shivashx6

Fallacies and Advertising Analysis

You will closely analyse an advertisement using our knowledge of fallacies and advertising. This analysis will take the form of a report.

Your report should be in full sentences and paragraphs, and should follow the same headlines as the rubric:

-          Opening Summary

-          Advertisement Overview

-          Target Market

-          Advertising Concept and Fallacies

-          Closing Summary

 its the a viedo about starbucks ad which link i pasted under 

Advertisement video to use in report:      

You can find data on the consumer price index (CPI) on the Bureau of Labor Statistics web- site, www.bls.gov/cpi/home.htm. Tables of historical data can be formatted to provide either levels of the index or changes in the index (i.e., the rate of inflation). Construct a table of annual inflation rates since 1913. When did the USA last experience a year of deflation (i.e., falling prices)? Find the inflation rate in the latest year. Now log on to www.bloomberg.com, and on the first page find a measure of the short-term interest rate (e.g., the 2-year rate). Use the recent level of inflation to calculate the real interest rate. Consider the case of Herbert Protheroe, who in 1920 was an eligible bachelor with an income of $2,000 a year. What is that equivalent to today?

Question #1 - Example D: June, midnight and overcast.  Asphalt pavement at temperature 18oC and cloud with a base temperature of 2oC. (2.5 marks)

Solve the equations to determine an answer for EXAMPLE  D:        

Q         = Click or tap here to enter text.   W m-2

aQ       = Click or tap here to enter text.   W m-2

M out    = Click or tap here to enter text.   W m-2

M in      = Click or tap here to enter text.   W m-2

Rn        =  Q - aQ - Mout + Min = Click or tap here to enter text.   W m-2

Question #2 - Example E: December, midday, cloudless and very dry so that downward long wave radiation (Min) is insignificant.  A newly snow covered surface at a temperature of -5oC. Assume a value of Q = 350 W m-2 (2 marks).

Solve the equations to determine an answer for EXAMPLE  E         

Q         = Click or tap here to enter text.   W m-2

aQ       = Click or tap here to enter text.   W m-2

M out    = Click or tap here to enter text.   W m-2

M in      = 0  (given)   W m-2

Rn        = Q - aQ - Mout + Min = Click or tap here to enter text.   W m-2

Question #3 - Using the net radiation formula and the data collected outside, compute the net radiation over the grass covered surface (2.5 marks)

Calculations based on the Outside Data:

Mout=36.3 degree celsius

Min= 8.3 degree celsius

Over Grass:

Q           =  Click or tap here to enter text.   W m-2

aQ       =  Click or tap here to enter text.   W m-2

M out    =  Click or tap here to enter text.   W m-2

M in      =  Click or tap here to enter text.   W m-2

Rn        =  Q - aQ - Mout + Min = Click or tap here to enter text.   W m-2

Question #4 - Using the net radiation formula and the data collected outside, compute the net radiation over the concrete sidewalk. (2.5 marks) 

Over Concrete:

Q          =  Click or tap here to enter text.   W m-2

aQ       =  Click or tap here to enter text.   W m-2

M out   =  Click or tap here to enter text.   W m-2

M in     =  Click or tap here to enter text.   W m-2

Rn        =  Q - aQ - Mout + Min =  Click or tap here to enter text.   W m-2

imporant info( 30.2 degree celsius)

sky=13.3 degree celsius)

Question #1 - Example D: June, midnight and overcast.  Asphalt pavement at temperature 18oC and cloud with a base temperature of 2oC. (2.5 marks)

Solve the equations to determine an answer for EXAMPLE  D:        

Q         = Click or tap here to enter text.   W m-2

aQ       = Click or tap here to enter text.   W m-2

M out    = Click or tap here to enter text.   W m-2

M in      = Click or tap here to enter text.   W m-2

Rn        =  Q - aQ - Mout + Min = Click or tap here to enter text.   W m-2

Question #2 - Example E: December, midday, cloudless and very dry so that downward long wave radiation (Min) is insignificant.  A newly snow covered surface at a temperature of -5oC. Assume a value of Q = 350 W m-2 (2 marks).

