English

There Is No Unmarked Woman

(originally titled “Marked Women, Unmarked Men”)

by Deborah Tannen, The New York Times Magazine, June 20, 1993.

Some years ago I was at a small working conference of four women and eight men. Instead of concentrating on the discussion I found myself looking at the three other women at the table, thinking how each had a different style and how each style was coherent.

One woman had dark brown hair in a classic style, a cross between Cleopatra and Plain Jane. The severity of her straight hair was softened by wavy bangs and ends that turned under. Because she was beautiful, the effect was more Cleopatra than plain.

The second woman was older, full of dignity and composure. Her hair was cut in a fashionable style that left her with only one eye, thanks to a side part that let a curtain of hair fall across half her face. As she looked down to read her prepared paper, the hair robbed her of bifocal vision and created a barrier between her and the listeners.

The third woman’s hair was wild, a frosted blond avalanche falling over and beyond her shoulders. When she spoke she frequently tossed her head, calling attention to her hair and away from her lecture.

Then there was makeup. The first woman wore facial cover that made her skin smooth and pale, a black line under each eye and mascara that darkened already dark lashes. The second wore only a light gloss on her lips and a hint of shadow on her eyes. The third had blue bands under her eyes, dark blue shadow, mascara, bright red lipstick and rouge; her fingernails flashed red.

I considered the clothes each woman had worn during the three days of the conference: In the first case, man-tailored suits in primary colors with solid-color blouses. In the second, casual but stylish black T-shirts, a floppy collarless jacket and baggy slacks or a skirt in neutral colors. The third wore a sexy jump suit; tight sleeveless jersey and tight yellow slacks; a dress with gaping armholes and an indulged tendency to fall off one shoulder.

Shoes? No. 1 wore string sandals with medium heels; No. 2, sensible, comfortable walking shoes; No. 3, pumps with spike heels. You can fill in the jewelry, scarves, shawls, sweaters — or lack of them.

As I amused myself finding coherence in these styles, I suddenly wondered why I was scrutinizing only the women. I scanned the eight men at the table. And then I knew why I wasn’t studying them. The men’s styles were unmarked.

THE TERM “MARKED” IS a staple of linguistic theory. It refers to the way language alters the base meaning of a word by adding a linguistic particle that has no meaning on its own. The unmarked form of a word carries the meaning that goes without saying — what you think of when you’re not thinking anything special.

The unmarked tense of verbs in English is the present — for example, visit. To indicate past, you mark the verb by adding ed to yield visited. For future, you add a word: will visit. Nouns are presumed to be singular until marked for plural, typically by adding s or es, so visit becomes visits and dish becomes dishes.

The unmarked forms of most English words also convey “male.” Being male is the unmarked case. Endings like ess and ette mark words as “female.” Unfortunately, they also tend to mark them for frivolousness. Would you feel safe entrusting your life to a doctorette? Alfre Woodard, who was an Oscar nominee for best supporting actress, says she identifies herself as an actor because “actresses worry about eyelashes and cellulite, and women who are actors worry about the characters we are playing.” Gender markers pick up extra meanings that reflect common associations with the female gender: not quite serious, often sexual.

Each of the women at the conference had to make decisions about hair, clothing, makeup and accessories, and each decision carried meaning. Every style available to us was marked. The men in our group had made decisions, too, but the range from which they chose was incomparably narrower. Men can choose styles that are marked, but they don’t have to, and in this group none did. Unlike the women, they had the option of being unmarked.

Take the men’s hair styles. There was no marine crew cut or oily longish hair falling into eyes, no asymmetrical, two-tiered construction to swirl over a bald top. One man was unabashedly bald; the others had hair of standard length, parted on one side, in natural shades of brown or gray or graying. Their hair obstructed no views, left little to toss or push back or run fingers through and, consequently, needed and attracted no attention. A few men had beards. In a business setting, beards might be marked. In this academic gathering, they weren’t.

There could have been a cowboy shirt with string tie or a three-piece suit or a necklaced hippie in jeans. But there wasn’t. All eight men wore brown or blue slacks and nondescript shirts of light colors. No man wore sandals or boots; their shoes were dark, closed, comfortable and flat. In short, unmarked.

