The Psycological Theory Behind The Black Swan - 1122 Words

Everyone has their own interpretation and theories behind books, movies, etc. In Darren Aronofsky’s 2010 movie â€Å"Black Swan† I believe there are many different theories that could explain what is behind the bazaar psychological thriller. Some people’s theories are behind the mother-daughter relationship which would in Psychological terms deal with attachment. There are also theories behind eating disorders and stress which could cause mental disorders and personality disorders. Are mental illnesses and personality disorders the same? Watching the movie with different theories in mind, I believe that we can roll all the theories into one and come up with one Psychological illness or diagnoses. First let’s start with a quick plot of†¦show more content†¦Some theories of the movie are that Lily and Nina’s mother are two of Nina’s multiple personalities. The movie does not mention anything of Nina’s child hood or any trauma she had in her life so I think there is little to prove it could be Dissociative Identity Disorder. Schizophrenia is a brain disorder in which people interpret reality abnormally. Schizophrenia may result in some combination of hallucinations, delusions, and disordered thinking and behavior. Because Schizophrenia means â€Å"split mind† many people think this means split personality, but it refers to a split from reality that shows itself in disorganized thinking, disturbed perceptions, and inappropriate emotions and actions. (Myers, 2010) in the Psychology Ninth edition Myers show a table of Subtypes of Schizophrenia: Paranoid, Disorganized, Catatonic, Undifferentiated, and Residual. There are plenty of reasons and facts throughout the movie that prove Nina to be delusional, having hallucinations and being paranoid. Throughout the movie Nina sees people as other people and as herself. She sees people and pictures and her own reflection laughing at her. And she even harms herself only to see minutes later there was no harm done, again she was seeing things. Also it see ms her mother could also have signs as a schizophrenic with the paranoia she has for her daughter and not to mention all the pictures she paints of

The contemporary Great Recession and the global financial...

Since the advent of the subprime crisis in 2007 that it is commonly believed to have led to the Great recession and to the present global financial crisis, these issues have been subject to much research. In fact, no one can claim that the Great Recession and the global financial crisis have been under-researched. In fact, the new world recession has been analysed from different angles and perspectives. Historians, economists, financial experts, psychologists, anthropologists and other experts in academic, financial, economic and other fields of research are still analysing the contemporary global financial crisis. There is ample information on the new world recession, and upcoming documentations are bringing new knowledge on this†¦show more content†¦This is one of the reasons why many intellectuals and academics claim that their discourses on the new world recession are the truth. For example, some nations believe that their macro-economic policy is the best solution to get out of this global financial crisis. They are spreading their roots to become the new hegemony. However, these discourses also make possible the sharing of cues, ideas and values that contribute to a better understanding of the global financial crisis, its impacts, causes and implications. They facilitate the transmission of knowledge that is vital to find means to get out of the crisis and minimise the negative impacts of the recession. However, transmission also implies that these discourses influence people’s perception and conception of the new world recession. Hence, these discourses confer power to leaders and academics to manipulate the population to believe what they want the latter to believe. The Great Recession of the late 2000s started with the subprime crisis in 2007 that has weakened the economy of almost all the big nations with maybe the exception of the Republic of China. It seems, when we have a look at economic growth of China that, it has, until now, to some degree, benefited from the global financial crisis. Indeed, it should be highlighted that when a recession occurs, depending on the type of recession, in general, the economies of some countries areShow MoreRelatedGlobal Financial Crisis : Its Causes And The Global Responses Essay1592 Words   |  7 PagesAssignment topic: Global financial crisis: its cause and the global responses Introduction The global financial crisis or economy crisis is commonly believed to have begun in July 2007 with credit crunch, when a loss of confidence by the US investors in the value of sub-prime mortgages caused a liquidity crisis. 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As in the case of its sister crisis (the Great Depression), many scholars acknowledge that before this cataclysm struck, the preceding economy did in fact experience a â€Å"boom† period. Most critics are also in accordance that the trigger of this crisis had to involve the subprime mortgage bubble—which collapsed in the United States—however, that alone could not represent the exact causality of this crisis. Just as in the Great DepressionRead MoreGlobal Economic Crises And The Poor Governance Of The Global Monetary System2475 Words   |  10 PagesSince the Great Depression, the world has not witnessed an economic crisis on the scale of the current crisis. This is to the extent of it being referred to as the Great Depression of the 21st century. The crisis has resulted in a number of questions, most of which revolve around the interaction of political and economic forces in global economic management. 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Schumpeter And His Notion Of Creative Destruction799 Words   |  4 Pagesmethodological individualism that ran through the entirety of his work in economic analysis, his views favoring innovation over regulation, and the notion that entrepreneurs alone are the true agents of historical change have since become commonplace in contemporary economic science, culture, and policy. Unlike in past stages of capitalist development, when traditional religious and social institutions and state powers made every endeavor to prevent the market from entering the realm of what were consideredRead MoreBarack Obama s President Of The United States1264 Words   |  6 Pagestook power and office, the economy of America was already in recession. At this time, the economy of United States was believed to be in a critical and devastated state as it nearly fell. This forced the President Obama to include vital themes and issues associated to financial crises among his policy decisions. 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The relationship between the economic development and the prevalence of education Free Essays