Solve the equations to determine an answer for EXAMPLE  E         

Q         = Click or tap here to enter text.   W m-2

aQ       = Click or tap here to enter text.   W m-2

M out    = Click or tap here to enter text.   W m-2

M in      = 0  (given)   W m-2

Rn        = Q - aQ - Mout + Min = Click or tap here to enter text.   W m-2

Question #3 - Using the net radiation formula and the data collected outside, compute the net radiation over the grass covered surface (2.5 marks)

Calculations based on the Outside Data:

Over Grass:

Q           =  Click or tap here to enter text.   W m-2

aQ       =  Click or tap here to enter text.   W m-2

M out    =  Click or tap here to enter text.   W m-2

M in      =  Click or tap here to enter text.   W m-2

Rn        =  Q - aQ - Mout + Min = Click or tap here to enter text.   W m-2

Question #4 - Using the net radiation formula and the data collected outside, compute the net radiation over the concrete sidewalk. (2.5 marks) 

Over Concrete:

Q          =  Click or tap here to enter text.   W m-2

aQ       =  Click or tap here to enter text.   W m-2

M out   =  Click or tap here to enter text.   W m-2

M in     =  Click or tap here to enter text.   W m-2

Rn        =  Q - aQ - Mout + Min =  Click or tap here to enter text.   W m-2

With reference to the Net Radiation Equation, answer the following questions.

1. By examining the values for each of the four terms in the net radiation equation, explain why more energy is available at the surface over water (Example B) than at the surface over land (Example A). Hint, look at Q, aQ, Mout and Min. Which are different between Example A and Example B? What makes them different? (2 marks)

Click or tap here to enter text.

1. Why, at midday in June, is the water temperature at Example B lower than that of the land at Example A? In answering, consider the demonstration using the sand and water filled beakers and the heat lamps performed during the lab, and Strahler_Text_Figure_4.18.pdf (found in the Assignment 1 folder on Brightspace). (2 marks)

Click or tap here to enter text.

1. In Example A, the net radiation is used to heat the asphalt pavement. What is it used for in Example B? (Hint, only a small percentage is used to heat the water!) (2 marks)

Click or tap here to enter text.

1. Compare Examples C and D. Which will be the warmer night? Briefly explain, using your results from the net radiation equations. (2 marks)

Click or tap here to enter text.

1. Consider Example E. Will the bright sunshine cause the snow to melt? Briefly explain your answer using the results from the net radiation equations. (2 marks)

Click or tap here to enter text.

Global Perspective

Navigate to the following NASA website on Net Radiation:

Read the short description for the map series on the page.

Press the ‘play’ button on the left-hand side of the image and the movie will progress through data from 2006 until the most recent data in 2022. The area in orange indicates the region of positive net radiation, whereas the area in purple indicates the area of negative net radiation.  Watch the area covered by the orange and purple areas. Think about what is happening to create this pattern?

In the movie bar under the graphics that shows the progression of the images, you are able to slide the orange circle in the white bar (left or right) to select a specific month during the year. Slide the orange circle so you are looking at the data for January 2016.

1. Which location would have the highest net radiation loss in January? (1 mark)

1. North Pole (90oN)
2. South Pole (90oS)
3. Equator (0o)

Click or tap here to enter text.

1. Why would that location identified in the question above have the highest net radiation loss in January? (1 mark)

Click or tap here to enter text.

Now move the slider to July of 2016

1. Which location would have the highest net radiation gain in July? (1 mark)

1. Ushuaia, Argentina (54oS)
2. Miami Florida, USA (25oN)
3. Libreville, Gabon (0.4oN)
4. Reykjavik, Iceland (64oN)

Click or tap here to enter text.

