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Classical Chinese/Particles

Classical Chinese makes use of various particles, ranging from those with grammatical function, to those that would be an entire phrase in English. Chinese Classical particles almost always go before what they modify. This section will cover 10 basic particles.

無
無 corresponds to the English without, and -less, but this particle always goes before what it modifies.

主無食 (zhǔ) (wú) (shí)

The host is without food.

食, food, is what 無 modifies since it is before it.

王無權 (wáng) (wú) (quán)

The king is powerless.

然
This particle, 然, corresponds to the English so,, thus, -ly. It is usually found at the end of what it is modifying. 然 also usually is connected to previously mentioned information when it appears. It can also be understood to be like in some cases. This particle can also modify adjectives, augmenting them.

害盜寶 (hài) (dào) (bǎo)

善不為然 (shàn) (bù) (wéi) (rán)

The evil steal treasures. The virtuous do not act like the evil.

火未知法燎 (huǒ) (wèi) (zhī) (liáo) (fǎ) (liáo) 水流然 (shuǐ) (liú) (rán)

Fire blazes in an unknown method. Water flows thus.

Notice how 然 refers to the previous information established in the first sentence, the in an unknown method, and uses it to augment 流, flow.

不
Bù 不 corresponds to the English "not". It simply negates verbs and adjectives.

 * 無知不生安
 * wú zhī bù shēng ān
 * Ignorance does not give birth to peace.

Bù 不 always goes before the verb it is negating and after the subject.

 * 害不能悟義
 * hái bù néng wù yì
 * The evil are not able to understand righteousness.

Here, bù 不 negates what would be considered the "auxiliary verb" in Western languages, néng 能 "able". Bù 不 always goes in front of the auxiliary verb, same as English. You wouldn't say "I am able not to read", you would say "I am not able to read" in modern English. Same with Classical Chinese.

非
Fēi 非 negates nouns. It does not have an exact correlation to any English words, but it performs a function similar to what the English "no" does in sentences like "I have no apples." There is, however, a good correlation for 非 in the German language, which is "kein", which is used exclusively to negate nouns, though it is used usually only with their verb for "have".

 * 冕非權
 * mián fēi quán
 * the royal crown is not power

or
 * the royal crown is no power

Notice how there is no exact equivalent in English for 非. Also, since many characters can be used as verbs, nouns, and adjectives, and even grammatical particles, as well, particles such as 非 help to determine or clarify what role its associated word(s) play in the sentence.

 * 人非敢以攻公
 * rén fēi gǎn yǐ gōng gōng
 * the person did not have the courage in order to accuse the duke.

Fēi 非 negates gǎn 敢, daring, courage, which in turn provides the context by which 以攻公, "in order to accuse the duke."

者
The particle zhě 者 nominalizes a verb. This commonly corresponds to "those who" in English.

 * 巫考士切者
 * wū kǎo shì qiè zhě
 * the shaman examined the warrior's cut

Notice here how zhě 者 nominalizes qiè 切 "to cut, wound" allowing it to become more obviously the direct object of kǎo 考 "to check, examine".

 * 大王不信謊者
 * dà wáng bù xìn huǎng zhě
 * great kings do not trust those who lie

Here zhě 者 nominalizes huǎng 謊 "to lie", making it the direct object of xìn 信 "to trust, have confidence in", with the commonly seen "those who".

之
Zhī 之 has two main uses.

Firstly, it marks grammatical subordination (possession), equivalent to the modern Mandarin Chinese de 的 and the English ending -'s and of. In this use, it always precedes a noun. As such, when followed by a word normally used as an adjective, it indicates the adjective having been nominalized.

 * 藍lán江jiāng之zhī流liú<rb>強</rb><rt>qiáng</rt><rb>也</rb><rt>yě</rt>
 * the current of the blue river is strong

Here zhī 之 subordinates liú 流 "flow, current" in relation to lánjiāng 藍江 "blue river".

 * <rb>子</rb><rt>zǐ</rt><rb>都</rb><rt>dū</rt><rb>之</rb><rt>zhī</rt><rb>城</rb><rt>chéng</rt><rb>大</rb><rt>dà</rt><rb>也</rb><rt>yě</rt>
 * your capitol city's walls are large

Secondly, it also functions as an object pronoun, corresponding to him, her, it or them in English as a direct object of a verb.

而
而 is a particle with many meanings, some contradictory. Often, 而 is used to represent a change in state or some kind of causal relationship. More concretely, it also can correspond to "as well as", "but not", "and yet", etc..; it is a conjunction. Understanding how this particle is used in a given phrase is key to understanding it, as 而 often sets the tone for the phrase it is in as well as subsequent phrases.

刑匪而孔圄亂國也 (xing2) (fei3) (er2) (kong3) (yu3) (luan4) (guo2) (ye3)

To punish criminals and yet have porous prisons is to have a chaotic country.

而 acts here to provide contrast between 2 statements.

嬰哭而呼 (ying1) (ku1) (er2) (hu1)

The infant cries as well as shouts.

Here, 而 is the conjunction between 哭, cry, and 呼, cry out, connecting their concepts. In this usage, it would be the opposite of the contrasting that 而 supplies in the above sentence.

以
This particle is used to coordinate between 2 phrases or word(s). It often corresponds to the English "by means of", "in order to", "via", and/or "therefore". It is also, depending on context, understood to mean "use", though even in those instances, it is often interchangeable with the other corresponding English words.

子走以腿 (zi3) (zou3) (yi3) (tui3)

The gentleman walks by means of his legs.

The particle 以 is used as in "by means of". It communicates the capacity of 腿, legs, to facilitate the gentleman's ability to walk.

子必叫以篥 (zi3) (bi4) (jiao4) (yi3) (li4)

You must call by using the horn.

The particle here is used to mean "use", but notice that it can be replaced by "by means of" or via".

未
This particle can also negate verbs or act like a verb, depending on usage. This character usually corresponds to the English "have not", "not yet", and "not".

昔世人未壽 (xi2) (shi4) (ren2) (wei4) (shou4)

People of past ages did not have longevity.

未 provides for the negation of 壽, longevity. Here it is used more as a verb. It is important to note that though 壽 is a noun, 非 isn't used because it is used to negate nouns that is something else. If 非 was used here, the sentence would be "people of the past were not longevity", suggesting that the people of the past could possibly somehow be longevity. 未 is more appropriate because it shows that longevity was something that they did not possess, not something that they weren't.

獵者未切鹿 (lie4) (zhe3) (wei4) (qie4) (lu4)

The hunter has not yet cut the deer.

未 is used here to show that the hunter has not 'yet' cut the deer. Using 不 instead of 未 here would give the impression that the hunter did not cut the deer, and will not any time soon. The usage of 未, however, provides a possibility, signifying that the hunter did not cut the deer 'now', but it may occur in the future or that the absence of that occurrence is not permanent.

莫
This character can be used either as a verb or part of an entire phrase, and, in some ways, as a noun. Mò 莫 usually corresponds to "none", "no one", "do not", "none", "nothing", no", and "there are/is none who" in English.

 * 在西域莫能讀漢文
 * zài xī yù mò néng dú Hàn wén
 * In the Western Regions, there are none who can read Chinese.

or
 * In the Western Regions, nobody can read Chinese.

Notice how mò 莫 acts much as a subject. Instead of stating that a specific group or person cannot read Chinese, none can. So, in a sense, 莫 can be understood to be the subject attached to the verb as an indistinct negative grouping word: nobody can, etc.

 * 莫初攻最大國
 * mò chū gōng zuì dà guó
 * Do not attack the strongest country first.

title: Classical Chinese/Particles


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Mathics

Modern algebra is based on set theory. There is two problems with this. First, there is no set of all sets. For a proof of this see Russell's paradox. Second, while the concept of sets seems cogent to humans, computers have a tough time dealing with them. There are several advantages to formulating algebra on class algebra rather than set theory. First, there is a class of all sets. So, class algebra can contain modern algebra without difficulty. Second, Boolean algebra is a class algebra. So, symbolic logic can be uploaded into this reformulated algebra without much difficulty. Third, while computers have a tough time dealing with sets, they deal with classes of objects extremely well. So, computers can be enlisted to solve problems that are just too complex for humans to grasp. In addition, it is easier to formulate algebra in a way that is cogent to computers than it is to write computer code that can handle set theory. I will refer to this reformulated algebra as “Mathics”. The term “Bistromathics” was apparently coined by the late Douglas Adams as a joke. The term “Mathics” is already in use by computer scientists to refer to computer algebra. However, there is still no universally agreed upon syntax and semantics for computer algebras and, although the word “mathics” is already in wide spread use, it has no generally agreed upon meaning.

