Analytical Essay 2500 words – 8-10 pages.

The project is attached. 

6 Sources: 

– Book 1: The Road Less Traveled – From M. Scott Peck. Fourth part of the book: Grace. PAGES 235 to 297.

– Book 2: Movies and The Meaning of Life – From Kimberly Blessing and Paul Tudico. PAGES 257 to 271 – Grace, Fate, and Accident in Pulp Fiction. Author: Michael Silberstein

– Article: Symbolism, Meaning & Nihilism in Quentin Tarantino’s Pulp Fiction by Mark Conard. https://philosophynow.org/issues/19/Symbolism_Meaning_and_Nihilism_in_Quentin_Tarantinos_Pulp_Fiction

– 3 more extra sources.

Please, be clear with your sources since I have to look after. 

Please, be careful with AGREEMENT, I used the website before and since I’m paying I don’t want get another C because of it. 

Please, take this assignment ONLY if you are good on agreements. 

Project Description: In the following project, you will edit a worksheet that will be used to summarize the operations costs for the Public Works Department.

Instructions: For the purpose of grading the project you are required to perform the following tasks: Step Instructions Points Possible 1 Start Excel. Download and open the file named go16_xl_ch03_grader_3g_hw.xlsx. 0.000 2 In the Expenses worksheet, calculate row totals for each Expense item in the range F5:F9. Calculate column totals for each quarter and for the Annual Total in the range B10:F10. 8.000 3 In cell G5, construct a formula to calculate the Percent of Total by dividing the Annual Total for Salaries and Benefits by the Annual Total for Totals by Quarter. Use absolute cell references as necessary, format the result in Percent Style, and then Center. Fill the formula down through cell G9. 12.000 4 Use a 3-D Pie chart to chart the Annual Total for each item. Move the chart to a new sheet and then name the sheet Annual Expenses Chart. 8.000 5 For the Chart Title, type Summary of Annual Expenses and format the chart title using WordArt Style Fill – Blue, Accent 1, Shadow. Change the Chart Title font size to 28. 6.000 6 Remove the Legend from the chart and then add Data Labels formatted so that only the Category Name and Percentage display positioned in the Center. Change the Data Labels font size to 12, and apply Bold and Italic. 8.000 7 Format the Data Series using a 3-D Format effect. Change the Top bevel and Bottom bevel to Circle. Set the Top bevel Width and Height to 50 pt and then set the Bottom bevel Width and Height to 256 pt. Change the Material to the Standard Effect Metal. Note, the bevel name may be Round, depending on the version of Office used. 4.000 8 Display the Series Options, and then set the Angle of first slice to 125 so that the Salaries and Benefits slice is in the front of the pie. Select the Salaries and Benefits slice, and then explode the slice 10%. Change the Fill Color of the Salaries and Benefits slice to a Solid fill using Green, Accent 6, Lighter 40%. 4.000 9 Format the Chart Area by applying a Gradient fill using the Preset gradients Light Gradient – Accent 4 (fourth column, first row). Format the Border of the Chart Area by adding a Solid line border using Gold, Accent 4 and a 5 pt Width. 6.000 10 Display the Page Setup dialog box, and then for this chart sheet, insert a custom footer in the left section with the file name. 4.000 11 Display the Expenses worksheet, and then by using the Quarter names and the Totals by Quarter, insert a Line with Markers chart in the worksheet. Move the chart so that its upper left corner is positioned slightly inside the upper left corner of cell A12. Drag the center-right sizing handle so that the chart extends to slightly inside the right border of column G. As the Chart Title type City of Pacifica Bay Annual Expense Summary. 10.000 12 Format the Bounds of the Vertical (Value) Axis so that the Minimum is 2100000 and the Major unit is at 50000. Format the Fill of the Chart Area with a Gradient fill by applying the Preset, Light Gradient – Accent 3 (third column, first row). Format the Plot Area with a Solid fill using White, Background 1. 10.000 13 Copy the Annual Total in cell F10 and then use Paste Special to paste Values & Number Formatting in cell B35. In cell C35, construct a formula to calculate the Projected Expenses after the forecasted increase in cell B31 is applied. Fill the formula through cell F35, and then use Format Painter to copy the formatting from cell B35 to the range C35:F35. 10.000 14 Change the Orientation of this worksheet to Landscape, and then use the Scale to Fit options to fit the Height to 1 page. From the Page Setup dialog box, center the worksheet Horizontally, and insert a custom footer in the left section with the file name. 10.000 15 Ensure that the worksheets are correctly named and placed in the following order in the workbook: Annual Expenses Chart, Expenses. Save the workbook and exit Excel. Submit the file as directed. 0.000 Total Points 100.000

