Questiоn 1:Reаd the scenаriо belоw cаrefully. Apply course concepts about grading, extra credit, college functions, and fairness to analyze the situation. Your response should identify relevant ethical issues, explain which arguments from the course material apply, and recommend a course of action with justification. If you're unsure about a concept, explain your reasoning as best you can. Partial credit is available for thoughtful attempts. (400-500 words)Professor Williams teaches an upper-level Economics course. She learns that students from wealthier backgrounds in her class have been hiring private tutors who essentially teach the entire course content one-on-one, giving these students a significant advantage. To level the playing field, she considers offering extra credit opportunities that don't require outside resources—things like attending free campus lectures, completing reflection assignments, or participating in study groups she organizes. Critics argue this doesn't solve the fundamental problem and creates new fairness issues.Your task: Would this extra credit policy address the inequality problem or create new problems? Apply course concepts about systematic injustice, fairness in extra credit, and alternatives to extra credit in your analysis.Day 1 ResponseThe problem with this solution is that the opportunities are for extra credit. Most, if not all, would agree that if Professor Williams were to offer these to her students without extra credit being attached that they would be acceptable solutions. The wealthier students do not receive extra credit for tutoring, rather, they understand the material to a better degree and as such, are able to receive better grades. The simple solution then, is to offer tutoring to all students, as this would mean that every student has the same opportunity. If Professor William's logic is "achieve fairness by making everyone who wants/needs tutoring attend tutoring" then certain workarounds must be used. First, the student would then have to show understanding through the class's assignments. If a student fails to perform to a certain academic level, for the sake of argument I will say a B grade average, then the teacher can make the tutoring sessions/recordings mandatory non-graded assignments; this way, the students that understand the content from class lectures alone, or are already being tutored/learning themselves would not need to change their method. The underperforming students would be able to then receive the help they need to do better in the class. This method can also help the sorting function as no extra credit is achieved meaning that the abilities of the students are as shown. This would also help the students learn to realize when they need help and how to get that help, which is useful for jobs, especially for jobs that have big risk if the person does not know what they are doing and just blindly acts hoping for the best.Question 2:Instructions: Choose ONE of the following prompts. Take a clear position, construct your best argument for that position, anticipate the strongest objection someone could raise, and respond to that objection. Then consider whether there's a remaining weakness in your position and address it. If you're unsure about a concept, explain your reasoning as best you can. Partial credit is available for thoughtful attempts. (400-500 words)Option A: The Priority QuestionPrompt: From society's perspective (not just as a student or future employee), should colleges prioritize their sorting function (identifying and certifying capable students) or their educating function (developing student abilities)? Take a position and defend it. Then anticipate and respond to the strongest objection to your view.Day 1 ResponseColleges should prioritize their educating function with the sorting function being a bonus of it. The students at the college should have their academic abilities and understanding improve while at the college, the classes should be there to educate them further on the topic that the class is about. Then, their improvement over the semester from the class would be reflected showing which students are competent without further education. Grades will still exist, and the sorting function will still be present, but the primary focus will be educating the attending students. "However, focusing on the educating function will result in the people who are competent not receiving their credit, as they would not have a way of showing their potential to employers without needing time, that is often not available, to showcase their understanding and competence."Additional Question for Day 2: You argued that Professor Williams should offer mandatory (non-graded) tutoring for underperforming students rather than extra credit, and that this preserves the sorting function while addressing inequality. But consider this variation: What if the inequality isn't just about access to tutoring, but about deeper preparation gaps? The wealthy students may have had better high schools, test prep, study skills training, and years of academic advantages that tutoring alone can't overcome in one semester.If mandatory tutoring can't fully close these gaps, your solution might still result in systematic sorting by wealth rather than actual academic competence. Would you then support grade adjustments (like extra credit) that compensate for these background inequalities? Or does maintaining the "pure" sorting function require accepting that some capable students will be sorted as less capable due to factors beyond their control? In 150-250 words, explain whether your framework can handle this deeper inequality problem, or whether it reveals a tension between your commitment to both fairness and accurate sorting.
Whаt is the mаin functiоn оf the endоcrine system?