English essay
Write an essay that compares and contrasts “The Nose” by Nikolai Gogol to another magical
realist story, focusing mainly on the tone of the two stories. How does their tone differ? What
does their tone have in common?
Your second story should be one that you find through research, but make sure it fits the
magical realist genre. Look back over the lesson and ask yourself if it has the appropriate tone
and subject matter. Consider what evidence from both stories best supports your claim (or
thesis), and make sure you present this evidence in the form of quotes and paraphrases. Also
make sure you avoid plagiarism.
Your essay should include the following elements:
● A claim that explains how you’re comparing and contrasting your two stories in the
essay
● An introduction paragraph that grabs the reader’s attention, gives background
information, and presents the claim
● Body paragraphs that give reasons and evidence for why readers should believe your
claim
● Evidence in the form of quotes and paraphrases from both stories
● A conclusion paragraph that reminds readers of your claim and reasons, and leaves
readers with a lasting impression
You should have completed a draft of this assignment in t
6.5 The Mean Value Theorem for Integrals
1) Consider the function f(x)=3x^2+4x-7
What is the average value of the function on [-2,5]?
2) Consider the function f(x)=4x^3-3x^2+6x-9
What is the average value of the function on [-2,4]?
3) Consider the function f(x)=5x^4-4x^3-3x^2+8x-12
What is the average value of the function on [-3,1]?
4) Consider the function f(x)=3cos(x)-5
What is the average value of the function on [-π,π]?
5) Consider the function f(x)=3e^x+4
What is the exact average value of the function on [0,3]?
Note: Maintain fractions if applicable.
6) Consider the function f(x)=4/x+8. (Supposed to say 4 root x, then outside the root is plus 8).
What is the exact average value of the function on [4,9]?
Note: Maintain fractions if applicable.
7) Consider the function f(x)=3x^2+2x-4
What is the exact value of c in the interval [-2,4] such that f(c)=fave?
Note: Maintain fractions if applicable.
8) Consider the function f(x)=5cos(x)+7
Find the exact value(s) of c in the interval [0,2π] such that f(c)=fave?
Note: For multiple answers, separate using commas and arrange in ascending order. Round
to the nearest hundredth.
9) Consider the function f(x)=4e^x+7
What is the exact value of c in the interval [0,5] such that f(c)=fave?
Note: Maintain fractions if applicable.
10) Consider the function f(x)=3/x+8. (Supposed to say 3 root x, then outside the root is plus 8).
What is the value of c in the interval [4,9] such that f(c)=fave?
Note: Round to the nearest hundredth.
accounting
Cryptocurrency Market Inc. (the “Company”) provides various financial services, including lending services related to its digital assets that are not securities, such as Bitcoin (BTC). BTC is a cryptocurrency that is readily available on exchanges specializing in cryptocurrencies and, thus, is readily convertible to cash.
Borrower Loan
On December 31, 20X0, the Company entered into a lending transaction with XYZ Inc. (the “Borrower”) to loan the Borrower 100 BTC. Key terms of the loan are as follows:
- The effective date of the loan is December 31, 20X0, which is the date the BTC assets are transferred by the Company to the Borrower.
- The loan has no maturity date. The Borrower has the option to repay or return the loaned BTC at any time, and the Company has the right to demand immediate repayment of a portion or the entirety of the loaned BTC at any time.
In conjunction with the loan, the Borrower has agreed to pay the Company a financing fee. The financing fee will accrue from the date on which the loaned BTC are transferred to the Borrower to the date on which the entirety of the BTC loaned are repaid to the Company. The financing fee is an arm’s-length transaction.
The financing fee is calculated daily and paid monthly. The fee is 4.5 percent per annum and is payable in BTC. The Borrower is not required to provide collateral for the loan.
For the purpose of these questions, assume the following:
- The Company and the Borrower account for BTC as indefinite-lived intangible assets under ASC 350, Intangibles — Goodwill and Other.
- The Company does not have a controlling financial interest in the Borrower.
- There are no other rights and privileges exchanged in the loan.