1. Does the Niagara Region have a positive or negative net radiation gain in July? (1 mark)

1. Positive
2. Negative

Click or tap here to enter text.

1. When averaged over the entire year, the poles have which of the following? (1 mark)

(click the corresponding checkbox for your answer)

1. Net energy deficit
2. Net energy surplus

Click or tap here to enter text.

With reference to the Net Radiation Equation, answer the following questions.

1. By examining the values for each of the four terms in the net radiation equation, explain why more energy is available at the surface over water (Example B) than at the surface over land (Example A). Hint, look at Q, aQ, Mout and Min. Which are different between Example A and Example B? What makes them different? (2 marks)

Click or tap here to enter text.

1. Why, at midday in June, is the water temperature at Example B lower than that of the land at Example A? In answering, consider the demonstration using the sand and water filled beakers and the heat lamps performed during the lab, and Strahler_Text_Figure_4.18.pdf (found in the Assignment 1 folder on Brightspace). (2 marks)

Click or tap here to enter text.

1. In Example A, the net radiation is used to heat the asphalt pavement. What is it used for in Example B? (Hint, only a small percentage is used to heat the water!) (2 marks)

Click or tap here to enter text.

1. Compare Examples C and D. Which will be the warmer night? Briefly explain, using your results from the net radiation equations. (2 marks)

Click or tap here to enter text.

1. Consider Example E. Will the bright sunshine cause the snow to melt? Briefly explain your answer using the results from the net radiation equations. (2 marks)

Click or tap here to enter text.

Global Perspective

Navigate to the following NASA website on Net Radiation:

Read the short description for the map series on the page.

Press the ‘play’ button on the left-hand side of the image and the movie will progress through data from 2006 until the most recent data in 2022. The area in orange indicates the region of positive net radiation, whereas the area in purple indicates the area of negative net radiation.  Watch the area covered by the orange and purple areas. Think about what is happening to create this pattern?

In the movie bar under the graphics that shows the progression of the images, you are able to slide the orange circle in the white bar (left or right) to select a specific month during the year. Slide the orange circle so you are looking at the data for January 2016.

1. Which location would have the highest net radiation loss in January? (1 mark)

1. North Pole (90oN)
2. South Pole (90oS)
3. Equator (0o)

Click or tap here to enter text.

1. Why would that location identified in the question above have the highest net radiation loss in January? (1 mark)

Click or tap here to enter text.

Now move the slider to July of 2016

1. Which location would have the highest net radiation gain in July? (1 mark)

1. Ushuaia, Argentina (54oS)
2. Miami Florida, USA (25oN)
3. Libreville, Gabon (0.4oN)
4. Reykjavik, Iceland (64oN)

Click or tap here to enter text.

1. Does the Niagara Region have a positive or negative net radiation gain in July? (1 mark)

1. Positive
2. Negative

Click or tap here to enter text.

1. When averaged over the entire year, the poles have which of the following? (1 mark)

(click the corresponding checkbox for your answer)

1. Net energy deficit
2. Net energy surplus

Click or tap here to enter text.