This research paper examines the relationship between the economic development and the prevalence of education. Also, the correlation between the two will be discussed. The main goal of this paper is to identify whether a country’s economic growth increases the widespread of its education or not. We will write a custom essay sample on The relationship between the economic development and the prevalence of education or any similar topic only for you Order Now Furthermore, the changes in universal literacy will be analyzed in relations to the reinforcement on economic advancement. Following this main question, this paper will also deliberate on whether or not an economic prosperous country will allocate more funds in education. Thus, as a family’s wealth increases, parents would be more likely to invest more money in educating the next generation. Through this research, increasing the prevalence of education indeed brings a tremendous amount of benefits to the personal financial growth, yet not national economic growth. Unexpectedly, econometric tests invalidate the correlation between education and economic growth. More expenditure in educational funds does not mean more economic growth for a nation. Nevertheless, economic development does lead to an accelerated literacy rate in a country. The millions of people are going through the pains of hunger, abject poverty, illiteracy, homelessness, orphanage, and rejection. A dollar a day may seem meaningless to us, but it can pay for a one-year’s worth of school supplies for a third world country. Television commercials and flyers always solicit donations to help the third-world countries, in particularly their literacy rates, through organizations such as The World Charity Foundation, Inc. Would a higher literacy rate improve a country’s economic status? Does a country’s economic development boost the level of education in its citizens? In the past thirty years, the phenomenon of immigrating and studying abroad is more common in China. This phenomenon reflects that China’s rapid economic development leads people to a greater opportunity of acquiring a higher-level education. Not only China, but also other several third-world countries have become developing countries and made some prolific economic progresses. The growth of a country confers on education a major role as an essential engine of the economic development. The controversial argument of whether a country’s economic growth increases the widespread of its education has been examined from various perspectives. Furthermore, the changes in universal literacy and the population’s average years of schooling will be analyzed in relations to the reinforcement on economic advancement. Economic growth is a sophisticated phenomenon that involves masses of economic, social and political judgments. Explicating the growth is a crucial task by accounting for these factors. Dawood Mamoon and S. Mansoob Murshed compare â€Å"the role of human capital accumulation measured by the number of years of schooling with the relative contribution of institutional capacity to prosperity. Therefore, education is not the only determining factor of the development of a country’s economy; the direct link between the two has yet to be established. However, the relationship between the national GDP and education cannot be overlooked. It is a common myth that more education certainly leads to higher economic growth has an omnipresent influence across both the developed and the developing countries. Many po licy makers of these countries emphasize the importance of allocating budgets in expanding and improving the education system will lead to a prosperous future for their countries. Alison Wolf (institute of education, University of London) indicates that â€Å"when tested against the evidence, both of these ideas turn out to be surprisingly ill-founded. † Besides, widespread education is equivalent to a country as building a solid foundation. Although, there is no clear correlation between education and economic growth, to make compulsory education universal still bring huge rate of returns for the growth in the individual living standard. According to a new report from the College Board in 2005, which makes the circumstance that higher education profits all U. S. citizens by increasing the rates of return on investments in higher education both for one’s who is doing well in college or university and for society as a whole. In this paper, I explore a comprehending of the role of education in the processes of flowering a country’s economics. Through this research, increasing the prevalence of education indeed brings a tremendous amount of b enefits to the personal financial growth, yet not national economic growth. Unexpectedly, econometric tests invalidate the correlation between education and economic growth. More expenditure in educational funds does not mean more economic growth for a nation. Nevertheless, economic development does lead to an accelerated literacy rate in a country. In what follows I will look upon my three chosen academic articles in turn, stating a succinct framework of the neighborly connections between a country’s economy and education. Then I will utilize some tangible evidences to advocate the main ideas. Ultimately, I will conclude this paper with some impressions on what connotations these justifications have for the study of education and growth. How to cite The relationship between the economic development and the prevalence of education, Papers

