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Miami University - BUS - 101
Chapter One What is Business? The term business is a broad, all-inclusive term that can be applied to many kinds of enterprises o Businesses provide the bulk of employment opportunities, as well as the products that people enjoy Businesses produce bo
Miami University - AER - 118
Chapter 52/19/2008 9:55:00 AMChapter 52/19/2008 9:55:00 AMPressureGalileo2/19/2008 9:55:00 AMCouldn't figure out that the atmosphere had pressure to it. Was a confused child when it came to pressure Torricelli Came up with the first Baro
Miami University - AER - 118
Severe Thunderstormsthunderstorm: Usually accompanied by intense lightning Severe Thunderstorm Development Intense Mid-latitude cyclone o Moves relatively fast3/12/2008 10:04:00 AMOne or more of the following criteria to be considered a severe D
Miami University - AER - 118
Chapter 4 Movement of Water Through the Atmosphere Water is everywhere on Earth-in the oceans, glaciers, rivers, lakes, the air, soil, and in living tissue. All of these "reservoirs" constitute Earth's hydrosphere. The increasing demands on this fini
Miami University - AER - 118
Pollutants4/18/2008 10:04:00 AMWhat are they? Particles that are small in the air. They have a long residence time there because they are so small. The greatest mass of aerosol is found in the size range of 10 microns. A piece of paper is 100 mic
Miami University - BUS - 101
StakeholdersWhat is a stakeholder?2/19/2008 9:04:00 AM*case problem on exam will PROBABLY be about stakeholders Somebody who has some concern about a decision in the company and is impacted by the company. Individuals and groups with a multitude
Miami University - BUS - 101
Chapter 4 The Legal Framework for Business Class-Action Fairness A class action suit groups a number of small plaintiffs, as many as hundreds of thousands of them, to allow for efficient processing under one lawsuit. Class Action Fairness Act of 2005
Miami University - BUS - 101
Chapter 3 Forms of Business Organizations Alternatives for Organizing a Business Whether small or large, every business fits one of three categories of legal ownership: sole proprietorships, partnerships, and corporations. Sole Proprietorships o The
Miami University - AER - 118
Chapter 12
Miami University - AER - 118
Chapter 2 Earth-Sun Relationships Solar radiation represents more than 99.9 percent of energy that heats our planet o It is not distributed equally over Earth's land-sea surface. The amount of energy received varies with latitude, time of day, and se
Miami University - AER - 118
Chapter 5 Forms of Condensation and Precipitation Cloud Formation Clouds can be defined as visible aggregate of minute droplets of water, or tiny crystals of ice, or a mixture of both Clouds are of continual interest to meteorologists because they pr
Miami University - AER - 118
Chapter 3 For the Record: Air-Temperature Data o Temperatures recorded daily at thousands of weather stations worldwide provide much of the temperature data compiled by meteorologists and climatologists. o The daily mean temperature is determined by
Miami University - AER - 118
Chapter 11
Miami University - GLG - 111
Relative Geologic TimeHow geologists think about time The big word: uniformitarianism Examples of uniformitarian inferences3/31/2008 12:20:00 PMSimply put: the present is the key to the pastSediment deposition rates are observed on the order o
Miami University - GLG - 111
Geology Exam 1 Outline LECTURE 1 Earth system science- the study of interactions within and between the various components of the earth's system o Integration of all the natural sciences (biology, chemistry, physics) under one umbrella: geoscience Th
Miami University - BUS - 101
Chapter 63/18/2008 6:10:00 PMOwners/Investors Learning Objectives Introduce and explain business owners as a stakeholder Introduce the concept of corporate governance Discuss Issues relating to the separation of ownership and control Clarify the
Miami University - AER - 118
Chapter 10
Virginia Tech - MATH - 1206
Virginia Tech - MATH - 1206
Auburn - ENGL - 1100
Poor Students Lack Equal Education Education is an important aspect of every individuals life. Students in America are constitutionally protected and promised equality, but is there still equality in the realm of education? Unfortunately, public scho
Auburn - MUSI - 2730
Beethoven "Moonlight" Sonata, Op. 27, No. 2, Move. 1 Chopin Etude in A minor, Op. 25, No. 11 Chopin Nocturne in E flat Major, Op. 9, No. 2 Schumann Traumerei from Kinderszenen Debussy Claire de lune from Suite Bergamasque Stravinsky excerpt fro
Auburn - HIST - 1100
April 7th The Cold War (Ch. 32 796-801) 1. Cold War a. Originated after World War II between Russia and US b. Differences in ideology and interest c. United States was to stop USSR expansion west and south (Middle East) 2. Truman Doctrine (containmen
Auburn - ENGL - 1100
Higher Education for a Better LifePeople must recognize the importance of education. Many individuals fail to acknowledge the need for knowledge and the significance it has on one's life. Education is a gateway to better job opportunities and an ov
Auburn - ENGL - 1100