Also See
Mathics/Modus_Ponens

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Mathics


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User talk:SammyKake

Stuff
What an insightful page!

title: User talk:SammyKake


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SPIR608 Political Simulations and Gaming

SPIR608 Political Simulation and Gaming is BA Politics Level 6 Core Module at the University of Westminster

This module is being run in conjunction with the Department of Board Game Design. This is a module which combines the theoretical analysis of political gaming with the critical analysis of playing political simulations.
 * The module will be running for the first time in January - April 2011.
 * For current course: January - April 2013
 * Module Leader: Dr. Richard Barbrook

Module Aims
This module aims to:
 * introduce students to the techniques of political gaming and simulation;
 * examine the history of games and simulations for political modeling;
 * critically analyse the technical mechanisms and ideological assumptions of political games and simulations;
 * critically analyse the cultural and political theories of gaming and simulation.

Learning Outcomes
On successful completion of the module students will be able to:
 * understand the history of political games and simulations;
 * apply a variety of theoretical approaches to analyse political games and simulations;
 * assess the effectiveness and credibility of different types of games and simulations to model historical and contemporary political struggles and international conflicts;
 * use both written and oral skills to analyse the theories and practices of political games and simulation;
 * create a prototype of a game or simulation to model political struggles and international conflicts.

Indicative Syllabus Content
This module critically analyzes political gaming and simulations from both a theoretical and practical perspective. It involves lectures, game playing, workshops and tutorials.

The lectures provide an overview of the historical development of political gaming and the different theoretical approaches which can be used to critically investigate these simulations. These insights will be used by the students to write a reflective practice analysis about the political games featured in this module.

The seminars in Weeks 1 to 8 consist of the group playing of different games under the supervision of the module leader. Each session will begin with a short talk about the subject and mechanics of the game. The students will be expected not only to participate in the playing of the game itself, but also to contribute to the group analysis of its specific strengths and weakness. In particular, these in-class discussions will focus on the credibility and effectiveness of the modelling of its intended subject by the game.

In Week 6, Russell King from Serious Games will host a workshop in which the students will be expected to play a designated character or institution during a role-playing exercise.

Students will be able to use the insights gained from the hands-on experience and in-class discussions during Weeks 1-8 for writing a Reflective Practical Analysis.

In Weeks 10 and 11, the module leader will be available for tutorials and play-testing to help the students create a Prototype Political Simulation.

Teaching and Learning Methods
This module employs a range of teaching and learning methods including lectures, game playing, workshops, presentations and group discussions.

The lectures are used to introduce basic theoretical debates and historical background for an understanding of political gaming and simulation. There will be an opportunity for questions and discussion immediately after each lecture. From this part of the course, students will acquire the theoretical and historical knowledge needed not only to write a reflective practice analysis, but also to fulfill the practical requirements of the module.

The seminars will employ a variety of teaching and learning methods. In Weeks 1-8, students will play a specified game while carrying out a group analysis of its strengths and weaknesses. In Week 6, they will participate in a role-playing exercise hosted by Russell King from Serious Games. From critical reflection on this hands-on experience, students will acquire the knowledge to build the prototype of a political game. Since the mechanisms of a simulation are essentially abstract, this attempt at modeling a political struggle can take the form of a board game, a card game or a role-playing exercise. Each student must research the history, participants and background of their chosen subject, study existing simulations of the same or related political conflicts, and choosing game mechanisms which come together to create a realistic but playable representation of the actual events. Students are required to make their simulations as short and simple as possible, which adds to the challenge of capturing the essentials of the conflict itself. Just as published games go through extensive development and play-testing, so these student prototypes will be played and commented on in draft form by other class members and by the module leader during the tutorials in Weeks 10-11.

Games

 * Monopoly (1935) Elizabeth Magie, Louis & Fred Thun & Charles Darrow, Parker Brothers review
 * The Game of War (1987) Guy Debord, Gallimard
 * 1776 (1974 ) Randell Reed, Avalon Hill
 * Kingmaker by Andrew McNeil
 * War on Terror - the board game by TerrorBull Games
 * Origins of World War II by Jim Dunnigan
 * Red Guard! by Brian Train
 * Comrade Koba by and Anders Fager
 * Vietnam 1955 role-playing exercise by Russell King from Serious Games
 * 2010 Swedish Election by Harold Enoksson
 * Die Macher by Karl-Heinz Schmiel
 * London by Martin Wallace
 * Settlers of Catan by Klaus Teuber
 * "Class Struggle" (1978) by Bertell Ollman

Course Text
Salen, K. & Zimmerman, E. (eds), The Game Design Reader: a Rules of Play anthology, MIT Press, Boston Mass 2006.

Suggested Reading

 * See Bibliography for more extensive booklist.

2nd hand copies of these books may be available on Abe Books: http://www.abebooks.co.uk

Periodical References

 * Games Studies
 * Games Journal
 * International Journal of Game Theory Journal of the Game Theory Society

Net Resources:

 * BoardGameGeek
 * TheBoardGamers
 * Little Wars (Brian Train)
 * Class Wargames
 * Ludic Society
 * Megagame Makers
 * Conflict Simulation Philip Sabin
 * Kriegspiel Radical Software Group
 * Gaming War Times Journal
 * First Steps in Board Game Design by B. J. Dodge
 * Gaming Can Make a Better World by Jane McGonigal.


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Talk:SPIR608 Political Simulations and Gaming

What about

 * Diplomacy (game) - which is a boardgame that teaches all about breaking and making of treaties
 * w:en:Rome:_Total_War, - which is very well researched roman history
 * Civilisation_(series) - which is one of many resource management/battle games

It seems to me like kingmaker is quite outdated and whilst still sort of interesting for the historic references - you might do much better these days - even if you are only looking at board games. EdwardLane (talk) 12:57, 29 February 2012 (UTC) Another game to add to the list Democracy2 which is a more abstract and the underlying assumptions (which can be modded) about economic effects of various policies are interesting. EdwardLane (discuss • contribs) 15:23, 27 February 2013 (UTC)


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SPIR608 Political Simulations and Gaming/2011

The module SPIR608 Political Simulations and Gaming will be run for the first time in 2011

Calendar (January–April 2011)
Week 1 (21st January) Lecture: Introduction to module. Game: Charles Darrow and Elizabeth Magie Phillips, Monopoly. Week 1 Discussion

Week 2 (28th January) Lecture: Politics as a game. Film: Class Wargames Presents Guy Debord's The Game of War. Game: Guy Debord, The Game of War. Week 2 Discussion

Week 3 (4th February) Lecture: Military historians and gaming. Games: Randell Reed, 1776; and Andrew McNeil, Kingmaker. Week 3 Discussion

Week 4 (11th February) Lecture: Game theory and gaming Games: TerrorBull Games, War on Terror - the board game; and Jim Dunnigan, Origins of World War II. Week 4 Discussion

Week 5 (18th February) Lecture: Cultural theorists and gaming Game: Anders Fager, Comrade Koba; and Jussi Autio, Modern Society. Week 5 Discussion

Week 6 (25th February) Game: Russell King from Serious Games, Vietnam 1955 role-playing exercise. Week 6 Discussion

Week 7 (4th March) Lecture: Game design principles: abstraction, competition & realism. Game: Harold Enoksson, 2010 Swedish Election; and Brian Train, Red Guard! Week 7 Discussion

Week 8 (11th March) Lecture: Game design principles: iteration, sociability & playability Game: Martin Wallace, London; and Klaus Teuber, The Settlers of Catan. Week 8 Discussion

Week 9 (18th March) Guided Independent Study.

Week 10 (25th March) Tutorials and play-testing of Prototype Political Simulations.

Week 11 (1st April) Tutorials and play-testing of Prototype Political Simulations.

Week 12 (8th April) Final assessment of Prototype Political Simulations.

Assessment Rationale
Two methods of assessment are used in this module: a Reflective Practical Analysis and a Prototype Political Simulation with an oral presentation.

The Reflective Practical Analysis allows the student to undertake and present a detailed analysis of four or more political simulations, and to demonstrate the capacity to understand the effectiveness of these simulations with appropriate critical insight, showing how the playing of these games has helped the student to clarify his/her own understanding of debates, methodologies and perspectives in political simulations (learning outcomes 1, 2, 3 and 4).

The Prototype Political Simulation requires the student to demonstrate his/her ability to put the theoretical insights acquired on the module into practice, to implement the best techniques in political modelling, and to explain the workings of a political simulation to an audience (learning outcomes 2, 3, 4 and 5).

Assessment Criteria
The assessment checks the development and application of the theoretical and practical skills associated with the understanding and analysis of political gaming and simulation. It does this by providing both presentation (written and oral) and game design opportunities to test different aspects of the module learning outcomes. Students are specifically required to develop and combine both theoretical and practical skills to complete this module. All elements of the assessment criteria must be attempted.

