An Exposition and Evaluation of Descartes' Arguments for the Claim Essay

An Exposition and Evaluation of Descartes' Arguments for the Claim that the Mind is not Identical to the Body - Essay Example According to Descartes: â€Å"It is true that I may have (or to anticipate, that I certainly have) a body that is very closely joined to me. But nevertheless, on the one hand, I have a clear and distinct idea of myself, in so far as I am simply a thinking, non-extended thing; and on the other hand I have a distinct idea of body, in so far as this is simply an extended, non-thinking thing. And accordingly, it is certain that I am really distinct from my body, and can exist without it.† (54) From the argument above, Descartes is trying to say that he has a â€Å"clear and distinct† idea of himself and at the same time, he has a â€Å"clear and distinct† idea of body. He therefore concludes that his having a clear and distinct idea of himself serves as enough proof that the mind exists, and that his having a clear and distinct idea of body directly implies that his body exists separately from the mind, and is therefore different from it. It is also interesting to no te that his clear and distinct idea of himself is â€Å"simply a thinking, non-extended thing† and how he perceives the body is â€Å"simply an extended, non-thinking thing.† This therefore brings us to the idea that Descartes’ argument of separation of the mind from the body, or of the body from the mind, is simply based on the matter of extension and capacity to think. Descartes therefore, in making the distinction between mind and body, does not consider the other qualities of the mind except its capacity to think and its not being extended, and he also therefore does not take into consideration the other qualities of the body except its lack of capacity to think and its being extended. Therefore, by simply emphasizing the non-extendedness and thinking capacity of the mind, and by equally emphasizing the extendedness and thinking incapacity of the body, Descartes now sees the distinction between the body and the mind. There might, however, be some objections regarding this. First, Descartes may have failed to take into account that by emphasizing the distinction between the mind and the body, it does not follow that one can say that the mind is not identical to the body. The fact that one can be perceived distinctly from the other cannot therefore guarantee that one is not identical to the other. Of course, Descartes may be correct at this, but still there is a possibility that he may be perceiving only the different qualities of just â€Å"One Thing.† It therefore could be possible that this â€Å"One Thing† may simply have the attributes of thinking and non-extension at times, and those of non-thinking and extension at other times. Descartes then may have made a mistake by equating such distinct qualities as qualities of two distinct objects (body and mind), when in fact they can simply be distinct qualities of one object. Second, Descartes’ clear and distinct perception of the mind and the body cannot guarantee t hat mind and body are different from each other because it is possible that Descartes’ perception may be subjective or impaired. Descartes was only human and, human as he was, he may not have been that accurate in perceiving such a â€Å"clear and distinct† mind and a â€Å"clear and distinct† body. How sure is Descartes in the whole of the Meditations that what he is actually perceiving is the mind or the body, and how sure is he that the mind remains thinking and non-

Globalism and increased Essay Example for Free

Globalism and increased Essay With the current trends that prevails within societies, globalism and increased connectedness has brought about considerable advantages for people to move and transfer from one destination and culture to another. The patterns then of ethnoscapes transcend to create better means for analyzing the role of individuals in the socialization process. Seeing this, such dynamics then becomes crucial as it shapes the dynamics of the social realm by tapping into social networks, connections, and brings about a new definition and meaning on how people perceive reality and the physical boundaries that bind people together. Applying the principle of ‘ethnoscape’ in my artwork, it can be argued that it seeks to complement the themes provided by the term. In particular, the two females in the picture demonstrate the connections and scope of how the process can be applied in the way people view the world today and its associated realities (Nowakoski, p. 1). The two females then justify the existing perspectives of how one can now transcend over common boundaries and become vital instruments in the development of an ‘ethnoscape’. To better understand this transition, it is first important to look at the woman in the background and determine her relevance of how the term ‘ethnoscape’ is applied. Here, it can be argued that the symbolism of the woman facing backwards and in fetal position exemplifies the relative constraint felt by people to move. There are specific boundaries that bind the woman to exhibit herself and become a vibrant individual in her own right. This analogy can then be related to the trends of the past, where common ideas of nation and government are dictated by the sovereignty and geographical proximities and boundaries of a given land. Here, the meaning of location