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Research a significant paleontology (fossils) discovery in the past 30 years.

August 16, 2025/in General Questions /by Besttutor

Research a significant paleontology (fossils)  discovery  in the past 30 years. In three typed double-spaced (or less than double-spaced if you have more to say) report on:

What was discovered, where? how, and when?

How does this discovery change our understanding of life/ evolution/ extinction.

Why it is significant?

What the skeptics say and what are the competing thoughts are about this discovery and why?

*************************************

Sign UP on the Discussion Board for your choice under Paleo Discovery- Project Test #3

Three pages of your report. No pictures on these pages.

Fourth Page is references.

Additional pages are pictures.

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essays

August 15, 2025/in General Questions /by Besttutor

I.  Short essay questions, to be answered in about a page for each question (worth 24 points each – 72 points total)

 

1. Aristotle and the Stoics have differing positions on the necessity of external goods for human happiness.  Briefly explain Aristotle’s theory of eudaimonia or happiness and the role external goods play in it.  Next, make sense of the Stoic position on happiness and the external goods.  Which do you think has a better understanding of happiness?  Why?

 

2. Kant and Sartre both ground their ethical stances in human freedom.  First, how does Kant think of autonomy and what does it entail?  If Kant’s conception of autonomy is correct, what does this mean for responsibility?  How does autonomy relate to Kant’s categorical imperative?  Next, how does Sartre view human freedom and from where does it arise?  Why is Sartre’s conception of freedom so central to an existentialist ethics?  What does Sartre mean when he says that human beings are condemned to be free?  If Sartre’s conception of free will is correct, what becomes of responsibility?  How does Sartre’s notion of freedom relate to the universalizability of choice?  With which of these two thinkers do you find yourself agreeing with regard to freedom?  Why?

 

 

3.  Both Socrates and Mill take up the conception of justice in relation to ethics.  First, in what sense can it be said that an inchoate social contract theory is found in Plato’s Crito?  What does this mean?  Why does Socrates argue that he has an agreement with Athens and what effect does this agreement have?  Next, what does Mill claim regarding justice and social utility?  From a utilitarian perspective, why must one be just?  Which of these two positions do you find more compelling and why?

 

*Read the books in the links and the uploaded

Aristotle text

http://classics.mit.edu/Aristotle/nicomachaen.1.i.html

 

Plato

 

http://philosophyintroduction.weebly.com/uploads/4/4/6/2/44624607/plato_five_dialogues_second_edition.pdf

 

Kant book: https://wiki.zirve.edu.tr/sandbox/groups/economicsandadministrativesciences/wiki/ad713/attachments/d0f5f/Immanuel_Kant-Grounding_for_the_Metaphysics_of_Morals.pdf?sessionID=2f78617d94f0913a79812dcb5690927bedc199f4

Sartre book: http://hudsoncress.net/hudsoncress.org/html/library/western-philosophy/Sartre,%20Jean%20Paul%20-%20Existentialism%20And%20Human%20Emotions.pdf

 

Mills book: https://books.google.com/books?id=K96br3jOtEUC&printseca=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

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DB Replies

August 15, 2025/in General Questions /by Besttutor

Reply 1

1. What are various ways the gospel message is perceived in our culture?

In today’s world, due to modernity, people have no problem in accepting gospel; they just don’t want to follow the message in it (Sam Chan, 2018). Those who do, they do it minimally. Other may perceive the gospel as intolerant and selective, while others may perceive it as offensive, especially when the gospel claims that there is only one way to heaven and yet in today’s culture, there is a wide acceptance that there are many ways to get to heaven.

2. What are some specific moral reasons people may reject the gospel message?

Moral reasons why people may reject the gospel includes; having either seen too much hurt and oppression or experiencing it, then wondering why it all happened and yet God could have prevented it all from happening, others is due to the past and modern forms of slavery which God has allowed to happen, others for not knowing what it means, while others is because it does tell the truth about our lives and at times it proves difficult for us to accept the truth. Others may have alternative faiths which may make them reject the Christian gospel. It is also seen as restrictive and out of touch with culture, while others it is because they find it to be being forcefully imposed on them.

3. What are some specific emotional reasons people may reject the gospel message?

Some emotional reasons why people may reject the gospel include; during emotional periods in life like when a loved one dies, one may reason that their prayers went unanswered, when people do not understand God’s unconditional love, while others are due to heartbreaks and social pressures, while others are being angry with God due to loss.

4. What are some specific intellectual reasons people may reject the gospel message?

This is mostly when the gospel at times does seem to be farfetched (Carl E. Braaten, 2008). Others are because they are of the view that it is illogical to believe in something that you cannot see while others are due to the fact that there is little room for science in the gospel teachings and thus some of the claims made in the gospel seem to have no scientific explanations making them appear unreal.

5. What can Christians do to address these objections and better communicate the gospel message?

They should explain to the people what the true gospel teachings are and their meanings. They may also have to be, in their presentations of the gospel, more intentional. The same message but has to be delivered in a unique style or way for it to reach specific minds and hearts of specific individuals. They should preach to them in a loving way for them to open up to the truth, be diligent and patient in their preaching of the gospel and their actions to speak louder than their words, for the gospel to get a wider acceptance.

REFERENCES

Carl E. Braaten. (2008). That All May Believe: A Theology of the Gospel and the Mission of the Church. Wm. B. Eerdmans Publishing.

Sam Chan. (2018). Evangelism in a Skeptical World: How to Make the Unbelievable News about Jesus More Believable. Zondervan.

Reply 2

1. What are various ways the gospel message is perceived in our culture?

 

The good news to some mean nothing to some people. They may feel like God never did anything for them so may think, why should I care what His message has to say? Others may have had a bad experience with someone claiming to be a Christian, but their actions spoke differently. I have a coworker who fits this category.  A childhood friend reconnected with her after many years and told her that she had been praying for her because she knows that my coworker is a sinner and she is going to hell. She did not explain the gospel message she judged and condemned her on the spot. Weidner commented in our text bookFinding Your Worldview, that some people think “You must be forgiven for the bad things you have done.”(100) is not always the correct way to spread the gospel.  My coworker was deeply hurt and never spoke to her so-called friend again. From that single incident my coworker learned that Christians are mean and hurtful, and she could not trust them. Since we have become close I have explained that it was wrong for her friend to do that and explained the real gospel message that we are all born into sin, just like some babies are born with a birth mark, we did not ask for it, nothing our parents did caused it but when we were born it was part of us. Just recently she came to me and asked that I pray with her during a difficult time, I said sure and I hope that the trust and faith I have in God shown through to her that day.

