MODR 1770 Lecture : Mrs Mindsadniver assignment.docx

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blushsalmon316

7 Feb 2013

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In the twentieth century, film became one of the most (if not the most) influential media on popular consciousness. Today (feb. 5th) we will watch a two-hour film, mrs miniver. Hollywood film which appeared in theatres in 1942. If you don"t watch it, it might be hard to do this assignment. But you could probably still do it if you find write-ups about the film online - which is easy to do. So, if you do it that way, without actually watching the film, that"s fine with me, as long as you don"t plagiarize. But if you want to actually watch a long old movie that is an excellent example of propaganda in film, you"ll want to come to class. The setting is a village or small town in england, during the early stages of world war ii.

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As you may recall in the work of Triplett (1898), the presence of others in a bicycle race was found to enhance individual performance. This is called social facilitation (Williams, Harkins, & Karau, 2007). At times, however, the presence of others can detract from individual performance, which is termed social inhibition (Crisp & Turner, 2007). Similarly, social loafing can occur when an individualâs performance within a group decreases due to his or her reliance on others in the group (Crisp & Turner, 2007).

For this Discussion, review the media program, Week 5: The Virtual Office. Focus on the characters in the media and determine which characters displayed social facilitation, social inhibition, and social loafing.

With these thoughts in mind:

Post by Day 3 a description of the characters in the media program demonstrating social loafing, social inhibition, and social facilitation. Explain how you identified them. Then, select one of the characters and, using the current literature, explain two ways you might mitigate their behavior.

Media Program

(Onscreen Text: The employees at the United Cardboard Company often work individually on projects, but as with most environments, they are occasionally asked to participate in group projects. One such group is about to meet right now to plan a presentation for the Board of Directors. Observe the conversation and reactions of various group members to determine which group members exhibit signs of the following: Social Loafing, Social Inhibition, and Social Facilitation.)

(Interior of an office. Ken stands at the front of the conference room.)

KEN: OK, I guess we might as well all get started. As we all know, the big man has requested the five of us to get together and write and conceptualize a presentation to the board on our new packaging system. Maybe we can start by going around and throwing out some initial ideas.

KATHY: Sounds good to me. I think a PowerPoint presentation would do the job well.

GAVIN: I agree. We could follow it up with a physical demonstration of how the packaging looks and folds-- maybe a video of the larger pieces that won't fit into the boardroom.

KEN: Sounds perfect to me. Amanda, Brian, what do you guys think?

BRIAN: Yeah, what you guys said sounds fine.

(Amanda thinks, âI donât know what to say!â)

KEN: Amanda?

AMANDA: I don't know. I didn't really get much chance to think about this. We only found out we needed to do this together three days ago.

KEN: OK, no worries. Let's focus on the PowerPoint idea. I've been doing a lot of them lately, so I'm happy to take the lead on the design aspect. What do you guys think we should all incorporate into the slides?

GAVIN: I think we should start with where we got the idea for this new packaging -- the company that designed it and the different sizes that it comes in.

KATHY: We should follow that with a graph comparing the old prices to the new ones to illustrate how much we'll be saving over time. Amanda, didn't you have most of that information collected at some point?

(Amanda thinks, âOh no! What if I deleted that?)

AMANDA: I don't know, maybe, it's been so long. I didn't think I'd need it again for a group project like this.

(Gavin thinks, âI wonder whatâs gotten into her. Sheâs not usually this tense.â)

KEN: That's OK, Amanda, I'm sure we can easily dig it up again. Brian, do you have any other ideas for the PowerPoint slides?

BRIAN: Nah, I think what you guys mentioned sounds right.

(Kathy thinks, âWow. Way to contribute Brian.â)

KEN: OK then, Kathy and Gavin why don't you send me all of the info and I'll write it up and make the slides. Amanda, don't worry about the cost saving document, I'm sure I can dig it up from my old emails and put it into that slide too.

AMANDA: Are you sure? I'm happy to look. I mean I'm sure I have it somewhere. (Kathy thinks, âShe really needs to get it together. Why is she so nervous?â) At least I think I have it somewhere. You won't tell the Board of Directors if I lost it, will you?

KEN: Of course not, we're in it together. So as I was saying, I'll write up and prepare all the PowerPoint slides. Then we can start our presentation with reading and explaining each slide. Then, what?

KATHY: Well, and then I think we should show them the packaging live, and the quick deconstructing techniques.

KEN: Great idea. You and Amanda can demonstrate the folding, while I narrate what you're doing.

(Amanda thinks, âIs he doing too much of the work? And what if I drop everything while heâs talking?â)

GAVIN: And after you all demonstrate the smaller packaging, we could show a quick video of how the really big ones function down at the warehouse. Brian, would you be able to go film that quickly one of these days?

BRIAN: I don't really have any experience with video cameras or anything like that, so...

(Gavin thinks, âI should have seen that one coming.â)

KEN: That's OK. My wife actually just got me this great little camera for our anniversary. It takes great videos. So I can just run down to the warehouse, get some footage, then put it together on this new editing software I just downloaded. Maybe add a little music. It's going to be really slick!

KATHY: Are you sure, I wouldn't mind doing that too.

KEN: Oh no, it's fine. I love this kind of stuff; just leave it to me. But I suppose that's enough planning. Now it's time to get to work and make the presentation a knock out. Go team!

Economics is nothing more than the study of scarcity and choice. It's called the Economizing Problem.

Economics is also the study of human action---why people make the choices they do.