Economics Notes B-Com free essay sample

ECONOMICS: It is a social science (social science is a science, which studies any aspect of human life) which studies as to how the scarce resources, which have alternative uses should be allocated/utilized so that maximum goods are produced i. e. , maximum wants are satisfied. Basic concept Goods/resources: Anything that provides satisfaction or utility is called goods/resources. Characteristics of resources: †¢ They are scarce †¢ They have alternative uses. Scarcity of resources When demand for a resource exceeds its existing supply that resource is said to be scarce. Note: scarcity and shortage are the two different things. Shortage is a temporary phenomenon i. e. , when supply falls short of the demand temporarily. The problem of scarcity leads to 3 issues (I) What (II) How (III) for whom to produce. Alternative uses When a man can satisfy more that one want with the same resource or can produce more than one product from one resource then the resource is said to have alternative uses. Equilibrium: It is a state when the economy is making full use of resources or when maximum goods are produced. Opportunity cost: The cost of an item measured in term of the alternative forgone is called its opportunity cost. For instance, if government decides to produce more hospitals and fewer schools, the increase in the number of hospitals has an opportunity cost in terms of the number of school forgone. BRANCHES OF ECONOMICS: MICROECONOMICS AND MACROECONOMICS Micro and Macro are the two major subdivisions in the field of economics. Micro examines the economy in miniature, while macro concerns itself with economic aggregates, such as gross domestic product or national Income, unemployment rates etc. Microeconomics Microeconomics studies the economy in miniature, considering specific sectors or industries, and the interactions of households and firms within these markets. Features of Micro 2 The major areas of study in microeconomics include firms optimal production, the impact of public policy on particular markets, and issues related to prices. Significance Because so much of microeconomics examines issues related to prices of goods and services, micro is sometimes referred to as price theory. Macroeconomics Macroeconomics takes a big picture approach to the economy, studying economy wide phenomena and issues affecting the economy as a whole. Features of Macro Major concepts in macroeconomics include unemployment, inflation, productivity, government budget and gross domestic product (GDP). Business Cycles Business cycles, a term for fluctuating periods of economic strength and weakness, are a major topic of study in macroeconomics. Microeconomics detail explanation: Microeconomics is a branch of economics which focuses on the market attitude of the individual customers and organizations which enables the business to understand the market behavior in micro perspective. Micro economics enables the business organizations to take decisions on the smaller and critical aspects; it also takes the factors affecting such decisions into consideration. Macroeconomics detail explanation: Macroeconomics is that branch of economics which studies the economics in a broader sense. Here the behavior of the economy is studied as a whole, such as Gross National Product (GDP) on an economy and how it is affected by changes in unemployment, national income, rate of growth, and price levels and how an increase/decrease in net exports would affect a nations capital account or how GDP would be affected by unemployment rate. Limitation of microeconomics †¢ †¢ †¢ It studies part of the economy and not the whole. It assumes full employment which is rare phenomena; it is therefore, an unrealistic assumption. It assumes laissez faire policy in the economy which is no longer in practice in any country. Limitation of macroeconomics †¢ †¢ †¢ It ignores the welfare of the individual. It looks at the economy as a whole and ignores its internal composition. It is concerned only with the economy-wide decisions and not the individual decisions. Economics is the science of scarcity and choice 3 Economics is a social science which studies as to how the scarce resources, which have alternative uses should be allocated/utilized so that maximum goods are produced i. e. , maximum wants are satisfied. When consumers want exceed the resources available to produce the goods and services, to satisfy consumer wants, there is a scarcity of goods and services. Consumers have to make a choice about which wants they will satisfy. This involves an opportunity cost because some other choice will remain unsatisfied. If there were enough of the goods and services which consumers wanted then they would not need to worry about how they each got a share e. g. air is a free good because there is no restriction on it supply and therefore it is supplied free of charges. However, most goods are economic goods because they are relatively scarce due to the fact that the resources available to produce these goods are scarce. By resources is meant factors of production (land, labor, capital. And enterprise) and these are limited in supply and are said to be scarce. On the other hand consumers’ wants are virtually unlimited because consumers want houses and bigger houses. Clothes and more clothes, foods and better quality food, consumer want are unending. Since the supply of goods and services is not adequate to satisfy all of the consumer wants, consumers must make a choice. Most consumers have a scale of preferences and will therefore choose to satisfy some want but not others. Conclusion: All economic problems arise out of the inadequacy of resources which forces on consumers, producers and the government, the problem of choice. Whatever choice is made, it will involve an opportunity cost. Production possibility frontier (PPF): Production possibility frontier (PPF) graphically represents the possibilities of producing different combination of two goods by employing all the existing resources of an economy most efficiently. Assumptions: †¢ †¢ †¢ The economy is operating at full employment. Factors of production are fixed in supply; Technology remains the same. Illustration: Suppose that a society can spend its resources on two products, guns and food. The society resources are limited. Therefore, there are restrictions on the amount of guns and food that can be produced, which can be shown by PPF. 4 Guns Production Possibilities Curve G G1 Ga P R Technically Infeasible Area G2 Gb Q S Productively Inefficient Area O FbF1 Fa F2 F Food Figure 1 PPC for the Society The curve from point G to F in figure 1 shows the various combinations of guns and food that a society can make, if it uses its limited resources efficiently. a) The society can choose to make †¢ G units of guns and no food; †¢ F units of food and no guns ; †¢ G1 units of guns and F1 units of food point P on the curve †¢ G2 units of guns and F2 units of food point Q on the curve b) The combination of (Gb, Fb) at point S is within the PPF showing inefficient utilization of resources whereas combination (Ga, Fa) at point R is outside the PPF which is not technically feasible or attainable by the economy by employing all its existing resources. The PPF is an important idea in economics which illustrates the need to make a choice about what to produce when it is not possible to have everything i. e. when there is scarcity. Shift in PPF: Production possibility curve may shift due to changes in availability of resources or development in technology. †¢ If the PPF moves outwards to the right, it is refer to as economic growth †¢ If the PPF moves inwards to the left, it means the economy cannot produce as much as before 5 Past Examination Question: Q 1 Distinguish between micro and macro economics (10) [Q1a 2010 (R)] Q 2 â€Å"Economics is a science of scarcity and choice†. Discuss. [Q1b 2010 (R)] Q 3 Write short note on Production Possibility Curve [Q4a 2010 (R)] Q 4 Write short note on micro and macro economics [Q4a 2010 (P)] Q 5 Write short note on micro and macro economics [Q4a 2009 (R)] Q 6 Write short note on micro and macro economics [Q4a 2008 (R)] Q 7 â€Å"Economics is a science of scarcity and choice†. Discuss. [Q1a 2008 (P)] Q 8 Explain micro and macro approaches of Economics Analysis [Q1b 2008 (P)] Q 9 Explain the concept of micro and macro economics and describe their importance in formulation of economics policies. Q1 2007 (R)] Q 10 Write short note on micro and macro economics [Q4d 2007 (P)] Q 11 Write short note on Production Possibility Curve [Q4c 2006 (P)] 6 Law of Demand: Demand: Demand for a good â€Å"X† means different quantities of â€Å"X†, which the potential buyers are able and willing to buy, at different market prices of the good, in the given span of time. Here ability and willingness of the buyer is nec essary to create demand in the market. The demand schedule and the demand curve: Demand is the function of price. It changes with respect to price. The relationship between demand and price can be shown graphically by a demand curve. Table of price and Demand Price (P) 5 4 3 2 1 Quantity demanded (Q) 10 20 30 40 50 The market demand curve: A market demand curve is drawn from a demand schedule, expressing the expected total quantity of the good that would be demanded by all consumers together, at any given price. Market demand schedule Px 800 700 600 500 400 300 A 4 5 7 9 12 15 B 5 6 7 8 11 18 C 3 4 5 6 8 12 D 5 6 7 8 9 11 E 3 3 4 6 8 12 Px 800 700 600 500 400 300 Td 20 24 30 37 48 68 Law of demand: 7 Other things remaining constant as the price of a good â€Å"X† falls its quantity demanded increases, and when its price rises, the quantity demanded of â€Å"X† falls. This law indicates that quantity of â€Å"X† demanded varies inversely with the price. It is the relationship