and place denotes not where the people are but rather the particular standards and norms that derive the place as is (Nowakoski, p. 1). These constraints in meaning then emanate in the woman as she herself feels enclosed with what she has. In addition, she has a fixed boundary that is mandated by the location she is in. On the other hand, the foreground picture of the naked woman demonstrates the liberation from the traditional meanings of place and territory. Here, she portrays the idea of today’s ethnoscape where one is liberal and free to choose wherever she wished to go. In a way, this creates appropriate features as it allows the formulation of what she really wants. These in turn are not limited to the idea that she can only create networks via the use and application of place but rather transcend over territories and debunking the meaning and control that place-based networks have over individuals (Nowakoski, p. 1). Overall, the artwork is a depiction of a woman’s transcendence from the common boundaries dictated by location to a more connected and opens means to create networks and affiliations. Here, the idea of ‘ethnoscape’ becomes applied as it showcases the ability of the woman to recognize her abilities and not limiting her roots to mainly the geographical and land boundaries that bind people together. Work Cited Nowakoski, Pete. Transnationalism and Globalism. 1996 accessed 9 August 2010 from, http://english. emory. edu/Bahri/transnationalism. html

English Language A Chief Medium Of Communication English Language Essay

English Language A Chief Medium Of Communication English Language Essay According to Encarta on line, the English language is the chief medium of communication of people in the United Kingdom, the United States, Canada, Australia, New Zealand and South Africa. Since the middle of the 20th century, English language has become widespread around the world. It is often considered the world language. English in South Africa is mainly learned as a means to gain access to knowledge in various fields. THEORETICAL CONSIDERATION AND THE PROBLEMS OF READING SKILL Theoretical considerations in this research, comprises problems of reading skills in first additional language. Lado (1996:159) states that: consider learning to read in foreign language as grasping meaning in the language through its written symbols. Similar views were echoed by Gritter (1977:245) when he equated reading to direct communication from the printed page to the readers mind. The central theme of this study was that reading skills seemed to lose its value due to numerous problems and lack of motivation in reading at schools. Different challenges, such as educators being not well trained in facilitating reading skills; lack of support systems; illiteracy; poor socio-economic; interference of L1 and first additional language; learners environment; and technological systems, seem to hinder the progress and development of reading skill. In the economic sector, employers found that many African job applicants were unable to read and to fill in English application forms. Since there are few native speakers of English in Limpopo Province, Lebowakgomo Circuit in particular, English literacy is limited. Insufficient training in reading skills on the part of teachers. Blame for poor reading result was laid on lack of effective reading instruction on the part of educators. Carlson (1972:32) supports this thus; public schools have been blamed for not having strong programme of organized phonics and lack of instruction in the decoding of sounds the letters represent. The researcher agrees that educators are the cornerstones of reading skill activities. As such, they needed intensive in-service training in order to practise their duties effectively and improve on poor reading results. Devine et al.; (1987:254) confirmed that there is a general agreement among teachers and students that the reading sections are responsible for the high failure rate. The researcher agrees that lack of instruction in the decoding of the sounds is the main explanation why many disadvantaged learners are retarded in reading. It is also the reason for high illiteracy rate among both the young and adults in South Africa, and Limpopo Province in particular. Owen (1992:97) noted that teachers were aware of the limitations of their childrens reading performance in global terms. However, decisions, about the most effective remediation strategies to deploy in particular cases have been hampered by the lack of training. The socio-economic status of the subjects According to Johnson (1992:158), Low Socio-Economic Status in a previous cultural setting was not necessarily associated with low achievement. That is, according to the records, some learners from Low Socio Economic Status perform well in reading L2. They sometimes out shines learners from High Socio Economic Status. The problems in assessment of reading skills in secondary schools Assessment is an important aspect which is viewed as a tool to measure strength and weakness of the learners. It is used as an extrinsic and intrinsic motivation to learners, so that they read more during their spare time. Educators give learners a sense of recognition through reading skill assessment. Assessment helps educators to assess a learners reading skill to make informed decisions about what or where to stress when teaching the learner to read. According to Farr (1970:1), most