In marking the Reflective Practice Analyses, lecturers will consider:
 * extent to which the remit of the assignment has been met;
 * technical accuracy with which relevant theoretical arguments and historical analysis are met;
 * degree to which theories and concepts discussed are integrated, contextualised and evaluated;
 * range of source material used;
 * coherence of the structure and argument;
 * clarity (clear and grammatically correct use of English, including proper spelling and punctuation) with which ideas are expressed;
 * the selection and correct attribution of sources in support of an argument.

In marking the Prototype Political Simulations, lecturers will consider:
 * understanding of the subject of the political simulation;
 * comprehensibility of the rules of the prototype game;
 * effectiveness and credibility of the modelling of the chosen political conflict;
 * design and usability of the game mechanics (board, pieces, cards, etc.);
 * clarity and coherence of the overall presentation of the prototype to the class;
 * clarity of delivery (pace, audibility, etc.) when making the group presentation;
 * organisation of the play-testing of the prototype simulation;
 * observation of time limits;
 * effectiveness of responses to oral questions and discussions.

Reflective Practice Analysis: 40% of final marks
Each student will be required to keep a reflective practice analysis that identifies and assesses the experience of playing at least 4 out of the 8 political games and simulations during the course of the semester. The conclusions drawn in this analysis must be accompanied by appropriate investigation and justification. It must contain an assessment of the positive and negative features of each game with a special emphasis on its credibility and effectiveness as a model of its intended subject. This analysis should compare and contrast the different strengths and weaknesses of each of the games examined. The analysis is NOT a move-by-move record of the playing of a specific game. Instead it is a reflection on the theoretical debates and socio-historical context within which the 4 or more different games are situated. The reflective practice analysis should be at least 2,500 words long.

Prototype Political Simulation: 60% of final marks
This takes the form of a 15-20 minutes in-class presentation of the rationale for a prototype of a political simulation by an individual student or a group of students to the entire class which must include leading a play-testing of this game during the rest of the session. A 500 word background paper, submitted with the Reflective Practice Analysis, will accompany it.

Assessments: Details and Deadlines
Reflective Practice Analysis: 40% of final marks

This must be completed and placed in the assessment box in the Wells Street building on Thursday 7th April 2011. Prototype Political Simulation: 60% of final marks

The in-class assessments of these games will take place on Friday 8th April 2011. Further guidance on the structure and nature of a Prototype Political Simulation will be discussed in the Week 1 introduction to the module and the Weeks 10 & 11 tutorial and play-testing sessions. The 500 word background paper accompanying the Prototype Political Simulation must be completed and placed in the assessment box in the Wells Street building on Thursday 7th April 2011.

N.B. It is a course requirement that students publish both their Reflective Practice Analysis and their Prototype Political Simulation with its background paper on the module's Wikiversity pages. For further details, see section 12 below.

TurnItIn Details

This module requires you to submit a paper and an electronic copy of the Reflective Practice Analysis. The assessment for this module is partially marked and graded online via GradeMark. You are required to submit both a paper and electronic copy of your coursework by 6pm on the day the coursework is due. All coursework must be submitted on, or before, the deadline given by the Module Leader. Please note, work submitted after 6:00pm on the same day will be recorded as being received the next day and will therefore receive a late penalty.

You will be able to view a marking grid and brief comments via GradeMark but detailed feedback can be obtained from your module leader. If you submitted your essay late, then penalties will be noted in the comments box in GradeMark and noted on the paper copy. Please note, all marks will remain provisional until formally agreed by an Assessment Board (Academic Regulations, Section 6.20).

To register for this module, you should go to the TurnItIn website and use the class ID and password details below. Please ensure that you register for the correct seminar leader, as failure to do so may delay your feedback and release of any provisional results.

TurnItIn Website: http://www.submit.ac.uk Class ID: 243071 Enrollment Password: reisswitz

Guidance Notes for the Reflective Practice Analysis
This analysis must be in essay format, typed and be at least 2,500 words long. The assessment of the games played during Weeks 1-8 of the module should include a discussion of the following questions:

 * Is the design of the game's mechanics (board, pieces, cards, etc.) fit for purpose?
 * Are the rules of the game easy to learn and follow?
 * Is the game enjoyable and sociable to play?
 * What techniques does the game use to model its chosen subject?
 * How does the game combine abstraction and realism in its workings?
 * How accurately does the game simulate the decision-making processes faced by the real-life protagonists of its chosen subject?
 * What political lessons can people learn by playing the game?
 * How would you improve the structure and mechanics of the game?

N.B. These questions are for guidance only and must NOT be used as headings for the Reflective Practice Analysis.

Guidance Notes for the Prototype Political Simulation's Background Paper
This paper must be in essay format, typed and be at least 500 words long. It should cover these topics:
 * Brief description of the game;
 * The other games that inspired your game;
 * Identification of your game's mechanics: http://www.boardgamegeek.com/browse/boardgamemechanic
 * How play-testing improved your game.

Wikiversity course registration
Students are asked to add a link to their Wikiversity page here:
 * User:Aeffanga
 * User:Rgulami
 * User:Yewande
 * User:Pkogut
 * User:rudzko
 * User:ali11
 * User:GeorgeTok
 * User:nikkiclem
 * user:majere723
 * User:Kariba
 * User:CBennett
 * User:remi arnold
 * User:DudaMaximo
 * User:Haddisur
 * User:Ankoor


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Class algebra

There are several equivalent definitions for Class Algebra in the literature. One of them was given by the late Irving M. Copi. An equivalent definition is given here. Let C be a Mathics/class. Let ∪ and ∩ be binary operations on C and let 0 and 1 be elements of C. Then
 * (C, (∪,∩), ~, (0,1)) is_a class_algebra

if_and_only_if
 * ((C, ∪, ~, 0), (C, ∩, ~, 1)) is_a Mathics/semiclass_algebra and ((C, ∩, ~, 1), (C, ∪, ~, 0)) is_a Mathics/semiclass_algebra.

title: Class algebra


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Psycholinguistics/History and Major Theories

Language is an integral part of our society, and the way we live our lives. It is an irreplaceable aspect of every culture, and it helps make us unique as individuals. For these reasons, it is important to learn and understand the long and detailed history and theories of psycholinguistics. The works of Wundt, Gall, Lordat, Broca and Wernicke, as well as the groundbreaking discoveries that they and many others made in the field of psycholinguistics have helped pave the way for an extremely advanced knowledge on the subject.

Wundt
Wilhelm Wundt is known as the "father of experimental psychology" and the founder of the first experimental psycholinguistic laboratory in Leipzig, Germany in 1879. Wundt claimed that there is a special field of study dealing with the link between the mind and the body. Some scientific methods that had been promising in German physiology could now be applied to some issue that had been beyond the scope of experimental science. Wundt limited scientific psychology to only those inner phenomena which can be studied using the methods of objective and experimental science. Wundt used language as a means of studying the mind. He wrote at length about language acquisition, comprehension, production, sign language, and reading, all of which remain topics of interest today. Wundt developed a theory of speech production using the sentence as the unit of analysis. He thought of production as a sequential process that begins with a complete or whole thought that becomes sequentially organized and articulated. The comprehension process was the same as production, but in reverse, proceeding from sound segments to the complete thought.

Gall
Franz Joseph Gall made a notable contribution in psychology in that he helped push the hypothesis that there was localization in the brain into the mainstream. Gall was a neuroanatomist and physiologist and he came up with an idea known as cranioscopy, or what is now commonly referred to as phrenology. Phrenology, a pseudoscience, was the idea of assigning personality types based on physical characteristics. For example, a condition such as hypertelorism (the abnormal separation of organs, such as the eyes being abnormally far apart) could be attributed to homosexuality. For Gall, twenty-six or twenty-seven distinct areas, or organs, were represented on the surface of the brain. His followers increased this number, but the basic idea remained the same: Over or under development of any of these areas would, obviously, alter the shape of the skull, making it possible for a skilled bump-reader to determine the strengths and weaknesses of any particular individual's mind (Juckes, 126). This idea wasn't particularly helpful, and gave people in higher classes the idea that people were "inferior" to them based on disabilities, or other physical maladies. Nowadays, even though the idea of phrenology has been dismissed by the academic mainstream, their basic claim of localization of function in the brain has been vindicated (Clarke and O'Malley, 1968).