 

2. What are some specific moral reasons people may reject the gospel message?

I would say guilt, they do not want to hear that they are condemned no matter if it is our sinful nature or if it is their life style, no one wants to hear that they are a sinner. Some claim that they have not committed any mortal sins, so they are fine. Moral standards would need to be in place before some people even know right from wrong. If you have moral standards, then you already know what the correct way to live. But since we are given free will, we can choose to ignore what Scripture tells and go our own way.

 

 

3.What are some specific emotional reasons people may reject the gospel message?

Anger, they may have experienced a specific tragedy and prayed to God, but He did not change the situation, they no longer trust anyone. Fear that if they hear the message they will have to give up the things they love. Pride, they are not letting anyone dictate how they live. Selfishness they do not want to share their feelings or thoughts with God, they love the way they are and want to keep things for themselves instead of sharing what they have with others. Racial prejudice could also play a part in emotions and decision making.

 

4. What are some specific intellectual reasons people may reject the gospel message?

Not enough scientific proof, believe the big bang theory or other creation theories, they may believe that the Bible is just another novel and that God is not real because they cannot see, feel or tough Him, His Son or the Holy Spirit.

 

 

5. What can Christians do to address these objections and better communicate the gospel message?

Be patient and knowledgeable, do not be egotistical or critical, be kind and do not judge others, use simple terms and concise meanings, let the person know and feel that you care about them and their salvation. Have an easy to understand version of the Bible to show them and help them look for answers in Scripture. Let them know that you are there if they have questions. Be honest, if you do not have the answers they are seeking, tell them that you will get back with them with the answer or explain that no one has the answer.

 

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critical thinking

August 15, 2025/in General Questions /by Besttutor

Ms. Leuschel

Annotations

Name___________________________________________Date___________________

Why the Pledge of Allegiance Should be Revised

By: Gwen Wilde

(This essay was written for a composition course at Tufts University.)

All Americans are familiar with the Pledge of Allegiance, even if they cannot always recite it perfectly, but probably relatively few know that the original Pledge did not include the words “under God.” The original Pledge of Allegiance, published in the September 8, 1892, issue of the Youth’s Companion, ran thus:

I pledge allegiance to my flag, and to the Republic for which it stands: one Nation indivisible, with Liberty and justice for all. (Djupe 329)

In 1923, at the first National Flag Conference in Washington, DC, it was argued that immigrants might be confused by the words “my Flag,” and it was proposed that the words be changed to “the Flag of the United States.” The following year it was changed again, to “the Flag of the United States of America,” and the wording became the official—or, rather, unofficial—wording, unofficial because no wording had ever been nationally adopted (Djupe 329).

In 1942, the United States Congress included the Pledge in the United States Flag Code (4 USC 4, 2006), thus for the first time officially sanctioning the Pledge. In 1954, President Dwight D. Eisenhower approved adding the words “under God.” Thus, since 1954 the Pledge reads:

I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands: one nation under God, indivisible, with Liberty and Justice for all. (Djupe 329)

In my view, the addition of the words “under God” is inappropriate, and they are needlessly divisive—an odd addition indeed to a Nation that is said to be “indivisible.”

Very simply put, the Pledge in its latest from requires all Americans to say something that some Americans do not believe. I say “requires” because although the courts have ruled that students may not be compelled to recite the Pledge, in effect peer pressure does compel all but the bravest to join in the recitation. When President Eisenhower authorized the change, he said,

In this way we are reaffirming the transcendence of religious faith in America’s heritage and future; in this way we shall constantly strengthen those spiritual weapons which forever will be our country’s most powerful resource in peace and war. (Sterner)

Exactly what did Eisenhower mean when he spoke of “the transcendence of faith in America’s heritage,” and when he spoke of “spiritual weapons”? I am not sure what “the transcendence of faith in America’s heritage” means. Of course many Americans have been and are deeply religious—no one doubts it—but the phrase certainly goes far beyond saying that many Americans have been devout. In any case, many Americans have not been devout, and many Americans have not believed in “spiritual weapons,” but they have nevertheless been patriotic Americans. Some of them have fought and died to keep America free.

In short, the words “under God” cannot be uttered in good faith by many Americans. True, something like 70 or even 80% of Americans say they are affiliated with some form of Christianity, and approximately another 3% say they are Jewish. I don’t have the figures for persons of other faiths, but in any case we can surely all agree that although a majority of Americans say they have a religious affiliation, nevertheless several million Americans do not believe in God.

If one remains silent while others are reciting the Pledge, or even if one remains silent only while others are speaking the words “under God,” one is open to the change that one is unpatriotic, is “unwilling to recite the Pledge of Allegiance.” In the Pledge, patriotism is connected with religious belief, and it is this connection that makes it divisive and (to be blunt) un-American. Admittedly the belief is not very specific: one is not required to say that one believes in the divinity of Jesus, or in the power of Jehovah, but the fact remains, one is required to express belief in a divine power, and if one doesn’t express this belief one is—according to the Pledge—somehow not fully an American, maybe even un-American.

Please notice that I am not arguing that the Pledge is unconstitutional. I understand that the First Amendment to the Constitution says that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof. “I am not arguing that the words “under God” in the Pledge add up to the “establishment of religion,” but they certainly do assert a religious doctrine. Like the words “In God we trust,” found on all American money, and the words “under God” express an idea that many Americans do not hold, and there is no reason why these Americans—loyal people who may be called upon to defend the country with their lives—should be required to say that America is a nation “under God.”

It has been argued, even by members of the Supreme Court, that the words “under God” are not to be taken terribly seriously, not to be taken to say what they seem to say. For instance, Chief Justice Rehnquist wrote,

To give the parent of such a child a sort of “heckler’s veto” over a patriotic ceremony willingly participated in by other students, simply because the Pledge of Allegiance contains the descriptive phrase “under God,” is an unwarranted extension of the establishment clause, an extension which would have the unfortunate effect of prohibiting a commendable patriotic observance. (qtd. In Mears)

Chief Justice Rehnquist here calls “under God” a “descriptive phrase,” but descriptive of what? If a phrase is a “descriptive phrase,” it describes something, real or imagined. For many Americans, this phrase does not describe a reality. These Americans may perhaps be mistaken—if so, they may learn of their error at Judgment Day—but the fact is, millions of intelligent Americans do not believe in God.

Notice, too, that Chief Justice Rehnquist goes on to say that reciting the Pledge is “a commendable patriotic observance.” Exactly. That is my point. It is a patriotic observance, and it should not be connected with religion. When we announce that we respect the flag—that we are loyal Americans—we should not also have to announce that we hold a particular religious belief, in this case a belief in monotheism, a belief that there is a God and that God rules.