Although no man wore makeup, you couldn’t say the men didn’t wear makeup in the sense that you could say a woman didn’t wear makeup. For men, no makeup is unmarked.

I asked myself what style we women could have adopted that would have been unmarked, like the men’s. The answer was none. There is no unmarked woman.

There is no woman’s hair style that can be called standard, that says nothing about her. The range of women’s hair styles is staggering, but a woman whose hair has no particular style is perceived as not caring about how she looks, which can disqualify her for many positions, and will subtly diminish her as a person in the eyes of some.

Women must choose between attractive shoes and comfortable shoes. When our group made an unexpected trek, the woman who wore flat, laced shoes arrived first. Last to arrive was the woman in spike heels, shoes in hand and a handful of men around her.

If a woman’s clothing is tight or revealing (in other words, sexy), it sends a message — an intended one of wanting to be attractive, but also a possibly unintended one of availability. If her clothes are not sexy, that too sends a message, lent meaning by the knowledge that they could have been. There are thousands of cosmetic products from which women can choose and myriad ways of applying them. Yet no makeup at all is anything but unmarked. Some men see it as a hostile refusal to please them.

Women can’t even fill out a form without telling stories about themselves. Most forms give four titles to choose from. “Mr.” carries no meaning other than that the respondent is male. But a woman who checks “Mrs.” or “Miss” communicates not only whether she has been married but also whether she has conservative tastes in forms of address — and probably other conservative values as well. Checking “Ms.” declines to let on about marriage (checking “Mr.” declines nothing since nothing was asked), but it also marks her as either liberated or rebellious, depending on the observer’s attitudes and assumptions.

I sometimes try to duck these variously marked choices by giving my title as “Dr.” — and in so doing risk marking myself as either uppity (hence sarcastic responses like “Excuse me!”) or an overachiever (hence reactions of congratulatory surprise like “Good for you!”).

All married women’s surnames are marked. If a woman takes her husband’s name, she announces to the world that she is married and has traditional values. To some it will indicate that she is less herself, more identified by her husband’s identity. If she does not take her husband’s name, this too is marked, seen as worthy of comment: she has done something; she has “kept her own name.” A man is never said to have “kept his own name” because it never occurs to anyone that he might have given it up. For him using his own name is unmarked.

A married woman who wants to have her cake and eat it too may use her surname plus his, with or without a hyphen. But this too announces her marital status and often results in a tongue-tying string. In a list (Harvey O’Donovan, Jonathan Feldman, Stephanie Woodbury McGillicutty), the woman’s multiple name stands out. It is marked.

I HAVE NEVER BEEN inclined toward biological explanations of gender differences in language, but I was intrigued to see Ralph Fasold bring biological phenomena to bear on the question of linguistic marking in his book “The Sociolinguistics of Language.” Fasold stresses that language and culture are particularly unfair in treating women as the marked case because biologically it is the male that is marked. While two X chromosomes make a female, two Y chromosomes make nothing. Like the linguistic markers s, es or ess, the Y chromosome doesn’t “mean” anything unless it is attached to a root form — an X chromosome.

Developing this idea elsewhere, Fasold points out that girls are born with fully female bodies, while boys are born with modified female bodies. He invites men who doubt this to lift up their shirts and contemplate why they have nipples.

In his book, Fasold notes “a wide range of facts which demonstrates that female is the unmarked sex.” For example, he observes that there are a few species that produce only females, like the whiptail lizard. Thanks to parthenogenesis, they have no trouble having as many daughters as they like. There are no species, however, that produce only males. This is no surprise, since any such species would become extinct in its first generation.

Fasold is also intrigued by species that produce individuals not involved in reproduction, like honeybees and leaf-cutter ants. Reproduction is handled by the queen and a relatively few males; the workers are sterile females. “Since they do not reproduce,” Fasold says, “there is no reason for them to be one sex or the other, so they default, so to speak, to female.”