Instructions: Please answer all questions below. Each question is equally weighted (50 points each). You will be graded on your ability to demonstrate that you mastered the material and can apply what you learned in Unit 2. In all cases, your answers should be detailed, organized, and illustrated with examples from course texts and class discussions. You must demonstrate that you have mastered the material and can apply what you have learned through the reading and in class. Answers to questions should be in complete sentences and writing must be legible.

If you need additional space to answer questions, please see your instructor for extra paper. Questions will be graded using the rubric below.

Question 1:

Individuals who advocate for more generous public support of higher education frequently criticize what they perceive as a social shift from viewing higher education as a “rite” to viewing it as a “privilege.” What is meant by this? Do you agree with this criticism? Cite specific examples from course readings and/or class discussions.

Question 2:

In what ways does society benefit from higher education? Describe 3-4 examples from course readings and/or class discussions.

Question 3:

In addition to societal benefits, what are some personal benefits of higher education? Describe 3-4 examples from course readings and/or class discussions.

Question 4:

Higher education is frequently referred to as a primary engine of social mobility. In what ways does postsecondary degree attainment support social mobility?

Question 4:

Describe 3-4 issues or challenges that threaten access to and equity in higher education. Support and illustrate your response with examples from class discussion and/or course readings.

Question 5:

The affordability of higher education is a prevalent issue facing college students as well as colleges and universities today. Describe 3-4 factors that have contributed to the rising cost of higher education.

Question 6:

What role (if any) should ethnicity/race and socioeconomic status play in college admissions? Support your response with examples from course readings and/or class discussion.

Question 7:

What are some benefits of engaging in college traditions and participating in campus life? Support your response with examples from course readings and/or class discussion.

Question 8:

What are the implications of the growing opportunity gap for American democracy? Support your response with examples from course readings and/or class discussion.

Question 9:

“Kids from more privileged backgrounds start and probably finish further and further ahead of their less privileged peers”. Describe 2-3 examples from course readings and/or class discussion about what can be done to help children from lower-income families begin to catch up with their peers from wealthier families.

Question 10:

How should higher education help us create the society we want? Describe three options to consider. What are the benefits and drawbacks of each option?

Question 11:

Provide one example of positive student activism. Describe what type of protest occurred and if the protest was successful. If you were the president at the protesting university, how would you react?

Question 12:

Alcohol and drug abuse on campus continues to be a major issue. How do university traditions and cultures influence drug and alcohol abuse on campus? What can universities do to address these issues?

Week 4 Discussion post 2 minimum of 150 words app format

 Review post

Judith

Buying new computers for an organization is an external acquisition process. The goal is to buy the best system at the lowest price.

Normally, the external acquisition is carried out by a competitive bid process, which is a proposal from many different vendors. During this process, at least five general steps needs to be involve. First, system planning and selection, which includes the different proposals for vendors to determine what system better fits the organization’s needs. Second, system analysis, where organization evaluates the expenses and requirements with a specific focus that can cover the specific needs. Third, development of a request for proposal, in which organization let vendors know about their specific needs; for example, how many employers will use the system and vendors let organization know about relevant information offered. Lastly, proposal evaluation which consists of evaluating all vendor’s proposals, research for reviews on particular systems offered ask for opinions and test the system. 

To get to do this decision through the external acquisition process, there are many factors to consider and evaluate. In this example, which consists of buying 10 new standard desktop computers, the organization should consider the following: 

Computer capabilities: It is important to have a system that can do the work for the specific needs, the better way possible, with good performance.

Computer software: Efficient software that can cover the tasks needed. It is important that it is new and could be updated periodically.

Costs: Try to find the best product at the best price. This includes find for vendors that could offer volume packages, and or lease options (this is a good choice because the system will be always up to date as they would be changed periodically). Also maintenance service should be provided by vendor and is it important to know the associated costs.

Quality: The product should be of good quality.