Lordat
Jacques Lordat was a doctor and professor of anatomy and physiology at Universite Montpellier in France. After a stroke at the age of 52, he reported that he could not get his words out. He called his problem verbal amnesia, or alalia. This was also one of the first self-reports of what we know now as aphasia. Since he was a doctor, which most likely allowed him to report in detail what he was going through. During this period, Lordat elaborated on a theory of ten acts which lead from thought to sound emission. Lordat defined alalia as a disorder of the material transformation of ideas into sounds, corresponding to impaired remembering of previous sounds stored into memory, together with a dysfunction of the syntactic organization of sounds. Lordat also insisted on the integrity of his intelligence and the preservation of his inner thinking, and did not need to speak. He eventually recovered from his aphasia, and died 45 years after his stroke, at age 97. (Neurological Disorders in Famous Artists, Part 3).

Wernicke
Karl Wernicke was an influential neuropsychiatrist and dealt with all mental illnesses that resulted from defects in brain physiology. He made major discoveries in brain anatomy and pathology, but one of his major findings was that abnormalities could be localized to specific regions of the cerebral cortex and thus could be used to determine the functions of those regions. Wernicke was one of the first to conceive of brain function as dependent on neural pathways that connected different regions of the brain, with each region contributing a relatively simple sensory-motor activity. At the time, most scientists conceived of the brain as functioning as a single organ. Wernicke also helped demonstrate dominance by either the right or left hemispheres of the cerebrum. What Wernicke is most famous for is establishing what is now known as Wernicke's area in the brain. He was examining a patient who had recently suffered a stroke, and although the man could speak and his hearing was working perfectly fine, he could not understand anything of what was being said to him, or written words. Unfortunately, the patient later died. However, once he died, he examined his brain, and found that there was a lesion in the rear parietal/temporal region of the his left hemisphere. Wernicke concluded that this region played a vital role in speech comprehension, and that region of the brain is now called Wernicke's area. Wernicke called the syndrome that the patient had sensory aphasia, however it is now known as Wernicke's aphasia. (Encyclopedia of Psychology).

Broca
Paul Broca was a French physician, anatomist and anthropologist, who worked on a whole host of topics in the medical community such as the histology of cartilage and bone, cancer pathology, the treatment of aneurysms, and infant mortality. However, Broca is most famous for his work of speech research and the role that the brain plays in speech. Broca is most well known for the establishment of the Broca's area in the brain. Broca was referred a patient by another doctor. That patient could only say one word: "tan," and henceforth was known as Tan. Tan was suffering from gangrene and was close to death. Broca invited another doctor to examine the patient, and that doctor, Ernest Auburtin, concluded that this patient, along with other patients with similar issues, should have a lesion or "softening of the anterior lobes" (Juckes). Tan died shortly after, on April 17, and the following day Broca presented Tan's brain at a meeting amongst other experts. Broca, and a few other doctors, found that Auburtin's prediction of lesions of the left frontal lobes were correct, and that part of the brain became known as Broca's area. Nowadays, a person with Tan's symptoms is deemed to have Broca's aphasia (Juckes). Essentially, patients suffering from Broca's aphasia know what they want to say but can't get it out. However, there has been recent research that has questioned the importance of Broca's area, since there are cases that have brought to light the fact that some people's speech is completely unaffected after the removal of Broca's area. More importantly, Broca has left behind an immense legacy and a footprint that will last forever in the psychological field. The discovery of Broca's area revolutionized the understanding of speech production, and more recently, lesions in that area are thought to cause stuttering and speech apraxia.

Piaget
Jean Piaget was a French developmental psychologist who played an extremely influential role in how we understand development in children. Piaget is most famous for introducing his four stages of cognitive development. The first of the four stages is the sensorimotor stage, which occurs from ages 0–2. According to Piaget, in this stage, infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical, motoric actions. Infants gain knowledge of the world from the physical actions they perform on it. An infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage (Santrock, 2010). The second stage is known as the preoperational stage, which occurs from ages 2–7. In this stage, the child learns how to use and represent ideas by words, drawings and images. They are able to do more advanced things than an infant, however thinking is still egocentric. The third stage is known as the concrete operational stage, which takes place from ages 7–11, and is known for the child's increased use of logic. Within this stage, children learns the concepts of seriation, reversibility, and eliminates the egocentric thinking that had previously been dominant. The 4th and final stage is known as the formal operational stage, which starts at around age 11 (puberty), and ends at the beginning of adulthood. The hallmark of this stage is that the child learns how to think abstractly and use hypothetical and deductive reasoning. They begin to think the way adults would think (Santrock, 2010). This theory brought a whole new light to developmental thought, and made a big impact in the field. Additionally, according to Piaget, language assists in the development of concepts for a developing child.

Carnap
Rudolf Carnap was an influential German philosopher, member of the Vienna Circle, and advocate of logical positivism. He was famous for studying language, especially the study of logical syntax. Carnap defines logical syntax as "the formal theory of the linguistic form of that language-the systematic statement of the formal rules which govern it together with the development of the consequences which follow from these rules" (Carnap, 1928). Additionally, Carnap explained that the sentences, definitions and rules of that language are concerned with the forms of that language. Carnap wondered how those sentences, definitions, and rules are to be expressed? He wondered if we needed some kind of super language in order to do that. One of this baseline questions was "is it possible to formulate the syntax of a language within that language itself" Carnap was essentially concerned with two languages: the language that was the object of his study, or investigation, which he called the object-language, and the language in which we speak about the syntactical forms of the object-language- he called that syntax language. Carnap used symbolic languages as his object-languages and he used the English language as his syntax-language, with the help of a few Gothic symbols (Carnap, 1928). Carnap was also interested in the technique of arithmetisation of syntax. This demonstrated that it was possible to reason about languages without having to adopt a meta-language distinct from the object language.

Behaviorist
In the early 1900s, after the inception of structuralism and functionalism, another school of thought was introduced called behaviorism. Behaviorists tried to establish psychology as an empirical science with all the requisite tools of the scientific method but devoid of mental constructs like mind, thought, and imagery. Famous behaviorists such as John Watson and B.F. Skinner wanted a psychology based on observable behavior, and not mental constructs. This is where behaviorism diverges from schools of thought such as structuralism. Structuralism somewhat failed because of its reliance on introspection, because we could not trust our objective skills of introspection. Behaviorism reacted against this interest in consciousness, and behaviorists said we cannot accurately measure what is subjective and is inside your head. They claimed that psychology cannot be measured as a science. According to behaviorists, if psychology, wants to be a science, it has to study fields that are measurable. They argued that they should look at behavior instead, which is what they did. Behaviorism became firmly established in America due to the work of Watson and in Russia due to the work of Ivan Pavlov, famous for his work in classical conditioning of dogs. As part of that work, Pavlov demonstrated how an originally neutral stimulus, in this case a bell, when frequently paired with a reflex, in this case salivating to meat powder, would elicit the reflective response. In the 1950s, classical conditioning was used to account for how words acquired emotional meaning. Behaviorism helped change the way experts viewed language, however that would change at the beginning of the cognitive revolution. BF Skinner, one of the first behaviorists

Structuralist
Structuralism emerged as the first school of thought. It focused on breaking down mental processes into the most basic parts. A method known as introspection was used by structuralists to understand the basic elements of consciousness. Structuralism also played a big role in linguistics. One of the preeminent structuralists, Ferdinand de Saussure, argued in his book Course in General Linguistics, (which was composed by colleagues after he died, based on notes he composed), he analyzes not the use of language but the underlying system of language. Saussure claimed that linguistic signs were made up of two parts: the first is the signifier, which is the action when somebody says or thinks of a word. The second is the signified, which is the meaning or the concept of a word. One of the most important examples of structuralism in language comes from the Prague school of structuralism, which sought to explain why and how certain sounds of a language are connected, rather than simply coming up with a list of sounds through the practice of phonemics. For example, Japanese speakers have trouble differentiating the /l/ sound from the /r/ sound, because there is no contrast of those two sounds in the Japanese language. The aforementioned Wilhelm Wundt, who is known as the father of psychology, was one of the first people to propose the ideas of structuralism. However, structuralism only found its name under one of Wundt's students, Edward Titchener, who coined the term structuralism and also described some of its main tenets. Titchener was influenced by some of Wundt's ideas about voluntarism, as well as his theories about Association and Apperception, helped form the Titchener's theories about structuralism.