1. Short Response1.Use the All-Item Consumer Price Index on the Statistics Canada website (baseyear=2002) to respond to the following questions. Specifically look at Table 18-10-005-01.1Assume that all prices are provided in Canadian dollars, and show your work.(5%each)(a) In 1955, a two-story detached house, with a large lot, in downtown Toronto (DavisvilleVillage) sold for$30,000. How much is this in 2020 dollars?(b) In 1954, the average family income in Canada was$4,136. How much is this in 2020dollars?(c) You manage a Toronto hedge fund from 2000 to 2010. Over this period of time, youmake your clients a 10% return on their money. For example, someone who invested$100,000 with you in 2000 has$110,000 in 2010. Is this performance good, when adjustedforinflation?(d) In 2002, the average spot price of silver was$4.60. In 2020, the average spot pricehad risen to$20.69. By how much percent has the price of silver risen from 2002 to2020, when adjusted for inflation?2(e) In 1950, an expensive date cost$10. How much would this be in 2020 dollars?(f) Boomers often complain about Zoomers and Millennials being spoiled and lazy. Atypical Boomer may say something like, “When I was in university, my summer job paidfor the tuition.” In 1975, Canadian tuition was$551. How much is this in 2020 dollars?1See here:              
2.  2.In the future, “you will own nothing and you will be happy.”Jack is a lowly office worker in 2030, and represents the typical consumer. He onlyspends his money on three items: his daily food cube (which provides all of the necessarymacronutrients and calories for the day in the palm of your hand!), Uber rides, and renton his 250 square foot apartment (which is sometimes used as a meeting space and lovehotel).Jack’s annual consumption is 365 food cubes, 600 Uber rides, and 12 rental payments.Let2029be the base year, and assume that the CPI for 2030 is 150.Year Price of Food Cube Price of Uber Ride Price of Rental Payment2030$15$30$6652031$20$40$1,0002032$25$40$3,3302033$30$35$10,000(a) Calculate the CPI for 2031, 2032, and 2033. Show your work.(15%)(b) Now let 2030 be the base year. Calculate the CPI for 2031, 2032, and 2033. Showyour work.(15%)3.Suppose that the United States and Canada both use a gold standard, so that eachunit of currency is backed by a fixed amount of gold. This means, in practical terms,that whenever someone goes to the bank or a government exchange window, that theycan demand gold in exchange for their cash.Briefly explain how this would affect each of the following situations.(5% each)(a) The exchange rate between Canada and the United States (i.e. how many Canadiandollars can be exchanged for an American dollar).(b) Inflation in the United States over the long-term.(c) Long-term business planning in Canada.(d) Saving decisions in the United States.4.In each of the following cases, explain clearly how the CPI might misrepresent changesin consumer prices (Commodity substitution bias, Introduction of new goods, or Un-measured quality changes). In each case, speculate as to whether CPI overstates orunderstates consumer expenses.(5% each)(a) By 1990, expensive personal computers became a common expenditure in consumers’baskets. However, some governments were still calculating the consumer’s basket usinga 1975 survey.(b) Between 2007 and 2015, there were significant improvements in smartphones.(c) Compared to 1970, households in 2015 took more vacations.(d) Food quality has deteriorated over time, even as consumers purchase the sameamount.5.Is each of the following situations an example of structural, frictional, or cyclicalunemployment? You do not need to explain your answer. (2% each)2            
3.  (a) All nations of the world enact strict anti-pornography laws,3causing a permanentreduction in demand for OnlyFans.(b) In the spring and summer, university graduates enter the labour force to seek work.(c) Robot physicians, programmed with medical guidelines, replace human physicians.(d) The 2008 financial crisis led to massive layoffs in the financial industry.(e) A number of Chad doctors, lawyers, and professors quit their jobs to seek work inagriculture.46.Use the data below to answer the ensuing questions. Show your work. (5% each)Item ValueUnemployment Rate 10%Labour Force Participation Rate 70%Not in Labour Force 300,000 persons(a) How many people are in the labour force?(b) How many people are unemployed?(c) What is the total adult population in this economy?

A) At equilibrium the rates of forward and reverse reactions areequal.

B) Reactants are transformed into products even atequilibrium

C) As a reaction proceeds forward toward equilibrium the forwardrate constant drops

D) As a reaction proceeds forward toward equilibrium the reverserate rises

E) As a reaction proceeds backward toward equilibrium theforward rate rises.

F) At equilibrium the reverse rate equals zero

Hi, can someone help me answer these questions? I promise to rate you!!

1. In Le Chatlier's principle, can you describe the reaction between Fe+3 and SCN- with Fe(SCN)+2. The reaction turned reddish brown when Fe+3 and SCN- were mixed together. Where does the equilibrium shift?

