Give examples of both positive and negative strategies to either a tangible or symbolic loss.

Explain inductive arguments and their importance to the field of science.Next, demonstrate the problem of induction as presented by David Hume.This must include a discussion of the principle of the uniformity of nature.Why is this problematic for the field of science?Can science overcome this problem Why or why not?

1. Identify five: How and why did Southern and Northern white people differ over slavery? 2. Identify five: On what did white people of both regions agree and disagree about race and slavery? 3. Explain why Northern whites who opposed slavery and Southern whites who supported slavery both believed they were fighting to defend liberty. From: Lincoln, Abraham. "Annual Address Before the Wisconsin State Agricultural Society, at Milwaukee, Wisconsin, September 30, 1859." The Complete Works of Abraham Lincoln, vol. 5. Eds. John G. Nicolay and John Hay. New York: Francis D. Tandy Company, 1894. The world is agreed that labor is the source from which human wants are mainly supplied. There is no dispute upon this point. From this point, however, men immediately diverge. Much disputation is maintained as to the best way of applying and controlling the labor element. By some it is assumed that labor is available only in connection with capital – that nobody labors, unless somebody else owning capital, somehow, by the use of it, induces him to do it. Having assumed this, they proceed to consider whether it is best that capital shall hire laborers, and thus induce them to work by their [p. 248] own consent, or buy them, and drive them to it, without their consent. Having proceeded so far, they naturally conclude that all laborers are naturally either hired laborers or slaves. They further assume that whoever is once a hired laborer, is fatally fixed in that condition for life; and thence again, that his condition is as bad as, or worse than, that of a slave. This is the "mud-sill" theory. But another class of reasoners hold the opinion that there is no such relation between capital and labor as assumed; that there is no such thing as a free man being fatally fixed for life in the condition of a hired laborer; that both these assumptions are false, and all inferences from them groundless. They hold that labor is prior to, and independent of, capital; that, in fact, capital is the fruit of labor, and could never have existed if labor had not first existed; that labor can exist without capital, but that capital could never have existed without labor. Hence they hold that labor is the superior – greatly the superior – of capital. They do not deny that there is, and probably always will be, a relation between labor and capital. The error, as they hold, is in assuming that the whole labor of the world exists within that relation. A few men own capital; and that few avoid labor themselves, and with [p. 249] their capital hire or buy another few to labor for them. A large majority belong to neither class – neither work for others, nor have others working for them. Even in all our slave States except South Carolina, a majority of the whole people of all colors are neither slaves nor masters. In these free States, a large majority are neither hirers nor hired. Men, with their families – wives, sons and daughters – work for themselves, on their farms, in their houses, and in their shops, taking the whole product to themselves, and asking no favors of capital on the one hand, nor of hirelings or slaves on the other. It is not forgotten that a considerable number of persons mingle their own labor with capital – that is, labor with their own hands and also buy slaves or hire free men to labor for them; but this is only a mixed, and not a distinct, class. No principle stated is disturbed by the existence of this mixed class. Again, as has already been said, the opponents of the "mud-sill" theory insist that there is not, of necessity, any such thing as the free hired laborer being fixed to that condition for life. There is demonstration for saying this. Many independent men in this assembly doubtless a few years ago were hired laborers. And their case is almost, if not quite, the general rule. The prudent, penniless beginner in the world [p. 250] labors for wages awhile, saves a surplus with which to buy tools or land for himself, then labors on his own account another while, and at length hires another new beginner to help him. This, say its advocates, is free labor – the just, and generous, and prosperous system, which opens the way for all, gives hope to all, and energy, and progress, and improvement of condition to all. If any continue through life in the condition of the hired laborer, it is not the fault of the system, but because of either a dependent nature which prefers it, or improvidence, folly, or singular misfortune. I have said this much about the elements of labor generally, as introductory to the consideration of a new phase which that element is in process of assuming. The old general rule was that educated people did not perform manual labor. They managed to eat their bread, leaving the toil of producing it to the uneducated. This was not an insupportable evil to the working bees, so long as the class of drones remained very small. But now, especially in these free States, nearly all are educated – quite too nearly all to leave the labor of the uneducated in any wise adequate to the support of the whole. It follows from this that henceforth educated people must labor.

Have you have ever played a sport, played an instrument, or learned to type? Which of Fitt’s stages did you get to? Think about how you were taught and how you practiced. Discuss at least four principals from the unit, in relation to your training. Was your instruction optimal based on the science of skill learning? If so, how did this likely help you improve? If it was suboptimal, what were the likely consequences for your learning? How would you change the instruction based on what you know now?

If you cannot think of an example from your own, describe a skill you would like to learn and how you would go about learning that skill to optimize your learning and performance.

Each week you’ve been learning important tools and strategies to keep you moving forward and juggling life, in general. This assignment will help you to identify career resources and explain how the skills and strategies you are learning can help you with your networking. Ch. 6 on careers can help provide you with ideas for needed resources. This week’s brief articles and video on the Electronic Reserve Reading page also provide helpful information. Answer all of the questions in the following table. Respond in 50 to 100 words:

• Who are the people in your life that can help you build your professional and academic networks? Consider your friends, family, current and past co-workers, current and former classmates, teachers, community members, and neighbors. Respond in 50 to 100 words:

• What is a professional organization you would like to join? How can joining this organization benefit you in terms of networking? Respond in 50 to 100 words:

• What are some academic associations or school clubs that can help you with your academic network? Respond in 50 to 100 words:

• How can you leverage social media to improve your professional and academic networks? Respond in 50 to 100 words:

• Identify at least one person who could potentially be a mentor for you in your career. Why and how do you think this person will be able to help you grow? Respond in 50 to 100 words:

• How can you continue to examine your career goals over time? How can you stay current in terms of assessing career opportunities? What would you do if you want to change your mind from one career path to another?

Hi, can i get some explanation/clarification in this:

4. Elaborate on Ida Susser’s argument that the concept of the United States itself has a history of shifting frontiers and contested boundaries. ( the article is about cultural Diversity in the United States and I can't seem to understand what it is asking me to do)

CPT Coding

How is psychiatric diagnostic evaluation with medical services for a child whose parents repeatedly disagree with one another during much of the session reported?

Write a positional paper of 500-750 words regarding the Patriot Act. Critically support your position either defending or advocating the merits of the Patriot Act.

Given the breadth and complexity of the Patriot Act, most people find parts with which they agree and parts with which they disagree.

In your essay take a positional approach that advocates your opinion regarding whether or not the Patriot Act falls within the purview of the U.S. Constitution.

Suggest methods to address any perceived racial/religious bias in the "War on Terror."

Given the history of the DSM 5 what caution should clinicians and researchers use when using the DSM 5 ?

Compare and contrast the concepts of gender, gender role, and gender typing in psychology. Be sure to use academic language.

Offers for unethical incentives

Requests by management and coworkers to falsify reports or misuse data

Requests to cover for a co-worker who wants to leave early

Opportunities to take credit for the work of others

Bloom's taxonomy is not only an approach that is advocated for use at GCU, its quite popular in general because it provides educators some concrete ways to generalize and assess learning. Have you used it in your own teaching? If so, please feel free to share your experience with it!