evaluation programs in reading education are too limited. In assessing the abilities of students, teachers to place more emphasis on the results of standardized reading tests and fail to consider such learners, behaviour as what learners read, attitude toward reading and use of reading to search for answers to personal problem. The research questions include reading attitude. They refer to feelings that results in learners particular approach to reading. Attitude influences the desire to read. Conley (1992:89) states that positive reading attitudes are essential for success in any content area, negative attitudes accompany reading failure. Alexander Filler (1976) add that, when students have favourable attitudes towards reading, they tend to increase in achievement and they read more. The word assessment should mean more than obtaining test scores from learners, it should be seen as a value to what it assesses, and that is challenges in reading first additional language. Reading skill against technology. The other goals of this study are to find if there is a predictable relationship between technological systems and time spent on voluntary reading. The researcher believes that technological system challenges the development of reading skill in a positive and negative way. He enjoys the support of other scholars, such as, Mangieri et al., (1982:172), who maintain that many children today do not enjoy reading in their spare time and seldom choose to read when other activities are available to them. Moreover, Sunday Times (21 May 2006:8) agrees with this statement by stating that, Television viewing has become the predominant leisure of youngsters. Some 77, 4% of them watch TV three or more times a week. The researcher will investigate if this picture portrays is what is happening in the Lebowakgomo Circuit. May (1986:262) also add that, at home, reading frequently competes with the omnipresence of television and its titbits of instant culture and its instant action. May (1986:262) continue to say that, numerous studies have shown that the average elementary child watches television more than we would like him/she to. He continues to say that, one of the reasons why pupils do not do much reading outside the school is that television provides tough competition for books. The researcher also observed that most children are watching television until late in the evening. This tendency was observed during the fifteen years of democracy. It is because after the 1994 elections, having electricity at home was a right not a privilege. This includes rural, semi-rural and urban area in Limpopo Province. As such, some rural learners had the opportunity of having television at their homes. Most of urban area learners move from television viewing to computer games, which is equally a waste of their time. All this leisure happens at the cost of reading their books. Beard (1988:7) supports the statement when he notes that competing activities such as television viewing and home computers are edging out the habit of reading. The problems of relationship between L1 and first additional language reading The cultural aspect or context of reading infers that the educator and learner understand the basic knowledge of their mother tongue: that is, the histories, literature, current world position and changes involving their native languages. These aspects show the importance of the learners background knowledge. This view is supported by Lado (1996:5) who argues that: theoretically, in reading a language, it would mean sharing of a culture in order to be able to appreciate fully the works in the target language. The extent to which reading a language entails reading of a culture would be determined by the purpose for which language was being studied. In South African, there is a national agreement that it is better to learn first in ones native language, in order to build on what has been learned naturally about reading in L1. The advantages of using a childs native language as a bridge in transitional situations are self-evident. It builds on what children know, that is, their home language. Their own language is learned naturally using their own cognitive framework. This will promote their self-esteem, because it accepts what is an integral part of them. It makes them comfortable during the difficult transition of learning to read in first additional language. Mitchell Myles (1998:13) support the above view by saying that everyday observation tells us that learners performance in a second language is influenced by the language that they already know. Pronunciation bears traces of their first language. SPECIALISTS/SCHOLARS OPINIONS ON THE CONCEPT OF READING. The researcher wanted to find out what other researchers and theorist say about reading. What is reading? According to the editor, Horton, and writer, Good Acre (1990:120), this is the most difficult and complex question to answer, and, to some extent, it depends on who is asking the question. There are different kinds of reading. They are, namely, Skimming, Search Reading, Browsing, Careful Reading and Independent Reading. The researcher was interested in doing research on of Careful Reading and Independent Reading. It is because careful reading is associated with reading text, story books and other instructions. Independent Reading helped learners to develop Our lives and environments are surrounded by different kinds of