One other argument defending the words “under God” is often heard: the words “In God We Trust” appear on our money. It is claimed that these words on American money are analogous to the words “under God” in the Pledge. But the situation really is very different. When we hand some coins over, or some paper money, we are concentrating on the business transaction, and we are not making any affirmation about God or our country. But when we recite the Pledge—even if we remain silent at the point when we are supposed to say “under God”—we are very conscious that we are supposed to make this affirmation, an affirmation that many Americans cannot in good faith make, even though they certainly can unthinkingly hand over (or accept) money with the words “In God We Trust.”

Because I believe that reciting the Pledge is to be taken seriously, with a full awareness of the words that is quite different from when we hand over some money, I cannot understand the recent comment of Supreme Court Justice Souter, who in a case said that the phrase “under God” is “so tepid, so diluted, so far from compulsory prayer, that it should, in effect, be beneath the constitutional radar” (qtd. in “Guide”). I don’t know his reasoning that the phrase should be “beneath the constitutional radar,” but in any case I am willing to put aside the issue of constitutionality. I am willing to grant that this phase does not in any significant sense signify the “establishment of religion” (prohibited by the First Amendment) in the United States. I insist, nevertheless, that the phrase is neither “tepid” nor “diluted.” It means what it says—it must and should mean what it says, to everyone who utters it—and, since millions of loyal Americans cannot say it, it should not be included in the statement in which Americans affirm their loyalty to our great country.

In short, the Pledge, which ought to unite all of us, is divisive; it includes a phrase that many patriotic Americans cannot bring themselves to utter. Yes, they can remain silent when others recite these two words, but again, why should they have to remain silent? The Pledge of Allegiance should be something that everyone can say, say out loud, and say with pride. We hear much talk of returning to the ideas of the Founding Fathers. The Founding Fathers did not create the Pledge of Allegiance, but we do know that they never mentioned God in the Constitution. Indeed the only reference to religion, in the so-called establishment clause of the First Amendment, says, again, that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.” Those who wish to exercise religion are indeed free to do so but the place to do so is not in a pledge that is required of all school-children and of all new citizens.

Words Cited

Djupe, Paul A. “Pledge of Allegiance.” Encyclopedia of American Religion and Politics.

Ed. Paul A. Djupe and Laura R. Olson. New York: Facts on File, 2003.

“Guide to Covering ‘Under God’ Pledge Decision.” ReligionLink. Religion

Newswriters Foundation, 17 Sept. 2005. Web. 9 Feb. 2007.

Mears, Bill. “Court Dismisses Pledge Case.” CNN.com. Cable News Network 15 June

2004. We. 9 Feb. 2007.

Sterner, Doug. “The Pledge of Allegiance.” Home of Heroes. N.p., n.d. Web. 9 Feb.

2007.

Topics for Critical Thinking and Writing

1. Analyze the sources used in this essay. What is each source? Which source has an editor? Which source lacks an author? Are the sources varied, scholarly, and recent? Do they enhance the credibility of the author or diminish it?

2. Summarize the essay in a single paragraph.

3. Does the background material about the history of the pledge serve a useful purpose? Should it be deleted? Why, or why not?

4. What arguments does the writer offer in support of her position? List each point of evidence and determine what type of support each point of evidence demonstrates.

5. List the acknowledgements of any counterarguments the author makes. Is this adequate, or does the writer appear blinded by his or her own perspective? Why, or why not?

6. Which is the writer’s strongest argument? Is any argument notably weak, and, if so, how could it be strengthened?

7. What assumptions—tacit or explicit—does the author make? Do you agree or disagree with them? Please explain.

8. Chief Justice Rehnquist wrote that the words “under God” are a “descriptive phrase.” What do you think he meant by this?

9. What is the purpose of the Pledge of Allegiance? Does the phrase “under God” promote or defeat that purpose? Explain your answer.

10. What do you think about substituting “with religious freedom” for “under God”? Set forth your response, supporting your reasons.

11. Devise an AP Analysis Essay question related to this essay.

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beer quiz 2.2 5 multiple choose

August 15, 2025/in General Questions /by Besttutor

Brewing Ingredients and Process

1 http://www.grains.org/buyingselling/barley

2 http://nutritiondata.self.com/facts/cereal-grains-and-pasta/5687/2

 

Beer is much more than the sum of its ingredients. Nevertheless, the type of ingredients that make up beer are fundamental predictors of flavor and quality. Despite the complexity of flavors and aromas in beer, the qualities of beer are ultimately influenced by 4 different ingredients: malt, yeast, hops, and water. Despite the importance of the ingredients used, beer is much more than the sum of its ingredients. The process of brewing is designed to bring the most out of the ingredients used in beer. The general process of brewing hasn’t changed very much for centuries. The only thing that has changed greatly in the past 300 years is the quantity and quality of the beer being produced. Grains for Beer As mentioned previously, malt is essentially germinated grain. All grains contain the basic parts below:

The germ is where the plant embryo is contained. As well as being absolutely essential for the malting process, the germ contains vitamins B and E.

 

http://www.grains.org/buyingselling/barley
http://nutritiondata.self.com/facts/cereal-grains-and-pasta/5687/2

 

 

The endosperm is important because it contains the carbohydrates, which are the ultimate source of alcohol in beer. Additionally, storage proteins (gluten in wheat, barley, and rye) contained in the endosperm contribute to head and mouthfeel of beer.

Bran, while of no direct use in malting or alcoholic fermentation, is nevertheless important because it acts as a filter during the brewing process as well. Additionally, the bran contains B vitamins. As stated previously, all types of grains include these parts within them. Because of that, many types of grains are suitable for brewing. Some grains make for better beers than others, though! Barley Barley (Hordeum vulgare)is the favored and most-used grain for beer. Barley is preferred for several reasons:

1) Ripens faster than wheat 2) Germinates rapidly 3) Hardy and salt tolerant

 

 

 

4) Husk is helpful in filtering during brewing

In the US, barley is primarily grown in North Dakota, Montana, Wyoming, Idaho, and Washington state. There are 2 main varieties of barley used in brewing: 2 row and 6 row:

2 row barley has the widest use while 6 row barley is used by the largest breweries. Below are the important differences (besides grain arrangement) between 2 and 6 row barley:

 

Barley in the USA

The map 1 below shows where most of the barley in the US is grown. Given the geographic distribution, what can you say

about the climate that barley prefers to grow in?

