The password for your online exam is: unitedThe link for the online exam is in the Step 1 folder and you should have opened it in a new tab before you begin this test.Instructions:Before you begin your exam, hold up all sheets of paper you will be using to the camera to show that there is nothing written on it. If your instructor allows the use of formula sheets or a handheld calculator, please hold these up to the camera as well.Enter the password found above into the online exam tab open in Step 1 and complete the exam. Once completed, hold up each completed sheet of paper to the camera.Answer the True/False question below and proceed to the next question.DO NOT SUBMIT OR CLOSE YOUR TEST before answering all the questions.Question:I have completed and submitted my online exam and I have held up all my sheets of paper (front and back) to record an image of them on the camera.

How does the iconography of warfare and conquest in ancient Egyptian art, such as the Nine Bows and bound captives motif, reflect the Egyptian perception of the outside world and foreign peoples, and how does it serve as a tool of propaganda and statecraft?

How did the 25th Dynasty Kushite rulers establish control over Egypt after their conquest? 

For the last two questions of the exam: Please pick just two of the ‘Free Choice’ question sets from the list below. Copy and paste the entire set of questions into the answer box, then respond to each part of that question set. Each is worth 1/3 of your midterm grade. You will enter your answers into text boxes below.   Free Choice – Question Set One During his trial, Socrates uses a metaphor of a gadfly attached to a horse as a way of expressing some of his views about the value of philosophy. In your own words: (i) Describe how Socrates engaged in philosophy, and how that got him in trouble with the law.  (ii) Briefly describe then decode the gadfly metaphor. Explain what each element of the metaphor is meant to represent.  (iii) Interpret the metaphor. What does this metaphor reveal about Socrates’ view about the value of philosophy? Justify your answer with reasons. (iv) Do you agree with Socrates’ view of the value of philosophy? Why or why not?   Free Choice – Question Set Two In “The Value of Philosophy” Bertrand Russell argues that those that do not see the value of philosophy, whom he calls ‘the practical people,’ have the “wrong conception about the ends of life” p.89 In your own words: (i) Explain what Russell means by ‘ends of life’ here. (ii) Describe the practical person’s view of the ends of life, and explain why on this view, philosophy would not be valuable. (iv) Explain what Russell believes is the flaw with this view of the ends of life. (v) Describe what is, according to Russell, the correct view about the ends of life, and why that view supports the claim that philosophy is valuable. Justify your answer with reasons.   Free Choice – Question Set Three In “Education and Democratic Citizenship,” Martha Nussbaum argues that public schools should be helping their students become ‘citizens of the world’. In your own words: (i) Describe just one of the three skills or traits that Nussbaum believes are characteristic of a good citizen. (ii) Can taking philosophy courses help students cultivate the characteristic you described? Why or why not? (iii) Explain one way in which Nussbaum would agree with either Socrates’ or Russell’s view about the value of philosophy. Be sure to justify your answer with reasons. (iv) Explain one way in which Nussbaum would disagree with either Socrates’ or Russell’s view about the value of philosophy. Be sure to justify your answer with reasons.   Free Choice – Question Set Four As I presented it, René Descartes considers several ‘levels of doubt’ in Meditation One. For instance, he considers the possibility that you might be dreaming. In your own words: (i) Explain the argument. Why should you believe it is possible that you are dreaming right now?  (ii) If he is right (and you might be dreaming), which beliefs would that possibility cast into doubt? Give two examples. Explain why this skeptical possibility calls each of those beliefs into doubt.  (iii) Which (if any) of your beliefs can you still be certain of, even though it is possible that you are dreaming? Give an example if you can.* Explain why this skeptical possibility does not call that belief into doubt. NOTE: * This question is only about what he says in Meditation One… so you should not discuss any of his examples of knowledge from Meditation Two. Just focus on his discussion of dreaming from Meditation One.    Free Choice – Question Set Five In Meditation Two, we find perhaps the most famous argument in all of philosophy: Descartes’ Cogito Argument. In your own words: (i) Describe the argument. (ii) Explain as fully as possible what this argument means,  (iii) Explain what Descartes believes this argument reveals about the philosophical view named Skepticism.  (iv) Do you believe Descartes argument was successful? Why or why not?   Free Choice – Question Set Six The threat of Skepticism looms large to this day, though its shape has changed over the years. Likely as a result of Descartes’ arguments, those who once would have been ‘Global’ Skeptics are now ‘External World Skeptics’. Philosopher G.E. Moore had a clever refutation of their view. In your own words: (i) Explain what ‘Global Skepticism’ and ‘External World Skepticism’ (henceforth EWS) are. (ii) Describe G.E. Moore’s ‘proof’ against EWS. (iii) Explain why this seemingly silly argument is actually quite clever–explain what is really going on in his argument.  (iv) Are you convinced by his argument? Why or why not?   Free Choice – Question Set Seven One of our most powerful tools for generating knowledge is science. In his article, “The Problem of Induction,” Bertrand Russell argues that there is, well, a problem with induction. That problem casts doubt on all of our scientific knowledge. In your own words: (i) Explain what induction is, (ii) Explain Russell’s argument that there is a problem with induction. (iii) Explain why if Russell is right and there is a problem with induction, that this would cast doubt onto much of our alleged scientific knowledge. (iv) Do you agree with Russell that the Problem of Induction calls that body of knowledge into doubt? Why or why not?

This is a file upload question. Please hand-write your solution in a piece of paper, take a picture and upload your file (or send me through Canvas Inbox or at haruko.muratainouye@chaffey.edu). Typed answers will not be accepted!   Suppose a consumer has a choice between onions and apples. If Ponion = $2 and Papple = $3, and the consumer budget is $17,  answer the following: Total and marginal utility for onions and apples Units MUonion MU/Ponion MUapple MU/Papple 1 10 5 2 8 4 3 2 3 4 2 2 5 1   2   Complete the table above finding the marginal utility per dollar for both onion and apple. Make sure to show your work for at least one cell! Find the utility maximizing choice for this consumer. Remember to show your work and justify your answer. You won’t receive credit if you only provide the final answer!

Based on the figure above, complete the sentences correctly! The monopolist chooses the output level where [option1]. It then decides what price to charge by looking at the [option2] it faces. If the [option3] is the overall shaded box, where the width of the box is the quantity sold and the height is the price, the bottom part of the shaded box, which is shaded more lightly, shows the [option4]. The larger box minus the smaller box of [option5] will equal [option6]. Since the price charged is [option7] average cost, the firm is having [option8].

It is true of me that I never learned to play violin.  Why would the Compatibilist insist, however, that I could play violin?

What belief was the Buridan’s Ass thought experiment meant to disprove?

“The Puzzle of Not Making a Difference” was the name I gave to the observation that we sometimes act as if some of our individual actions are extremely morally important, even when it does not make a difference whether we do them or not. One example I gave was my own insistence to recycle every single can I use–even when the effect of recycling one can is so small that it really does not matter. Which best expresses my response to the objection that although recycling a single can may not matter, a lifetime of recycling would add up to a significant amount of material recycled, and would thus make a difference?

What was my criticism of the Threshold Solution?