information. Some information is read from the books, newspapers, magazines, instructions from the medications and road signs. Robert (1996:1) points out that reading can make us more aware of our world and more aware of ourselves. It can stretch our imagination and deepen and enliven our experience. It can provoke us to think by challenging our assumptions. Bearne (1998:48) argues that reading is a social and cultural process where not only homes and classrooms play their part, but larger institutions and cultural influence such as governments and the media contribute to what being a reader involves. Bearne views reading as an interactive process that brings meaning to the text that you read. Shelly (1986:50) says that experts agree that reading is not simply a hierarchically arranged set of sub-skills easily taught and tested, but that it is a complex skill requiring the coordination of a number of interrelated sources of information. Shelly (1986:50) further says reading is viewed as the foundation of learning and the key to success in school. The researcher wants to agree with Shelly because if the learners reading skill is well polished, he or she will have minimal problems in coping with content subjects as far as reading is concerned. Grolier (1979:28) argues that reading has to do with the process of attaching meaning to certain written symbols. As the word meets the eye, the reader is stimulated to make a mental picture of the action meaning. The symbols awaken meaning that is already in the mind of the reader. Neil (1988:28) adds that reading is creative, what any reader derives from the printed page is not exactly what some other readers would get or even what the author had in mind. It means that the interpretation of text will always differ from other readers perspective, due to different context, home language and other factors. Carlson (1972:6) found that men of perception and ambition quickly realized that, the art of reading was the lever to free themselves from the bonds of ignorance and gain status in the society. Reading was the basic skill that ought to be mastered by all as the key to sustain an economically self sufficient and effective citizenship. Encyclopaedia (Q-R Vol.16:10) notes that the main goal of education is to teach people to read. Reading is one of the principal ways of transmitting a culture of learning from one generation to another. The failure to read can keep people away from full participation in their society. Devine et al., (1987:2) state that reading is a multifaceted, complex and interactive process that involves many sub-skills and types of readers as well as text variables. Everything about the readers background, especially culture specific knowledge and experiences, are relevant to successful reading and comprehension. Wepner et al., (1988:160) assert that reading is a constructive process, reading must be fluent, strategic, it requires motivation. Reading is a continuous developing skill. A truly top-down approach to L2 reading has been advanced in 1979. The following: Steffensen, Joag-dev Anderson, (1979); Carrell (1981, 1982); Carrel and Eisterhold (1983); Johnson (1981, 1982); and Hudson (1982) agree that top-down L2 reading not only views the reader as an active participant in the reading process; making predictions and processing information, but everything in the readers prior experience or background knowledge plays a potential role in the process. Robert (1996:1) says reading can make us more aware of our world and ourselves. It can stretch our imagination and deepen and enliven our experience. It can provoke us to think by challenging our assumptions. It can help us make sense of our lives and our world by providing us with explanations that relate what we see, hear, think, and learn. It can enrich our understanding of issues that affect our world and lives. The ability to read in first additional language with understanding is an important skill in our modern society. We need to bring together the relevant challenges of reading to build a comprehensive theory of reading. THEORIES OF READING The researcher discusses theories and theoretical frame work of reading skill. The reading theories, their principles and functions will be discussed in details. Larsen (1991:222) states that a theory is more or less formal, more or less explicit, synthesis of what is known at a given point in time about some natural phenomenon, such as factors involved in L2 reading. Theories of reading view reading as cognitive activity which largely takes place in mind. Three types of reading theories are, namely, bottom-up, top down and interactive. The brief explanation of theories is as follows. Top-down theory of reading Goodman (1982) says it is the level at which the reader starts with a general idea or schema derived from previously acquired knowledge and uses this schema in perceiving and interpreting graphic cues. Everything in the readers prior experience or background knowledge plays a potential role in the process of reading L2. The reading text; genre, socio-cultural, general world and linguistic knowledge code of the learner, are included in the background knowledge. Interactive theory of reading True reading involves perception of meaning at different levels. Interaction process is the interaction between bottom-up and top-down levels. When the reader starts with the perception of graphics, but as soon as these are