 

2 row 6 row

row

 

http://www.google.com/url?sa=i&source=images&cd=&cad=rja&docid=RWw082n5I6w6yM&tbnid=CgEzqhOQHbw2hM:&ved=0CAgQjRwwAA&url=http://en.wikipedia.org/wiki/Barley&ei=W8GkUdfyE8nJyQHA7ICwCA&psig=AFQjCNFEgoqLsHtZNGZ5CtRIjMc1eWO88g&ust=1369838299372125

 

 

Diastatic power is the only major difference between the 2 barley varieties. 6 row barley has a greater diastatic power, which means that the malting process (where starch is converted to fermentable sugars) happens more quickly. This is a good thing if your goal is to make product as quickly as possible. Non-barley grains There are plenty of other grains used in brewing:

 

 

 

 

 

An adjunct is a source of starch or sugar used to supplement the main grain. The purpose of adjuncts is for:

1) Foam stability 2) Added nutritional value 3) Decrease in haze defects (haziness in beer caused by protein becoming insoluble in the beer in cold

temperatures) 4) Additional flavors

 

 

 

 

Corn and Beer Cost

Corn is definitely king of adjuncts in American brewing. Up to 50% of the grain used in adjunct lagers can be corn! Corn is mostly used by large brewers in order to produce a more consistent product. Here’s how the 2 grains stack up 2 :

 

Corn Barley

Total Fat 4.7 g

7%

2.3 g

3%

Saturated fat 0.7 g

3%

0.5 g

2%

Polyunsaturated fat 2.2 g 1.1 g

Monounsaturated fat 1.3 g 0.3 g

Sodium 35 mg 1%

12 mg 0%

Potassium 287 mg

8%

452 mg

12%

Total Carbohydrate 74 g

24%

73 g

24%

Protein 9 g

18%

12 g

24%

Fat isn’t really a big concern in the quality of beer. What is a big concern is protein. Excessive protein causes haze

defects, so one strategy to have a product that is more consistent in color and clarity is to use a grain with less

protein. Corn definitely fits the bill here.

 

 

 

 

 

 

 

 

Sorghum beers are often the types of beers that are most – often touted as “gluten free”, even though the arguably more common rice beers can make the same claim.

 

 

 

 

 

Yeast

Brettanomyces (sometimes called “Brett” by American winemakers) and Candida spp. were often the cause of the “spontaneously – formed” beers that were most often made in ancient times. Both of the wild yeast have lower alcohol tolerances than Saccharomyces does. Yeast cells were 1st visualized in 1680 by Anton van Leeuwenhoek, who used a single lens microscope to see the cells. It is unlikely that Anton van Leeuwenhoek thought they were living organisms. The establishment of yeast as a living organism responsible for alcoholic fermentation was the result of the work of Louis Pasteur in the 19th century. Pasteur disproved the idea of spontaneous generation of bacteria and yeast in his famous swan-necked flask experiments, which are diagrammed below:

Growth media placed in a flask with a impeded neck (a “swan necked” flask) was boiled to sterilize the media. Over time, no bacteria or yeast growth was detected. If the neck was broken, freeing a path to the media, the media became contaminated with yeast and bacteria growth. Louis Pasteur also illustrated an important aspect of yeast growth by showing that by bubbling oxygen into yeast broth, growth could be increased but fermentation would be inhibited. This so-called Pasteur Effect is used to great effect in brewing in order to increase yeast cell numbers prior to fermentation. There are 2 main species of yeast used in brewing: Saccharomyces cerevisiae and Saccharomyes carlsbergensis.

 

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=WoC-fGEA-fl9BM&tbnid=NNguweD6P6fERM:&ved=0CAUQjRw&url=http://www.buzzle.com/articles/louis-pasteurs-germ-theory-of-disease.html&ei=lBZ5UqCWEIizyAGU2YHACg&psig=AFQjCNGRfQ-myK4nDCUqJHdX012o_YKrQA&ust=1383753747396153

 

 

 

The most important thing about Saccharomyces cerevisiae (“top-fermenting yeast”) is that it is used to make types of beers called ales.

S. carlsbergensis, a type of “bottom-fermenting yeast”, is sometimes called Saccharomyces pastorianus nowadays. This type of yeast is used to make lagers. Lagers are traditionally made in cooler countries that have temperature conditions that aren’t ideal for ale brewing. S. carlsbergensis has the benefit of being more cold tolerant than S. cerevisiae. The cold tolerance is important when the beer is stored (“lagered”) in cold cellars during the summer. Hops Hops are the female flowers of the hop plant (Humulus lupulus). Hops are used chiefly as flavoring agents because they provide bitter and tangy flavors to offset malt sweetness. The oils contained in hops also have antimicrobial qualities, which means they can stop the growth of microorganisms or kill them. The essential oils responsile for the antimicrobial qualities of the hop are found with other flavoring agents inside small yellow glands in the flowers called lupulin glands. A closeup of the lupulin glands is shown below:

 

 

 

The primary bittering agents in the lupulin glands are called alpha acids, the most prevalent of which is humulone. Humulone is converted to a compound called isohumulone during heating, which is more soluble in water than humulone is. Isohumulone reacts with light (in particular, UV radiation in light) to form “skunky” tasting sulfur compounds, so it is important to limit the exposure of beer to light (use dark bottles or store the beer in a dark place) to preserve the quality of beer and prevent it from skunking! There are many different varieties of hops, and each variety has different levels of alpha acids (and therefore bitterness) as well as other types of flavors. Hops typically contain some degree of the following types of flavors: spicy, floral, fruity, citrus, herbal, earthy, and evergreen. Below is a graphic showing the distribution of all these flavors in several hops varieties:

 

 

 

Cascade hops are the most popular variety in the US. Other varieties, like Simcoe and Citra, are proprietary and can only be used by licensed breweries. As far as bitterness is concerned, this is how several varieties of hops compare:

 

 

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More alpha acids = more bitter! Water Beer is mostly water, and the quality of water is important to the quality of the beer. Water contains several different types of ions that are important in brewing:

– Calcium – lowers pH during mashing, which could affect amylase activity – Carbonate/bicarbonate – determine acidity, which is important to enzyme functioning – Sodium – contributes to the body and mouthfeel of beer, too much sodium is not good for the taste – Sulfate – brings out the bitterness of hops – Magnesium – important micronutrient for yeast

Overview of Brewing On the surface, brewing looks like a complex process. Just see how it’s diagrammed below:

It becomes easier to take in when you group up all of these unit operations into broad categories:

1) Harvesting 2) Malting

 

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3) Brewing 4) Fermenting 5) Maturation 6) Finishing

Harvesting When barley (or some other grain) is harvested, it is traditionally allowed to dry to < 18% moisture content in order to reduce incidence of fungal contamination and to increase the concentration of sugars and starches. After combining (harvesting plants and separating the grain from the other parts of the plant), the grain is dried and typically sold at selling points, which store the grain and sell in to companies that order it. Care must be taken to control for broken or otherwise damaged kernels that are unable to germinate, as grain in this condition is not suitable for brewing. Malting The malting process is necessary in brewing because it produces and frees up sugars in the barley kernels for the yeast to ferment. The enzyme amylase, produced by germinating grain kernels, hydrolyzes the amylose in the endosperm to a type of disaccharide called maltose:

Malting has 3 distinct steps: steeping, germinating, and kilning

1) Steeping – Steeping involves soaking grain kernels in water several times or for several hours. The purpose of steeping grains is two – fold. Steeping acts as a germination trigger. Steeping also removes some tannins (cause astringent mouthfeel in beer and wine), acid (could interfere with fermentation), and protein (cause haze defects).