Support: Look for the vendor that offers customer help in case needed. The system should always be operable. If workers do not know how to use the system, look for providers that could offer training.

Reviews: Try to find the product that is recommended from other buyers and not from those having bad experiences.

Hardware dimensions: Have a product that can be easily fit in the work station for a better comfort and versatility.

As more than one vendor can offer a system that fits the organization needs, a test of the better options should be made. For this respect, they can perform a system benchmarking, which consists of using a standardized performance test on the options and determine which one runs better for the specific work, is more understandable for the users, and more user friendly.

The process of external acquisition (purchasing ten computers), from outside vendors, is said to be much like shopping for a vehicle, you don’t make a purchase at the first dealership (Valacich and Schneider 2016).

Steps in the external acquisition process:

a. System planning and selection; A competitive bid process, where vendors are presented with the opportunity to propose systems that fit the needs of the organization, and organizations are ensuring the best price is secured.  

b. Systems analysis; Upfront analysis evaluates expenses, and requirements of the organization. An upfront analysis will reduce time, and provide the salesperson’s a specific focus on customer’s desires.

c. Development of a request for proposal; A document that is used to tell vendors about the specific needs of the organization and for the vendors to share as much information as possible relevant to meet the needs of the organization. Specific needs can include data like, what are the basic functions, and how many individuals will be users.

d. Proposal evaluation; Is to evaluate the proposals of all competing vendors. Test drive a few of the competing vendors, find out as much research as possible, ask prior or existing owners their opinion about the PCs.  Even invite vendors to the organization to set up a hands-on test drive. Now you have real simulated data, and a real sense of specific needs; simultaneously reducing the risk factor.

e. Vendor selection; Shop, ask vendors for latest products offered, after receiving this information, reevaluate other offers considered. Then determine which computers fit the needs of the organization.

In addition, comparisons can be performed using the benchmarking system; programs that simulate a systems workload, testing systems that are most critical to the organization, like introducing a more time efficient, space reducing, and energy saving PC (Calacich & Schneider. 2016).

W/C: 741

Reference:

Valacich, J., & Schneider, C. (2016) Information System Today Managing in the Digital World. Pearson Education.

“Pharmacogenetics” by Jeanne Ting Chowning Page 1

by

Jeanne Ting Chowning Department of Education, Northwest Association for Biomedical Research

Part I – Acute Lymphocytic (Lymphoblastic) Leukemia It’s called the children’s ward. For two teenagers who have been recently diagnosed with leukemia, it seems insulting to have their lives hijacked by doctors and nurses with stuffed animals clipped to their stethoscopes.

Laura is a forward on her school soccer team and leads the league in scoring. For the last four months, she has been really tired, but nothing seemed really wrong until her legs became covered with bruises. Just pressing her fingers on her skin was practically enough to make a bruise. It didn’t seem real when her doctor, Jane Ryder, diagnosed her with Acute Lymphocytic (or Lymphoblastic) Leukemia (ALL), or when she told her that ALL is the most common malignant (spreading) cancer found in children. She’s 14 years old; she’s not a child!

Beth is 13 and looks remarkably like Laura. Both have straight dark hair, large brown eyes, and tall slender builds. Beth has never been that athletic; she prefers reading and theater. She’s hoping to be part of the drama team next year when she goes to high school, even though she’ll only be a freshman. But she’s been missing a lot of school because of one virus after another, lots of fevers and night sweats, then that rash in the fall. Now she’s in a hospital, and it seems like the only people she sees are her parents, Dr. Ryder, and the nurses.

Laura and Beth both have ALL, which arises from the uncontrolled growth of immature lymphocytes (a type of white blood cell, or leukocyte). These cells, which are “stuck” in an early stage of development, become so numerous that they crowd out normal blood cells. Each year about 30 cases occur per million people, and most of those cases are in children aged 2–5 years. The cause of ALL remains largely unknown, although a small number of cases are associated with inherited genetic syndromes.† Both girls are suffering from anemia (low blood cell levels), fevers, bleeding, and are pale and thin. Dr. Ryder has decided to treat them as in- patients, keeping them in the hospital while treating them with a “thiopurine” drug called 6-mercaptopurine (6-MP) known to be highly effective in treating leukemia. Thiopurines are very similar to the regular purine nitrogen bases such as adenine and guanine that make up DNA and RNA. The only difference is that thiopurines have an extra sulfur group attached to them. They are similar enough to a regular purine base that our cells convert them to nucleotides (with the addition of a deoxyribose sugar and phosphate). These modified thioguanine nucleotides (TGN) are then incorporated into DNA.