of cause (change in price) and effect (change in quantity demanded). Demand curve is negatively sloped indicating that quantity of â₠¬Å"X† demanded varies inversely with the price. Assumption of the law: The following factors should remain constant. †¢ Prices of related goods; †¢ Consumer’s income; †¢ Consumer’s preferences; †¢ Weather conditions; †¢ Population; and †¢ Future expectations. Change in demand: When there is a change in other factors that affect demand, the relationship between quantity demanded and price will also change, and there will a shift in the demand curve either upward or downward and the relationship between price and quantity demanded will also change. The diagram shows change in demand (shift in demand curve) due to change in other factors that affect price rather than the price itself. Change in quantity demanded: If price of a good change (goes up or down), given no change in other factors that affect price, then there will be a change in the quantity demanded. The change in quantity demanded is graphically represented as movement along demand curve. The diagram shows the change in quantity demanded due to the change in price. Supply: The different quantities of a good say â€Å"X†, which the potential producers (firms) are willing and able to sell at different prices of the good in the market. Law of supply: Other things remaining constant, as the price of the good â€Å"X† rises in the market its quantity supplied also increases and when the price falls the quantity of the good supplied also falls. 8 Market Supply Schedule Px 500 400 300 200 A B C D E Px Sd 50 40 20 30 60 500 200 45 38 17 25 55 400 180 40 30 12 20 48 300 150 30 20 10 15 25 200 100 Supply curve: It is positively sloped i. e. it moves upward from left to right, indicating that as the price rise quantity supplied also rises. Assumption of the law: †¢ Price of the input should not change; †¢ Government policy should not change; †¢ Demand condition should not change; †¢ Technology should remain the same; and †¢ Production environment should not change. Change in quantity supplied: It is caused by change in price of the good. When the supply for a good changes because of change in its price while other things remaining constant there will be a movement along the supply curve. Graphically it can be represented as: Shift in supply curve: It is caused by other factors other than price (price remains unchanged). It is graphically said shift in the supply curve. It can be represented as: How price is determined? The price of a good say ‘x’ is determined in the market through the free interaction of twin market forces of demand and supply. As a result of free interaction of demand and supply of ‘x’ a price say ‘P’ is set in the market. It is the price at which quantity of ‘x’ demanded equal to its quantity supplied. Demand and Supply schedule: Demand 70 100 150 200 320 Px 500 400 300 200 150 Supply 200 180 150 100 70 9 4) Elasticity: Elasticity can be defined as ratio of change in dependant variable with respect to independent variable Types of elasticity of demand 1. price elasticity 2. income elasticity 3. cross elasticity 1) Price Elasticity of demand: The responsiveness of quantity of a good say ‘x’ demanded to the change in its price. The rate at which quantity of ‘x’ demanded increases or decreases in response to a given decrease or increase in price. E/d = %change in quantity demanded of ‘x’ % change in the price of the ‘x’ With respect to elasticity the goods can be: I) Price elastic II) Price inelastic I) Price elastic: When small change in price of a good causes a relatively large change in its quantity demanded, the demand is price elastic. E. g. a 10% fall in the price of T. V set results in 20% increase in the demand for it. Price elastic demand = % change in demand gt; % change in price II) Price inelastic: When large change in the price of a goods results in relatively a small change in its quantity demanded, the demand is price inelastic. E. g. 20% change in the price of salt results in only 0. 5% change in its demand. Price inelastic demand = % change in demand lt; % change in price 2) Income elasticity of demand: Responsiveness of demand too the change in consumer’s income is called income elasticity. It measures at what rate the demand increase in reference to a given rise or fall in c onsumer’s income. (y = Income) Ey = %change in the quantity demanded of a good %change in consumer’s income I) Income elastic demand: When relatively small change in income causes large change in demand for a good, then the demand for the good is income elastic. change in demand gt; %change in income i. e. (Ey gt; 1) II) Income inelastic demand: When relatively large change in income causes a small change in demand for a good, then the demand for the good is income inelastic. %change in demand lt; %change in income i. e. (Ey lt; 1) Ey may be =1, when % change in demand = % change in income. 3) Cross Elasticity: It means the responsiveness of demand of one good to the change in the price of another good i. e. it is the ratio of change in demand for a good say ‘x’ to the given change in the price of another good say ‘y’. Through the concept of cross elasticity of 10 demand the relationship between two goods is determined I. e. whether two goods complementary, substitute or neutral. †¢ If the change in price of one good say ‘y’ causes inverse change in the demand for the other good say ‘x’ then these goods are called complementary goods. †¢ If a change in price of one good say ‘y’ causes direct change in the demand for the other good say ‘x’ then these goods are called substitute goods. Measurement approaches. There are three methods to measure the elasticity of demand 1. otal revenue method; 2. proportional or percentage method; 3. geometrical method 1) Total revenue method: In this method we compare the total outlay of the consumer before and after variation in price. Here elasticity of demand is expressed in three ways. (a) unity (b) greater than unity and (c) less than unity. I. e. E=1, Egt;1 Elt;1. E = 1: When one percent change in th e price of a good cause exactly one percent change in its quantity demanded or firm’s total revenue remains constant after the change in the price of good, the elasticity of demand is equal to 1. P Total revenue 10 10 100 5 20 100 In the above example revenue before the change in price = revenue after the change in price. Q Egt;1 (price elastic demand) If the percent change in demand is greater than the percent change in price or firm’s total revenue varies inversely with the price of good i. e. as the price of the good fall firm total revenue increases and it decreases as the price of the good rises, elasticity is greater than 1 or demand is known as Price Elastic. P Q Total revenue 10 10 100 8 20 160 In the above example revenue before the fall in price lt; (is less than) revenue after the fall in price. 1 Elt;1: (price inelastic demand) Elasticity is less than one or demand is price inelastic when percent change in demand is less than percent change in price or total revenue of the firm varies directly with the price of good. P Q Total revenue 10 10 100 6 12 72 In the above example revenue before the fall in price gt; (is greater than) revenue after the fall in pric e. 2) Proportional or percentage method: Point elasticity of demand: When there is a small change in the quantity demanded of a product in response to a small change in its price, there will appear just a point on the demand curve. The measurement of demand at that point can be done with the help of following formula. Ed = %change in quantity demanded %change in price Ed = Q ? P Q P ( refers to the change or frictional change) This point elasticity is measured geometrically in case demand curve is a downwards sloping straight line. Elasticity of demand at any point of this demand curve equal to the demand curve below the point divided by the part above the point. For instance in DD’ demand curve at point M the elasticity is given by: Ed = MD’ MD To measure elasticity of demand at curve first draw a tangent to that curve DD’. The elasticity of demand will be part of the tangent above the point divided by the part below. 3) Geometrical method: Arc elasticity of demand: Mathematically Arc elasticity of demand is the measure of elasticity of demand between 2 distinct point on a given demand curve e. g. on the given demand curve Dx arc elasticity is measure between A B. Arc elasticity is measured by dividing the average of the change in the quantities demanded by the average of price. 12 Two hypothetical cases of elasticity of demand are assumed and they are as follows. Case 1: Perfectly or infinitely elastic demand: It means that any quantity can be sold or purchase only at the prevailing price. Graphically, perfect elastic demand is represented by horizontal demand curve. Therefore, it means that elasticity of demand is infinite at given price. Case II: Perfectly inelastic demand: It is another extreme case of elasticity which is just opposite to the 1st case (perfectly elastic demand). It means regardless of the change in price the demand remains the same. There is no change in quantity demanded even if price is changed to a large extent. Graphically it can be represented as vertical demand curve. 5) Determinants of Elasticity Many factors influence elasticity, some of which include: 1. Necessities versus Luxuries It is harder to find substitutes for necessities so quantity demanded will change less. 2. Availability of Close Substitutes If there are close substitutes, buyers will move away from more expensive items and demand will be elastic. 3. Definition of the Market The more broadly we define an item, the more possible substitutes and the more elastic the demand. 4. Time Horizon The longer the time available, the easier to find substitutes and the more elastic the demand. 