2) Germinating – Germinating means to allow the grain to sprout for several days. When grains germinate, enzymes such as amylase and protease are activated within the germ. Germination times vary by grain, and barley is usually allowed to germinate for 4 – 5 days after steeping the kernels. Germination is considered done when the sprouts are ¾ of the kernel length. Here’s an idea of how germination progresses in barley:

 

At this point, the germinated kernels are called green malt.

Too early Just right

Too late

 

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3) Kilning – Kilning is the first point in the brewing process that will ultimately determine the style and quality of beer you end up with. Kilning involves baking the green malt in an oven in order to both stop the malt from germinating and to impart colors and flavors to the malt. After this point, malt is generally classified by its color, and the darker the color of a malt, the longer it has been kilned.

Before the next phase of beer production, the kilned malt is passed through a mill (usually a roller mill, a small one is pictured below):

Milling the malt with a roller mill will essentially squash and crack the grains. This roughens up the malt and allows the grist, or solid parts of the milled grain, to perform better in brewing. Brewing The word “brewing” technically refers to the steps of beer production after malting but before fermentation. In practice, brewing has been used to refer to the entire process of beer production. The actual brewing process is

Kilned Malts and their Roles

Beers aren’t made from just one type of malt. In the brewing phase of beer production, a mixture of malts (depending

on the style of beer desired) is used. The mixture of malts used is often referred to as the “grain bill” of brewing, and the

majority of the malts used in the grain bill are base (a.k.a. pale) malts. That’s because base malts contain the greatest

diastatic power. Here’s a rundown of common malts:

Type Description Used in

Base malts (a.k.a. pale malts)

Regular, lightly kilned malt that makes up the majority of the grain bill. Contains most of the diastatic power.

ALL THE BEERS!

Caramel malts Light to dark amber malt. Color comes from caramelized sugar. Little diastatic power. Also called crystal malts.

many types of beer

Dark malt Heavily kilned malt. Nearly no diastatic power. stouts, bocks

Light malts Slightly darker than base malts. pale ales and lagers

Chocolate malt Dark brown porters, stouts

Black malt Practically scorched malt. Adds a good deal of non-hop bitterness.

stouts

 

 

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designed to separate the sugar solution (called wort) from the mash, and to add some more flavors to the beer – in – progress. Like malting, brewing also has 3 parts to it: mashing, lautering, and kettle boil.

1) Mashing – Mashing involves adding the kilned malt to water. At this point, the malt in water is referred to as mash. The mash is heated up to 60°C in order to activate the amylase present in the wort. Mashing is also the point where adjuncts and flavors (i.e. chocolate and coffee) are added, with the exception of hops.

2) Lautering – Lautering simply involves the separation of the liquid from the solid part of the mash. To do this, special vessels called lauter tuns are used. The lauter tun filters the mash, then sprays (called sparging) the mash with boiling water in order to wash any remaining wort from the mash. In the lauter tun, a coarse grist helps to filter out the wort. On the other hand, using finely – milled mash to make malt could result in problems in the lauter tun.

3) Kettle boil – Boiling the wort prior to fermentation is done for several reasons, first boiling helps kill many nuisance microorganisms (like wild yeast and lactic acid producing bacteria) in the wort. Boiling also destroys many proteins. Destroying certain proteins will prevent the development of off – flavors. Finally, but most important in terms of flavor, hops are added to the boiling wort. The boiling water helps to free the alpha acids and essential oils from the hops’ lupulin glands. In practice, hops are added to the kettle at certain times, and this is often referred to as a “hop schedule”.

 

Wet and Dry Hopping

In recent years, it has become increasingly popular to “dry hop” certain beers in order to impart unique flavors. Dry hopping refers to adding hops during or after fermentation (usually in addition to the hops that are added in the kettle. If you dry hop at home, you usually have a fermentation that looks like this:

As a not – quite contrast, “wet hopping” means to add fresh hops that aren’t dried out. In case you’re wondering, it’s completely possible to dry hop with wet hops!

 

 

 

 

Fermenting Even if “major errors” are committed in the malting and brewing processes, as long as fermentation occurs, you can still call your product beer! That makes the fermentation step the most important step in beer production. Prior to fermentation, the wort must be cooled down to temperatures that are not harmful to the yeast you are using. This temperature is dependent on the type of yeast used. Lager yeast grows best at temperatures cooler than 10°C, while ale yeast can grow best at temperatures of up to 25°C. In large breweries, the wort is piped from the kettle to the fermenters, and the wort often passes through a heat exchanger, which helps to rapidly cool the wort to an acceptable temperature. When the wort has cooled, the wort is “pitched” (yeast added) with the appropriate yeast. For the 1st hour or 2 of the fermentation, the yeast is allowed to grow under aerobic conditions. Allowing the yeast to grow in oxygen allows the yeast to reproduce rapidly. More yeast (especially yeast attenuated to the wort) means more fermentation. After the yeast are allowed to grow aerobically, the yeast use up the remaining oxygen and begin to grow in an anaerobic environment. At this point, the yeast are actively fermenting the sugars in the wort to alcohol. The length of the anaerobic part of the fermentation varies by yeast type. Ale yeast require about 5 days, while lager yeast require 2 weeks. Several types of fermenters are shown below:

Bittering and Flavor

A typical kettle boil will take 60 minutes, and this is a fairly consistent practice. With so little room for misinterpretation,

you might think it’s actually easy. However, it’s not as easy as throwing all your hops into the kettle at the start of the

boil! Hops serve 3 different roles: bittering, flavoring, and aroma. A typical hop schedule for a Stone Ruination (an IPA)

clone looks like this:

Hop Amount % alpha acids Time in kettle boil

Magnum 1.75 oz 14.00 % 60 minutes

Centennial 1.00 oz 9.60 % 30 minutes

Centennial 1.00 oz 9.60 % 10 minutes

Centennial 1.00 oz 9.60 % 1 minute

Centennial 2.00 oz 9.60 % Dry Hop

 

In this schedule, the Magnum hops are used as bittering hops, and you can tell this because they are added at the start of

a boil. It takes a longer amount of time to extract bitter flavors from hops than to extract other flavors. Centennial is used

for flavoring and aroma. Excessive heating will remove a lot of the flavor compounds from beer, so flavoring and aroma

hops are added later into the boil.