recognized as familiar, schemata derived from both linguistic knowledge of the world in general are brought into play. According to Conley (1992:54), good readers combine knowledge they already possess with information in texts and with feature of the context in order to construct meaning. This is interacting among reader, the text and the context. Patricia (1987:24) confirms that reading is an interactive process between the reader and the text. It has been recognized by Goodman (1967, 1971) Kolers (1969) Smith (1971). It is only recently that the interactive view of reading has been acknowledged in L2 reading. L2 reading was viewed as a decoding process, a reconstruction of the authors intended meaning via recognizing the letters and words, and building up a semantic representation of the texts meaning from the smallest textual units at the bottom to the largest at the top. Bottom-up theory of reading Bottom-up is processes were graphemes are forming words, words forming sentence, sentences forming paragraphs. Devine et al., (1987:24) explain that, early work on L2 reading, by Rivers (1964, 1968); Plaister (1968), Yorio (1971), assumed a rather passive, bottom-up view of L2 reading. Reading was viewed primarily as a decoding process, a reconstructing of the authors intended meaning via recognizing the letters and words, and building up a semantic representation of the texts meaning, from the smallest textual units at the bottom to the largest at the top. Devine (1987:177) states that linguistic schema is the knowledge of the letters and the corresponding sounds; both alone and in cluster, and the ability to predict through the knowledge of syntax, the word or words that will follow, example, phonics, grammar, and letter recognition. Ralenala (2003:54) believes that because of poor language proficiency, learners tend to use bottom-up processing strategies that, in turn, cause them to disregard the context relevant to a coherent interpretation of text. CONCLUSION In conclusion, the above- mentioned theoretical framework of challenges of reading and assessment skills ranges from different concepts. It looked into different writers views on reading, discussed why reading assessment in first additional language is important, covers L1 and first additional language interference. It touched on theories, interdependent systems and strategies that play an important role in reading. In order to promote positive and realistic expectations of first additional language reading, educators should know as about their learners existing knowledge and capabilities of reading in English. Everything in the readers prior experience or background knowledge plays a critical role in the process of reading first additional language.

Political Knowledge and Civic Engagement Essay -- Socioeconomic Status

The economic level also strongly effects on if young people have computer or not; also to have DSL or router for internet service also depending on how much money you have. B. K. L. Genova and Bradly S. Greenberc, 2006 indicated that the population with higher socioeconomic status their trends to political information a faster rate than lower status segments, so that the gap in knowledge between them trends to increase rather than decrease Age effects how University students rate credibility in online news and the students found online news more credibility than old media (Bucy, 2003),. Delli Carpini & Keeter, 1996 young people with high levels of education have higher political knowledge and civic engagement (Delli Carpini & Keeter, 1996). Speech researchers in this field have indicated that socio-economic status is another factor in assessing political knowledge and civic engagement, especially income; consequently, those with greater incomes are more engaged both civically and politically activities, and they are much more knowledgeable about politics issues than other groups with low income status (Delli Carpini & Keeter, 1996, p. 215; Schlozman & et al., 1999, p. 433). but the negative correlation between exposure to political comedy shows and age according to (Xiao Xia cao.2008, p, 56) in his study about the moderating effects of age and education in exposure to political comedy shows and its relation with political knowledge in 2000&2004 primary election campaigns in America but he found positive relationships between education " young people with high degree education more than lower level of educated " in political knowledge and political participation. Indeed, regarding the gender issue, the Internet allows the expr... ...g access to news and gaining information. Instrumental sites such as search engines, social contacts through e-mail, blogs, and Facebook, as well as the discussion of taboo topics are just some of the uses; along with entertainment, sports, and search for moral guidance and religious advice through religious websites (Bunt, 2009; Hofheinz, 2005; Abdulla, 2007 in Dominika and Sisler,210.p.3). -in Egypt and according to the Central Agency for Public Mobilization and Statistics the young people age (15-29) years as 2008 statistical were (35.5) million as (33.31%) of the total population and the gender ratio among Egyptian young people 103 males per 100 females; whereas the number of Internet users from young people (376.2) million (8.60%) men and (2.39%) women, this mean Men more likely to use and access the internet than women and this maybe for cultural reason .