The TGN nucleotides interfere with DNA replication and stop rapidly growing cells like cancer cells from further growth. Unfortunately, they also block the growth of other fast growing cells needed for good health, like the cells in the bone marrow that develop into erythrocytes (red blood cells) and leukocytes. As with

Pharmacogenetics: Using Genetics to Treat Disease*

“Pharmacogenetics” by Jeanne Ting Chowning Page 2

many drugs given as chemotherapy, it is important to give a high enough dosage to prevent cancer cells from replicating, while avoiding damage to the normal tissues. Too high a drug dose can be very toxic. Dr. Ryder knows that drugs are processed in various ways in the body. They must be absorbed by the blood, distributed throughout the body’s tissues, converted or transformed into forms that are easier to eliminate, and then removed from the body. Dr. Ryder gives both girls the same dosage of the drug before leaving the hospital for the night.

While making her rounds over the next few days, Dr. Ryder sees Laura’s vital signs plummet. Her anemia has worsened; her erythrocyte count is so low that her heart function could be compromised. Her fevers are spiking, and her breathing is becoming shallow and labored. She is not eating and is being hydrated intravenously. Her condition is life-threatening. In contrast, Beth’s anemia has decreased, she is free of fever, and is actually showing signs of an appetite and boredom, good indicators of improved health. Dr. Ryder had not anticipated that the drug could act so differently in two individuals. Even as she looks at Beth’s chart, she can picture Laura’s body struggling to hold its own just two private rooms away. Dr. Ryder knows she must find out why her patients are responding so differently. But where should she start, and will she find an answer in time to help Laura?

Questions 1a. Suggest a reason why the drug might affect the two girls differently.

1b. What tests might Dr. Ryder order to determine why the two girls are reacting as they are to the drug? Provide two or three appropriate examples of tests.

“Pharmacogenetics” by Jeanne Ting Chowning Page 3

Part II – Enzyme Activity Dr. Ryder learns that the difference in patient reaction to the drug probably has something to do with how the drug is naturally metabolized in the body to be removed as waste. After searching the scientific literature, she learns that the drug 6-MP can either be converted to the active form, TGN nucleotides, or can be inactivated with the help of the TPMT enzyme (thiopurine methyltransferase). Within each patient who takes the drug, both processes are occurring and they compete with each other.

Figure 1. Flow Chart Flow chart showing activiation and inactivation paths of the drug 6-MP.

“Pharmacogenetics” by Jeanne Ting Chowning Page 4

Since the therapy aims to harm rapidly replicating cells without overly impacting normal ones, it is important that excess drug is inactivated. Dr. Ryder decides to see how levels of the TPMT enzyme activity might vary between people.

She reviews the research papers that have been published about the TPMT enzyme and finds an interesting graph. From a study of 298 randomly selected Caucasian individuals, researchers found the following levels of TPMT enzyme activity:

Figure 2. Simplified Results. Simplified bar graph showing results from a study of 298 randomly selected Caucasian patients.

Questions 2a. If Dr. Ryder had 10 Caucasian patients in the next month, how many would you predict to have each

of the TPMT enzyme activity levels, based on the graph above?

Low:

Medium:

High:

Would you expect the actual/observed number of patients to be different? Why might there be differences?

2b. Each individual inherits two copies of the gene for the enzyme, one from each parent. Dr. Ryder suspects that variation in enzyme activity level is controlled by two different versions (alleles) of that gene. Does this graph (and the number of phenotypes) suggest that enzyme activity levels are based on a dominant/recessive or a codominant pattern of inheritance? Explain your answer.

Source: Simplified graph patterned after the top panel of Figure 2 in: Weinshilboum, R.M., and S. Sladek (1980) Mercaptopurine pharmacogenetics: Monogenic inheritance of erythrocyte thiopurine methyltransferase activity. American Journal of Human Genetics 32:651–662.

“Pharmacogenetics” by Jeanne Ting Chowning Page 5

2c. Which bar (low, medium, or high) represents individuals who might be homozygous for a “low enzyme activity’” version of the gene? Which bar represents individuals who might be homozygous for a “high enzyme activity” version of the gene? Which bar represents heterozygotes?