 

 

 

 

From left to right: homebrewing carboy, craft brewer fermenters, fermentation towers

Maturing Maturing beer after fermentation serves several purposes. Maturing time allows beer flavor to fully develop and stabilize. Typically, ales mature from 6 – 8 days while lagers require 2 -3 weeks to mature. Although both ales and lagers mature at cooler than fermentation temperatures, lagers are matured at much colder temperatures (close to freezing). Occasionally, some types of ales are allowed to mature in barrels that were previously used in aging whiskey. Aging ale in barrels once used for aging whiskey will cause the ale to pick up whiskey – like flavors from the barrel. In the US, bourbon barrels are most prized when aging beer this way. Maturing beer also allows for the development of carbonation. Conditioning (adding carbonation by aging) a beer is done several ways.

– Bottle conditioning – adding live yeast to bottled beer to start a secondary fermentation or adding sugar to unfiltered beer, typical to Belgian beers

– Cask conditioning – beer is conditioned and dispensed from a cask, typical in many English styles Most often though, carbon dioxide (usually collected from the fermenter) is injected into beer. While this isn’t conditioning per se, the end result is often the same as in conditioning. Carbonation through injection almost always results in short – lived heads, while conditioning yields larger, more stable heads. In conditioning, the yeast can be left in the beer or removed through the use of fining agents (fish bladders, gelatin, plastic dust). Packaging Here’s a couple of points about packaging:

 

 

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PERSUASIVE SPEECH OUTLINE – use template attched

August 15, 2025/in General Questions /by Besttutor

Organization: Identify your outline pattern here. Your only option for this speech is Problem-Solution (see the textbook, pp. 220–221).

Audience analysis: Provide a description of your audience (e.g., its demographics like age, gender, ethnicity, etc. as well as any other information about them that impacts the way you plan and present the speech (see the textbook, pp. 137–145).

Topic: In 1 or 2 sentences, identify the social problem for which you aim to prescribe a redemptive remedy in this speech (see the Persuasive Speech Guidelines document).

General Purpose: To persuade (see p. 98)

Specific Purpose: To inform the audience about [identify the topic here], and to persuade them that [identify a person, group of persons, organization, government, etc.] should do something [state what this is—provide an action verb here that describes, as specifically as possible, the outcome you are promoting through this speech] in response to this information. (see p. 98)

I. Attention-getter

Use an attention-getter to introduce the topic (see the textbook, pp. 238–239, 242–247).

II. Motive for Listening

Show the audience how this topic relates to them (see the textbook, p. 240).

III. Credibility Statement

Identify the credentials or experiences that qualify you to address this topic as an authority (see the textbook, p. 240).

IV. Thesis Statement

Present your thesis statement—a statement that encapsulates your speech’s main idea—here. State it as 1 complete sentence (subject, verb, complete thought).

 

V. Preview Statement

Present your preview statement here (see the textbook, p. 240). Briefly explain that you will now validate or prove the thesis by presenting Main Point 1 (state it), Main Point 2 (state it), Main Point 3 (state it), etc. Be sure to list each of the body section’s main points, in the order you will cover them.

Transition: Use a word, phrase, or sentence to notify your audience that you now will support your thesis by presenting the main points in their stated order and in greater detail (see the textbook, pp. 222–224).

Body:

I. Main Point 1. State it as 1 complete, declarative sentence. Works with the other main points to develop the purpose statement. Be sure it consists with the chosen organizational pattern you identified above.

A. An example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 1 (Parenthetical Citation, if this came from a source).

B. Another example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 1 (Parenthetical Citation, if this came from a source).

C. If needed, another example, illustration, statistic, comparison, quotes from an expert, or other supportive material that supports or illustrates Main Point 1 (Parenthetical Citation, if this came from a source).

Transition: Use a word, phrase, or sentence to notify your audience that you are now transitioning from your first main point to your second main point (see the textbook, pp. 222–224).

II. Main Point 2. State it as 1 complete, declarative sentence. Works with the other main points to develop the purpose statement. Be sure it consists with the chosen organizational pattern you identified above.

A. An example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 2 (Parenthetical Citation, if this came from a source).

B. Another example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 2 (Parenthetical Citation, if this came from a source).

C. If needed, another example, illustration, statistic, comparison, quotes from an expert, or other supportive material that supports or illustrates Main Point 2 (Parenthetical Citation, if this came from a source).

Transition: Use a word, phrase, or sentence to notify your audience that you are now transitioning from your second main point to your third main point (see the textbook, pp. 222–224).

III. Main Point 3. State it as 1 complete, declarative sentence. Works with the other main points to develop the purpose statement. Be sure it consists with the chosen organizational pattern you identified above.

A. An example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 3 (Parenthetical Citation, if this came from a source).

B. Another example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 3 (Parenthetical Citation, if this came from a source).

C. If needed, another example, illustration, statistic, comparison, quotes from an expert, or other supportive material that supports or illustrates Main Point 3 (Parenthetical Citation, if this came from a source).

Other Main Points: These are optional, depending on the needs of your speech. If you use them, they function in the same way as the preceding points.

Transition: Use a word, phrase, or sentence to notify your audience that you are now transitioning into your conclusion (see the textbook, pp. 222–224).

Conclusion:

I. Summary

Summarize your presentation’s main points (see the textbook, pp. 250–251). Your wording should be very similar to the wording you used when previewing the main points in the introduction section and when presenting the main points in the body section.

II. Call to Action

Restate your thesis in a way that tells the audience, explicitly, how they should respond to it (see p. 252).

III. Refocus Audience Attention (see the textbook, pp. 254–255).

Punctuate your speech’s thesis with an illustration, a quote, or a metaphor that makes it more memorable.

or References (if APA)

Using, APA style, present an alphabetized, properly formatted list of any sources that you cited parenthetically in the outline. For a helpful online guide to proper formatting in each of these styles, see the Hacker Handbooks “Research and Documentation” site via this link (right-click and select “Open Hyperlink”). For automated source formatting assistance, see Landmarks Citation Machine via this link (right-click and select “Open Hyperlink”).

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case studies

August 15, 2025/in General Questions /by Besttutor
here are 6 chapters in the end of each chapter there are case studies which .
due in 36 hours. max 40 hours. 6 pages want them excellent no less.
In the end of each case study there are questions.
Please write the questions and answer them.
  •  try to answer each question in one page.
  • and try to use third party if you have enough informations about the third part theory in public relations.
  • English as ascend language and easy .
  • Due as soon as you can hours because I have 18 more Case Study its need to be DONE as soon as possible.
  • Its case study in public relations graduate student.
  • I did attach old answer fix it and make it creative and creative please.
  • make the language easy for me please.

