Questions
5. Suppose health status ("healthy" or "unhealthy") represents asymmetric information: Each individual knows her or his...

5. Suppose health status ("healthy" or "unhealthy") represents asymmetric information: Each individual knows her or his health status, but insurance companies do not.  

Now, suppose an insurance company offers only two types of policies: 1) a full-coverage policy with premium equal to the most expensive (regardless of insurance type) of the two full-coverage policies.

a. In the boxes below, calculate expected utility for a "healthy" individual, for each scenario:

No Insurance:

Most Expensive Full-Coverage Policy (Option 1):

Least Expensive Deductible Policy (Option 2):

b. In the boxes below, calculate expected utility for an "unhealthy" individual, for each scenario:

No Insurance:

Most Expensive Full-Coverage Policy (Option 1):

Least Expensive Deductible Policy (Option 2):

c. Based on your answers in 5a. and 5b., which option would a representative member of each group (i.e. "healthy" and "unhealthy") choose?

d. In the box below, enter the insurance company's expected economic profit from selling the desired policy (from the individual's perspective) to a member of each group.

Expected Profit from "Healthy":

Expected Profit from "Unhealthy":

In: Accounting

Here is another article for you to discuss. It's a little challenging, so you'll need to...

Here is another article for you to discuss. It's a little challenging, so you'll need to read it carefully. Post your reactions to this thread. What do you think the author is arguing here? Does he make good arguments? Why or why not? And do you agree with him?

New York Times
July 23, 2006
Conspiracy Theories 101
By STANLEY FISH
Kevin Barrett, a lecturer at the University of Wisconsin at Madison, has now taken his place alongside Ward Churchill of the University of Colorado as a college teacher whose views on 9/11 have led politicians and ordinary citizens to demand that he be fired.
Mr. Barrett, who has a one-semester contract to teach a course titled “Islam: Religion and Culture,” acknowledged on a radio talk show that he has shared with students his strong conviction that the destruction of the World Trade Center was an inside job perpetrated by the American government. The predictable uproar ensued, and the equally predictable battle lines were drawn between those who disagree about what the doctrine of academic freedom does and does not allow.
Mr. Barrett’s critics argue that academic freedom has limits and should not be invoked to justify the dissemination of lies and fantasies. Mr. Barrett’s supporters (most of whom are not partisans of his conspiracy theory) insist that it is the very point of an academic institution to entertain all points of view, however unpopular. (This was the position taken by the university’s provost, Patrick Farrell, when he ruled on July 10 that Mr. Barrett would be retained: “We cannot allow political pressure from critics of unpopular ideas to inhibit the free exchange of ideas.”)
Both sides get it wrong. The problem is that each assumes that academic freedom is about protecting the content of a professor’s speech; one side thinks that no content should be ruled out in advance; while the other would draw the line at propositions (like the denial of the Holocaust or the flatness of the world) considered by almost everyone to be crazy or dangerous.
But in fact, academic freedom has nothing to do with content. It is not a subset of the general freedom of Americans to say anything they like (so long as it is not an incitement to violence or is treasonous or libelous). Rather, academic freedom is the freedom of academics to study anything they like; the freedom, that is, to subject any body of material, however unpromising it might seem, to academic interrogation and analysis.
Academic freedom means that if I think that there may be an intellectual payoff to be had by turning an academic lens on material others consider trivial — golf tees, gourmet coffee, lingerie ads, convenience stores, street names, whatever — I should get a chance to try. If I manage to demonstrate to my peers and students that studying this material yields insights into matters of general intellectual interest, there is a new topic under the academic sun and a new subject for classroom discussion.
In short, whether something is an appropriate object of academic study is a matter not of its content — a crackpot theory may have had a history of influence that well rewards scholarly scrutiny — but of its availability to serious analysis. This point was missed by the author of a comment posted to the blog of a University of Wisconsin law professor, Ann Althouse: “When is the University of Wisconsin hiring a professor of astrology?” The question is obviously sarcastic; its intention is to equate the 9/11-inside-job theory with believing in the predictive power of astrology, and to imply that since the university wouldn’t think of hiring someone to teach the one, it should have known better than to hire someone to teach the other.
But the truth is that it would not be at all outlandish for a university to hire someone to teach astrology — not to profess astrology and recommend it as the basis of decision-making (shades of Nancy Reagan), but to teach the history of its very long career. There is, after all, a good argument for saying that Shakespeare, Chaucer and Dante, among others, cannot be fully understood unless one understands astrology.
The distinction I am making — between studying astrology and proselytizing for it — is crucial and can be generalized; it shows us where the line between the responsible and irresponsible practice of academic freedom should always be drawn. Any idea can be brought into the classroom if the point is to inquire into its structure, history, influence and so forth. But no idea belongs in the classroom if the point of introducing it is to recruit your students for the political agenda it may be thought to imply.
And this is where we come back to Mr. Barrett, who, in addition to being a college lecturer, is a member of a group calling itself Scholars for 9/11 Truth, an organization with the decidedly political agenda of persuading Americans that the Bush administration “not only permitted 9/11 to happen but may even have orchestrated these events.”
Is the fact of this group’s growing presence on the Internet a reason for studying it in a course on 9/11? Sure. Is the instructor who discusses the group’s arguments thereby endorsing them? Not at all. It is perfectly possible to teach a viewpoint without embracing it and urging it. But the moment a professor does embrace and urge it, academic study has ceased and been replaced by partisan advocacy. And that is a moment no college administration should allow to occur.
Provost Farrell doesn’t quite see it that way, because he is too hung up on questions of content and balance. He thinks that the important thing is to assure a diversity of views in the classroom, and so he is reassured when Mr. Barrett promises to surround his “unconventional” ideas and “personal opinions” with readings “representing a variety of viewpoints.”
But the number of viewpoints Mr. Barrett presents to his students is not the measure of his responsibility. There is, in fact, no academic requirement to include more than one view of an academic issue, although it is usually pedagogically useful to do so. The true requirement is that no matter how many (or few) views are presented to the students, they should be offered as objects of analysis rather than as candidates for allegiance.
There is a world of difference, for example, between surveying the pro and con arguments about the Iraq war, a perfectly appropriate academic assignment, and pressing students to come down on your side. Of course the instructor who presides over such a survey is likely to be a partisan of one position or the other — after all, who doesn’t have an opinion on the Iraq war? — but it is part of a teacher’s job to set personal conviction aside for the hour or two when a class is in session and allow the techniques and protocols of academic research full sway.
This restraint should not be too difficult to exercise. After all, we require and expect it of judges, referees and reporters. And while its exercise may not always be total, it is both important and possible to make the effort.
Thus the question Provost Farrell should put to Mr. Barrett is not “Do you hold these views?” (he can hold any views he likes) or “Do you proclaim them in public?” (he has that right no less that the rest of us) or even “Do you surround them with the views of others?”
Rather, the question should be: “Do you separate yourself from your partisan identity when you are in the employ of the citizens of Wisconsin and teach subject matter — whatever it is — rather than urge political action?” If the answer is yes, allowing Mr. Barrett to remain in the classroom is warranted. If the answer is no, (or if a yes answer is followed by classroom behavior that contradicts it) he should be shown the door. Not because he would be teaching the “wrong” things, but because he would have abandoned teaching for indoctrination.
The advantage of this way of thinking about the issue is that it outflanks the sloganeering and posturing both sides indulge in: on the one hand, faculty members who shout “academic freedom” and mean by it an instructor’s right to say or advocate anything at all with impunity; on the other hand, state legislators who shout “not on our dime” and mean by it that they can tell academics what ideas they can and cannot bring into the classroom.
All you have to do is remember that academic freedom is just that: the freedom to do an academic job without external interference. It is not the freedom to do other jobs, jobs you are neither trained for nor paid to perform. While there should be no restrictions on what can be taught — no list of interdicted ideas or topics — there should be an absolute restriction on appropriating the scene of teaching for partisan political ideals. Teachers who use the classroom to indoctrinate make the enterprise of higher education vulnerable to its critics and shortchange students in the guise of showing them the true way.
Stanley Fish is a law professor at Florida International University.