5. Relative Size of Purchase Purchases which are a very small portion of total expenditure tend to be more inelastic, because consumers are not worried about the extra expenditure. 13 Past Examination Questions: Q 1 Define price Elasticity of demand? Q 2 Differentiate between: i. Price elasticity of demand ii. Cross elasticity of demand iii. Income elasticity of demand [Q2a 2b 2010 (R)] Q 3 Define price Elasticity of demand? [Q2a 2010 (P)] Q 4 How the Price elasticity of demand is measured? Explain. Q2b 2010 (P)] Q 5 Write short note on change in demand and change in quantity demanded. [Q4c 2010 (P)] Q 6 Define price Elasticity of demand? [Q3a 2009 (P)] Q 7 Distinguish among Price, Income and cross Elasticity of demand. [Q3b 2009 (P)] Q 8 Define price Elasticity of demand and compare it with Cross elasticity of demand. [Q2a 2008 (R)] [Q2b 2008 (R)] Q 9 How the Price elastici ty of demand is measured? Explain. Q 10 Write short note on Point and Arc elasticity of demand [Q4a 2008 (P)] Q 11 Write short note on Point elasticity of demand and Arc elasticity of demand [Q4c 2007 (R)] Q 12 Define price Elasticity of demand? And Differentiate between: i. Price elasticity of demand ii. Cross elasticity of demand iii. Income elasticity of demand [Q1a 1b 2007 (P)] Q 13 Write short note on change in demand and change in quantity demanded. [Q4b 2007 (P)] Q 14 What is the different between Law of Demand and Elasticity of Demand. [Q1a 2006 (R)] Q 15 Differentiate between: i. Price elasticity of demand ii. Cross elasticity of demand iii. Income elasticity of demand [Q1a 2006 (R)] Q 16 What is meant by Elasticity of demand? Explain its various kinds. Q1a 2006 (P)] Q 17 Describe the concept of Point and Arc elasticity of demand [Q1b 2006 (R)] 14 Consumer’s equilibrium: â€Å"A consumer is said to be equilibrium when he gets maximum level of satisfaction by spending his limited income on purchase of any two goods†. A rational consumer will therefore attempt to reach the highest possible indifferent curve and try to obtain maximum level of satisfaction by spending his limited income. Consumer’ s equilibrium with the help of indifference curve: In order to get the consumer’s equilibrium through indifference curve analysis following assumptions are made: 1. A consumer has a scale or preference for different combination of any two goods and it remain constant throughout the analysis. 2. A consumer has a fixed amount of income to be spend on any two goods and he is spent his entire income on the purchase of the two goods and does not save any part of his income. 3. Prices per unit of two goods X and Y are given and remain constant throughout the analysis. 4. The two goods are perfectly divisible and substitutable to some extent. 5. All the units of goods are homogeneous. 6. Consumer is a rational person attempts to get maximum level of satisfaction. According to indifference curve analysis a consumer is in equilibrium at a point on his price line where it is tangent to an indifference curve, which is convex at that point. In other words, he is in equilibrium, when diminishing marginal rate of substitution i. e. , the rate at which he is willing to substitutes â€Å"x† for â€Å"y† equal to the price ratio of â€Å"x† for â€Å"y† i. e. , the rate at which he can substitute â€Å"x† for â€Å"y†. Price line AC is tangent to ICii at point B which is the equilibrium point and the perpendicular from point B to x and y-axis represents quantities of goods ‘X’ and ‘Y’ respectively. Indifference curve (IC): An indifference curve is a curve which shows various combinations of two or more goods where each combination gives equal level of satisfaction, because of which a consumer is indifferent. That is, at each point on the curve, the consumer has no preference for one combination over another. In other words, they are all equally preferred. Properties of IC: †¢ The indifference curves has negative slope. †¢ The shape of the curve is always convex to the origin. †¢ Two indifference curves never intersect. ) The indifference curves has negative slope: It has negative slope i. e. it moves downward from left to right. 15 X 4 5 6 8 12 Y 14 10 8 6 5 Combinations A B C D E It has negative slope because when the consumer increase consumption of one of the goods say X he will have to reduce Y to keep his level of satisfaction constant. In other words Indifference curves slopes downwards from left to right indicating that as the quantity of commodity X incre ases, the amount of commodity Y should fall in order that the level of satisfaction from every combination should remain the same. ) The shape of the curve is always convex to the origin: The convexity of an Indifference curve is explained by the law of diminishing marginal rate of substitution. Marginal rate of substitution between goods X and Y is the quantity of good Y which the consumer is willing to give up for every additional unit of X, so that the level of satisfaction remains the same, from all the successive combinations. X 14 10 8 6 5 Y 4 5 6 8 12 Combinations A B C D E 3) Two indifference curves never intersect: No two Indifference curve intercept with each other. In order to prove that two indifference curve do not intercept with each other. Let us draw two Indifference curve (IC1 IC2) intercepting with each other at point B, As shown in the diagram. If two indifference curves intercepts (as shown in the diagram) then satisfaction at point A= satisfaction at point B and satisfaction at point B = satisfaction at point C because 1 indifference curve shows equal level of satisfaction at all level and therefore satisfaction at point A = C. But logically it is meaning less and unacceptable because each indifferent curve represents a particular level of satisfaction to the consumer, which is different from other Indifference Curve. Income Effect on Consumer Equilibrium Income Effect is the effect on the consumer equilibrium exclusively as a result of change in money income, while all the other things including prices of related goods remaining constant. 16 †¢ A rise in the income of a consumer shifts the Budget line to the right upward on higher IC and it makes possible for a consumer to buy more units of both commodities resulting in higher level of satisfaction and equilibrium point go upward. A fall in the income shifts the Budget line to the left side on lower IC and so there will be a fall in the buying of both the commodities which results in lower level of satisfaction and equilibrium point move downward. †¢ †¢ If we draw a line which touches all the consumer equilibrium points, we will get Income Consumption Curve (ICC). ICC shows how the consumption of two goods is affected by change in income when prices are constant. NORMAL GOODS AND INCOME EFFECT When demand for a good varies directly with consumer’s income i. e. onsumer buys more of good than before when income rises and vice versa. The income effect on such goods is positive and such goods are called Normal goods. INFERIOR GOODS AND INCOME EFFECT †¢ The good which is purchased less with the increase in income is called Inferior Good, or a good the demand for which falls as income rises is called Inferior good. Where one of the goods is inferior then: †¢ If good on Vertical Axis is bou ght more as income rises so good on Horizontal Axis is Inferior good. †¢ If good on Horizontal Axis is bought more as income rises so good on Vertical Axis is Inferior good. 7 Substitution effect: Substitution effect explain the effect of change in the relative price of a good say â€Å"x† on consumer’s demand for â€Å"x† while his real income and other things remains constant. Let’s suppose a consumer is in equilibrium at point E buying OK and OM quantities of goods X and Y respectively. Here it is presumed that price of good Y and consumer’s nominal income remains unchanged while the price of X falls indicated by the new price line AB’. If nothing happens consumer will move on to the higher equilibrium point E’ on IC2 and will become better off. Lets assume that the gain in consumer’s real income caused by the fall in the price of ‘x’ is with drawn by reducing his nominal income to the same extent as the fall in the price of ‘x’ i. e. there is compensating variation in income. The movement from original equilibrium point E to another equilibrium point on fictitious price line (Q) is called substitution effect. So the substitution effect is that when the price of x falls, the consumer buys more of x than before because he substitute x (which is now relatively cheaper) for Y (which is now relatively dearer). But due to compensating variation in ncome he remains on the original indifference curve i. e. he neither become better off nor worse off than before. Price effect: Price effect explains the effect of change in the price of a good say â€Å"x† on consumer’s demand for â€Å"x† while price of â€Å"y† and consumer’s nominal income remain constant. As the pr ice of â€Å"x† falls while other things (price of good â€Å"y† and consumer’s nominal income) remains constant, consumer demand for â€Å"x† increases and by virtue of that he becomes better off than before and conversely as the price of ‘x’ rises his demand for ‘x’ decreases and he becomes worse off than before. This change is because of the change in consumer’s real income. Actually the price effect is the total effect of change in the price of ‘x’ on his demand for ‘x’, which is sum of the two effects i. e. †¢ Income effect †¢ Substitution effect 18 P. E = I. E + S. E As such it can be calculated that when the price of ‘x’ falls consumer’s demand for ‘x’ increases because of income effect and substitution effect which combine together are known as price effect. B) Differentiate between indifference curve and Iso-quant? Indifference curve †¢ Iso-quant †¢