Economic Egalitarianism Hopeless Without ReformThe United States has witnessed fluctuations in the realm of economic equality over the past century. At times, the income gap between members of the American public was not as vast recent studies indi
Auburn - ENGL - 1100
Issues of Social Class in American Universities Race, gender, sexual, and religious diversity have been prominent issues addressed by most American universities. Unfortunately, most higher education institutions fail to acknowledge issues regarding t
Auburn - ENGL - 1100
Valuing Equality in EducationPeople must recognize the importance of education. Many individuals fail to acknowledge the need for knowledge and the significance it has on the development of one's life. Education is a gateway to better job opportuni
Miami University - POL - 142
Civil war ended- 1865 Writ of habeas corpus- protects people from illegal imprisonment; a court order requiring a jailer to justify why a person is being held Police power of the state- power of the state to protect the health, welfare, morals, and s
Miami University - POL - 142
CASES Dred Scott v. Sanford Congress had no right to pass Missouri Compromise because the court did not have jurisdiction because blacks were never citizens so they couldn't bring their case to court; precipitated the Civil War. NAACP v. Button VA vi
Miami University - POL - 142
Guinn Case-1915- In order to be able to vote, your grandfather must have voted NAACP-created to end mob violence, lynching, and segregation-1909 -W.E.B. DuBois and 4 white men -published The Crisis- to persuade government to do something about lynchi
Miami University - POL - 142
Keyes v. School District The court ruled that both northern and southern school boards must integrate where one could show where northern schools had adopted policies for desegregation; ct decided that it was de facto segregation; if they are going t
Miami University - POL - 142
CONCEPTS Politics- who gets what, when, and how Diversity- varying points of view Government- individuals, institutions, and processes put in place to resolve societal problems Policy- a plan to take care of some social ill Civil rights- rights of ci
Arkansas - PHIL - 2203
Notes 8.2 Using the Rules of Inference!The main reason we've retained the truth-functional operators (dot, wedge, etc.) is to allow predicate logic symbolizations to be used in natural deduction. The main problem, however, with this method is that
Arkansas - PHIL - 2203
Examples 1.2 If it rains tomorrow, then the game will be canceled. It rains tomorrow. So, the game is canceled. It is morning. I am tired. Therefore, it's early in the morning and I'm tired. If you fail the test, you will not pass the class. Either y
Arkansas - PHIL - 2203
Notes 8.1 Symbols and Translation So, up to now, weve studied Categorical Logic and Symbolic Logic. But that leaves one more type of logic to go. Predicate Logic is just like the others, ultimately, in that it provides us with a method for analyzing
Arkansas - PHIL - 2203
Notes 6.2 Truth Functions The truth value of a compound proposition expressed in terms of one or more logical operators is said to be a function of the truth value of the components. That is, the truth value of an entire compound proposition is compl
Arkansas - PHIL - 2203
Examples 1.1 - Those milk ads you see where a celebrity has milk on their lips. The argument, essentially, is: David Beckham drinks milk. So, since hes a really rich badass, you should drink milk, too. - Those Marine ads where the message is: "The fe
Arkansas - PHIL - 2203
Study Guide for Logic TestJust know how to do the following: -how to find premises and conclusions (including knowing a few premise and conclusion indicators). I'll give you a passage, and you've got to pick out one from the other.-how to identify
Arkansas - PHIL - 2203
modus ponens (MP) ~F (G H) ~F GH modus tollens (MT) (D v F) K ~K ~(D v F) hypothetical syllogism (HS) A (D F) (D F) ~H A ~H disjunctive syllogism (DS) U v ~(W X) ~U ~(W X) Simplification (Simp) PQ P ~(E v F) (E v F) v (N (N K) ~M (R S) (C v K) ~M (C
Arkansas - PHIL - 2203
Exercises 1.4Some definitions you need to know: Valid deductive argument: a deductive argument where it is impossible for the conclusion to be false given the truth of the premises. Invalid deductive argument: a deductive argument in which it is po
Arkansas - PHIL - 2203
Examples 7.4 Rules of Replacement II . . . Transposition (Trans) (A B) : (~B ~A)This one ought to make sense if you think about it for a second. If it's true that `If it rains, then the game is cancelled, then it certainly has to be true that `If t
Arkansas - PHIL - 2203
Examples 7.3 Rules of Replacement! The first 8 rules were technically rules of inference. That is, given a few premises (maybe only one), you could infer some other particular premise (or conclusion). Here the idea is that you can replace a premise w
Arkansas - PHIL - 2203
Notes 6.4 Truth Tables for Arguments In order to test for validity in an argument using truth tables, all we have to do is the following: 1. Symbolize the argument (if necessary-it won't always be on the test) to represent the simple propositions. 2.
