle and belief. That is what Job maintained throughout all his strife and heartbreak.  

In Jeremiah 29:11-14, it states For I know the plans I have for you, declares the Lord, plans for welfare and not for evil, to give you a future and a hope. Then you will call upon me and come and pray to me, and I will hear you. You will seek me and find me, when you seek me with all your heart. I will be found by you, declares the Lord, and I will restore your fortunes and gather you from all the nations and all the places where I have driven you, declares the Lord, and I will bring you back to the place from which I sent you into exile.  
Job being aware that everything that takes place is in God’s plan, even though he could not pinpoint as to why He was being punished or how long would the punishment last, he still knewthat his state would be temporary. Whether his fate met in death or restoration either way he was okay with it as long has he did not fall from grace with God. He stated in his speech, Naked I came from my mother’s womb, and naked I shall return. The Lord giveth and he takes away. Blessed be the name of the Lord.

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  • Question 3

Proverbs teaches that obedience brings blessings, while disobedience results in sufferings. How would you express the teaching of the Book of Job? Does Job’s book come closer to Proverbs or Ecclesiastes?  What would be the consequences for God if Job had failed the test?

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  • Response 3

The teachings of the book of Job revolve around the concept of suffering, and its place in our world. If there is a loving, powerful creator, how can there be suffering in the world? The Book of Job teaches us there are works (the struggle between good and evil) behind the curtain of our reality that we cannot control, and often cannot understand. The book of Job explains that it is possible for bad things to happen to good people. Often is the case that when something bad happens to an individual, other people assume that they did something to deserve this punishment. For example, Job’s friends treated him as if he did something to receive all that befell him. “Why else would God do such a thing to him,” they may have thought. End the end, Job was proven to be a righteous man, and his faith was rewarded. This also brings to like another aspect of suffering. Sometimes, suffering can have a greater purpose, and is present in our lives for reasons we might only understand at a later time. In fact, Job never learns about Satan. He knows only God, and he trusts God. Even though all this suffering is laid at his feet, he trusts God. Because of the main idea being that suffering can happen in anyone’s life, even the most righteous among us, the book of Job runs more parallel with the Book of Ecclesiastes.  If Job had failed, this would be of great consequence for God’s reputation. God put his trust in Job that he would pass the test. If he had failed, it could mean that Satan knows humanity better than God. Furthermore, If the greatest person on earth only followed God to receive works of good, the integrity of all lesser humans (and mankind as a whole) is called into question.


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Need Help: PHL 255-Non-Western Philosophy

Need Help: PHL 255-Non-Western Philosophy

Non-Western Philosophy – PHL 255

Essay #2


Due:                September 26th


Format:          3 pages,           12 pt. Times New Roman,    1” margins,  double-spaced,

                        stapled,           Works Cited pg,                    in-text citations

 Need Help: PHL 255-Non-Western Philosophy 

Essay # 2 – Consciousness


We all know what consciousness is.  All of us experience the feeling (phenomenology) of being an individual who interacts with the world.  One might say that “consciousness” is at the center of all of our experiences.  And yet, at the same time, an explanation of the nature of  consciousness has eluded philosophers for thousands of years.  If the brain and the body are primarily physical, material “things,” how does this give rise to an “immaterial,” thinking, mind? Could consciousness be a fundamental part of the universe?


Essay #2:        Challenge:  Write an essay in which you reflect on the mystery of                      human consciousness. Explain what consciousness is and why it is a                   central concern for philosophers. Remember to structure your essay              around a basic claim/conclusion you want to make.


Here are some things to consider:


  • What is consciousness (in your own words)? Explain why it is so difficult to explain consciousness. Try to be precise.


  • Will we ever be able to explain it? Why does it seem like maybe we will not?


  • Where do you think consciousness comes from? What could it be “made of”?


  • Could mind/consciousness be a fundamental part of the universe? Could things be “made of mind” instead of matter?


  • Why do human beings seem to have such a unique form of consciousness? What makes us different? Could non-human beings be conscious? 


  • Could it be possible for conscious beings to exist on other planets? Why or why not?


  • What would happen if human beings were not conscious? Could this be possible?


  • How does the notion of consciousness relate to the Non-Western ideas we have studied so far?


  • What effects do meditation, sleep, yoga, and death have on consciousness?


*Remember, consciousness and conscience are not the same thing!*



Unraveling the mystery of consciousness

By Antonio Damasio, Special to CNN

updated 10:05 AM EST, Sun February 5, 2012


Editor’s note: Antonio Damasio, author of “Self Comes to Mind”, published by Pantheon/Vintage, is a professor of neuroscience and director of the Brain and Creativity Institute at the University of Southern California.

(CNN) — How do living organisms become conscious of what is happening to them and around them?

How is it that I as well as you, reader of these words, can be conscious of our respective existences and of what is going on in our minds — in my case, ideas about how the brain generates consciousness, about the fact that I was asked to prepare this particular text for a specific deadline, along with the fact that I happen to be in Paris, at the moment, not Los Angeles, and that I am writing this on a cold January day.

The biological mechanisms behind the phenomena of consciousness remain unclear although it is fair to say that recently our understanding has made remarkable progress. What are we are certain of understanding and where is it that our understanding fails?