Fasold ends his discussion of these matters by pointing out that if language reflected biology, grammar books would direct us to use “she” to include males and females and “he” only for specifically male referents. But they don’t. They tell us that “he” means “he or she,” and that “she” is used only if the referent is specifically female. This use of “he” as the sex-indefinite pronoun is an innovation introduced into English by grammarians in the 18th and 19th centuries, according to Peter Muhlhausler and Rom Harre in “Pronouns and People.” From at least about 1500, the correct sex-indefinite pronoun was “they,” as it still is in casual spoken English. In other words, the female was declared by grammarians to be the marked case.

Writing this article may mark me not as a writer, not as a linguist, not as an analyst of human behavior, but as a feminist — which will have positive or negative, but in any case powerful, connotations for readers. Yet I doubt that anyone reading Ralph Fasold’s book would put that label on him.

I discovered the markedness inherent in the very topic of gender after writing a book on differences in conversational style based on geographical region, ethnicity, class, age and gender. When I was interviewed, the vast majority of journalists wanted to talk about the differences between women and men. While I thought I was simply describing what I observed — something I had learned to do as a researcher — merely mentioning women and men marked me as a feminist for some.

When I wrote a book devoted to gender differences in ways of speaking, I sent the manuscript to five male colleagues, asking them to alert me to any interpretation, phrasing or wording that might seem unfairly negative toward men. Even so, when the book came out, I encountered responses like that of the television talk show host who, after interviewing me, turned to the audience and asked if they thought I was male-bashing.

Leaping upon a poor fellow who affably nodded in agreement, she made him stand and asked, “Did what she said accurately describe you?” “Oh, yes,” he answered. “That’s me exactly.” ‘And what she said about women — does that sound like your wife?” “Oh yes,” he responded. “That’s her exactly.” “Then why do you think she’s male-bashing?” He answered, with disarming honesty, “Because she’s a woman and she’s saying things about men.”

To say anything about women and men without marking oneself as either feminist or anti-feminist, male-basher or apologist for men seems as impossible for a woman as trying to get dressed in the morning without inviting interpretations of her character. Sitting at the conference table musing on these matters, I felt sad to think that we women didn’t have the freedom to be unmarked that the men sitting next to us had. Some days you just want to get dressed and go about your business. But if you’re a woman, you can’t, because there is no unmarked woman.

Should people under 18 be subjected to legal curfews or restricted driving privileges?

Assignment 2: LASA 1: Course Project Task I

Argument Paper Section 1

Your local town is addressing the following issues in its law-making:

1. Should people under 18 be subjected to legal curfews or restricted driving privileges?

2. Should libraries be required to install filtering software or otherwise censor the materials that they provide?

3. Should insurance companies in your state be required to pay for breast reconstruction, birth control pills, or Viagra?

4. Should the use of camera phones be banned in local gymnasiums or other locations?

As an active citizen, you ask to research and present to the town’s citizens one of the above issues. The governing body has agreed and asks that your presentation be specifically designed to show citizens of the community how and why one of the issues above is controversial and how to be educated consumers of information regarding this issue. They ask this because the citizens will be voting on these issues in future elections and the governing body wants its citizens to be properly educated on these topics.

In your presentation, make sure you include the following:

Remember, you are giving a presentation to an audience that does not know much, if anything, about your topic.

  • Explain the issue, including definitions of common terms involved in the issue and why this issue is controversial.
  • Identify and describe three to four different conclusions that are drawn when arguments related to the issue are made.
  • Summarize the kinds of evidence typically used for each constructed argument related to the issue. Be sure to discuss the reasons these kinds of evidence are used and/or are most effective.
  • Analyze how each of the different conclusions regarding the topic use particular evidence to support their claims, paying particular attention to analyzing how the conclusions rely on different facts, different sources of evidence, or different reasoning from other conclusions. In other words, explain why certain groups would use a particular type of evidence while an opposing group would use a different type of evidence, or how two groups can represent that same data in two completely different ways.
  • Utilize at least three different sources and properly cite them throughout the presentation.

The presentation should be 8 to 10 slides long, and each slide should have complete, formally written slide notes (proper grammar, APA formatting, and academic tone) for record-keeping purposes and in the event there are citizens who are deaf or hard-of-hearing at your presentation. The slide notes must include proper APA citation of sources, proper paragraphing, and proper grammar and tone. Visually, the slides should be easy to read. A properly APA-formatted reference page must be the last slide of your presentation. See the rubric for more specific requirements of the presentation.