Required:
- What is the Company’s accounting for the 100 BTC loaned? Consider the accounting at the time of the initial transaction as well as any ongoing accounting requirements.
- What is the Borrower’s accounting for the 100 BTC loaned? Consider the accounting at the time of the initial transaction as well as any ongoing accounting requirements.
CS313 Computer Systems & Concurrency
Attempt THREE questions
Calculators are NOT permitted
Q.1 (a) Is i++; an atomic operation (in Java) on the int variable i? Give a brief
explanation.
(2 marks)
(b) Briefly describe the differences between processes and threads in
Java.
(2 marks)
(c) i) What is the meaning of the term liveness in the context of
concurrency?
ii) Briefly describe the three most common liveness problems. You
may use examples to illustrate your description.
(4 marks)
(d) lock() and tryLock() are methods of which Java interface? Name one
Java class that implements this interface.
(2 marks)
(e) Can constructors be synchronized in Java? Give a brief explanation.
(2 marks)
(f) An application that creates an instance of Thread must provide the
code that will run in that thread. There are two ways to do this:
provide a Runnable object or subclass the Thread class. Give a brief
explanation focusing on the advantages and the disadvantages of
each technique.
(3 marks)
(g) What is the output (i.e. printed) of the following code? Give a brief
explanation.
public class MultiThreading {
private static class MyThread extends Thread {
public MyThread(ThreadGroup tg, String name) {
super(tg, name);
}
@Override
public void run() {
System.out.println(Thread.currentThread().getThreadGroup().getName());
}
}
CS313 Page 3 of 5
public static void main(String[] args) {
ThreadGroup myThreadGroup = new ThreadGroup(“myThreadGroup”);
MyThread myThread = new MyThread(myThreadGroup, “myThread”);
myThread.run();
}
}
(5 marks)
Q.2 (a) Briefly describe the following Java Thread states: RUNNABLE,
WAITING and TERMINATED.
(3 marks)
(b) According to the Java API, specify two methods that can change the
state of a thread from RUNNABLE to WAITING.
(2 marks)
(c) Briefly describe the difference between the notify() and notifyAll()
methods.
(2 marks)
(d) Briefly describe the differences between daemon and non-daemon
threads in Java.
(2 marks)
(e) Briefly describe three techniques available to Java programmers to
implement synchronization. You may use examples to illustrate your
description.
(3 marks)
(f) (i) Briefly describe the following mutation operators for concurrency:
o MSP – Modify Synchronized Block Parameter
o RSB – Remove Synchronized Block
o RCXC – Remove Concurrency Mechanism Method-X Call
o RFU – Remove Finally Around Unlock
(ii) Specify which concurrency bug pattern each mutator operator can
cause.
(8 marks)
CS313 Page 4 of 5
Q.3 (a) What is the difference between client-server and peer-to-peer architecture?
(2 marks)
(b) What is the response time to request and receive a file on a non-persistent
HTTP connection? Explain why it takes this long.
(3 marks)
(c) Explain how a HTTP request is handled when a network uses a web cache.
(4 marks)
(d) (i) Given the following data calculate the UDP checksum:
1000 0110 0101 1110
1010 1100 0110 0000
0111 0001 0010 1010
1000 0001 1011 0101
Show your working.
(4 marks)
(ii) Given the data and the checksum received at the receiver how do you
check if it is corrupt?
(1 mark)
(e) What are all the situations that can occur in a stop and wait reliable data transfer
protocol when sending data? How are these situations handled?
(6 marks)
Q.4 (a) Explain the functions of the network layer.
(2 marks)
(b) What network architecture does the Internet use? Name an alternative
architecture and how it differs.
(2 marks)
(c) What protocol is used to assign hosts IP addresses? How does this protocol
work?
(5 marks)
(d) What is the main difference between IPv4 and IPv6?
(1 mark)
(e) Describe possible services offered by a link layer protocol.
CS313 Page 5 of 5
(5 marks)
(f) Explain the simplest form of parity checking. Give an example.
(2 marks)
(g) Describe 3 properties of link layer switching.