House On Mango Street By Esperanza Essays - Chicano Literature

House On Mango Street By Esperanza In The House On Mango Street Esperanza reveals personal experiences through which the reader is able to determine what kind of person she is; her views on life, how she views herself, as well as how her poverty affects her view of life, her view of her future, and how her poverty currently affects her place in the world. The vignettes show different aspects of Esperanza's identity as it evolves and changes progressively throughout The House On Mango Street. Esperanza's identity, as divulged in the vignettes, is multifaceted. Her shyness is evident when she is around people who are unfamiliar to her. This is most likely due to the intimidation these people pose. For example, in the vignettes "The First Job" and "A Rice Sandwich" Esperanza is too shy to eat with her other co-workers and peers, as shown in the following quotation from "The First Job": "When lunch time came I was scared to eat alone in the company lunchroom". Another dominant feature in Esperanza's personality is the trust she has in others. This is one of Esperanza's weaknesses as an individual because it allows her to be gullible and vulnerable. In ?Cathy Queen of Cats' Esperanza's gullibility is obvious when Cathy tells Esperanza that "...[her] father will have to fly to France one day and find her...cousin...and inherit the family house. How do I know this is so? She told me so.". Another error in trusting others is that Esperanza is susceptible to betrayal. In ?Red Clowns' Esperanza is betrayed by Sally because Sally told Esperanza that the circus would be a fun experience, but instead she was raped. Esperanza blames Sally, the magazines, and the movies for lying to her about the circus. Esperanza is a very idealistic person. She assumes everything is pretty and fun, but when she finds out the acrimonious reality of life she becomes disappointed and deems herself stupid for not knowing better. Unbeknownst to Esperanza, her naivet? and inexperience is normal. For example, in ?Gil's Furniture Bought & Sold' Esperanza assumes that a music box is "...a pretty box with flowers painted on it, with a ballerina inside..." but when it's revealed to her that a music box is just "...a wood box that's old and got a big brass record in it with holes" she feels ashamed she did not know better. Despite her low self-esteem she still keeps hold of her dream of acquiring "A house all my own.". Esperanza's perception of herself does not mirror who she really is. She views herself as unattractive, unintelligent, insignificant and out of place. Such statements as, "...skinny necks and pointed elbows like mine....do not belong here but are here..." provide evidence. In ?Four Skinny Trees' Esperanza describes the four trees outside her house as how she sees herself; how she has not found her place in the world. Esperanza, like the trees, is trapped. While Esperanza is trapped on Mango Street, the trees are trapped in concrete. The quotation from "Four Skinny Trees" illustrates an optimism despite the limitations. "Four who grew despite concrete. Four who reach and do not forget to reach." The desire to leave Mango Street is the desire to lay new roots. There is an optimism which is inconsistent with Esperanza's negative self image. Esperanza's poverty acts as a physical obstacle from leaving Mango Street, but it does not prevent her from creating dreams and desires. On Mango Street Esperanza lives in a dilapidated, tiny house; a house with "bricks ...crumbling in places..." "Everybody has to share a bedroom..." From this poverty was born Esperanza's dream. "I knew then I had to have a house. A real house." Although her dream is to live in a house "with trees around it, a great big yard, and grass growing without a fence," Esperanza does not plan to abandon those who cannot leave Mango Street. "They will not know I have gone away to come back. For the ones I left behind." Esperanza maintains a commitment to her roots on Mango Street. At the outset of The House on Mango Street, Esperanza is presented as a shy girl with low self esteem. As the book progresses she appears to become increasingly strong, and clear about her destiny. Her optimism prevails.

Independence essays

Independence essays A democracy is a system of government controlled by the people, not by one certain group or individual. In the Declaration of Independence it states that all men are created equal, an idea which leads to the concept that all citizens should have the same rights, responsibilities, and influence in the governing of their country. The philosophy of the Declaration of Independence in writing by Thomas Jefferson was trying to break his ties with the harsh and non-democratic rule of the British and begin a new, equal society and government for America. The Declarations statement of equality and unalienable rights is very closely connected to the idea of democracy. To have a democracy that works well you must have equality between people, and the citizens must feel that the government represents their concerns. By eliminating the control of a monarchy, Jefferson envisioned a country where all men would have the opportunity to control their own destinies. Jefferson foresaw a government where individual rights would be recognized and the new government would represent the interests of all its citizens. In a democracy all these are possible to achieve. By writing this document, Thomas Jefferson was trying to separate himself and the great country he lived in from the unfair and controlling British. He believed that it was time for America to break away from Britains rule and become its own nation, which could govern itself. To do this he had to write powerful statement and it was the Declaration of Independence. Jefferson felt that Britain was doing nothing but hurting America with unfair rules and all sorts of ridiculous taxes. The colonies and colonists had no rights in determining the very laws which dictated the way they led their lives. The Declaration of Independence was a formal document stating that the people of America were breaking away from Britain and that the American colonies were now Free ...

Long distance relationship in international student Research Paper

Long distance relationship in international student - Research Paper Example For three to four years, the established relationships with other people outside the university will tend to change. Some of the changes may be even harder to control. Additionally, maintaining a romantic relationship for international students may pose numerous challenges. Most of the students can enjoy reliable, fruitful and happy relationships regardless of the long distances though it is not easy either. Long distance relationships are qualitatively distinct from relationships that are close geographically. One feature of a long distance relationship is that there are raised financial burdens to sustain the relationship. Another important feature of a long distance relationship is difficulties in maintaining a geographically friendship. In non-romantic relationships, international students have been able to use the new technology to maintain strong social ties between family members and friends. It is quite hard for an international student to judge the state of their relationship with friends, family members and their romantic partners from a distance. Research investigating the factors that are linked with long-distance relationships has reported that intimacy, relationship satisfaction and level of consensus are positively interrelated with relationship stability. The more effort made by students to maintain the relationship, the longer a relationship stays (Gulder, 1996). New communications technologies make communication among persons at a distance easier than in the past. Before the introduction of the internet, long distance relationships were rare as primary communication between lovers commonly involved telephone conversation or emails. Students had a fear for schooling abroad so they could not be parted from their friends, families, and their romantic lovers. Nowadays, students do not worry too much about schooling abroad as they can communicate with their loved ones as much as they would

An ethical dilemma for the new CEO of Cheryl Tobin Essay

An ethical dilemma for the new CEO of Cheryl Tobin - Essay Example The CEO should lead this team that would be handpicked by her in order to ensure that the internal employees cannot hamper the investigations. This is because it should be remembered that the CEO has no concrete evidence of a fraud in the company and the basis of the CEO’s thoughts are largely based on reports reported from external sources that can be largely dubbed as rumors. Acting on rumors and engaging an external agency would not only harm the company’s reputation but would also take the CEO on a collision course with the other senior management members. Only if the initial inquiry reflects frauds, then an external agency can be hired so as to ensure minimal damage to the reputation of the organization. It would also ensure that the employees and the senior management would not vary of the fact that the CEO who has been hired from an external organization is not hell-bent on finding flaws and imposing her individual style of working in the organization. Moreover, the findings of the internal audit committee can be very well concealed within the organization so that remedial measures can be initiated and that there is no harm in the reputation of the organization. A hasty decision of conducting an external inquiry can only aggravate matters and can have disastrous implication on the business prospects of the organization. It would also reflect an autocratic leadership style of the CEO that would eventually not help in improving the situation and would make matters worse in the long run.... Since all the financial documents are to be signed by the directors any frauds reported within the company makes them personally liable to criminal prosecution (Ashcroft & Ashcroft, p.412). Moreover, with the CEO being appointed by the board of directors makes the CEO answerable to them. It also questions the ethical dimensions of the CEO as it is the duty of the same to report matters to the board. The powers vested to the CEO are largely for the purpose of acting on the behalf of the board and to make the CEO answerable for the day to day affairs of the organization. Hence the CEO was very correct in initiating a probe into the matter. Examples from real life also suggest unfair and corrupt practices should not be encouraged in any organization. These malpractices may give short term gains but it is clear from the history of companies like Enron that unethical practice if not checked can lead to a complete downfall of the organization (BBC News, â€Å"Enron Scandal at a Glanceâ₠¬ ). Issues like negative sentiments coming in the wake of an enquiry into the scandals should not pose as a hindrance or an obstacle to the enquiry process as it ignorance in the long term can have very serious implications. This can also be inferred from the manner in which Boeing had to pay huge amounts as a fine towards fraudulent transactions and activities of the company. However rather than suddenly taking a decision to hire an external agency for the investigation, first the CEO can carry out an internal monitoring and supervision of the books of accounts of the company. The CEO should lead this team that would be handpicked by her in order to ensure that the