2. In Le Chatlier's principle, can you describe the reaction when 0.1 M Ni(NO3)2 and 6 M of NH3 are mixed together. The color changed from light blue to dark blue. After that we added 6 M HCl, the color changed again to a lighter color. Where does the equilibrium shift?

3. In Le Chatlier's prinicple, can you describe the precipitation that occured when NaOH and Ca(NO3)2 were mixed together? Also, after being centrifuged, the solution and the precipitation solid (white) separated. We threw out the liquid and added HCl and NaOH. Where does the equilibrium shift?

4. In Le Chatlier's prinicple, can you describe the reaction that occured when 5 drops of 0.1 M Co(NO3) is added mixed with 5 drops of concentrated HCl. The color changed into pink. When we added water, the color changed into light pink. Then when we boiled it, it turned blue. After cooling, it turned pink again. Where does the equilibrium shift?

5. We took two test tubes, marking one ACID and one is BASE. We added 3 mL of H2O in each. We added 6 drops of 6 M HCl to the acid tubes and a drop of NaOH to the base tube. Then we added 4 drops of the indicator on each (methyl orange- indicator). The acid tube turned into color pink after the indicator and NaOH again was added. The base tube turned yellow after the indicator and HCl solution is added. In Le, Chatlier's principle, can you describe this whole reaction? Where does the equilibrium shifts?

THANK YOU SO MUCH. I KNOW IT'S A LOT, BUT I PROMISE TO RATE YOU!!!

In your lab, Concentration and Temperature Effects on Equilibrium, you examined the following equilibrium:

Fe³⁺ + SCN ^- D FeSCN²⁺

(yellow) (colorless) (red)

After adding Fe(NO₃)₃ to a solution at equilibirum, which of the following statements is true?

Consider the following equilibrium for the next fivequestions:

2NO (g) + O₂ (g) <--> 2NO₂(g) ΔH< 0

Use the following choices and place correct letter next toproper description:

A. Shift Left B. Shift Right C. NoChange D. NotEnough Information

______ 1 mole of NO₂(g) is added

______ 1 mole of NO (g) isremoved

______ 1 mole of He (g) isadded

______ The pressure is doubled byhalving the volume.

______ The temperature isincreased

Consider the following system at equilibrium.S(s)+O2(g)<--->SO2(g) 1. How will adding more S(s) shift theequilibrium? A) to the right B) to the left C) no effect 2. Howwill removing some SO2(g) shift the equilibrium? A) to the right B)to the left C) no effect 3. How will decreasing the volume of thecontainer shift the equilibrium? A) to the right B) to the left C)no effect

For the equilibrium 3NO_(g) NO_2(g) + N₂O_(g) the ΔH* = -156 KJto the right side

a) K_e will (increase or decrease) with increasingtemperature?

b) if the container volume is decreased at constant T, thereaction will shift to the (right or left)

How would the following changes affect the amounts of material in the system shown below initially at equilibrium.

CO (g) + 2 H2 (g) ⇄ CH3OH (l) ΔH = –128 kJ

When the concentration of H2 in the container is increased,

the amount of CO in the container will:
Increase
Decrease
Remain the Same

The pressure in the container is decreased by expanding the system volume.

the amount of H2 in the container will:
Increase
Decrease
Remain the Same

When CH3OH is added to the container,

the amount of CO in the container will:
Increase
Decrease
Remain the Same

When the temperature in the container is decreased,

the amount of CH3OH in the container will:
Increase
Decrease
Remain the Same

The reaction, 2SO₃(g)== 2 SO₂(g) + O₂(g) is endothermic.

Predict what will happen if thetemperature is increased.