(3 marks)
END OF PAPER
Journal Unit 4
1. Learning Journal Reflective Comments:
Write short reflective comments or notes about your learning activities during the week. It is highly recommended that you make these entries on a daily basis. You will be assessed on the completeness of your Learning Journal, and the quality of your self-reflection.
You should date each entry, and use clear titles and sub-headings. These entries should be brief, direct sentences indicating quick comments or notes such as:
* when you completed each step in the Learning Guide during the week,
* any problems or unexpected events that occurred during the week (including problems understanding new or old material), and
* any other noteworthy that might affect your performance in this class.
There is no need to include personal information or details of family events, but be sure to mention the existence of any situations that will positively or negatively affect your ability to focus on the classwork.
2. Vocabulary and R functions
a) What does the symbol x-bar represent?
b) What does the Greek letter mu (μ) represent as it was used in this week’s lessons?
c) What is the difference between x-bar and mu?
3. Mean
a) Many people already know how to find the mean (average) of a sample of data by “adding all the numbers and dividing by the number of values in the dataset.” Read Chapter 4, and then describe, in your own words, another method of finding the mean by using the sample space (list of possible values) and probabilities (the technique is in the book). Create a list of seven, 2-digit numbers (with no duplicates) and another set of seven probabilities (with no duplicates). The probabilities must add to 1.
Open R, and manually enter those numbers and their corresponding probabilities to calculate the mean using only addition and multiplication (in other words, enter only the numbers, the plus sign, and the * for multiplication, like on the bottom of Yakir, 2011, p. 57). Paste all the R output into your learning journal.
b) Describe in your own words what your calculation is doing and what the answer means.
1. Learning Journal Reflective Comments:
Write short reflective comments or notes about your learning activities during the week. It is highly recommended that you make these entries on a daily basis. You will be assessed on the completeness of your Learning Journal, and the quality of your self-reflection.
You should date each entry, and use clear titles and sub-headings. These entries should be brief, direct sentences indicating quick comments or notes such as:
* when you completed each step in the Learning Guide during the week,
* any problems or unexpected events that occurred during the week (including problems understanding new or old material), and
* any other noteworthy that might affect your performance in this class.
There is no need to include personal information or details of family events, but be sure to mention the existence of any situations that will positively or negatively affect your ability to focus on the classwork.
2. Vocabulary and R functions
a) What does the symbol x-bar represent?
b) What does the Greek letter mu (μ) represent as it was used in this week’s lessons?
c) What is the difference between x-bar and mu?
3. Mean
a) Many people already know how to find the mean (average) of a sample of data by “adding all the numbers and dividing by the number of values in the dataset.” Read Chapter 4, and then describe, in your own words, another method of finding the mean by using the sample space (list of possible values) and probabilities (the technique is in the book). Create a list of seven, 2-digit numbers (with no duplicates) and another set of seven probabilities (with no duplicates). The probabilities must add to 1.
Open R, and manually enter those numbers and their corresponding probabilities to calculate the mean using only addition and multiplication (in other words, enter only the numbers, the plus sign, and the * for multiplication, like on the bottom of Yakir, 2011, p. 57). Paste all the R output into your learning journal.
b) Describe in your own words what your calculation is doing and what the answer means.
1. Learning Journal Reflective Comments:
Write short reflective comments or notes about your learning activities during the week. It is highly recommended that you make these entries on a daily basis. You will be assessed on the completeness of your Learning Journal, and the quality of your self-reflection.
You should date each entry, and use clear titles and sub-headings. These entries should be brief, direct sentences indicating quick comments or notes such as:
* when you completed each step in the Learning Guide during the week,
* any problems or unexpected events that occurred during the week (including problems understanding new or old material), and
* any other noteworthy that might affect your performance in this class.
There is no need to include personal information or details of family events, but be sure to mention the existence of any situations that will positively or negatively affect your ability to focus on the classwork.
2. Vocabulary and R functions
a) What does the symbol x-bar represent?
b) What does the Greek letter mu (μ) represent as it was used in this week’s lessons?
c) What is the difference between x-bar and mu?