Assignment 3: Market Plan Section 1 The Waters Bottling Company (WBC)

Assignment 3: Market Plan Section 1

Preface:

You are the new marketing manager to The Waters Bottling Company (WBC) of Munsonville, NH. They have never done any marketing for their water before so they will need to be educated as to the role of marketing in their company’s success. They started their company last year and want to “do it right” according to their president and founder, Dr. M. Waters. (The M stands for Muddy so he prudently only uses the initial. He also is rather fond of Blues music, which he would like to incorporate into the marketing plan in some way.) They want to sell their crystal clear, granite filtered mountain water to the “right” market. It is your job to identify that target market. At this point, they don’t even know how the product should be packaged or have a name to identify it. You will get to make that determination and carry that product through the entire Marketing Plan.

Imagination and creativity combined with solid marketing concepts will be the basic framework for your report. They will be relying on you for all of the details to make this product successful. They are well funded and ready to bring this product to market, with your help and guidance.

Use the attached Marketing Planning Guide to build your marketing plan for their naturally mineral rich pure mountain water. Be sure to relate the marketing concepts/ theories to this product/ company as you build the marketing plan over the length of the course. The competed sections of the marketing plan will be submitted in theDropbox for each module. Use each of the outline items as headers/ subheads for your analysis. Be concise and apply each of the appropriate concepts to the WBC scenario.

Marketing Planning Guide

Section 1 – The Environment (Module 1)

  • Introduction to Marketing
    • The Marketing Mix
    • The Marketing Environment
    • Marketing and its relationship with other functional areas of business
  • Strategic Marketing
    • Planning Process
  • Strategy
    • Organizational Levels
    • Goals and Objectives
  • Planning Gap
    • Ethics in Marketing

You will create a complete Marketing Plan by the end of the course. You will write the first section of the Marketing Plan for this assignment. Use the guide to identify the sections of the Marketing Plan and the marketing elements contained therein. This assignment will focus on Section 1 – The Environment (Module 1). 

Over the span of the course, you will gather information from a number of probable sources. Some of the sources may include, but are not limited to, the Internet, public libraries, business magazines, newspapers, the Harvard Business Review, the Wall Street Journal, annual reports, consultant/industry analyst reports, databases, Department of Commerce publications, Temple and other university libraries, trade and academic journals, Moody’s, Value Line, etc.

You may be surprised and overwhelmed by the volume of information that is available for many topics, though you may have to do some “detective work” to locate them.

You may find Web sites such as Hoovers.com and Lexis-Nexis extremely helpful.

Create a 4- to 6-page Word document for your Marketing Plan Section. Apply a standard business writing style using the Market Planning Guide sections as your (headers/ sub heads/ bullets) to your work. Be sure to cite your work in the APA format.

Use the following file-naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.

By Wednesday, May 28, 2014, deliver your assignments to the M1: Assignment 3 Dropbox.

Assignment 3 Grading Criteria
Maximum Points
Description of the role and function of marketing for WBC.
10
Select/ create a product for WBC to market. Explain the Marketing Mix for this WBC product.
20
Analyze the Marketing Environment.
15
Discussion of the marketing function and its relationship with the other functional areas of the WBC.
10
Define the strategic marketing planning process.
15
Establish an organizational level strategy and include goals and objectives.
10
Discuss the ethical issues concerning marketing.
10
Applied current APA standards for editorial style, expression of ideas, and format of text, citations, and references.
10
Total:
100

Promoting Successful Operational Planning and Implementation How do health care organizations translate a strategic plan into day-to-day operations? For this Discussion, you will examine the intricacies of operational planning as well as how an organizat

Promoting Successful Operational Planning and Implementation

How do health care organizations translate a strategic plan into day-to-day operations? For this Discussion, you will examine the intricacies of operational planning as well as how an organization can help to ensure the plan is implemented well.

As in Week 3, you and your colleagues have been assigned to small groups for this Discussion. If the group configuration is the same as in the previous week’s Discussion, you may keep the same facilitator or choose someone else to serve in that role. 