A. the pressure decreases

B. more SO₃(g) is produced

C. K_c increases

D. K_c decreases

E. none of the above

In a second test, the student placed a tet tube containing apink equilibrium mixture in a hot-water bath. The solution turnedblue. When the student removed the test tube from the hot-waterbath and placed it in an ice-water bath, the solution turnedpink.

a. is the forward reaction in the[CoCL₄]^2-ion/[Co(H₂O)₆]²⁺ionequilibrium exothermic or endothermic?

b. Briefly explain how the student's observarions support youranswer to( a.)

c.Write the net ionic equation for this equilibrium, includingheat.

This question has to do with the reaction Fe3+ + SCN- ---->FeNCS2+

Assume that in a seprate lab exercise, the 3 equilibrium solutions were placed in a water bath and allowed to re-equilibrate at the higher temperature. As a consequence of heating, the Absorbance of the solution was found to decrease. Explain this observation, predict what will happen to the calculated Kc value for this reaction, and determine if the forward reaction is endothermic or exothermic.

The equilibrium constant Kc for C(s)+CO2(g)<--->2CO(g) is1.9 at 1000K and 0.133 at 298K.

If excess C is allowed to react with 24.0g of CO2 in a 5.00Lvessel at 1000K, how many grams of CO are produced?

How many grams of C are consumed?

If a smaller vessel is used for the reaction, will the yield ofCO be greated or smaller?

Is the reaction endothermic or exothermic?

An Alternative method for preparing pure iron fromFe₂O₃ is by reaction with carbonmonoxide.

Fe₂O₃ + CO --> Fe + CO₂

A) Balance Equation

B) How many grams of CO are needed to react with 3.02g ofFe₂O₃?

C) How many grams of CO are needed to reach with 1.68mol ofFe₂O₃?

How many grams of water form when 4.80L of propane gas (C3H8) completely react?

How many grams of CO2 are produced from 18.2g of oxygen gas and excess propane?

How many grams of H2O can be produced from the reaction of 8.30

silver tarnish is the result of slver metal reacting with sulfurcompounds, such as H2S, in the air. the tarnish on silverware(Ag2S) can be removed by soaking in a solution of NaHCO3(bakingsoda) in a basin lined with aluminum foil.

1/ write a balanced equation for the tarnishing of Ag2S. do notinclude phases

2/ how many electrons are transferred per mole of silver ??

3/ write a balanced reaction for the reaction of Ag2S with Almetal and H2O to produce Al(OH)3,H2S, and Ag metal. do not includephases

1. What theoretical quantity of Ag2S can be obtained from thereaction of 10.5 g of Ag with 7.5 g of S in the followingreaction?

2Ag+S=Ag2S

2. What is the percentyield if a chemist actually obtains 9.8 g of Ag₂S in thelaboratory?

Discrimination?

Draw simple labor supply and demand graphs for the occupations of school teachers and plumbers to show the labor market in each profession. Assume that some workers prefer to clean drains for a living, and some prefer to teach children, but that all will change occupations if the wages are high enough.

Now assume that men face discrimination that prevents them from becoming teachers; show and explain the effect of this discrimination on wages and labor supply in both occupations graphically and in your own words.

Show the reduction in output from discrimination. Show the economic gains from eliminating discrimination. With such gains, why has it been so difficult to enact and enforce anti-discrimination policies?

Review Gerald Friedman, “The Wages of Gender,” Real World Micro, 8.3. Why are women in low-wage jobs? Do they prefer lower wages?

i need help to  Summarize the following French text into English in approximately 250 words. 