3. Mean
a) Many people already know how to find the mean (average) of a sample of data by “adding all the numbers and dividing by the number of values in the dataset.” Read Chapter 4, and then describe, in your own words, another method of finding the mean by using the sample space (list of possible values) and probabilities (the technique is in the book). Create a list of seven, 2-digit numbers (with no duplicates) and another set of seven probabilities (with no duplicates). The probabilities must add to 1.
Open R, and manually enter those numbers and their corresponding probabilities to calculate the mean using only addition and multiplication (in other words, enter only the numbers, the plus sign, and the * for multiplication, like on the bottom of Yakir, 2011, p. 57). Paste all the R output into your learning journal.
b) Describe in your own words what your calculation is doing and what the answer means.
1. Learning Journal Reflective Comments:
Write short reflective comments or notes about your learning activities during the week. It is highly recommended that you make these entries on a daily basis. You will be assessed on the completeness of your Learning Journal, and the quality of your self-reflection.
You should date each entry, and use clear titles and sub-headings. These entries should be brief, direct sentences indicating quick comments or notes such as:
* when you completed each step in the Learning Guide during the week,
* any problems or unexpected events that occurred during the week (including problems understanding new or old material), and
* any other noteworthy that might affect your performance in this class.
There is no need to include personal information or details of family events, but be sure to mention the existence of any situations that will positively or negatively affect your ability to focus on the classwork.
2. Vocabulary and R functions
a) What does the symbol x-bar represent?
b) What does the Greek letter mu (μ) represent as it was used in this week’s lessons?
c) What is the difference between x-bar and mu?
3. Mean
a) Many people already know how to find the mean (average) of a sample of data by “adding all the numbers and dividing by the number of values in the dataset.” Read Chapter 4, and then describe, in your own words, another method of finding the mean by using the sample space (list of possible values) and probabilities (the technique is in the book). Create a list of seven, 2-digit numbers (with no duplicates) and another set of seven probabilities (with no duplicates). The probabilities must add to 1.
Open R, and manually enter those numbers and their corresponding probabilities to calculate the mean using only addition and multiplication (in other words, enter only the numbers, the plus sign, and the * for multiplication, like on the bottom of Yakir, 2011, p. 57). Paste all the R output into your learning journal.
b) Describe in your own words what your calculation is doing and what the answer means.
1. Learning Journal Reflective Comments:
Write short reflective comments or notes about your learning activities during the week. It is highly recommended that you make these entries on a daily basis. You will be assessed on the completeness of your Learning Journal, and the quality of your self-reflection.
You should date each entry, and use clear titles and sub-headings. These entries should be brief, direct sentences indicating quick comments or notes such as:
* when you completed each step in the Learning Guide during the week,
* any problems or unexpected events that occurred during the week (including problems understanding new or old material), and
* any other noteworthy that might affect your performance in this class.
There is no need to include personal information or details of family events, but be sure to mention the existence of any situations that will positively or negatively affect your ability to focus on the classwork.
2. Vocabulary and R functions
a) What does the symbol x-bar represent?
b) What does the Greek letter mu (μ) represent as it was used in this week’s lessons?
c) What is the difference between x-bar and mu?
3. Mean
a) Many people already know how to find the mean (average) of a sample of data by “adding all the numbers and dividing by the number of values in the dataset.” Read Chapter 4, and then describe, in your own words, another method of finding the mean by using the sample space (list of possible values) and probabilities (the technique is in the book). Create a list of seven, 2-digit numbers (with no duplicates) and another set of seven probabilities (with no duplicates). The probabilities must add to 1.
Open R, and manually enter those numbers and their corresponding probabilities to calculate the mean using only addition and multiplication (in other words, enter only the numbers, the plus sign, and the * for multiplication, like on the bottom of Yakir, 2011, p. 57). Paste all the R output into your learning journal.
b) Describe in your own words what your calculation is doing and what the answer means.
1. Learning Journal Reflective Comments:
Write short reflective comments or notes about your learning activities during the week. It is highly recommended that you make these entries on a daily basis. You will be assessed on the completeness of your Learning Journal, and the quality of your self-reflection.