Writing your Story

Today's society, the media has succeeded in brainwashing the world . Things like, â€Å"Thin is in† â€Å"fat is out†, â€Å"eat this†, † your beautiful if you look like this†, the list goes on and on. From the media, to weight loss company, magazine articles and cosmetic lines, they all want women to take their advice because of course they know what's best for you as a woman, right?Self-esteem, according to an article on the United States Small Business Administration (SABA) website entitled, â€Å"Self Esteem,† is appreciating one's own worth ND importance and having the character to be accountable for oneself and to act responsibly toward others. It Is a confidence and satisfaction In oneself, and an absolute necessity (2001, pig. 1). The article also states that â€Å"nearly 1/3 of all Americans suffer from low self-esteem† (pig. 1).The media, specifically women's fashion magazines, is increasingly being held for the self-esteem epi demic that plagues' our society. In almost every woman's fashion magazine such as Ell, Cosmopolitan, and Glamour are advice articles on dating and sex, weight loss and beauty. In fact, the subtitles for these articles are on almost every cover of every issue of these publications. However, these same magazines consistently put thin, attractive women on the cover of their magazines as well.Studying how these advice columns in women fashion magazines affect women will determine how often and to what extent women rely on these articles, therefore assisting in understanding the role communications and its mediums have on society. Women's fashion magazines demonstrate how a woman should look and act and therefore have been criticized for Dolling the thin, attractive female. An article In the Journal of Family and analysis of body related content in Girl Zone,† in essence states that mainstream women's fashion magazines make physical appearance out to be the most important aspect of a woman.The problem is that these magazines use the thin, attractive women in their magazines without explaining to the reader that the pictures have been airbrushed and therefore are presenting â€Å"fake idols†. Women's magazines have always have always had a large effect on women's actions, mainly by indirectly dictating the role a woman should have in society. The easiest way this can be done is by publishing advice columns that â€Å"teach† women how to keep a man and how to â€Å"look beautiful†.Today's women's fashion magazines, such as Vogue, Cosmopolitan, and Mademoiselle not only affect women, but also young girls. An article entitled â€Å"Narrative analysis of sexual etiquette in teenage magazines† found in the Journal of Communication discusses the messages teen magazines send to young women about social and cultural norms for sex and sexual relationships (Garner, Steer & Adams, 1998). The study suggests teen magazines teach women to accept men for who they re and to change themselves so that men will desire them. The authors explain that â€Å"the rhetoric of sexual etiquette encourages young women to be sex objects and teachers of interpersonal communication rather than lovers, friends, and partners. Young women are being taught to subordinate self for others and to be contained† (pig. 59). Being a woman in today's' society is tough. You have to try to be something that you are not, and unless you can afford the latest diet plan, newest makeup line, or latest fashion trend you will be left behind.It would make more ensue to promote self-worth and happiness, but that would be too easy, and how can companies capitalize and make money from you being happy with yourself? They cannot. So to make you feel like something is wrong with yourself, they have come up with way on how to improve yourself so that you can learn to accept yourself, and so will others. Not to say that all magazines are alike, because they are n ot, but for the most part they want you to see and do things the way they see best, and if you don't, then society will not accept you and neither will anyone else.