2d. Answer the question: “How does enzyme activity level vary among the patients examined?” In your answer, be sure to include supporting data from the graph above. Explain how these data support your conclusion.

2e. Challenge question: The actual graph (below) showed much more detail. Why do you think that there is more variation between patients than shown in the simplified graph?

Figure 3. Histogram RBC TPMT frequency distribution histogram for 298 randomly selected Caucasian subjects.

Source: Histogram drawn after top panel of Figure 2 in: Weinshilboum, R.M., and S. Sladek (1980) Mercaptopurine pharmacogenetics: Monogenic inheritance of erythrocyte thiopurine methyltransferase activity. American Journal of Human Genetics 32:651–662.

“Pharmacogenetics” by Jeanne Ting Chowning Page 6

Part III – TPMT Enzyme Activity Levels Dr. Ryder tested Laura, who was very sick, and found that her TPMT enzyme activity level was extremely low.

Question 3a. Why would individuals with the lowest level of enzyme get the sickest when they take the drug?

Suggest one possible reason.

Investigating further, Dr. Ryder decides to look at drug levels in many patients who are all receiving the same standard doses of the thiopurine drug and compare them to enzyme levels. When she compares the level of thioguanine nucleotides (TGN) created by the thiopurine drug to the body’s level of TPMT enzyme in patients, this is what she finds:

Figure 4. Scatter Plot of TGN vs. Enzyme Activity Thioguanine nucleotide concentrations and TPMT enzyme activity levels in 95 Children with Acute Lymphoblastic Leukemia (ALL) who were being treated with standard doses of thiopurine drugs.

Source: Modified from Lennard L., J.S. Lilleyman, J. Van Loon, and R.M. Weinshilboum (1990) Genetic variation in response to 6-mercaptopurine for childhood acute lymphoblastic leukaemia. Lancet 336:225–229.

Question 3b. Describe the relationship between TPMT enzyme activity levels and TGN levels. Be sure to include

supporting data from the graph.

“Pharmacogenetics” by Jeanne Ting Chowning Page 7

Part IV – Putting It All Together From her research, Dr. Ryder hypothesized that patients such as Laura (who became very sick upon receiving the drug) have very high / low TPMT enzyme activity and therefore very high / low levels of TGN nucleotides at normal doses. They easily became sick from the effects of the drug, and could even die. These patients are homozygous / heterozygous for the version of the gene encoding high / low enzyme activity. A better drug dose for these patients is 1/10th the level of other patients.

Patients such as Beth with high / low TPMT enzyme activity had high / low levels of TGN nucleotides. These patients would do well with the drug, and in some cases might even need a larger-than-normal dosage for the treatment to be most effective. These patients were either homozygous for the version of the gene encoding high / low enzyme activity, or were heterozygous.

Based on the graph in Part II, about 10% of the Caucasian population is homozygous / heterozygous.

Question 4. In the paragraphs above, circle the correct answer (high or low, heterozygous or homozygous).

“Pharmacogenetics” by Jeanne Ting Chowning Page 8

Part V – SNPs and TPMT DNA techniques reveal TPMT gene is located on chromosome 6, is about 34 kilobases in length (34,000 DNA bases), and has 8 exons. An exon is a region of a gene that is present in the final functional transcript (mRNA) from that gene. The diagram below shows a representation of the TPMT gene, showing the exons as boxes. The first “wild type” is the most common version. In our case, the second version of the TPMT gene is associated with low enzyme activity (TPMT*3A) and has two single nucleotide polymorphisms (SNPs), or changes in single DNA nucleotide bases (from “G” to “A” in one case and from “A” to “G” in another) that result in different amino acids being inserted in the enzyme. This, in turn, affects the enzyme’s function. Over 20 different gene variants have been found, three of which are shown below.

Figure 5. Selected Human TPMT Alleles. The wild-type human TPMT allele (TPMT*1) and variant alleles TPMT*3A, TPMT*3B, and TPMT*3C. Rectangles represent exons, with black coding areas and white untranslated regions.

Source: Weinshilboum, R. (2001) Thiopurine pharmacogenetics: Clinical and molecular studies of Thiopurine Methyltransferase, American Society for Pharmacology and Experimental Therapeutics 29:601–605. Available online at http://dmd.aspetjournals.org/. This case is based on this article.