Functionalist
Shortly after the school of thought in a structuralism context was founded, another school of thought came along. Started by one of the preeminent American psychologists, Dr. William James, the functionalist school of thought was based around studying what people do with language and thoughts, rather than the structure of the mind. Functionalists such as James were pragmatic thinkers and they believed that the value of knowledge depended on its usefulness. In that way, functionalists were more able to gloss over some ideas that were not entirely useful for their purposes, whereas structuralists preferred to consider everything. Functionalism was also important because it could be applied to practical problems like those children face when learning how to read. Another prominent functionalist figure, Edmund Burke Huey came up with what might now be considered a modern theory of reading from a functionalist perspective. Huey refined the use of an important laboratory device known as the tachistoscope, which was designed to present text materials very rapidly to human subject in order to record reaction time (RT). The processes underlying reading can be explained by assuming that longer RTs reflect the difficulty or complexity of the reading material. However, one flaw with functionalism was that for some people it was not enough of a rigorous science, and some changes would be made to include more scientific aspects. Dr. William James, one of the First Structuralists

Cognitive
In the past 20–30 years, a new point of view has emerged. The cognitive science school of thought is a multidisciplinary effort that integrates research from linguistics, psychobiology, artificial intelligence, cognitive psychology, and cognitive neuroscience perspectives to better understand how humans think and communicate. Cognitive neuroscience is a field of research that links the brain and nervous system to cognitive processing. Psycholinguists are currently incorporating research on language from, and contributing research to, cognitive psychology, cognitive science, and cognitive neuroscience. The cognitive and neuroscience frameworks for language have set the agenda for research in the twenty-first century. Ultimately, cognitive science became the study of how people perceive, organize, remember, and use information. Cognitive psychology and psycholinguistics converged to study how people produce and comprehend language.

Noam Chomsky
Noam Chomsky is one of the preeminent linguists, as well as scholars in the academic field today. Among the many things that Chomsky is known for, he is arguably best known for his critical review of B.F. Skinner's book "Verbal Behavior" (1957). Skinner argued for the behaviorist position, and his book was predicated by the principles of operant conditioning, developed two decades earlier during the behaviorist domination of American experimental psychology. Skinner viewed that speech was a product of operant learning processes such as reinforcement, extinction, and generalization. Chomsky however, famously, and successfully challenged Skinner's assumptions and claims. Chomsky's rationalist argument was that the potential for language was an inborn or innate mental capacity. He argued that children's patterns of language acquisition were too systematic to be the product of parents' operant conditioning. Chomsky's perspective changed how scholars defined language: the potential for language was universal and innate, not the product of operant conditioning. Infants were predisposed to acquire language with a built-in language acquisition device (LAD). Comparing these two accounts is referred to as the Skinner-Chomsky debate. Chomsky is also well known for his contributions to other parts of language, such as his book Syntactic Structures (1957), which challenged structural linguistics. His approach took sequences of words and he characterized them with a context free, formal grammar. Chomsky is also known for his theory of generative grammar, where he claimed that much of our knowledge of grammar was innate, and this innate knowledge of grammar came to be known as Universal Grammar.

George Lakoff
George Lakoff is a famous American linguist who has been a Professor at University of California at Berkeley since 1972. He is particularly famous for his work on the centrality of metaphor in the English language, as well as his writings on the embodied mind, which he has applied to the field of mathematics. In his book Metaphors We Live By (1980), Lakoff claimed that metaphors are conceptually constructed, and are central to the development of thought. According to Lakoff, the only time non-metaphorical thought is possible is when one is talking about or considering only physical reality. Another of Lakoff's famous theories is that of the embodied mind. When Lakoff says embodied mind, he means that even as we are conducting our most complex thinking and reasoning, we are still heavily relying on our lower level systems. He rejects that human thinking can be explained without first beginning at the lower level details. More recently, Lakoff has put more of his time into the political scene. He founded and ran a now defunct progressive think tank called Rockridge Institute. In a 2003 article, he explained why he believed the conservative Republicans were able to hold such a majority in the three chambers of government, Senate, House of Representatives and the White House. He believes that conservatives have spent decades carefully framing their ideas to sound appealing to voters, and building an infrastructure to communicate them. He claims that the way politicians frame words and phrases can go a long way to getting people on their side and to vote for them. http://berkeley.edu/news/media/releases/2003/10/27_lakoff.shtml. Lakoff was a colleague of Noam Chomsky's, and helped him develop his theories of grammar. However, there was a falling out between Chomsky and some his students, including Lakoff, when they disagreed over whether syntax is independent of meaning and logic. These disputes came to be known as linguistics wars.

Steven Pinker
Steven Pinker is a Canadian-American cognitive scientist, experimental psychologist, and linguist who is a Professor of Psychology at Harvard University. Pinker is known for writing a number of bestselling books, including The Language Instinct (1994), How the Mind Works (1997), and The Blank Slate: The Modern Denial of Human Nature (2002). In The Language Instinct (1994), he argues that humans have an innate capacity for language and somewhat agrees with Chomsky that there is a type of universal grammar. He also seeks to debunk certain claims about language, such as that the quality of society's grammar is declining, that children must be taught language in order to use it, and that different languages shape people's thinking in unique ways. Instead, he views language as something that has evolved in order to overcome the communication barriers that existed among early humans. He also suggests that language is instinctual and not a social construct, and as evidence he cites the fact that deaf babies can use sign language based on real grammar, as well as the fact that language develops without formal instruction or by parents trying to correct the child's grammar. He cites this as evidence for the innateness of language (The Language Instinct, 1994).

The Cognitive Revolution
The work by Noam Chomsky, and other influential experts such as George Miller at Harvard led to a revolution in psychology in which a transition began to occur from behaviorism to the cognitive perspective. This transition came to be known as the cognitive revolution. The cognitive revolution was crucial to the birth of psycholinguistics, and it turned attention away from behaviorism toward language and mental processes. Cognitive psychology became the study of how people perceive, organize, remember and use information. Cognitive psychology and psycholinguistics converged to study how people produce and comprehend language. There were a number of contributors the cognitive revolution in addition to Chomsky and Miller. In 1961, Michael Gazzaniga and Roger Sperry did very important work in studying and initiating human split-brain research. Claude Elwood Shannon and Norbert Weaver developed their information theory which involved quantifying information. Eric Lenneberg also made a contribution, in his book, Biological Foundations of Language (1967), he advanced the theory that there is a critical period of language. David Rumelhart and James McClelland came out with a book called Parallel Distributed Processing (1986), in which they made models of cognition testable by using computer based connectionist models.

Conclusion
Overall, many important people contributed to the history of psycholinguistics. Many important theories were put forth, and much progress was made regarding the understanding we have about language and how we think about it. The different schools of thought provided a framework for how thinkers shaped their thoughts and ideas. While the thinkers did not always agree with each other, there was always stimulating discussions and we furthered our knowledge of the subject as a result of these debates. Brilliant men such as Wundt, Piaget, Chomsky and many others have changed the way we think about language in a psychological context. The cognitive revolution was a time of the breakthrough of many fresh ideas that enlightened us even more. In the future, there will surely be many more breakthroughs that we have not even pondered yet.

Learning Exercises
1.The following picture displays what type of pseudoscience? Click here What are some of the main flaws of this pseudoscience, and why does it not hold water scientifically?

2. Karl Wernicke is busy examining a patient. The patient can speak and hear perfectly fine, but when Karl would ask him questions such as "what time is it?," and "what would you like to eat?," he would stare blankly at Karl, having no idea what he was talking about. Unfortunately, the patient later died. What part of the brain was affected in this patient? Also, the term widely used to describe what this patient was suffering from is Wernicke's aphasia, but what was this disability called before it was named after Wernicke?

3. 9-year-old Tommy is beginning to reason logically. He no longer thinks that if his dog is out of sight, it is gone forever. Tommy is also now able to construct objects in sequence, and is able to use reversibility. For example, Tommy can now reason that his dog is a Labrador, and his Labrador is a dog. However, he is still having some trouble with abstract thinking. What stage of Jean Piaget's "Stages of Cognitive Development" is Tommy going through? Piaget's Stages

4. Describe the major differences between the structuralist and functionalist schools of thought. Edmund Burke Huey, another prominent functionalist. How would a structuralist such as de Saussure discuss how the different elements of language relate to each other?

5. Who are some of the main actors of the cognitive revolution, and what were some of the major linguistic breakthroughs that took place during this period? Ulric Neisser, a contributor to the cognitive revolution. How did this period of analytic innovation impact the future of linguistic study?

6. Compare and contrast Rudolf Carnap's object-language and syntax-language. What was he trying to learn through studying these two different ideas?

7. Mr. Rogers knows what he wants to say in his head, but the only words he can get out are 'pancakes,' and 'oranges.' What disability is Mr. Rogers currently going through, and what part of his brain is lesioned? The Brain

8. What were some of the claims that Noam Chomsky made when challenging B.F. Skinner's famous work "Verbal Behavior"? What positions was he arguing for, and was he ultimately successful in his challenge?


text:
Mathics/is a

The is_a operator can be viewed as a binary operator which takes an Mathics/object x and a Mathics/function f and returns the value f(x). In other words
 * x is_a f = f(x).