GMAT IR Essays

GMAT IR Essays GMAT IR Essay GMAT IR Essay From each drop-down menu, select the option that creates the most accurate statement based on the information provided. 31 A . The percent increase in the total number of Internet users from 2002 to 2007 was 31 B. The number of Internet users per 100 people increased by approximately from 2000 to 2010. 32, On Days 1 through 4 of a recent week, Product X was out of stock at Retailer R. Day 1 shoppers are those shoppers who came to Retailer R on Day 1 of that week seeking Product X. For each of the first 3 days of that week, the graph shows the subsequent behavior of all Day 1 shoppers who came to Retailer R seeking Product X on that day. Shoppers at Retailer R who purchased a different item in lieu of Product X paid an average of 30% more for the item. From each drop-down menu, select the option that creates the most accurate statement based on information provided. AAA. % of Day 1 shoppers returned to the store on Day 3. BIB. Shoppers at Retailer R who purchased substitute items from other manufacturers on Day of the total all Day 1 shoppers would have paid had each of them been able to purchase Product X on Day 24 33, The graph depicts the per-person dietary intake of foods in 4 categories for the people of Nation X for the years 1909 through 2000. : A decline in consumption in all 4 categories strongly suggests an overall food shortage rather than a simple change in dietary pattern. From each drop-down menu, select the option that creates the most accurate statement about food consumption in Nation X based on the information provided. AAA. The graph suggests that Nation X most likely experienced a food shortage shortly before the year BIB. For the year that the total dietary intake of carbohydrates was lowest, the per- errors intake of carbohydrates was approximately times the per-person intake of dietary fiber. 5 The graph shows the estimated year-end population for the 3 most populous territories in Nation X in 5 selected years. The estimated year-end population of Nation X was in 1990 and 2010. AAA . The increase in the estimated year-end population of Territory C from 1990 to for approximately of Nation X over the same period. % of the increase in the estimated year-end population BIB. In 2010, the estimated total year-end p opulation of the 3 territories was of the estimated year-end population of Nation X. 5. Rock varnish is typically rich in iron and manganese, with the presence of manganese due to bacteria on the surface of the rock. Because the bacteria would not survive on the surface of rocks in the colder, continuously frozen, reaches of Antarctica, scientists were not surprised to discover that rock varnish in the Thiele Mountains area of Antarctica consists only of limonite, a form of oxidized iron. This had penetrated from the surfaces of the rocks into the cracks. However, although moisture is essential to the movement of limonite, snow has not melted in 6 the Thiele Mountains in recent times. Indicate which statement in the table the given information most strongly suggests is true, and the statement that the given information most strongly suggests is false. Make only two selections, one in each column. AAA BIB True False o Moisture is required for the presence of significant amounts of manganese in the environment. Moisture is not required for the presence of significant amounts of manganese in the c When temperatures in a continuously frozen location increase to above freezing, racks in rocks there begin to take in rock varnish containing significant amounts of manganese. Rock varnish that is especially rich in iron is mostly found in extreme cold. Manganese is unable to penetrate into cracks in significant amounts. Temperatures on rocks in the Thiele Mountains were above freezing at some point in the past. 28 39, 29 41, 42, 31 43 . Professor A: The aid industry should begin to limit its efforts to spending on primary schools in the poorest areas, providing medicines and other basic supplies for health care such as mosquito nets, and to a few key agricultural initiatives. Professor B: Much education work has been ineffective. A village or town with poor schooling may be better off getting a road than a teacher. Once local farmers can transport produce to market they will be willing to pay for schools-and to make sure the schools succeed. Suppose that the professors statements express their genuine opinions. Select statements (1) and (2) as follows: Professor A would likely disagree with (1) and Professor B would take (2) to present logical support for (1). Select only two statements, one per column. 43