We have finite (limited) resources and infinite (unlimited) demand for goods and services. We must, therefore, use rational decisions as to how to allocate these resources so that we can produce the goods and services that satisfy as many needs and wants as possible.

Needs are those things that make life possible---food, clothing, shelter, etc. Wants are the things that make life easier---glass in windows, carpet on the floor, a refrigerator to keep your beer cold, etc.

The resources we are trying to use wisely are not confined to money. We are talking about talent, ability, drive, ambition, etc. We can't all be brain surgeons. Nor would most of us want to be. We have different needs and wants that drive our ambitions. I have 5 grandchildren. The oldest two are twins---a boy and a girl. My granddaughter graduated from Idaho University with a bachelor's and a master's degree in accounting in 5 years. She passed the CPA exam on the first try. She now lives in Panama and works for BMW. She speaks, reads, and writes 4 languages, including English. Her brother finally graduated from the University of Arkansas in May 2016 after 8 years! Why did it happen this way?? They were raised the same way by the same parents. Why was my granddaughter drove to succeed and my grandson so listless?

Then there is subjective valuation and opportunity cost. Opportunity cost is nothing more than what you have to give up to do something else. Some of you might have to roll out of the bar or the party a little before you wanted to leave just to be able to attend my class. You might also have to give up some precious sleep. In any event, you had to give up something to attend my class. That's the opportunity cost. Remember, everything you do has a price (opportunity cost) that must be paid according to Harry Browne who wrote, How I Found Freedom in an Unfree World.) To do one thing you must give up the opportunity to do something else.

When people decide to buy a product or service they must decide if it will satisfy a need or want at a price they are willing to pay. The number one reason that people buy the products or services they do is called Personal Tastes or Preferences (Subjective valuation). Everyone has a different price they are willing to pay for the same product or service. Something is only worth what someone is willing to pay for it. That's a subjective valuation. Each of us has a different intensity of demand for the same products. Things you want I may not care for at all, and the opposite may also be true. This is why there is such a variety of goods and services offered on the market.

Subjective valuation is also fluid. As your income goes either up or down it changes your valuation of products and services. Have you ever wanted something so bad you would do almost anything to get it---an i phone or I pad?---but once you get the money you think, "do I really want this?' and you don't buy it. This is common. If it were not for a subjective valuation we would all be wearing the same style and color clothes and living in similar houses, etc. Wouldn't that be a wonderful world! I'd find the tallest building in downtown Orlando and see if I could fly! It is not the similarity in people that interests me. It's the differences. It's my desire not to be like everyone else that has driven my life. Don't strive to be someone else. Strive to find and be yourself. God save me from a terminal case of conventional wisdom!

There are 5 embedded questions.

Give me an example of subjective valuation.

salmoneel837

Its one problem with 7 questions

A) Most eukaryotic cells transcribe a relatively high portion of their genome, but most of those RNA transcripts are likely not encoding for proteins. Elucidating the function(s) of that "junk" RNA is one of the next big challenges in molecular cell biology. You isolate one of those transcripts and determine that its sequence consists of 50% C, 30% U, and 20% A. What is the percentage of Gs in this transcript? (don't write the unit)

B) Which stop codon(s) can be encoded by the RNA in the previous question ("How many times do we need to tell you to stop? 1").
List the codon(s) alphabetically. If you need to enter fewer codons than the alloted number of "blanks", enter N/A .

C) From what you can tell, the sequence of the transcript you isolated in the previous question* appears quite random. Assuming that it is random, you can expect to see the various combinations of any three nucleotides at a probability that depends of the frequency of each of the nucleotides. For example, you naturally should expect to see the triplet CCC more times than AAA. What is the expected percentage of triplets corresponding to stop codon(s) in this transcript (round to one decimal place and enter just the number without "%")? *(How many times do we need to tell you to stop? 1)

D) If the length of the transcript in the previous two questions is 2,500 nucleotides, how many stop codons do you expect to find in it, based on the frequency you calculated above?

E) On average, how many bases separate each of the occurrence of the stop codon(s) (round to the nearest integer).

F) The sequence between two potential stop codons is an "open reading frame" (ORF*). Upon closer examination of the RNA sequence from the previous questions** you determine the presence of an ORF that may encode for a putative protein which is 600 amino acid residues-long. How long is the ORF?

*Open reading frame: a stretch of DNA or RNA which is uninterrupted by a stop codon and may therefore encode for a protein.

**Questions "How many times do we need to tell you to stop" 1 through 5.

		27 bases
		1,800 bases
		2,500 bases
		259 bases
		600 bases
		83 bases
		200 bases

G) What may be the ramifications of your analyses of the RNA you isolated*? It is clearly containing an ORF which is longer than what you expected to find based on the sequence analysis you have conducted. What would be a logical conclusions based on the comparison of the lengths of the actual and predicted ORFs? Questions "How many times do we need to tell you to stop" 1 through 6. Pick 1, 2 or 3 below

		1) The difference between the actual and predicted sizes of the ORF is not big enough to be significant and therefore your initial hypothesis that sequence is random is clearly random, is supported.
		2) Nature is random and your results, using the Bard's words, may be "full of sound and fury" but are really "signifying nothing".
		3) The difference between the actual and predicted sizes of the ORF is rather big and may suggest that the sequence of the RNA may not be as random as it first appeared. This raises the hypothesis that what started as piece of "junk" RNA may be actually encoding for a protein.

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MODR 1770 Lecture : Mrs Mindsadniver assignment.docx

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