C'est une nouvelle qui secoue les sciences du vivant tout entières. On aurait enfin retrouvé l'ADN de la créature la plus fantasmatique ayant jamais peuplé la Terre : un dinosaure ! Non, nous ne sommes pas au début du film Jurassic Park. L'équipe de paléontologues américains et chinois à l'origine de cette incroyable découverte est bien réelle. Et elle n'a pas eu besoin d'une improbable trouvaille, tel le moustique gorgé de sang et piégé dans de l'ambre imaginé par les scénaristes hollywoodiens.
La réalité est plus simple : c'est dans un tout petit fossile découvert il y a plusieurs dizaines d'années, un anodin morceau de cartilage pétrifié, que se cachait ce trésor. Comme un clin d'oeil supplémentaire, c'est le conseiller scientifique du fameux film de science-fiction, Jack Horner, qui en avait fait la découverte à la fin des années 1980, au sein de la formation rocheuse Two Medicine, dans le Montana (États-Unis). Sur les lieux reposaient plusieurs vestiges de dinosaure à bec de canard, de l'espèce Hypacrosaurus stebingeri, un herbivore qui pouvait atteindre 10 m de longueur et vivait en Amérique du Nord il y a 75 millions d'années.
Et voilà que trente ans plus tard, alors qu'elle réanalyse l'un de ces fossiles, un morceau de cartilage provenant du crâne d'un bébé, Alida Bailleul, paléontologue à l'Académie chinoise des sciences, observe un étonnant phénomène : à l'intérieur de certaines cellules, notamment celles figées en pleine division, d'étranges taches sombres sont visibles à l'endroit même où l'ADN est censé se condenser en chromosomes ! Fébriles, les chercheurs injectent alors dans les tissus des molécules fluorescentes, qui ont pour propriété de se lier spécifiquement aux bases azotées de l'ADN. "Le noyau à l'intérieur des cellules s'est coloré, ce qui prouve que de l'ADN a été détecté", s'enthousiasme Alida Bailleul.
UN RÉSULTAT DÉROUTANT
Or aucun ADN n'est censé survivre aussi longtemps… Ses lois de dégradation sont claires.
"Jusqu'à présent, toutes les données montraient que l'ADN ne peut se conserver plus de 1 million d'années", abonde Céline Bon, chercheuse en anthropologie génétique au Muséum national d'histoire naturelle. Avec le temps, celui-ci se fragmente en petits morceaux, devenant de moins en moins exploitable, avant de disparaître entièrement. Et plus il fait chaud, plus l'ADN se dégrade. Les plus anciens échantillons retrouvés jusque-là avaient tous été conservés dans du permafrost ou des calottes glaciaires. Et même parmi ceux-là, aucun n'avait plus de 1 million d'années ! Alors un ADN de dinosaure, 75 fois plus ancien ? Le résultat paraît simplement aberrant.
RÊVES DE CLONAGE
Malgré tout, cette découverte fait naître chez les chercheurs l'espoir d'accroître comme jamais leurs connaissances sur les dinosaures. "Pour l'instant, on les étudie seulement au travers des oiseaux, qui sont des dinosaures aviens", rappelle Céline Bon. Et si les scientifiques ont déjà trouvé des protéines dans des fossiles vieux de 195 millions d'années (voir encadré), "les informations y sont beaucoup moins riches que celles contenues dans l'ADN", pointe Thierry Grange.
C'est une reconstitution de tout l'arbre phylogénétique des dinosaures, mais aussi une meilleure connaissance de leur écologie, voire de leurs maladies, que laisserait entrevoir une future étude de leur génome - sans parler des rêves de clonage. Pour y parvenir, il n'y aurait peut-être nul besoin de nouvelles et miraculeuses trouvailles. Car les musées et les collections regorgent déjà de fossiles. Combien d'entre eux cachent encore en leur sein un minuscule fragment d'ADN, certes un peu dégradé, mais prêt à se révéler ?
Mais si l'on exclut cette possibilité, comment expliquer les structures observées et, surtout, les résultats du test de coloration ? Une contamination extérieure des échantillons, ennemi majeur des paléontologues, est bien entendu possible. De nombreuses structures organiques ou minérales, d'origine plus récente que les fossiles, peuvent s'y déposer lors de la fossilisation ou de l'analyse par les scientifiques. De plus, "les méthodes de détection de l'ADN utilisées ne sont pas très spécifiques. Les colorants peuvent réagir avec d'autres substances organiques", prévient Thierry Grange, responsable de l'équipe Épigénome et Paléogénome à l'Institut Jacques-Monod.
Sauf que pour Alida Bailleul, cette hypothèse n'est pas envisageable : "La coloration a été observée à l'intérieur des cellules, précisément à l'emplacement du noyau", balaie-t-elle. Ce qui n'aurait pas été le cas si des organismes, par exemple des bactéries ou des virus, s'étaient immiscés dans l'échantillon : la coloration se serait alors répandue sur toute sa surface. Alors quoi ? Tout ce que l'on pensait savoir sur la conservation de l'ADN serait faux ? Décoder le génome d'un tyrannosaure, ou pourquoi pas de Lucy l'australopithèque, deviendrait du domaine du possible ? Pour Alida Bailleul, cette découverte amène en effet à revoir certains a priori : "L'ensemble de la communauté scientifique n'en sait pas assez sur la dégradation du génome dans les très vieux fossiles." Pour combler cette lacune, elle devra dépasser une puissante barrière cognitive : "Nous ne sommes pas encore prêts à envisager que de l'ADN soit conservé aussi longtemps. Mais il y a dix ans, personne n'aurait cru quelqu'un disant en avoir retrouvé des fragments vieux de 1 million d'années", argumente Thierry Grange.R
Nous sommes donc à un véritable tournant. Mais le chemin est encore long. Déjà, "il faudrait que ces expériences soient répliquées dans d'autres laboratoires par d'autres équipes", commente Céline Bon. Alida Bailleul, elle, voit déjà plus loin, et souhaiterait "analyser plus de fossiles et utiliser différents tests pour mieux comprendre le processus de préservation de l'ADN. Mais pour cela, il faudra l'étudier avec de nouvelles méthodes de chimie, d'histologie et de nouveaux séquenceurs, et donc innover". Avec pour but ultime de pouvoir, un jour, séquencer l'ADN découvert, c'est-à-dire déterminer l'ordre des bases qui composent la molécule et ainsi obtenir des informations génétiques cruciales sur notre dinosaure à bec de canard. Mais l'équipe ne pense pas que cela soit possible dans l'immédiat. "Les technologies actuelles de séquençage d'ADN ne fonctionnent pas correctement sur les fossiles très anciens, comme celui-ci", avoue Alida Bailleul. Avant toute chose, il faudrait commencer par mieux comprendre comment se dégrade le génome…