If f happens to return a Boolean value, then x is_a f has a semantics which is related to the statement “x is an f”. In particular if the object x happens to be an algebra and the function “class_algebra” is a Boolean function that operates on algebras and returns the value true if and only if x happens to be a class algebra, then the function
 * x is_a class_algebra = class_algebra(x)

returns the value true if and only if x happens to be a class algebra. It is important to keep in mind that the is_a operator has a broader meaning that whatever the English meaning of the word is is since the function f does not need to return a Boolean value in order for the expression x is_a f to be meaningful. The expression x is_a f, by definition, takes on the value f(x) whenever f(x) is meaningful.

title: Mathics/is a


text:
Mathics/function

A Mathics/function is a computer algorithm that takes an Mathics/object in a class algebra and returns another Mathics/object in a class algebra.

Also see
Domain of a function and Range (mathematics).

title: Mathics/function


text:
Mathics/object

A Mathics/object is an element of a class algebra. Since the collection of all Mathics/functions is also a class algebra, the class of all Mathics/objects contains the class of all Mathics/functions.

title: Mathics/object


text:
User talk:Piyanut.N

Hi....This is me " Piyanut " I'm glad to meet you. ^_______^

title: User talk:Piyanut.N


text:
User talk:Methinee.P

Hello"...My name is Methinee,Nice to meet you

title: User talk:Methinee.P


text:
User:Anandsuic

AN MBA STUDENT IN SILPAKORN UNIVERSITY INTERNATIONAL COLLEGE, Enrolled in MBA International Program in 2010. It is now second semester which has been started on Saturday 8th January 2011. MASTER of BUSINESS ADMINISTRATION (MBA) INTERNATIONAL BUSINESS (International Program) In cooperation with the University of Technology Sydney (UTS), Australia for a Study Tour As university claims an MBA in International Business will help improve r business acumen by developing competencies and techniques for a fast paced career in global business management.

The modern multinational manager not only deals with traditional domestic business functions and values, but also needs to possess the necessary skills for working in an international environment. These skills are often specialist, complex and require a great deal of knowledge to understand different cultures, ethics and politics amongst others, in a challenging but rewarding career in International Business.

This program is ideal for managers already engaged in activities on an international basis, and also for those business executives who wish to develop professionally and improve promotional prospects ' User: discussions posted by Anandsuic are the current studies included in SUIC MBA International syllabus. Please do not edit. '

Second Semester includes four theories including:
 * Total Quality Management By Dr. Daniel G. Fuchs
 * Technology Exploitation By Aj. Brian Phillips
 * Finance Management By Dr. Worapong Janyangyuen
 * Macroeconomics BY Dr. Tang Zhimin

title: User:Anandsuic


text:
User talk:Supasin suic

Hi,My name is Supasin
Hello,

My name is Supasin. I am a SUIC student majoring in International Business.

Nice to meet you and hope we will have the great time entire course.

title: User talk:Supasin suic


text:
User talk:Nannapad Y

Hello I'm Nicky
Hi ^_^ My name is Nannapad Yimsrisai. You can call me "Nicky". I am a SUIC student. Have a nice day.

Nannapad Yimsrisai

title: User talk:Nannapad Y


text:
User talk:Anandsuic

 *  Macroeconomics

 * BY
 * [[File:Dr. Tang Zhimin.jpg]]
 *                        Dr. Tang Zhimin

Group Discussion

 * Group Discussions including Key Learning Points and Multi-choice questions. Key learning points cover the whole chapter giving most important contents of the topic. Multiple choice questions are to be discussed individually or in groups of couple and answer to get level of understanding and application of learnings.

Group Discussion 1.1
Key Learning Points

 * •	What does GDP measure?
 * •	What is the expenditure approach to measure GDP?
 * •	What is the income approach to measure GDP?
 * •	What is the production approach to measure GDP?

1. One method of calculating GDP is to add together:

 * a. Consumption, wages, interest, rental income, and exports.
 * b. Investment, consumption, gross profits, and net exports.
 * c. Consumption, investment, government spending, and net exports.
 * d. Wages, gross profits, net investment, and consumption.

2. Goods produced in year 1 but not sold until year 2 would:

 * a. be counted in year 2 GDP.
 * b. be omitted from both year 1 and year 2 GDP.
 * c. be counted in year 1 GDP as inventory investment.
 * d. be omitted from year 1 GDP.

3. Which of the following is investment as economists use the term?

 * a. Toyota builds an additional assembly plant.
 * b. You put money into your savings account.
 * c. You put money into your checking account.
 * d. You buy a share of GM stock.

4. Which of the following is ADDED to arrive at GDP?

 * a. The value of "free" household services provided by at-home spouses rather than a paid cook, maid, and baby sitter.
 * b. The value of unpaid-for volunteer time.
 * c. The unpaid-for services provided by the natural environment, such as breathable air.
 * d. Net exports: (value of exports - value of imports).

5. A good example of an intermediate good is:

 * a. A loaf of bread bought for home consumption.
 * b. Tires sold by Firestone to Ford Motor Company.
 * c. A used textbook sold by one student to another student.
 * d. A hamburger bought at a fast-food restaurant.

6. A new forklift sold for use in a warehouse is final goods

 * a. true.
 * b. false.

Group Discussion 1.2
Key Learning Points

 * 1) What is inflation? What is deflation?
 * 2) What is the Consumer Price Index? How is the CPI computed?
 * 3) How is the inflation rate computed?
 * 4) What is nominal GDP?  What is real GDP?
 * 5) What is nominal and real interest rate?

1. Your uncle bought a house in 1983 for $40,000 and sold it in January 1989 for $45,000. During this period the CPI rose from 100 to 121. (Assume the CPI for 1983 = 100). In constant or real dollar terms your uncle:

 * a.	Gained $5,000 on the sale.
 * b.	Gained $85,000 on the sale.
 * c.	Lost $2,810 on the sale.
 * d.	Lost $3400 on the sale

2. Nominal GDP was about $3,515 billion in 1983 and rose to $8,332 billion in 1998, during which time the price index increased from 100 to 164 where 1983 = 100. By how much did real (constant dollar) GDP increase?

 * a. $4,817 billion.
 * b. $5,080 billion.
 * c. $1,565 billion.
 * d. $1,236 billion.

3. True or False. Inflation normally increases peoples’ nominal income, but may reduce their real income.
 * a. True
 * b. False

4. The CPI (1982-84 = 100) rose from 166.6 in 1999 to 172.2 in 2000. The annual inflation rate between 1999 and 2000 was:

<p.
 * a. Indeterminate.
 * b. 5.6%.
 * c. 3.4%.

5. Suppose hypothetically that you buy a lot of food such as tofu, veggie burgers, and organic fruit that are not included in the market basket used to compute the CPI. In addition, suppose that all of these goods have become cheaper over the last year, while the overall CPI has increased by 6 percent. Then which of the following is true?

 * a. The CPI will understate the negative impact of inflation on your purchasing power and standard of living.
 * b. The CPI will still accurately state the negative impact of inflation on your purchasing power and standard of living.
 * c. The CPI will overstate the negative impact of inflation on your purchasing power and standard of living.
 * d. None of the above.

6. The formula used to compute the consumer price index has in its numerator:

 * a. The current year market basket multiplied by the current price.
 * b. The base year market basket multiplied by the base year price.
 * c. The base year market basket multiplied by the current price.
 * d. Next year’s market basket multiplied by next year’s price.

Group Discussion 1.3
Key Learning Points
 * •	What is the unemployment rate?
 * •	What is full employment?
 * •	What is frictional unemployment?
 * •	What is structural unemployment?
 * •	What is seasonal unemployment

1. When a discouraged job seeker gives up and stops looking for a job, the unemployment rate:

 * a. Remains unchanged.
 * b. Drops.
 * c. Rises.

2. Suppose the economy is strong and growing, Matt is a skilled worker, and Matt quits a job with the XYZ Corporation in order to look for more rewarding employment. Matt would be

 * a. Counted as cyclically unemployed.
 * b. Included in the economy's "hidden employment."
 * c. Counted as still being employed.
 * d. Counted as frictionally unemployed.

3. Assume the population is 100; 54 people have jobs and 6 people are unemployed. The unemployment rate is:

 * a. 6/54 = 11.1%.
 * b. 6/60 = 10%.
 * c. 6/100 = 6%.
 * d. None of the above.

4. True or False. Full employment means that the unemployment rate is zero.

 * a. True
 * b. False

Group Discussion 2.1
Key Learning Points
 * What is a business cycle? What are the phases of a business cycle?
 * What is the aggregate demand curve?
 * What is the aggregate supply curve?
 * According to Keynes, what will a shift in aggregate demand do?
 * What is the Classical view of the aggregate supply curve?
 * What determines the business cycle?
 * What is cost push and demand pull inflation?