In: Economics

Match the following examples with the corresponding component of classical conditioning. Acquisition, Stimulus generalization, extinction, Stimulus...


Match the following examples with the corresponding component of classical conditioning. Acquisition, Stimulus generalization, extinction, Stimulus discrimination, Spontaneous recovery.


An individual who associated dogs with being bitten gradually stopped feeling afraid around dogs, but then suddenly experienced intense fear when he came across a dog that looked just like the one that bit him previously

An individual experiences fear during a horror film about a murderer, but realizes this fear is different than the fear that would be experienced if faced with a real murderer or threat

An individual is bit by a specific breed of dog, and associates all dogs with that experience, thus reacting with fear to all dogs

After a car accident, an individual gradually stops feeling afraid while driving when he does not have another accident

An individual eats lunch everyday immediate after a social studies class, and eventually begins to associate the class with lunch. After a few weeks, the individual begins to experience hunger during social studies, even when the class is moved to a later time

In: Psychology

4. The US Navy has operated a 76 Hz ELF radio transmitter to communicate with submarines....

4. The US Navy has operated a 76 Hz ELF radio transmitter to communicate with submarines. Find the wavelength of the radio wave in km. The distance from New York to Los Angeles is 3,944 km. How does the wavelength compare with this distance? (5 pts)

5. To image individual atoms in crystals using electromagnetic waves, you typically want the wavelength of the wave to equal the atomic spacing between atoms; this spacing is about 0.3×10-9 m for many crystals. What would be the frequency of the EM wave needed to image atoms in the crystal? (4 pts)
Would you characterize the wave as (a) visible light, (b) ultra-violet light, (c) x-ray, or (d) gamma-ray? (1 pt)

In: Physics

1a.Suppose that 60% of all adults regularly consume coffee, 40% regularly consume carbonated soda, and 65%...

1a.Suppose that 60% of all adults regularly consume coffee, 40% regularly consume carbonated soda, and 65% regularly consume at least one of these two products.