On the side of understanding, we can point to the process of sensory representation as an important part of consciousness. Most of what we are conscious of (conceivably all that we are conscious of) consists of representations of objects and events in the sensory modalities in which our brains trade, for example, vision, hearing, touching, smelling, taste, sensing the state of our body’s interior. Mapping, in other words.

Our brains, at all the levels of their organization, are inveterate makers of maps, simple and not so simple, and as far as I can gather, we only become conscious of the things and actions that the sensory systems help us map.

We depend, for the business of consciousness, on constructing maps of the most varied features and events. We construct those maps in brain regions that serve as platforms for this natural process of cartography.

These are regions where signals about topographic and topological relationships among components of objects and actions can be broken down and assembled in a manner that corresponds to the way in which they happen in the objects and actions themselves.

But while mapped representations are a necessity for consciousness, as far as I can imagine, they are not sufficient for consciousness to occur. For example, several orders of computers aboard a Boeing 747 represent with great fidelity many parts of the airplane body — moving parts of the wings, undercarriage, rudder — not to mention outside temperature, wind speeds, levels of fuel, and so forth. And yet we do not expect even the most integrated computer among the 747’s computer family to be “conscious” of what goes on in the plane, except in a metaphorical sense. That top computer knows a lot about the plane’s behavior but it does not “know,” in the sense that the reader and I know, at this very moment, that we are alive and puzzling over the mysteries of consciousness.

What is different about us? Plenty, I would say. Beginning at the top of the scale of differences, the 747 lacks a self in the sense that you and I have one. I have proposed that selves are built from, but not limited to, myriad, integrated representations of the structure and operations of our bodies, and of the sum total of memories of what has happened to our own body in its history. The 747 does not have the equivalent of that part of a self for the very good reason that it does not need one to comply with the demands of its captain. But we do.

There is an even deeper difference, however, that has to do with the issue of feeling. An integral part of the notion of self, beginning at the lowest level of self — the primordial self and present all the way up to the autobiographical self — is the fact that we feel the living body to which experiences are happening. We feel our body as it lives in the world and wanders in it.

We experience everything we map through our senses because we feel the body that is the site of all the mappings. Or to put it more clearly, when we move about or see an object, or hear a voice, we feel the changes that such actions and perceptions caused in our organism.

I believe to be conscious of our perceptions is to have ongoing representations of streams of events that affect our bodies, cause feelings, and become felt representations. Representing and feeling are dovetailed phenomena that sit at the rock bottom of experience.

As we unravel the biological mechanisms behind feeling I suspect we will come to uncover their origins at the level of single neurons.




Other Resources:



Quantum Reality, The Importance of Consciousness in the Universe…



Modern Physics and Hindu Philosophy


Jill Bolte Taylor’s Stroke of Insight (video)



This is a great resource for papers on consciousness! >>

Need Help: PHL 255-Non-Western Philosophy

Assignment Help

Assignment Help

Assignment Help-part 4

Your project has been underway for a couple of weeks now. It is time to track the progress of your activities. To begin, open the assignment that you created during Module 4 and choose File – Save As to save a copy of your file as LastnameFirstname-ASMT4. Follow the steps in theAssignment 4 Instructions Document. Then submit this file along with the PDF reports requested below to the appropriate Dropbox

Assignment Help-part 5

Along with tracking the progress of a project, you also want to assign and track costs associated with project resources (people, material, etc.). Using what you learned in Webinar 5 and the AVP (Associating Costs with Resources), open the assignment that you created during Module 5 (LastnameFirstname- ASMT4) and choose File – Save As to save a copy of your file asLastnameFirstname-ASMT5. Follow the steps in the Assignment 5 Instructions Document. Submit this file along with the timeline Word Document to the appropriate Dropbox

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Homework Help

Homework Help

Application: Part 1 – Developing an Advocacy Campaign The following application (Part 1) will be due in week 4. To prepare: Select a population health issue of interest to you and identify the population affected by the issue. Locate two scholarly article

Application: Part 1 – Developing an Advocacy Campaign

The following application (Part 1) will be due in week 4.

To prepare:

  • Select a population health issue of interest to you and identify the population affected by the issue.
  • Locate two scholarly articles, each of which provides a description of an effective health advocacy campaign that addresses your issue. The articles need to focus on two different advocacy campaigns.
  • Analyze the attributes of the two campaigns to determine what made them effective.
  • Reflect on a policy you could propose or suggest a change to a current policy to improve the health of the population you selected.
  • Consider how you could develop an advocacy campaign, applying the attributes identified in similar, effective campaigns.

To complete:

For the Part 1 application (approximately 3–4 pages of content with a title page and references in APA format) address the following:

  • Describe your selected population health issue and the population affected by this issue.
  • Summarize the two advocacy campaigns you researched in this area.
  • Explain the attributes that made those campaigns effective.
  • Begin to develop a plan for a health advocacy campaign that seeks to create a new policy or change an existing policy with regard to the issue and population you selected. Be sure to include in your plan:

A description of the public health issue and proposed policy solution

  • Specific objectives for the policy you want to be implemented
  • Begin to substantiate of your proposed campaign by data and evidence.
  • Be sure to paste the rubric at the end of your paper.

By Day 7 of Week 4

This Assignment is due.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.
Grading Criteria