Prepare for this Discussion as follows:  

  • Click on the link to examine the Annual Plan Overview document located on the initial Week 4 Discussion area. (You may want to keep this document open in a seperate window) This document provides a brief summary of operational planning decisions this organization has made. It presents strategic goals, key initiatives to achieve goals, and the measures that will be used for evaluation.

  • Select one of the goals identified in this document. Each group member should address a different goal; reserve the goal you would like to address by posting your name and the goal to this Discussion forum. 

  • As you examine this document, think about the actions that are needed to turn a strategic plan into operational reality. How does an organization determine which actions will help to fulfill its strategic objectives? How does it make decisions regarding resource allocation?

  • Review the information presented in the Learning Resources as needed. With this information in mind, consider the following:

    • What are some of the key success factors that might affect implementation?

    • What are some of the barriers that may adversely impact implementation?

    • What considerations might need to be addressed with regard to:

      • Physician involvement?
      • Human resources? 
      • Organizational culture?
      • Capital expenditures?

Post by Day 4 a response to the following:

  • Identify the goal you have selected from the “Annual Plan Overview” document in the first line of your posting.
  • Analyze issues related to operational planning for your selected goal. Describe key steps of operational planning and the considerations related to resource allocation with particular reference to this goal.
  • Evaluate two or more success factors and two or more potential barriers that might influence implementation of the initiatives to achieve this goal. Explain why each of these is important and propose recommendations for addressing them.

Suppose that a 2012 National Health Interview Survey gives the number of adults in the United States which gives the number of adults in the United States (reported in thousands) classified by their age group, and whether or not respondents have ever been

Suppose that a 2012 National Health Interview Survey gives the number of adults in the United States which gives the number of adults in the United States (reported in thousands) classified by their age group, and whether or not respondents have ever been tested for HIV. Here are the data:

Age Group

Tested

Never Tested

18–44 years

50,080

56,405

45–64 years

23,768

48,537

65–74 years

2,694

15,162

75 years and older

1,247

14,663

Total

77,789

134,767

Case Assignment

  1. Discuss probability. What is its history? What is the theory of probability? How is it calculated? What are the advantages and disadvantages of using this technique?
  2. Identify and discuss the two major categories of probability interpretations, whose adherents possess conflicting views about the fundamental nature of probability.
  3. Based on this survey, what is the probability that a randomly selected American adult has never been tested? Show your work. Hint: using the data in the two total rows, this would be calculated as p (NT) /( p (NT) + p (T)), where p is probability.
  4. What proportion of 18- to 44-year-old Americans have never been tested for HIV? Hint: using the values in the 18–44 cells, this would be calculated as p (NT) / ( p (NT) + p (T)), where p is probability. Show your work.

Assignment 2: Discussion—Typical Reasoning [Pin It] Assignment 2: Discussion—Typical Reasoning People often take shortcuts in problem solving and quickly arrive at answers. Known as heuristics, these shortcuts may increase the speed of decisions b

Assignment 2: Discussion—Typical Reasoning

 

Assignment 2: Discussion—Typical Reasoning

People often take shortcuts in problem solving and quickly arrive at answers. Known as heuristics, these shortcuts may increase the speed of decisions but may also decrease the accuracy of those decisions. The experiment used in this assignment deals with inaccurate decisions based on the conjunction fallacy, where people think the chance of two events happening at the same time is greater than just one event occurring. However, the chance of one event occurring is greater than two events occurring; hence, the fallacy.

Access the CogLab demonstration Typical Reasoning. Follow the instructions to complete the demonstration. Next, answer the following questions:

  • For this demonstration, on average, do participants give higher ratings for single events or conjunctions of events? Based on the demonstration results, did you make your judgments by using objective probabilities? Why or why not?
  • What is a stereotype? How do stereotypes relate to the findings of this demonstration?
  • Respond to the following two situations:
    • You and two of your coworkers have just interviewed a candidate for a job opening at your law firm. Your boss asks you what inferences you made about the candidate during the interview. What can you do to maximize your likelihood of making a correct inference?
    • John is a young, energetic, muscular, and outgoing individual. Estimate the following for him:
        • He is tall and likes sports
        • He is tall, likes sports, and has lots of friends

Write your initial response in 4–5 paragraphs. Apply APA standards to citation of sources.  