You should date each entry, and use clear titles and sub-headings. These entries should be brief, direct sentences indicating quick comments or notes such as:
* when you completed each step in the Learning Guide during the week,
* any problems or unexpected events that occurred during the week (including problems understanding new or old material), and
* any other noteworthy that might affect your performance in this class.
There is no need to include personal information or details of family events, but be sure to mention the existence of any situations that will positively or negatively affect your ability to focus on the classwork.
2. Vocabulary and R functions
a) What does the symbol x-bar represent?
b) What does the Greek letter mu (μ) represent as it was used in this week’s lessons?
c) What is the difference between x-bar and mu?
3. Mean
a) Many people already know how to find the mean (average) of a sample of data by “adding all the numbers and dividing by the number of values in the dataset.” Read Chapter 4, and then describe, in your own words, another method of finding the mean by using the sample space (list of possible values) and probabilities (the technique is in the book). Create a list of seven, 2-digit numbers (with no duplicates) and another set of seven probabilities (with no duplicates). The probabilities must add to 1.
Open R, and manually enter those numbers and their corresponding probabilities to calculate the mean using only addition and multiplication (in other words, enter only the numbers, the plus sign, and the * for multiplication, like on the bottom of Yakir, 2011, p. 57). Paste all the R output into your learning journal.
b) Describe in your own words what your calculation is doing and what the answer means.
1. Learning Journal Reflective Comments:
Write short reflective comments or notes about your learning activities during the week. It is highly recommended that you make these entries on a daily basis. You will be assessed on the completeness of your Learning Journal, and the quality of your self-reflection.
You should date each entry, and use clear titles and sub-headings. These entries should be brief, direct sentences indicating quick comments or notes such as:
* when you completed each step in the Learning Guide during the week,
* any problems or unexpected events that occurred during the week (including problems understanding new or old material), and
* any other noteworthy that might affect your performance in this class.
There is no need to include personal information or details of family events, but be sure to mention the existence of any situations that will positively or negatively affect your ability to focus on the classwork.
2. Vocabulary and R functions
a) What does the symbol x-bar represent?
b) What does the Greek letter mu (μ) represent as it was used in this week’s lessons?
c) What is the difference between x-bar and mu?
3. Mean
a) Many people already know how to find the mean (average) of a sample of data by “adding all the numbers and dividing by the number of values in the dataset.” Read Chapter 4, and then describe, in your own words, another method of finding the mean by using the sample space (list of possible values) and probabilities (the technique is in the book). Create a list of seven, 2-digit numbers (with no duplicates) and another set of seven probabilities (with no duplicates). The probabilities must add to 1.
Open R, and manually enter those numbers and their corresponding probabilities to calculate the mean using only addition and multiplication (in other words, enter only the numbers, the plus sign, and the * for multiplication, like on the bottom of Yakir, 2011, p. 57). Paste all the R output into your learning journal.
b) Describe in your own words what your calculation is doing and what the answer means.
1. Learning Journal Reflective Comments:
Write short reflective comments or notes about your learning activities during the week. It is highly recommended that you make these entries on a daily basis. You will be assessed on the completeness of your Learning Journal, and the quality of your self-reflection.
You should date each entry, and use clear titles and sub-headings. These entries should be brief, direct sentences indicating quick comments or notes such as:
* when you completed each step in the Learning Guide during the week,
* any problems or unexpected events that occurred during the week (including problems understanding new or old material), and
* any other noteworthy that might affect your performance in this class.
There is no need to include personal information or details of family events, but be sure to mention the existence of any situations that will positively or negatively affect your ability to focus on the classwork.
2. Vocabulary and R functions
a) What does the symbol x-bar represent?
b) What does the Greek letter mu (μ) represent as it was used in this week’s lessons?
c) What is the difference between x-bar and mu?
3. Mean
a) Many people already know how to find the mean (average) of a sample of data by “adding all the numbers and dividing by the number of values in the dataset.” Read Chapter 4, and then describe, in your own words, another method of finding the mean by using the sample space (list of possible values) and probabilities (the technique is in the book). Create a list of seven, 2-digit numbers (with no duplicates) and another set of seven probabilities (with no duplicates). The probabilities must add to 1.