1. Which of the following is associated with peaks in the business cycle?

 * a. Relatively high levels of unemployment.
 * b. Recessions.
 * c. Relatively low levels of unemployment.
 * d. Both a. and b. above.

2. All of the following are sources of cost-push inflation except:
 * a. An increase in workers wages unmatched by productivity gains.
 * b. A decrease in worker productivity.
 * c. An increase in raw material prices.
 * d. An increase in worker productivity.

3. When inflation occurs following a right-ward shift in the AD curve, its called:
 * a. cost-push inflation.
 * b. Selfish inflation.
 * c. Conspiratorial inflation.
 * d. Demand-pull inflation.

4. The vertical range of the AS curve is known as the:
 * a. intermediate range.
 * b. Classical range.
 * c. Keynesian range.
 * d. Supply-side range.

5. A leftward shift in the aggregate supply curve will, ceteris paribus, cause:
 * a. inflation and more output.
 * b. deflation and less output.
 * c. inflation and less output.
 * d. deflation and more output.

6. ___________ inflation can be explained by an ___________ shift in the aggregate __________ curve.
 * a. Demand-pull, inward, demand.
 * b. Cost-push, outward, supply.
 * c. Demand-pull, outward, supply.
 * d. Cost-push, inward, supply.

7. A drop in the price of crude oil would, ceteris paribus, shift aggregate supply to the left.

 * a. True
 * b. False

8. Which of the following will NOT cause the aggregate demand curve to shift?
 * a. a change in government spending.
 * b. a change in expectations.
 * c. a change in net exports.
 * d. a change in the overall price level.

9. An increase in aggregate demand, when the economy is operating in the vertical range of the aggregate supply curve will:

 * a. cause only inflation.
 * b. increase real national output.
 * c. will increase both prices and output.
 * d. deflation.

Group Discussion 2.2
Key Learning Points

 * •	What is a discretionary fiscal policy?
 * •	What is Expansionary fiscal policy or Contractionary fiscal policy?
 * •	With is spending multiplier & its relationship with MPC
 * •	What is the formula for the tax multiplier?
 * •	What is the balanced budget multiplier?

1. If the government wished to shift the AD curve to the right by $100 billion, assuming an MPC of 0.8, it should:

 * a. increase government spending by $20 billion.
 * b. decrease government spending by $25 billion.
 * c. Decrease government spending by $20 billion.
 * d. Increase taxes by $20 billion.

2. In the ____________ range of the aggregate supply curve, expansionary fiscal policy that causes aggregate ____________ to increase will lead to a higher price level and a higher equilibrium level of real GDP.

 * a. Keynesian, supply.
 * b. Classical, demand.
 * c. Intermediate, demand.
 * d. Intermediate, supply.

3. If the MPC is 0.8 the sizes of the government spending and tax multipliers, respectively, are:

 * a. 5 and –4.
 * b. 5 and –5.
 * c. 4 and –4.
 * d. None of the above.

4. The most appropriate fiscal policy that the government might use to combat a recessionary gap is:

 * a. Decreasing G.
 * b. Increasing T.
 * c. Decreasing G and T by equal dollar amounts.
 * d. Increasing G or cutting T.

5. Suppose inflation is a threat because the AD curve will increase by $600 billion. If the MPC is 0.75, federal policy maker could follow Keynesian and restrain inflation by:

 * a. decreasing tax by $600 billion.
 * b. decreasing transfer payment by $200 billion.
 * c. increasing tax by $200 billion.
 * d. increasing government spending by $150 billion.

Group Discussion 2.3
Key Learning Points

 * •	What is an automatic stabilizer?
 * •	What is a budget surplus or deficit?
 * •	What is supply side fiscal policy?
 * •	What is the Laffer Curve?

1. Supply-side policy suggests that if we __________ taxes of workers, the _______________ labor will increase, causing equilibrium wages to ________.

 * a. Raise, supply of, decrease.
 * b. Cut, supply of, increase.
 * c. Raise, demand for, increase.
 * d. Cut, supply of, decrease.

2. Automatic stabilizers create _____________ during recessions from things like increased government spending on welfare and unemployment insurance, and reduced tax revenues, and create ____________ during peak growth periods of the economy from things like reduced government welfare spending and increased tax revenues.

 * a. Fiscal stimulus, fiscal contraction.
 * b. Fiscal stimulus, fiscal stimulus.
 * c. Fiscal contraction, fiscal stimulus.
 * d. Fiscal contraction, fiscal contraction.

3. Supply-side macroeconomic policy is based on the idea that a right shift in the aggregate supply curve will both increase real GDP and the overall price level.

 * a. True
 * b. False

4. The Laffer curve is based on the idea that if the tax rate is sufficiently high, then raising it even more will actually reduce total tax revenues. According to Laffer, this happens because the growing tax rates reduce economic activity at an even faster rate.

 * a. True
 * b. False
 * 5. Which of the following is not an automatic stabilizer?
 * a. Defense spending
 * b. Unemployment benefit.
 * c. Personal income tax.
 * d. Welfare payment

Group Discussion 3.1
Key Learning Points

 * •	What is money? What is fiat money?
 * •	What is cash (currency), narrow money & broad money?
 * •	What is fractional reserve banking?
 * •	What are required reserves and required reserve ratio? What are excess reserves?
 * •	What is the deposit multiplier? What is it equal to?

1. Fiat money is?

 * a. Money used to purchase a car made in Italy.
 * b. Money that can be redeemed in some precious metal.
 * c. Money that has no intrinsic value.
 * d. The new currency used by the Common Market nations.

2. Based on the balance sheet shown, if the reserve ratio is 20%, the ABC bank has excess reserves of

 * a. $7,000.
 * b. $5,000.
 * c. $12,000.
 * d. $3,000.
 * e. zero.

3. Following the above question, the ABC bank could prudently expand its loans by a maximum of

 * a. $35,000.
 * b. $5,000.
 * c. $12,000.
 * d. None of the above.

4. ____________ plus ______________ plus _____________ equals _____________.
 * a. Total deposits, loans, required reserves, excess reserves.
 * b. Loans, required reserves, excess reserves, total deposits.
 * c. Required reserves, total deposits, excess reserves, loans.
 * d. Excess reserves, loans, total deposits, required reserves.

5. Floyd takes $10,000 in cash from selling a Treasury bond to the Fed and deposits it in his checking account at First Bank. First Bank holds $1,000 in reserve and lends out $9,000 to Wilbur, who deposits this $9,000 in his checking account at Second Bank. What is the total money supply so far in this question?

 * a. $19,000.
 * b. $10,000.
 * c. $9,000.
 * d. $1,000.

6. Floyd takes $10,000 in cash from selling a Treasury bond to the Fed and deposits it in his checking account at First Bank. Assume the reserve ratio to be 10%. What is the maximum money supply could be created?

 * a. $19,000.
 * b. $10,000.
 * c. $190,000.
 * d. $100,000

Group Discussion 3.2
Key Learning Points

 * •	What is monetary policy?
 * •	How monetary policy may affect inflation and GDP?
 * •	What are open market operations?
 * •	What is the discount rate?
 * •	What is a required reserve requirement?

1. When the BOT sells bonds, you can expect

 * a. banks’ reserves to increase, money supply to increase, interest rates to fall.
 * b. banks’reserves to increase, money supply to increase, interest rates to rise.
 * c. banks’reserves to decrease, money supply to decrease, interest rates to fall.
 * d. banks’ reserves to decrease, money supply to decrease, interest rates to rise.

2. If at prevailing interest rates the quantity of money demanded is $2 trillion, and the supply of money is $1.5 trillion, then which of the following is true?

 * a. There is a shortage of money, and consequently interest rates must fall in order to achieve an equilibrium in the money market.
 * b. There is a surplus of money, and consequently interest rates must fall in order to achieve an equilibrium in the money market.
 * c. There is a shortage of money, and consequently interest rates must rise in order to achieve an equilibrium in the money market.
 * d. There is a surplus of money, and consequently interest rates must rise in order to achieve an equilibrium in the money market.

3. If the BOT reduces the discount rate, which of the following are most likely to result?

 * a. The money supply shifts outward, and equilibrium interest rates fall in the money market.
 * b. Investment declines, causing the aggregate demand curve to shift inward to the left, reducing equilibrium real GDP and thus slowing the economy.
 * c. Investment rises, causing the aggregate demand curve to shift outward to the right, increasing equilibrium real GDP and thus accelerating the economy.
 * d. Both a. and b. above are correct.
 * e. Both a. and c. above are correct.

4. Suppose that the current money market equilibrium features an interest rate of 5 percent and a quantity of $2 trillion. Suppose that at a 6 percent interest rate, the quantity of money demanded is $1.5 trillion, while at a 4 percent interest rate it is $2.5 trillion. If the Fed does an open-market purchase of $50 billion, and the money multiplier is 10, what will be the new money market equilibrium?