By Sunday, November 22, 2015, post your response to the appropriateDiscussion Area. Through Wednesday, November 25, 2015, review and comment on at least two peers’ responses.

Discussion Grading Criteria and Rubric

This discussion assignment is worth 40 points and will be graded using the discussion rubric

poverty response

in 500-600 words apply my metaethical theory to some aspect of the issue that was discussed in the reading in order to demonstrate what the moral approach to the issue is.
Every society lives under certain agreeable rules and regulations that guide their operations thereby maintaining social order. Similarly, when adopting a structure of decision making, ethical consideration must be in play to ensure the morals and values of a community are not infringed. Ethics determines whether an action is moral or immoral. The discussion below evaluates the best approach to ethics supported by ethical theories.

Understanding what the greatest benefit for society is the best approach to ethics. The approach gets its guidance from the ethical principle of beneficence. Beneficence principle indicates that every moral action must evaluate what is right as well as good; what generates the largest measure of good over evil (Page, 2012). The beneficence principle explains how an action is moral or immoral as supported by two ethical theories utilitarianism and rights.

Utilitarianism theory states that what is ethically correct should be an action that brings the greatest benefit to society. Based on two types of utilitarianism act and rule, a person act must yield more benefit to people regardless of the person’s feelings and societal constraints (Mill, 2016). It also takes the form of justice and fairness when benefiting society. Utilitarianism ethics dictates determining what action is moral should go beyond personal interest and take the interest of others in the community. Through utilitarian ethics, an action that brings fewer advantages to people is immoral. For instance, if a person intends to use a natural resource like a river to dump factory by-products at the expense of others the action is immoral. However, if he/she uses the same river to supply water to people his/her action becomes ethically correct. In the two instances, the use of the river that offers more benefits, the supply of water, becomes the ethically correct action.

Rights theory indicates that some privileges established by society must take the highest priority. Notably, rights are ethically correct as well as valid as the largest population in the community endorses them (MacKinnon and Fiala, 2014). Rights and utilitarian theories are complementary as they insist on the larger population benefits. Society goals, as well as ethical priorities, are the primary determinants of action morality.

The approach of involving society principles and priorities using utilitarian and rights theories is the best approach to explaining the morality of an action. The community wellbeing takes center stage. As explained by the two theories, an action is correct based on its consequences. Bentham’s Hedonic calculus states that immoral action causes more pain than happiness and pleasure (West, 2013). Therefore, determining the benefits to the society that offers more happiness and benefits should be the measure of action’s morality.

Rule utilitarianism and rights approach focuses on justice and fairness of an action. Besides, it dwells in the principles of beneficence and justice that are imperative while evaluating actions. The principles conform to metaethics that investigates whether ethical principles go beyond individual expressions (McCloskey, 2013). An understanding that action morality takes more than personal feelings appreciates that moral principles are not mere social interventions. Summarily, what makes an action moral or immoral is the benefits accrued from its consequences, the people who benefit from the actions as well as what level of justice and fairness gets associated with the action based on societal principles and priorities.  

environmental science

Environmental Science: Toward a Sustainable Future

by Wright and Boorse, 12th edition

16 Multiple Choice Questions

 

1) The future worldwide use of irrigation:

A) is expected to double in the next 20 years due to increasing demands for food

B) is limited by the availability of freshwater, waterlogging, and salinization of soils

C) depends on new technologies to extract more groundwater

D) will require increased reliance on new hydrogen technologies to produce freshwater

 

16) The development of new varieties of grain crops increased productivity by increasing the:

A) surface area of the leaves of the plants

B) size of the roots and ability to absorb water

C) strength of the stems to support more grains

D) size and number of seeds

 

2) In the last 50 years, the greatest progress in addressing worldwide hunger and malnutrition came from the:

A) use of better transportation methods to export grain more efficiently

B) development and use of new varieties of high-yielding wheat and rice

C) reduced reliance on pesticides, herbicides, and chemical fertilizers

D) widespread use of sustainable irrigation methods

 

3) Although the Green Revolution has greatly reduced world hunger and malnutrition, it has:

A) doubled the amount of land used to raise crops

B) not significantly increased the productivity of modern agriculture

C) required high levels of increasingly expensive fertilizer and pesticides

D) contributed significantly to the destruction of the ozone layer

 

4) Radiation exposure immediately around a properly functioning nuclear power plant is about

A) less than 1% of natural background exposure.