(a) What is the probability that a randomly selected adult regularly consumes both coffee and soda?
  

(b) What is the probability that a randomly selected adult doesn't regularly consume at least one of these two products?




1b. An insurance company offers four different deductible levels—none, low, medium, and high—for its homeowner's policyholders and three different levels—low, medium, and high—for its automobile policyholders. The accompanying table gives proportions for the various categories of policyholders who have both types of insurance. For example, the proportion of individuals with both low homeowner's deductible and low auto deductible is 0.08 (8% of all such individuals).
Homeowner's
Auto N L M H
L 0.04 0.08 0.05 0.02
M 0.07 0.09 0.20 0.10
H 0.02 0.03 0.15 0.15
Suppose an individual having both types of policies is randomly selected.

(a) What is the probability that the individual has a medium auto deductible and a high homeowner's deductible?
  

(b) What is the probability that the individual has a low auto deductible? A low homeowner's deductible?

auto deductible

homeowner's deductible


(c) What is the probability that the individual is in the same category for both auto and homeowner's deductibles?
  

(d) Based on your answer in part (c), what is the probability that the two categories are different?
  

(e) What is the probability that the individual has at least one low deductible level?
  

(f) Using the answer in part (e), what is the probability that neither deductible level is low?

In: Statistics and Probability

QUESTION 28 When providing group incentives, individual efforts and results may get “lost” in the group....

QUESTION 28

When providing group incentives, individual efforts and results may get “lost” in the group.

True

False

2 points   

QUESTION 29

Recent evidence suggests that individual incentives work significantly better than group incentives when people in the organization have to cooperate or coordinate with one another in completing a set of tasks.

True

False

2 points   

QUESTION 30

Dysfunctional conflict, competition, and sabotage might be fostered in employees on individual incentive plans.

True

False

2 points   

QUESTION 31

Since the individual must consider the incentive significant in order to be motivated by it, sometimes the best thing to do is ask the employees what they want.

True

False

2 points   

QUESTION 32

Equitable distribution of incentives cannot be achieved through individual incentive plans.

True

False

2 points   

QUESTION 33

Group incentives tend to require less supervision.

True

False

2 points   

QUESTION 34

Comparable worth legislation has been proposed as a solution to the problem of persistent gender inequity in pay

True

False

2 points   

QUESTION 35

Efficiency Wage Theory says that if a company pays higher wages, it can generally hire better people who will in turn be more productive.

True

False

2 points   

QUESTION 36

The longevity philosophy of compensation monetarily rewards employees for their loyalty to the firm.

True

False

2 points   

QUESTION 37

Entitlement-style pay philosophies motivate employees to perform better over time.

True

False

2 points   

QUESTION 38

Longevity philosophies are also known as entitlement-style philosophies.

True

False

In: Operations Management

the company is rite aid 10-k filing of 2020 answers come from the filing 1. Briefly...

the company is rite aid 10-k filing of 2020 answers come from the filing

1. Briefly describe your company's investments and intangible assets.

2. Does your company list "Other Assets?" If so, what items are classified in this category?

3. Comment on any significant changes in individual assets or liabilities.

4. Does your company have any long-term liabilities? If so, state the largest long-term liability and when it is due?

In: Accounting

Briefly describe 3 theories or models of crisis response. For each, explain its value in counseling...

Briefly describe 3 theories or models of crisis response. For each, explain its value in counseling individual(s) who have experienced or are experiencing crisis, trauma, or disaster. Be specific and provide real life examples to illustrate how you would utilize the theory or model in your work with clients who had experienced some type of crisis, trauma, or disaster event.

In: Psychology

A marketing company wants to research whether the type of phone used by an individual is...

A marketing company wants to research whether the type of phone used by an individual is independent of the type of response from the individual. The company surveyed respondents by phone, drawing a random sample of landline telephones and another random sample of mobile phones.

There were 3 types of responses: No Answer, Voicemail and Person answers phone

Mobile

Landline

Total

No Answer

552

42

594

Voicemail

3347

2843

6190

Person answers phone

8399

8612

17,011

Total

12,298

11,497

23,795

A) State the hypotheses to test for independence.

B) Write down the degrees of freedom AND the critical value for α = 10%.

C) You are now told that the calculated Chi square statistic value is 145.13. Use this to make your decision and AND briefly explain how you made your decision AND give your conclusion.

In: Statistics and Probability

A marketing company wants to research whether the type of phone used by an individual is...

A marketing company wants to research whether the type of phone used by an individual is independent of the type of response from the individual. The company surveyed respondents by phone, drawing a random sample of landline telephones and another random sample of mobile phones.

There were 3 types of responses: No Answer, Voicemail and Person answers phone

Mobile

Landline

Total

No Answer

552

42

594

Voicemail

3347

2843

6190

Person answers phone

8399

8612

17,011

Total

12,298

11,497

23,795
A) State the hypotheses to test for independence.
B) Write down the degrees of freedom AND the critical value for α = 10%.
C) You are now told that the calculated Chi square statistic value is 145.13. Use this to make your decision and AND briefly explain how you made your decision AND give your conclusion.

In: Statistics and Probability