Questions 5a. Dr. Ryder now has the ability to conduct a SNP genetic test on her patients to determine what level

of drug they should get. A new patient on the ward, Kevin, is homozygous for TPMT 3A*. The graph shown in Part III is reproduced on the next page. Circle the area of the graph that might likely corresponds to Kevin’s TGN and enzyme activity levels. Explain why you circled that region.

“Pharmacogenetics” by Jeanne Ting Chowning Page 9

Case copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Originally published February 4, 2010. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work. Title block illustration, licensed, ©Scott Maxwell | Dreamstime.com.

5b. What level of the drug (low, medium, or high) should Dr. Ryder give him? Explain your answer.

5c. In your own words, summarize how knowing someone’s TPMT DNA sequence could be used to determine what kind of medical care they should receive.

Postscript Dr. Ryder responded quickly to Laura’s drug reaction. She discontinued the drug while alternate treatment regimens were explored, and Laura’s condition began to improve.

http://sciencecases.lib.buffalo.edu
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ToolsCorp Corporation is a fictitious company that does not exist anywhere. For the purpose of this course, it is located in Tennessee. As members of the senior management team of ToolsCorp Corporation, your group has been asked to prepare a neat and organized report for the Strategic Officers Steering Committee (SOS-C) of ToolsCorp Corporation. The purpose of this paper is to obtain permission from them to go forward with the next step (developing a full-blown business plan) for ToolsCorp's strategic initiative to break into the global marketplace.

Your group's paper should discuss the following:

• The one-year, five-year, and      ten-year strategic objectives of the strategic initiatives presented as      one strategic proposal for each time frame (3 strategic proposals in all),      complete with implementation plans, potential ramifications, and feedback      mechanisms 
• The additional material that your      group considers necessary to support the case for going forward with      ToolsCorp's global strategic initiative (This is not optional, you must      input additional material.)

Background Information

· ToolsCorp Corporation is a fictitious company that does not exist anywhere. For the purpose of this course, it is located it in Tennessee. It builds power tools, lawn mowers, lawn furniture, microwaves, and ranges. All products are manufactured locally and sold through large retailers that place sales papers inserted in every Wednesday and Sunday paper. Although they have a thriving business in the United States and Canada, ToolsCorp is trying to break into the global marketplace.

PHIL 201

Response Paper Instructions

Having completed the unit of philosophy of religion, you are now ready to respond to an article written by an actual atheist. This article titled “On Being an Atheist,” was written by H. J. McCloskey in 1968 for the journal Question. McCloskey is an Australian philosopher who wrote a number of atheistic works in the 1960s and 70s including the book God and Evil (Nijhoff, 1974). In this article, McCloskey is both critical of the classical arguments for God’s existence and offers the problem of evil as a reason why one should not believe in God. Please note the following parameters for this paper:

1. Your assignment is to read McCloskey’s short article found in the Reading & Study folder in Module/Week 7 and respond to each of the questions below. Your instructor is looking for a detailed response to each question.

2. The response paper is to be a minimum of 1,500 words (not including quotes) and must be written as a single essay and not just a list of answers to questions.

3. The basis for your answers must primarily come from the resources provided in the lessons covering the philosophy of religion unit of the course (Evans and Manis, Craig, and the presentation) and these sources must be mentioned in your paper. You are not merely to quote these sources as an answer to the question—answer them in your own words.

4. You may use other outside sources as well, as long as you properly document them. However, outside sources are not necessary. Each of the questions can be answered from the sources provided in the lessons.

5. While the use of the Bible is not restricted, its use is not necessary and is discouraged unless you intend to explain the context of the passage and how that context applies to the issue at hand in accordance with the guidelines provided earlier in the course. You are not to merely quote scripture passages as answers to the questions. Remember this is a philosophical essay not a biblical or theological essay.

6. While you may quote from sources, all quotations must be properly cited and quotes from sources will not count towards the 1,500 word count of the paper.

7. You may be critical of McCloskey, but must remain respectful. Any disparaging comment(s) about McCloskey will result in a significant reduction in grade.