B) double normal environmental background exposure.

C) 10 times higher than normal environmental background exposure.

D) 100 times higher than normal environmental background exposure.

 

5) Nuclear bombs rely upon:

A) a domino effect that causes the nuclear fission of uranium-235 in less than a second

B) a domino effect that causes the nuclear fusion of uranium-235 in less than a second

C) an instantaneous fission of uranium-235 under extreme pressures

D) an instantaneous fusion of uranium-235 under extreme pressures

 

6) Enrichment of nuclear fuel:

A) increases the relative concentration of uranium-235 to only 3-5% to avoid any possibility of nuclear explosion at higher percentages

B) increases the relative concentration of uranium-235 to 30-50% to avoid a nuclear explosion at higher percentages

C) decreases the relative concentration of uranium-235 from 60% to only 3-5% to avoid a nuclear explosion at higher percentages

D) decreases the relative concentration of uranium-235 from 100% to 30-50% to avoid a nuclear explosion at higher percentages

 

7) The actual fission reactions that release energy in a nuclear power plant are about:

A) two-thirds from uranium-235 and one-third from uranium-239

B) one-third from uranium-235 and two-thirds from uranium-239

C) two-thirds from uranium-235 and one-third from plutonium-239

D) one-third from uranium-235 and two-thirds from plutonium-239

 

8) A self-amplifying reaction and a nuclear explosion in a nuclear power plant are prevented in large part by:

A) the regular addition of uranium-239 to the fuel

B) control rods that absorb extra neutrons

C) the production of plutonium-239

D) fuel rods that absorb tremendous amounts of heat

Unit 3 Examination

9) Compared to a nuclear plant, a coal-fired plant:

A) releases more than 100 times more radioactivity because of radioactive elements in coal.

B) requires much less mining and results in fewer mining deaths.

C) contributes to acid rain, and a nuclear plant does not.

D) emits much less carbon dioxide.

 

10) About how much of the sun’s radiation would strike the Earth if the Earth did not have its atmosphere?

A) about 10 times more

B) about twice as much

C) it would be about the same

D) about half as much

 

11) With all of the sun’s energy striking the Earth every second of every day, why doesn’t the Earth overheat and kill us all?

A) The Earth is so large and dense that it absorbs all of this heat.

B) The Earth is overheating regionally, melting rocks into the lava of volcanoes.

C) The Earth maintains a balance by radiating this heat back into space.

D) The atmosphere of the Earth prevents the solar radiation from reaching the Earth’s surface.

 

 

12) The thinning of the troposphere away from the equator is primarily a result of:

A) land masses moving towards the poles

B) shifting of the continental plates due to plate tectonics

C) differences in solar energy striking the Earth

D) the number of clouds in the mesosphere and thermosphere

 

13) The effect of the 2008 recession has

A) speeded up the flight from inner cities to suburbs.

B) made existing properties more valuable.

C) greatly slowed the suburban building boom and the purchase of new houses.

D) reversed the movement to suburbs, increasing the pressure to find housing in the inner city.

Unit 4 Examination

14) Over the past 60 years, as people moved from U.S. cities to suburbs, the people that were left behind in the cities were primarily

A) older, poor people representing ethnic minorities.

B) younger, wealthy people representing ethnic minorities. C) older and wealthy Caucasians.

D) younger Caucasians.

 

15) _________________ ranges from supporting and voting for particular candidates to expressing your support for particular legislation through letters or phone calls.