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questions

August 15, 2025/in General Questions /by Besttutor

Which of the following studies is linked most directly to the establishment of the National Research Act in 1974 and ultimately to the Belmont Report and Federal regulations for human subject protection?

A. The Public Health Service Tuskegee Study of Untreated Syphilis in the Negro Male.
B. Stanford Prison Experiment (Zimbardo).
C. Tearoom Trade Study (Humphreys).
D. The Harvard T3 study.

The Belmont principle of beneficence requires that:

A. The study makes a significant contribution to generalizable knowledge.

B. Subjects derive individual benefit from study participation.

C. Risks are managed so that they are no more than minimal.

D. Potential benefits justify the risks of harm.

Humphreys collecting data for the Tearoom Trade study under the pretense that he was a lookout is an example of a violation of the principle of:

A. Justice.

B. Beneficence.

C. Respect for persons.

According to the Belmont Report, the moral requirement that there be fair outcomes in the selection of research subjects, expresses the principle of:

A. Beneficence.

B. Justice.

C. Respect for persons.

Which of the following is an example of how the principle of beneficence is applied to a study involving human subjects?

a. Providing detailed information about the study to potential subjects.

b. Ensuring that risks are reasonable in relationship to anticipated benefits.

c. Ensuring that the selection of subjects is fair.

d. Ensuring that subjects understand that participation is voluntary

According to the federal regulations, which of the following studies meets the definition of research with human subjects?

a. A researcher asks the director of a local free clinic about the number of patients in the last two years with newly diagnosed HIV/AIDS.

b. A researcher conducts a linguistic study of comments posted on a local public blog.

c. A researcher uses the Customs Office’s passenger lists for ships bringing immigrants to the US between1820-1845 to track the numbers of immigrants from certain ethnic groups.

d. A developmental psychologist videotapes interactions between groups of toddlers and their care givers to determine which intervention methods most effectively manage aggression.

According to the federal regulations, which of the following studies meets the definition of research with human subjects?

a. An organization for women academics in engineering asks a federal agency to provide the number of women investigators funded by that agency to include in a report for its membership.

b. An experiment is proposed on the relationship between gender-related stereotypes in math and the subsequent performance by males and females on math tests.

c. A university designs an in-house study to improve the mentoring of women students in its engineering department with the proposed outcome consisting of a report of recommendations for the department.

d. A researcher receives anonymized data for secondary analysis from a survey about gender-related differences in stress levels conducted by a colleague at another university.

According to the federal regulations, which of the following studies meets the definition of research with human subjects?

a. A researcher sets up a meeting with the superintendent of a large and diverse public school system to get data about the ethnic composition of the school system and the number of students receiving free lunches.

b. Undergraduate students in a field methods class are assigned a research question and asked to interview another classmate, to be followed by a class discussion on interview techniques.

c. A researcher conducts a comparison of the comments made in a publicly available blog and the blogger’s comments on a similar topic in a weekly magazine.

d. A cognitive psychologist enrolls undergraduate students for a computer-based study about the effect of mood on problem solving behaviors.

According to the federal regulations, which of the following studies meets the definition of research with human subjects?

a. A feasibility study for implementing a year-round school program, focusing on economic issues such a facilities utilization and transportation costs.

b. The collection of data, by a playground designer hired by the superintendent of schools, about the physical dimensions of school playgrounds, presence of fencing, and the kinds of equipment currently provided.

c. A study of twenty 4th grade classrooms in which researchers ask the schools to systematically vary the time of day reading is taught, and collect weekly assessments of reading comprehension for each child over a three-month period.

d. An analysis of aggregate data comparing statewide high school graduation rates provided by the State Department of Public Instruction, using county tax information.

According to the federal regulations, human subjects are living human beings about whom an investigator obtains data through interaction or intervention with the individual or:

a. Identifiable public information.

b. De-identified private information.

c. Identifiable private information.

d. Observations of public behavior.

According to the federal regulations, research is eligible for exemption, if

a. All the subjects are adults and the risk is minimal.

b. The investigator is experienced in the field of inquiry.

c. The research falls into one of six categories of research activity described in the regulations.

d. Participation in the research will involve 10 minutes or less of the subjects’ time.

In addition to pregnant women, fetuses, and neonates, another subpart of the DHHS regulations provides additional protections for which of the following vulnerable populations?

a. College students.

b. Adults with decisional impairments.

c. The elderly.

d. Prisoners.

According to federal regulations, the expedited review process may be used when the study procedures pose:

a. A minor increase over minimal risk and the sponsor needs approval before the next IRB meeting.

b. More than minimal risk, but the study replicates previously approved research.

c. Any level of risk, but all the subjects are adults.

d. No more than minimal risk and the research activities fall within regulatory categories identified as eligible.

Continuing review of an approved and ongoing protocol

a. Is limited to review of unanticipated problems.

b. Must be conducted by a convened IRB.

c. Is not required unless additional risks have been identified.

d. Must occur within 12 months of the approval date.

Which of the following statements about the relationship between an institution and the institution’s IRB(s) is correct?

a. Institutional priorities take precedence over all IRB determinations.

b. Department chairs can overturn an IRB disapproval.

c. Officials of the institution may overrule an IRB approval.

d. Officials of the institution may overturn an IRB disapproval.

An investigator wishes to study generational differences in coping mechanisms among adults who experienced abuse as children. Adequate measures will be instituted to obtain informed consent and ensure that there is no breach of confidentiality. The most likely additional risk is that some subjects may:

a. Experience emotional or psychological distress.

b. Lose their legal status.

c. Lose their employment.

d. Feel that their privacy has been invaded.

If disclosure of a subject’s involvement in a specific research study can be potentially harmful to the subject, and the consent form is the only record linking the subject to the research, which of the following would be most helpful:

a. Have the subject sign the consent form under an assumed name.

b. Obtain a Certificate of Confidentiality.

c. Code the subjects’ responses.

d. Obtain a waiver of documentation of informed consent.

The primary purpose of a Certificate of Confidentiality is to:

a. Prevent subjects from knowing the purpose of a study.

b. Allow law enforcement to investigate abuse cases.

c. Protect researchers from disclosing conflicts of interest.

d. Protect identifiable research information from compelled disclosure.

Risk should be evaluated solely by the magnitude or severity of expected harm, not probability.

True

False

What statement about risks in social and behavioral sciences research is most accurate:

a. If a study offers potential benefits, it is not necessary to minimize risks.

b. Anonymizing data effectively manages the risk of creating emotional distress.

c. There are never any risks.

d. Risks are specific to time, situation, and culture.