Arkansas - PHIL - 2203
Examples 6.5 Indirect Truth Tables These things are useful, but not somewhat tricky to catch on to. The basic idea is as follows: instead of doing an entire truth table for an argument with lots of components and lots of premises, we'll just do a sho
Arkansas - PHIL - 2203
Notes 6.1 So we should have gotten the point now that the validity of a deductive argument depends entirely on the form of an argument. But language, of course, can obscure the form of argument-and this is why weve been analyzing more normal language
Arkansas - PHIL - 2203
Examples 7.5 Conditional Proof So, here's not another rule, but a method for obtaining conclusions in a proof sequence. It works, in theory, like the following: imagine that you have a conclusion to derive that's a conditional (say, A E). What this c
Arkansas - PHIL - 2203
Examples 7.1 Natural Deduction, the topic we'll be concerned with for the next bit of the course, is the most efficient method for establishing validity (the thing we're most concerned with in logic). Here, we derive a conclusion of an argument from
Arkansas - PHIL - 2203
Examples 7.6 Indirect Proof Again, like conditional proof, an indirect proof is a method for deriving conclusions. This method works in the following way: we'll assume the opposite of the conclusion we're trying to derive, and then see whether we can
Arkansas - PHIL - 2203
Notes 5.2 Venn Diagrams are the easiest way for determining validity in categorical syllogisms. All you have to do is put three circles together as follows:Now, the procedure is simply to transfer the content of the premises to the circles and see
Arkansas - PHIL - 2203
Notes 5.3Generally, the Venn Diagram method is OK for assessing validity. But, to sort of supplement that method for examining validity we can add the following rules. First, we should remind ourselves of distribution of terms. Remember the followi
Arkansas - PHIL - 2203
Examples 6.3 Truth Tables for Propositions So, 6.2 gave us truth functions for all of the operators we use. Now, we're going to implement those functions on whole propositions with multiple operators. We then stand in a position to note similarities
Arkansas - PHIL - 2203
Notes 4.2 Quality the quality of a categorical proposition depends on its being affirmative or negative. Affirmative: "All S are P", "Some S are P" Negative: "No S are P", "Some S are not P" Quantity the quantity of a categorical proposition depend
Arkansas - PHIL - 2203
5.1 Notes In general, a syllogism is simply a deductive argument consisting of two premises and a conclusion: If you don't know what a syllogism is, then you shouldn't be able to graduate. You don't know what a syllogism is. Therefore, you shouldn't
Arkansas - PHIL - 2203
Notes 4.4 Consider the statement "No dogs are cats". Basically, this statement says that no members of the dog class are included in the class of cats. But the statement "No cats are dogs" says exactly the same thing. So these two statements have the
Arkansas - PHIL - 2203
Study Guide for 4th ExamFirst of all, know all of the little definitions for things on 6.1. These will be your multiple choice questions. As always, they will count for big points-so make sure you're confident with them. Some examples would be: kno
Arkansas - PHIL - 2203
Exercises 3.2 Fallacies of RelevanceAppeal to Force: when the arguer uses potential harm or violence as evidence for their conclusion. (Secretary to boss) I deserve a raise in salary for the coming year. After all, you know how friendly I am with yo
Arkansas - PHIL - 2203
Exercises 3.1Informal FallaciesThis may be the most useful part of the course, because informal fallacies are perhaps the most pervasive fallacies you'll see. They can be tricky to figure out, but we need to start by separating the formal from inf