A) Lifestyle choices

B) Membership in nongovernmental organizations

C) Political involvement

D) None of the above

Step 3: Doing Sociology Assignment

Purpose

This activity is Step 3 in our semester-long “doing sociology” assignment.  In this step you will go out into the community to identify how globalization shapes social life in our our area. You will observe and compare two local food markets (or grocery stores) and write clear, detailed descriptions of what you see. Your goal for this activity is to use a sociological research method, ethnography, to systematically observe the similarities and differences in these local grocery stores, their physical layout, the products they sell, and the clients that they serve.  The material you gather in this activity will form a major part of your final paper.  

Description

Compare a mainstream grocery store (Select one: Giant, Harris Teeter, Safeway, Shopper’s Food Warehouse, Trader Joe’s, Whole Foods, Walmart, Target) with an international food market (Select one: Super A Market, Food Star Market, Bestway Supermercado, H Mart, Grand Mart, Good Fortune). A number of approved international food markets are shown on this Google Map.

Procedures

This project requires that you make site visits to several locations. You will spend at least 45 minutes at each location making observations.

Step #1: Before you begin your field observations, spend some time thinking about how grocery stores are designed and organized. Use these initial expectations to make predictions regarding what you will find during your visit.

Step #2: Next, it’s time to visit the markets.  Spend at least ¾ hour observing at each location. As you observe, be on the lookout for similarities and differences between the two markets.

Use the following list of questions to guide your observations:

Before entering the store notice what kind of cars appear in the parking lot.

Describe the overall store layout (lighting, advertisements, decorations, background music).

What kind of products are being sold? For example – are there fresh vegetables and fruits? Are there packaged and processed foods?  Where did these products come from?

Who frequents this store? What can you tell based on the type of products that are being sold? Also consider the people you see in the store (shoppers & clerks).

Once you leave the store, immediately sit down to write out field notes describing in as much detail as possible what you just observed.

english

Ten Quotes:  To Kill a Mockingbird

           While reading Harper Lee’s To Kill a Mockingbird, be on the lookout for telling quotations from the novel.  Highlight/Underline these and note in the margin which of the assignment requirements each satisfies. 

           One approach is to, every day, type up the quotes you have found from your reading as well as your commentary on them.  When you have finished the novel, you will only need to select the BEST quotes to submit.  Be aware that your opinions on what quotes are significant and why may well change as you read and your understanding of the book deepens. 

           Here are some guidelines:

  • Copy your quotation absolutely accurately. Note the page number(s).
  • Be sure to completely explain your quote and the function it fills in To Kill a Mockingbird. Anyone reading your quotations and explications should not have to read the assignment sheet to figure out what you are writing about.  Think of these as mini-essays, and remember to explain your thinking thoroughly.
  • Format your paper according to class word processing guidelines.

           As an example, if we were doing this project on Mark Twain’s The Adventures of Tom Sawyer, here is one way you could answer #5:

           Huckleberry came and went, at his own free will. He slept on doorsteps in fine weather and in empty hogsheads in wet; he did not have to go to school or to church, or call any being master or obey anybody; he could go fishing or swimming when and where he chose, and stay as long as it suited him; nobody forbade him to fight; he could sit up as late as he pleased; he was always the first boy that went barefoot in the spring and the last to resume leather in the fall; he never had to wash, nor put on clean clothes; he could swear wonderfully.  In a word, everything that goes to make life precious, that boy had.  So thought every harassed, hampered, respectable boy in St. Petersburg. (46)

This description of a child who is without parents or a home would be sad, except that the narrator tells us that other boys envy Huck his absolute freedom.  Because the point of view is third-person omniscient, we get an objective description of Huck and learn how he appeals to his friends before we even meet him on the page.  If Huck or another boy told the story, we probably would be as biased towards Huck as his companions are.

Your quotes may be of any length, long or short.  You may begin each quote explanation with the quotation itself, as above, you may use the quote last or you may insert the quote in your explanation. The precise style of each explanation is up to you.

Assignment:

Find quotes for the information below. Remember, the exercises in this module are to prepare you for the final exam.

  1. Select a quotation from the novel that illustrates plot development and explain how the plot is expanding at that particular point.
  2. Select a quotation from To Kill a Mockingbird that depicts a social issue. Explain how and link it to a theme of the work. 
  3. Select the quotation that has the most profound effect on the reader (you again) and explain why.