Special2 Essay Example | Topics and Well Written Essays - 1000 words

Special2 - Essay Example Q1: The type of partnership that the plaintiff and defendant have established is a Term partnership because it envisages a 2 year term plan, and they have jointly pooled their resources for the operation of partnership business. It is for a profit venture that they have jointly set stakes in the firm and they would have shares profits upon mutual consent. The Uniform Partnership Act states a partnership as "an association of 2 or more persons . . . to carry on as co-owners a business for profit. . . No one factor is alone determinative of the existence of a partnership." In this case, one of the partners claimed that Maslbenden’s participation was just that of a financier and not a partner. However, the Court held that Maslbendens involvement in the business supported the claim that he was a partner. (Lupien v. Malsbenden: Supreme Judicial Court of Maine, 1984). Q5: Yes, the capital contribution by each partner is a significant factor in dividing the assets. The Court would like to know the amounts invested by each partner in order to assess the mode of splitting the firm’s assets. This is because partners may not have brought capital into the business in equal proportions, and therefore, it would not be in legal consistency to divide the assets equally. Verdict: I agree with the Judge’s ruling. This is because, in the absence of written contract, the conduct of the parties would bind the partners. In this case, Jeannie Smithers, the defendant wishes to quit the partnership and have it dissolved. In the event there was a written covenant, it could bind the parties. Even a verbal contract is a contract, but the terms and conditions would be as determined by the parties, which may change from time to time. Moreover, only a written partnership agreement could bind the partners in their relationships with other partners and

The Creative Development Of Ict Education Essay

The Creative Development Of Ict Education Essay Fine motor skills ICT involves using many of our fine motor skills from the obvious mouse control clicking and selecting shapes or areas on the screen, the new touch screens, keyboard buttons, phone buttons and touch screens and pushing buttons such as power switches. Gross motor skills interactive whiteboards provide good opportunities for use of gross motor skills as we have to reach up and down to make them work, and use whole bodies to reach certain buttons or selections. Consoles such as the Nintendo Wii involve a lot of gross motor skill action to play the games dancing, running, jumping, stretching, throwing and so on. Creative Development Most ICT can offer some kind of creative development from drawing pictures, shapes, and colouring in Paint applications on PCs, laptops and tablets. You have to choose from brush sizes, erasers, pencils, pens, colours. Older children could even do junk modelling with old computer equipment (electrical parts removed first). Increase confidence ICT products are interactive and children get instant reactions from them. Children are in control. Digital cameras provide instant pictures for them to see and talk about. A lot of learning is done through games so they are unaware and enjoy taking part. Shy children can sometimes react better to cameras and come out of themselves. Increases world knowledge Children constantly see adults using ICT every day, from televisions, microwaves, digital clocks and radios, computers, sat navs and so on. By using ICT themselves they are copying adults and can see themselves as part of the wider world. Interest and confidence in engaging with ICT in their many forms are necessary so that all of us are able to play a full part in society. (Stirling University) Mathematical development There are lots of maths games for ICT ranging from basic shapes to solving complex calculations all making learning fun. BugBots are a type of pre programmed bug which moves to given instructions such as left, forward, backwards. Language development again there are lots of languages games for ICT ranging from letter recognition to sentence structure to story writing as well as crossword games, wordsearches making it fun. Toy phones prompt children to talk and make conversations and in addition to this there are general discussions and learning to share and compromise. Construct a booklet which can be issued to parents which identifies safety concerns for children using ICT and how these concerns are being addressed in the child care setting. See separate attached document. Identify and describe various ways in which ICT can be used to support the Early Years Foundation Stage curriculum. Reference should be made to the various types of ICT available, not just computers. Early Learning Goals Numeracy as mentioned before there are lots of maths games for ICT ranging from basic shapes to solving complex calculations all making learning fun. BugBots are a type of pre programmed bug which moves to given instructions such as left, forward, backwards. Other means of ICT teaching Numeracy skills are toy shop tills, toy phones and calculators which all have numbers and opportunities for number play/work. Literacy as above there are lots of languages games for ICT ranging from letter recognition to sentence structure to story writing as well as crossword games, word searches making it fun. Young children can learn to type their names, recognise the letters in their names. Touch screen tablets encourage the letter formation using fingers. Other means of ICT that Literacy can be incorporated into are toy phones or walkie talkies which prompt children to talk and make conversations, role play in shops with tills. Whiteboards offer interaction for the children in writing on a larger scale using pens or their hands. Physical Education ICT can be used for PE lessons, or physical activities in that the children can watch videos, CD Roms of various sports and activities and then try them themselves. Some games consoles have games on them where the children interact physically with dancing, running, jumping, throwing, batting, bowling and even skiing. Personal and Social Education ICT products are interactive and children get instant reactions from them. The children are in control which increases their confidence and in turn their understanding. Digital cameras provide instant pictures for them to see and talk about, as do camcorders. Shy children can sometimes react better to cameras and come out of themselves, noisy disruptive children can be calmer and more responsive when in control and getting instant reactions from ICT. and in addition to this there are general discussions and learning to share and compromise. Creative Development ICT can offer lots of creative development ranging from drawing pictures, shapes, and colouring in using Paint applications on PCs, laptops and tablets. The creations can be printed out onto paper to be kept for assessment or display purposes or proudly taken home. Knowledge and Understanding of the World ICT can give children a good basis of understanding the world around them videos, CD Roms, pictures, slideshows. Children can learn about other cultures, religions, countries and using web cams can even talk to other children in childcare settings all over the world or country. Identify the ways in which families can become involved in ICT including ways in which the childcare setting can promote its use. à ¢Ã¢â€š ¬Ã‚ ¦.the use of ICT helps remove the boundaries between learning and experiences that take place in the home and at school (Teaching Expertise) In general IT literate parents are already in a good position to help their children become familiar with ICT around and outside of the home. They can already teach their children the basics such as using a mouse and keyboard, touch screen devices, games consoles, play phones all before they enter the childcare setting. ICT has been embedded into the Early Years Curriculum as a separate subject so it can offer new and further things to these children, as well as introduce the basics to those who dont have this advantage from home. Using digital cameras or camcorders children can record or photograph things at home that they may not be able to take into the childcare setting for safety or risk of loss reasons, and then talk about them once in the setting examples of this could be pets, precious things, clothes etc. Parents who are not IT literate can access free ICT courses at most local colleges or community centres. Classes include basic PC processing, using laminators, using digital cameras, introduction to interactive white boards. Most towns have internet cafes and computers for use in local libraries, some McDonald branches now even have iPads you can play whilst visiting! The childcare setting itself can offer email and text messaging services for newsletters, photos and essential messages such as closures or general reminders. Some settings even have cctv or webcams for parents to watch their children at play during the day from their home or work computers.