Draw simple labor supply and demand graphs for the occupations of economists and elementary school teachers to show the labor market in each profession. Assume that some workers prefer to teach school, and some prefer to do economics, but that all will change occupations if the wages are high enough.

Now assume that men face discrimination that prevents them from becoming economists; show and explain the effect of this discrimination on wages and labor supply in both occupations graphically and in your own words.

Show the reduction in output from discrimination. Show the economic gains from eliminating discrimination. With such gains, why has it been so difficult to enact and enforce anti-discrimination policies?

Review Gerald Friedman, “The Wages of Gender,” Real World Micro, 8.3. Why are women in low-wage jobs? Do they prefer lower wages? Does their lower wage mean that they are less productive people?

Draw simple labor supply and demand graphs for the occupations of economists and nurses to show the labor market in each profession. Assume that some workers prefer to do economics for a living, and some prefer to work as nurses, but that all will change occupations if the wages are high enough.

Now assume that women face discrimination that prevents them from becoming economists; show and explain the effect of this discrimination on wages and labor supply in both occupations graphically and in your own words.

Show the reduction in output from discrimination. Since total output would increase if we ended discrimination, why has it been so hard to do so?

Review John Miller, “’Equal Pay’ Is Not So Equal,” Real World Micro, 8.3. Are women paid less than men? In what ways is the gender pay gap a statistical artifact, and in what ways is it real?