Open R, and manually enter those numbers and their corresponding probabilities to calculate the mean using only addition and multiplication (in other words, enter only the numbers, the plus sign, and the * for multiplication, like on the bottom of Yakir, 2011, p. 57). Paste all the R output into your learning journal.
b) Describe in your own words what your calculation is doing and what the answer means.
1. Learning Journal Reflective Comments:
Write short reflective comments or notes about your learning activities during the week. It is highly recommended that you make these entries on a daily basis. You will be assessed on the completeness of your Learning Journal, and the quality of your self-reflection.
You should date each entry, and use clear titles and sub-headings. These entries should be brief, direct sentences indicating quick comments or notes such as:
* when you completed each step in the Learning Guide during the week,
* any problems or unexpected events that occurred during the week (including problems understanding new or old material), and
* any other noteworthy that might affect your performance in this class.
There is no need to include personal information or details of family events, but be sure to mention the existence of any situations that will positively or negatively affect your ability to focus on the classwork.
2. Vocabulary and R functions
a) What does the symbol x-bar represent?
b) What does the Greek letter mu (μ) represent as it was used in this week’s lessons?
c) What is the difference between x-bar and mu?
3. Mean
a) Many people already know how to find the mean (average) of a sample of data by “adding all the numbers and dividing by the number of values in the dataset.” Read Chapter 4, and then describe, in your own words, another method of finding the mean by using the sample space (list of possible values) and probabilities (the technique is in the book). Create a list of seven, 2-digit numbers (with no duplicates) and another set of seven probabilities (with no duplicates). The probabilities must add to 1.
Open R, and manually enter those numbers and their corresponding probabilities to calculate the mean using only addition and multiplication (in other words, enter only the numbers, the plus sign, and the * for multiplication, like on the bottom of Yakir, 2011, p. 57). Paste all the R output into your learning journal.
b) Describe in your own words what your calculation is doing and what the answer means.
innovation proposal
Introduction
[Briefly discuss what this proposal is about (the purpose, context, motivations, importance, etc.) This should be one or two paragraphs, no more]
Background
[Provide a brief description of the current situations relevant to your innovation: what it is currently; how does it affect the organization; who are the users; what are the issues with it; etc. This should be one full page]
Empathy Map
[Describe how you created the empathy map based on user observations. Include four empathy maps and explain the content of the empathy maps in one short paragraph.]
Creating Personas
[Create three personas that you created for this innovation (based on user attributes identified in the experience \ empathy map). Use narrative paragraphs for each persona and include pictures if available. You must create at least 3 personas.]
Creating Scenarios and Storyboards
[You need to create at least 2 scenarios of typical uses of your innovation. Describe each scenario and the storyboards created for it separately. Include picture of storyboards for each scenario and describe what is in the pictures. In other words, you will describe one scenario, present picture(s) of the storyboard drawings for the scenario, and describe the contents in the picture, then present the second scenario with its storyboard picture and descriptions.]
Prototype
[Present your mobile application prototype here. You can use PowerPoint or AdobeXd to develop your application. Describe the features and functions of your prototype. Think of this section as a mini user manual for your innovation. It is important that your prototype reflects the scenarios and storyboards discussed in the section above.]
Implementation Plan
[Briefly discuss your plan to implement and market your innovation. Should be one to two paragraphs]
Justification for the Innovation
[Discuss why this innovation is useful and important. Two to three paragraphs]
Theoretical and Business Justifications
[Use concepts you learned in the readings and videos to justify why this is a good innovation. Two to three paragraphs]
Conclusion
[Provide a conclusion, which summarizes your concept, the justifications and why someone should invest or purchase this application form you. Three to four paragraphs]
biology project
Students are expected to relate a gene mutation or chromosome abnormality to a particular human genetic disease or disorder to compose a genetic disorder report. You should cite the known alterations in specific genes or chromosomes resulting in dysfunction of proteins and/or problems of biological processes involved in the disease as mechanisms on cellular and molecular levels. Your report should be 6-12 pages total (double space), including references and figures. Do not count the cover page. Save your report as PDF file.