 * a. An interest rate of 6 percent and a quantity of $1.5 trillion.
 * b. An interest rate of 5 percent and a quantity of $2 trillion.
 * c. An interest rate of 4 percent and a quantity of $2.5 trillion.
 * d. None of the above.

5. Which of the following best describes the Keynesian cause-effect chain of an easy or expansionary money policy?

 * a. An increase in the money supply will lower the interest rate, increase investment spending, and increase real GDP.
 * b. An increase in the money supply will raise the interest rate, decrease investment spending, and decrease real national income.
 * c. A decrease in the money supply will raise the interest rate, decrease investment spending, and decrease real GDP.
 * d. A decrease in the money supply will lower the interest rate, increase investment spending, and increase real national income.

Group Discussion 4.1
Key Learning Points

 * What is the balance of payments?
 * What is current account and capital account?
 * What is BOP surplus or deficit?

 * What is the balance of trade?

1. FILL IN THE BLANK: The balance of trade is the value of a nation's ______________________.

 * a. Goods and services exports plus goods and services imports.
 * b. Goods exports subtracted from goods imports.
 * c. Goods imports subtracted from goods exports.
 * d. Net goods imports plus net capital inflows.

2. TRUE OR FALSE: It is possible for the balance of trade to be deficit, and the current account to be surplus.

 * a. True
 * b. False

3.	If U.S. buyers purchased $500 billion of foreign goods and foreign buyers purchased $400 billion of U.S. goods, the U.S. balance of trade would be:

 * a. deficit of $100 billion.
 * b. surplus of $100 billion.
 * c. surplus of $400 billion.
 * d. none of the above

4. Which of the following is not included in the current account?

 * a.	Exports of goods.
 * b.	Imports of goods.
 * c.	Capital inflow and outflow.
 * d.	Unilateral transfers.

5. The purchase of Thai assets by foreigners is a:

 * a.	capital inflow.
 * b.	capital outflow.
 * c.	current account deficit.
 * d.    unilateral transfer

Group Discussion 4.2
Key Learning Points

 * What is an exchange rate?
 * What can cause a currency to change value?
 * What is depreciation or appreciation of a currency?

1. If the overall price level in Europe rises much more than in the U.S., ceteris paribus, this will cause:

 * a. The dollar to weaken relative to the Euro.
 * b. The dollar to appreciate relative to the Euro.
 * c. The Euro to appreciate relative to the U.S. dollar.
 * d. None of the above.

2. FILL IN THE BLANKS: If there is bilateral currency trade between Japan and the U.S., then as the supply of U.S. dollars on the world foreign exchange market ______________, the price of a dollar in terms of Japanese yen will __________.

 * a. Increases, fall.
 * b. Decreases, fall.
 * c. Increases, increases.
 * d. Decreases, stays the same.

3. If American tastes shift in favor of Japanese goods, ceteris paribus, what will happen to the value of the dollar relative to the value of the Yen?

 * a. The dollar will weaken or depreciate.
 * b. The dollar will strengthen or appreciate.
 * c. The Yen will depreciate and the dollar will appreciate.
 * d. None of the above.

4. Which of the following would cause a decrease in demand for euro by those holding US$?

 * a. Inflation in France but not in USA.
 * b. Inflation in USA but not in France.
 * c. An increase in the real interest rate in France above those in USA.
 * d. None of the above.

Group Discussion 4.3
Key Learning Points

 * •	What is the regime of fixed exchange rate and managed float?
 * •	How is a BOP surplus or deficit adjusted under the float or managed float exchange rate regime?
 * •	How depreciation or appreciation of a currency may affect BOP of a country?

1. The exchange rate regime in Thailand now is:

 * a. Fixed exchange rate.
 * b. Pure float rate.
 * c. Managed float rate.
 * d. None of the above.

2. TRUE OR FALSE: under the fixed rate system, a BOP deficit may lead to depreciation of Thai Baht.

 * a. True
 * b. False

3. FILL IN THE BLANK: under the fixed rate system, a BOP surplus may produce _________________ in the foreign exchange reserve of Thailand.

 * a. An increase.
 * b. A decrease.
 * c. no change.

4. True or False. Under the float rate system, a BOP deficit may lead to depreciation of Thai Baht.

 * a. True
 * b. False

5. Which of the following would necessary happen if Thailand has a float rate system and it has a BOP deficit?

 * a. Its foreign exchange reserve would decrease.
 * b. Its foreign exchange reserve would increase.
 * c. Thai baht would appreciate.
 * d. None of the above.

6. A “strong” dollar:

 * a. Benefits everybody in the U.S.
 * b. Harms U.S. exporters, but benefits U.S. consumers.
 * c. Benefits U.S. exporters, but harms U.S. consumers.
 * d. All of the above are correct.

7. Suppose the exchange rate changes so that fewer Japanese yen are required to buy a dollar. We can conclude that

 * a. The yen has depreciated in value.
 * b. US citizens will buy fewer Japanese imports.
 * c. Japanese will demand less U.S.exports.
 * d. None of the above.

Group Discussion 5.1
Key Learning Points

 * •	What is free trade and what are the arguments for free trade?
 * •	What is protectionism and what are the arguments for protectionism?
 * •	What is specialization?
 * •	What is absolute advantage and comparative advantage?

1. FILL IN THE BLANK: Absolute advantage is the ability of a country to produce a good with _________________ than another country.

 * a. A lower opportunity cost.
 * b. A higher opportunity cost.
 * c. Fewer resources.
 * d. More resources.

2. True or False. A country is said to have a comparative advantage in a particular good if it can produce that good at lower opportunity cost than other countries.

 * a. True
 * b. False

3. Which of the following statements best describes the results of moving from protectionism to free trade?

 * a. Everyone, both producers and consumers, benefits.
 * b. Everyone, both producers and consumers, are harmed.
 * c. The nation as a whole benefits, however, workers and owners of nonlabor factors of production in import-competing industries are harmed.
 * d. Nobody is really affected very much.

Group Discussion 5.2
Key Learning Points

 * •	What is a tariff barrier and non-tariff barrier?
 * •	What are investment barriers?
 * •	What is liberalization in international trade
 * •	What is liberalization in investment
 * •	What is the role of WTO?
 * •	Explain different stages of regional integration and their contribution to liberalization

1. How is a tariff different from a quota?

 * a. A tariff sets a limit on the quantity of a good that my be imported, while a quota is a tax on an import.
 * b. A tariff and a quota are different words for the same thing.
 * c. A tariff is a tax on an import, while a quota sets a limit on the quantity of a good that may be imported.
 * d. None of the above are correct.

2. Which of the stage of regional integration is ASEAN?

 * a. Free trade area.
 * b. Customs union.
 * c. Common market.
 * d. Economic Union

3. EU is complaining about the export subsidy US government

 * a. Because companies in EU would be better off with lower priced imports
 * b. EU would most probably charge the countervailing duty on the US export.
 * c. EU would most probably charge the anti dumping duty on US export.
 * d. EU would most probably set a quota ion US export

4. Based on which fact we may conclude France and Germany are in the economic Union?

 * a. Because both countries have a same tariff against Japanese export.
 * b. Because the tariff rates between the two countries are very low
 * c. Because there is a free movement of labor between the two countries.
 * d. Because both countries are using the Euro

 * 5. One example of the MFN principles of WTO is:

 * a. Thailand has the ”Early Harvest Program” with China
 * b. Thailand has the ”Treaty of Amity and Economic Relation” with USA
 * c. Thailand is a part of AFTA.
 * d. Thailand has reduced the tariff rate against China when it joins the WTO

6. A foreign tourist has to pay a higher price at a gate of resort in Thailand. This is a case of:

 * a. Local content requirement in tourism industry
 * b. Ownership limit in tourism industry
 * c. Entry barrier in tourism industry
 * d. Non national treatment

7. Thailand used to require Toyota use the components in Thailand in making the cars. This is a case of:

 * a. Local content requirement in automobile industry
 * b. Ownership limit in automobile industry
 * c. Entry barrier in automobile industry
 * d. Non national treatment

-- Anand Lanjewar 10:54, 26 February 2011 (UTC)

title: User talk:Anandsuic


text:
User talk:Er.avitesh

 Hello Er.avitesh, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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title: User talk:Er.avitesh


text:
User talk:Ebrooks~enwikiversity

 Hello Ebrooks, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:01, 9 January 2011 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Ebrooks. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ebrooks~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:06, 19 April 2015 (UTC)

title: User talk:Ebrooks~enwikiversity


text:
User talk:Pbrower2a

 Hello Pbrower2a, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:01, 9 January 2011 (UTC)

title: User talk:Pbrower2a