A therapist at a free university clinic treats elementary school children with behavior problems who are referred by a social service agency. She is also a doctoral candidate who proposes using data she has and will collect about the children for a case-based research project. Which of the following statements about parental permission is correct?

a. The therapist creates her clients’ records; therefore, she does not need parents’ permission to use the information for research purposes.

b. If it is the best interests of the community that the children participate in the study, parental permission is optional.

c. The superintendent of the school system can give permission for children to be in the study; therefore, the therapist doesn’t have to ask the parents for permission.

d. The parents of the children might feel pressure to give permission to the therapist to use their children’s data so that she will continue to provide services to their children.

A general requirement for informed consent is that no informed consent may include any exculpatory language. Exculpatory language is that which waives or appears to waive any of the subject’s legal rights or releases or appears to release those conducting the research from liability for negligence. Which of the following statements in a consent form is an example of exculpatory language?

a. Your participation in this research is voluntary. If you choose not to participate, or change your mind later, your decision will not affect your relationship with the researcher or your right to other services that you may be eligible for.

b. Taking part in the research is voluntary, but if you choose to take part, you waive the right to legal redress for any research-related injuries.

c. The researcher may stop you from taking part in this research without your consent if you experience side effects that make your emotional condition worse. If you become too emotionally distressed during the research, you may have to drop out.

d. In the event of any distress you may have related to this research, you will be given access to appropriate resources.

A criterion for waiving informed consent is that, when appropriate, subjects are provided additional pertinent information after the study. In which of the following studies would it NOT be appropriate to provide subjects with information about missing elements of consent:

a. A study in which researchers told students that they would be given a quiz after reading some study materials when the researchers did not intend to use a quiz, but were attempting to focus subjects’ attention on the material.

b. A study in which subjects were assigned to study activities based on an undesirable or unflattering physical characteristic as assessed by members of the research team.

c. A study involving decision-making games in which subjects were led to believe that they were interacting with another student in another room, but were actually interacting with a computer programmed to provide consistent responses to all subjects.

d. A study in which subjects were told that they performed in the third quartile on an anagram task when in reality students were randomly assigned scores that were not related to their actual performance.

A waiver of the requirement for documentation of informed consent may be granted when:

a. The subjects are literate in their own language; however, they do not read, write, or speak English

b. Potential subjects might find some of the research questions embarrassing, personal, or intrusive

c. The investigator has no convenient place to store signed consent forms separate from the research data

d. The only record linking the subject and the research is the consent document and the principal risk is a breach of confidentiality.

As part of the consent process, the federal regulations require researchers to:

a. Describe penalties that may be imposed for non-participation.

b. Recommend that potential subjects discuss their decision to participate with family members.

c. Provide a list of the IRB members who reviewed the protocol.

d. Provide potential subjects with information at the appropriate reading comprehension level.

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Reading homework help

August 15, 2025/in General Questions /by Besttutor

Question 1: Problem 5.109 from your text.  Do this problem by hand and scan/take a picture of your work and upload (You may also type your solution up)

 

Testing for HIV.

Enzyme immunoassay (EIA) tests are used to screen blood specimens for the presence of antibodies to HIV, the virus that causes AIDS. Antibodies indicate the presence of the virus. The test is quite accurate but is not always correct. Here are approximate probabilities of positive and negative EIA outcomes when the blood tested does and does not actually contain antibodies to HIV.

Test Results

———————————————————————————————————————Antibodies present 0.9985 0.0015

Antibodies absent 0.006 0.994 ———————————————————————————————————————

Suppose that 1% of a large population carries antibodies to HIV in their blood.

 

a) Draw a tree diagram for selecting a person from this population (outcomes: antibodies present or absent) and for testing his or her blood (outcomes: EIA positive or negative).

 

 

 

 

b) What is the probability that the EIA is positive for a randomly chosen person from this population?

 

P (test pos) = P (antibody and test pos) + P (no antibody and test pos.) =

(0.01)(0.9985)+ (0.99) (0.006) =0.016.

c) What is the probability that a person has the antibody, given that the EIA test is positive?

 

P (antibody | test pos) = P (antibody and test pos) = (0.01) (0.9985) = 0.624

P (test pos) 0.016

 

 

 

Question 2: Problem 5.110 from the text.  Do this problem by hand and scan/take a picture of your work and upload (You may also type your solution up)

 

Testing for HIV, continued.

The previous exercise gives data on the results of EIA test for the presence of antibodies to HIV. Repeat part (c) of that exercise for two different populations.

 

a) Blood donors are prescreened for HIV risk factors, so perhaps only 0.1% (0.001) of this population carries HIV antibodies.

 

b) Clients of a drug rehab clinic are a high risk group, so perhaps 10% of this population carries HIV antibodies.

 

c) What general lessons do your calculations illustrate?

 

Question 3:

Use the bitmap chart for the questions below

You will need to use both word and excel to complete this quiz.  Companies planning to introduce a new product in the market must define the “target” for the product.  Age and gender are two of the most important demographic variables.  The following two-way describes the age and marital status of American women in 1999.  The tables’ entries are in thousands of women.

 

Compute the marginal distribution of marital status for all adult women (use percents).  Use excel to create a bar chart to display this distribution.

Insert this graph into Word and discuss it.

Compare the conditional distributions of marital status for women aged 18 to 24 and women ages 40 to 64.  Discuss the most important difference between the two age groups.

Your company is planning a magazine aimed at women who have never been married.  Find the conditional distribution of age among never-married women and display it in a bar graph. Insert this graph into word.  Discuss what age group or groups you would suggest to your magazine to target.

.

 

Book Name: The Pratice of Business Statistics Using Data for Decisions Author Moore, McCabe, Duckworth, and Alwan 2nd edition

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Communication studies of language acquistion

August 15, 2025/in General Questions /by Besttutor

The Sapir-Whorf Hypothesis in its strongest form is not supported, but the fact remains that our first language or languages exert a powerful influence on how we think about the world and how we communicate with others about our thoughts. Considering what you have learned about language acquisition and about communication in at least one other area of communication studies (e.g., performance, communication and technology, interpersonal, group communication, organizational communication, rhetoric), write an essay in response to the following question:

 

How does the acquisition of a first language or languages facilitate or limit our perception of and communication with others?

 

Essays should be 600-1200 words, typed, double-spaced, 12 pt Times New Roman or Cambria. Essays are due by 7 pm, Monday, April 13, 2015. If you cite Fromkin, et al., please cite with the page number only. All other courses must be cited in APA and a references list must be included. Reference lists are not included in the word count.

 

Please make it in APA  and the relevant content is in chapter 7

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