FIVE parts of Report:
- (5 points) Cover page with the title of the selected disease/course name/student’s name/date
- (10 points) Introduction to the genetic disorder: general background information including the disorder definition, characteristics, cause, syndrome, population distribution etc.
- (20 points) Body of the report: starting with the genes and gene products (RNAs or proteins) involved in certain normal cellular functions to describe how/what goes wrong to cause the disorder, such as gene mutation, abnormal chromosome structure or number, dysfunction of proteins, or abnormal function of proteins. I encourage you to use pictures or figures or models from scientific articles to convey important points, genes, pathways, and explain the mechanisms by your own writings.
- (10 points) Conclusion with a summary of your report, what you have learnt for this disorder, the pattern of inheritance, and any known or possible prevention or treatments. Additionally, it is interesting to add some personal aspects such as the reason you choose the topic and how it is beneficial to your personal life through understanding the disease if any
- (5 points) References: Our lecture notes and textbook are very good references. To search additional information, Google / Google Scholar is a good place to look for background information and cellular / molecular mechanisms regarding the genetic Try to use the websites of “.gov” , “.edu”, or “.org”, and avoid to use “.com”. List your citations and references.
does the internet make you dumber
For this Discussion, state whether or not you “initially” agree with the statement of the title of the article. Also provide your reasoning. (You may notice that the article is from 2010. Whether or not that makes a difference to the author’s point could be part of your consideration.)
—————————————————
Does the Internet Make You Dumber
The Roman philosopher Seneca may have put it best 2,000 years ago: “To be everywhere is to be nowhere.” Today, the Internet grants us easy access to unprecedented amounts of information. But a growing body of scientific evidence suggests that the Net, with its constant distractions and interruptions, is also turning us into scattered and superficial thinkers.
The picture emerging from the research is deeply troubling, at least to anyone who values the depth, rather than just the velocity, of human thought. People who read text studded with links, the studies show, comprehend less than those who read traditional linear text. People who watch busy multimedia presentations remember less than those who take in information in a more sedate and focused manner. People who are continually distracted by emails, alerts and other messages understand less than those who are able to concentrate. And people who juggle many tasks are less creative and less productive than those who do one thing at a time.
The common thread in these disabilities is the division of attention. The richness of our thoughts, our memories and even our personalities hinges on our ability to focus the mind and sustain concentration. Only when we pay deep attention to a new piece of information are we able to associate it “meaningfully and systematically with knowledge already well established in memory,” writes the Nobel Prize-winning neuroscientist Eric Kandel. Such associations are essential to mastering complex concepts.
When we’re constantly distracted and interrupted, as we tend to be online, our brains are unable to forge the strong and expansive neural connections that give depth and distinctiveness to our thinking. We become mere signal-processing units, quickly shepherding disjointed bits of information into and then out of short-term memory.
In an article published in Science last year, Patricia Greenfield, a leading developmental psychologist, reviewed dozens of studies on how different media technologies influence our cognitive abilities. Some of the studies indicated that certain computer tasks, like playing video games, can enhance “visual literacy skills,” increasing the speed at which people can shift their focus among icons and other images on screens. Other studies, however, found that such rapid shifts in focus, even if performed adeptly, result in less rigorous and “more automatic” thinking.
In one experiment conducted at Cornell University, for example, half a class of students was allowed to use Internet-connected laptops during a lecture, while the other had to keep their computers shut. Those who browsed the Web performed much worse on a subsequent test of how well they retained the lecture’s content. While it’s hardly surprising that Web surfing would distract students, it should be a note of caution to schools that are wiring their classrooms in hopes of improving learning.
Ms. Greenfield concluded that “every medium develops some cognitive skills at the expense of others.” Our growing use of screen-based media, she said, has strengthened visual-spatial intelligence, which can improve the ability to do jobs that involve keeping track of lots of simultaneous signals, like air traffic control. But that has been accompanied by “new weaknesses in higher-order cognitive processes,” including “abstract vocabulary, mindfulness, reflection, inductive problem solving, critical thinking, and imagination.” We’re becoming, in a word, shallower.