8. Please note that this paper will be submitted through SafeAssign, which is a plagiarism detection program. The program is a database of previously submitted papers including copies of papers that have been located on the Internet. Once submitted, your paper will become part of the database as well. The program detects not only exact wording but similar wording. This means that if you plagiarize, it is very likely that it will be discovered. Plagiarism will result in a 0 for the paper and the likelihood of you being dropped from the course.

Specifically, you must address the following questions in your paper:

1. McCloskey refers to the arguments as “proofs” and often implies that they can’t definitively establish the case for God, so therefore they should be abandoned. What would you say about this in light of Foreman’s comments in his “Approaching the Question of God’s Existence” presentation?

2. On the Cosmological Argument:

a. McCloskey claims that the “mere existence of the world constitutes no reason for believing in such a being [i.e., a necessarily existing being].” Using Evans and Manis’ discussion of the non-temporal form of the argument (on pp. 69–77), explain why the cause of the universe must be necessary (and therefore uncaused).

b. McCloskey also claims that the cosmological argument “does not entitle us to postulate an all-powerful, all-perfect, uncaused cause.” In light of Evans and Manis’ final paragraph on the cosmological argument (p. 77), how might you respond to McCloskey?

3. On the Teleological Argument:

a. McCloskey claims that “to get the proof going, genuine indisputable examples of design and purpose are needed.” Discuss this standard of “indisputability” which he calls a “very conclusive objection.” Is it reasonable?

b. From your reading in Evans and Manis, can you offer an example of design that, while not necessarily “indisputable,” you believe provides strong evidence of a designer of the universe?

c. McCloskey implies that evolution has displaced the need for a designer. Assuming evolution is true, for argument’s sake, how would you respond to McCloskey (see Evans and Manis pp. 82–83)?

d. McCloskey claims that the presence of imperfection and evil in the world argues against “the perfection of the divine design or divine purpose in the world.” Remembering Evans’ comments about the limitations of the conclusion of the cosmological argument, how might you respond to McCloskey’s charge about the teleological argument?

4. On the Problem of Evil:

a. McCloskey’s main objection to theism is the presence of evil in the world and he raises it several times: “No being who was perfect could have created a world in which there was avoidable suffering or in which his creatures would (and in fact could have been created so as not to) engage in morally evil acts, acts which very often result in injury to innocent persons.” The language of this claim seems to imply that it is an example of the logical form of the problem. Given this implication and using Evans and Manis’ discussion of the logical problem (pp. 159–168, noting especially his concluding paragraphs to this section), how might you respond to McCloskey?

b. McCloskey specifically discusses the free will argument, asking “might not God have very easily so have arranged the world and biased man to virtue that men always freely chose what is right?” From what you have already learned about free will in the course, and what Evans and Manis says about the free will theodicy, especially the section on Mackie and Plantinga’s response (pp. 163–166) and what he says about the evidential problem (pp. 168–172), how would you respond to McCloskey’s question?

5. On Atheism as Comforting:

a. In the final pages of McCloskey’s article, he claims that atheism is more comforting than theism. Using the argument presented by William Lane Craig in the article “The Absurdity of Life without God,” (located in Reading & Study for Module/Week 6), respond to McCloskey’s claim.

Outsourcing

Outsourcing, especially to low labor-cost countries, has grown substantially. Be sure to address the following in your paper:

Analyze the trade-offs between inputs for the      productivity improvements.
Analyze the advantages and disadvantages of global      sourcing versus producing in the U.S.
Describe a product or service of a specific      low-labor-cost country as an example.
Include a recommendation of a low-labor-cost country      based on inputs, trade-offs, and going global advantages.
Your paper should be in paragraph form (avoid the use of bullet points) and supported with the concepts outlined in your text and additional scholarly sources.

Submit your three- to four-page paper (not including the title and reference pages). Your paper must be formatted according to APA style and must cite at least three scholarly sources in addition to the textbook.

WK 3 – DQ 2

Forecasting Methods

Read Problem 6 in Chapter 6 of your textbook. Calculate and answer parts a through d. Include all calculations and spreadsheets in your post. Explain why the moving average method was used instead of another forecasting method. What might be another forecasting method that could prove to be just as useful? Your initial post should be 250 words.

WK 3 – DQ 1

Suppliers

Should a firm attempt to have fewer or more suppliers? What are the advantages and disadvantages of each approach? Your initial post should be 250 words.