In another experiment, recently conducted at Stanford University’s Communication Between Humans and Interactive Media Lab, a team of researchers gave various cognitive tests to 49 people who do a lot of media multitasking and 52 people who multitask much less frequently. The heavy multitaskers performed poorly on all the tests. They were more easily distracted, had less control over their attention, and were much less able to distinguish important information from trivia.
The researchers were surprised by the results. They had expected that the intensive multitaskers would have gained some unique mental advantages from all their on-screen juggling. But that wasn’t the case. In fact, the heavy multitaskers weren’t even good at multitasking. They were considerably less adept at switching between tasks than the more infrequent multitaskers. “Everything distracts them,” observed Clifford Nass, the professor who heads the Stanford lab.
It would be one thing if the ill effects went away as soon as we turned off our computers and cellphones. But they don’t. The cellular structure of the human brain, scientists have discovered, adapts readily to the tools we use, including those for finding, storing and sharing information. By changing our habits of mind, each new technology strengthens certain neural pathways and weakens others. The cellular alterations continue to shape the way we think even when we’re not using the technology.
The pioneering neuroscientist Michael Merzenich believes our brains are being “massively remodeled” by our ever-intensifying use of the Web and related media. In the 1970s and 1980s, Mr. Merzenich, now a professor emeritus at the University of California in San Francisco, conducted a famous series of experiments on primate brains that revealed how extensively and quickly neural circuits change in response to experience. When, for example, Mr. Merzenich rearranged the nerves in a monkey’s hand, the nerve cells in the animal’s sensory cortex quickly reorganized themselves to create a new “mental map” of the hand. In a conversation late last year, he said that he was profoundly worried about the cognitive consequences of the constant distractions and interruptions the Internet bombards us with. The long-term effect on the quality of our intellectual lives, he said, could be “deadly.”
What we seem to be sacrificing in all our surfing and searching is our capacity to engage in the quieter, attentive modes of thought that underpin contemplation, reflection and introspection. The Web never encourages us to slow down. It keeps us in a state of perpetual mental locomotion.
It is revealing, and distressing, to compare the cognitive effects of the Internet with those of an earlier information technology, the printed book. Whereas the Internet scatters our attention, the book focuses it. Unlike the screen, the page promotes contemplativeness.
Reading a long sequence of pages helps us develop a rare kind of mental discipline. The innate bias of the human brain, after all, is to be distracted. Our predisposition is to be aware of as much of what’s going on around us as possible. Our fast-paced, reflexive shifts in focus were once crucial to our survival. They reduced the odds that a predator would take us by surprise or that we’d overlook a nearby source of food.
To read a book is to practice an unnatural process of thought. It requires us to place ourselves at what T. S. Eliot, in his poem “Four Quartets,” called “the still point of the turning world.” We have to forge or strengthen the neural links needed to counter our instinctive distractedness, thereby gaining greater control over our attention and our mind.
It is this control, this mental discipline, that we are at risk of losing as we spend ever more time scanning and skimming online. If the slow progression of words across printed pages damped our craving to be inundated by mental stimulation, the Internet indulges it. It returns us to our native state of distractedness, while presenting us with far more distractions than our ancestors ever had to contend with.
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THESIS: En este ensayo, demuestra que las influencias religiosas Española presente en Latinoamérica han evolucionado desde la época de colonización para mezclar con costumbres indígena de las Américas. Esta mezcla de costumbres produjo una forma distinta de celebraciones religiosas que podría observar durante la Semana Santa en Latinoamérica. Revise and edit thesis as needed
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Quemada de JUDAS en Latín AMERICA
QUEMADA DE Judas origin de España
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Pick a career in insurance that either you are most interested in or would liketolearn more about. Reasearch that job and tell me
(1) description of daily job duties
(2) anticipated salary/earnings
(3) what licensing or education are required or encouraged and what it wouldtake to meet those req