Advertising Today :: Free Essay Writer

For Class Meeting Four Advertising Effects Paper For: SOC 105 Introduction to Popular American Culture Advertising Effects Our learning team got together and went through the advertisements in the Sunday paper. We ended up choosing three incredibly different products and advertisements to write on. The first one is advertising Relpax, which is a migraine medicine. The second one is Colgate whitening gel. The third one is Johnson’s Bedtime cream wash and bedtime cream. After closely reviewing our ads, it is evident all three company’s hoped-for effects are to create a need of some sort. Just by taking a quick glance at the Relpax advertisement it is clear everyone is happy on vacation except for the person with a boulder on their body. Many people that have had or do experience migraines know that exact feeling. Possibly this person has tried every migraine medicine on the market, and this particular one is new and may have to potential to control their migraine. Clinical studies prove people got relief with just one dose compared to another medicine on the market. This will create a need to an individual who has migraines which says what do you have to lose, you will not know until you try it. Our advertisement on Colgate Simply White Night Clear Whitening Gel is another advertisement that creates a need of beauty. A hoped-for effect from this advertisement is a consumer will see â€Å"Whiter Teeth Guaranteed. Use Once At Night For 14 Days† and purchase this product. The actual effect from this advertisement is a nice-looking lady with a pretty smile lying down with very little clothes on. The Johnson’s bedtime cream wash and bedtime cream advertisement also creates a need, except for this need is of a relaxed baby sleeping peacefully. The hoped-for effects are to create a need or want to have a calmed baby at bedtime; however, in order to attain that a consumer needs to purchase this product. The actual effect from this advertisement is a really cute baby sleeping that probably just had a nice relaxing bath before bed. One of the subliminal messages that come across in these three ads is the use of color. In all three of them, the colors are soft and inviting. In the migraine ad, the colors are more vibrant than the other ads but the net effect is the same. It also gives a message of truth.

How to Score A1 Grade in English Subject of Ssc

English – Study Plan Planning your study helps in making it extensive and thorough. Given below are some guidelines that may help you to score high in each section of SSC English papers. Answering questions based on the lessons in the main reader: Start by studying the questions for comprehension asked after each lesson at least a few times, which helps in grasping the important topics that can be asked in each lesson. Then take up a more detailed approach for a deeper understanding of each lesson-to understand questions better and know the necessary points to be written for each question.Make a note of the important topics-whichever can be asked as questions. Don’t depend entirely on the questions given after each lesson. Meanings: Keep a dictionary beside you while reading lessons to look up the meanings of words you are not so sure of the meaning. Also a dictionary/thesaurus gives a list of similar meaning words. Meaning of the underlined word: Knowing the different ways a word can be used and the meaning it conveys in each context helps you score marks in the ‘meaning of the underlined word’ section.Ask the teacher for the subtle differences in meanings and usages of those words. Pronunciation: Listen carefully when the teacher pronounces unfamiliar words. Listening is the way to recognize sounds in a language. This will help in recognizing similarly pronounced words and rhyming words. Spellings: While reading a lesson, observe the spellings and make note of words which may be mis-spelt. E. g. : enmity, pilgrimage, austere etc. This helps in recognizing the wrongly spelt words and correcting them. Read the exercises after each lesson also with a critical eye.Practice solving old question papers, bit banks etc and keep evaluating yourself-your strengths and areas that need more work. Rewriting sentences as directed: Practice the different sentence structures (Direct- Indirect speech, Active-passive voice, conditional clauses, parti cipial clauses, relative clauses etc). Structures taught in 8th and 9th classes also need to be revised. Passages for comprehension: Practice the passages for comprehension-the unseen passages of Paper I and the passages from the supplementary readers in Paper-II. The questions following these passages are for one mark each.So they have to be answered briefly, in a sentence or two. After reading the passage, read all the questions, before attempting to answer them. Two or more questions might seem similar. You need to understand how each question is different from another, to answer them well. Read the relevant part of the passage repeatedly to arrive at a concise, precise answer. Answering questions based on the lessons in the supplementary readers: This is the only section in English question paper that allows the students to choose the questions which they can answer the best.The questions may not be the ones that are given after each lesson in the supplementary readers. So a tho rough reading of the lessons is absolutely necessary. Scrambled sentences: The sentences in a passage are jumbled up. The order of the sentences doesn’t convey the meaning correctly. It is necessary to re-arrange the sentences logically, so that they become coherent and connect to each other. Only the letters corresponding to the sentences are to be written in the right order.Writing an argumentative passage based on the given dialogue: Understand the topic being discussed and express your views on the topic. Depending on the topic under discussion, you may argue on one or both sides. It is advisable to divide the argument into a few paragraphs-at least three. State briefly your opinion in the first paragraph. Then go on to express your views, and finally give your conclusion in another paragraph. Letter-writing: Go through the letters given in the previous SSC exams. Practice writing different letters.Understand the difference in style of writing different kinds of formal le tters. Business letters: A business letter-answering an advertisement, is different from a letter written to the Editor of a newspaper to be read by the general public. In a business letter we focus on the purpose of writing the letter-applying for a job or educational course. When you are applying for some educational course you need to tell them what attracted you to the course and why you think that course would be helpful to you.When you are applying for a job, you have to mention that your qualifications suit those required for the job. Lay emphasis on the qualities in you that you think would make you a suitable candidate for the job. Express your eagerness to impress the employer with your sincerity. Â ¤ Understand each new word introduced-the subtle differences in similar meaning words-and how they are used. Â ¤ Pay attention to the textual exercises given after each lesson. They are valuable guidelines to develop a good understanding of the language. Link every new word, to words of similar meaning you learnt earlier. Â ¤ The SSC exam tests the knowledge of the student-it includes words and usages introduced in the earlier classes as well. Â ¤ Listen and read extensively-to develop a better vocabulary. Â ¤ Use the words you have newly learnt at every opportunity-in writing letters and in writing your argument based on a dialogue. Â ¤ Understand the difference between formal and informal expressions. Know the vocabulary to be used in each context. Â ¤ Last but not the least-WRITE IN A NEAT, LEGIBLE HANDWRITING. Avoid striking off or overwriting.

Drinking and Driving Essay Essay

I am not yet 16 and do not have my license so I do not drive. I am not 21 which means drinking is illegal. I have witnessed events that have happened because of drinking and driving. The penalty for drinking and driving should be more severe. Being intoxicated while behind the wheel is extremely dangerous for oneself and everyone else on the road. The deaths per year because of drinking and driving are one of the top causes of deaths in teenagers and young adult drivers. The number of casualties increases every year due to the young, irresponsible drivers of our society. Drinking clouds the brain and alters ones judgment. The first offence of drinking and driving now is being arrested but no jail time. In order to really enforce the law and make it harsher, the first offence should be include jail time. That would really wake someone up and think twice before driving after having a couple drinks. Receiving a DWI can be an automatic â€Å"good-bye† from a job position or dismissal from college. This can really ruin a person’s life. They no longer can provide for themselves or their families. Most likely one cannot find work with a DWI on their record. Families can break up and lives destroyed, just because of a very remedial decision. People drink because is relaxes them, or makes them feel better. While they are under that influence their correct judgment is whipped out and they choose to drive home or somewhere else with their life on the line or the possibility of killing an innocent person. There are many solutions to stop people fro getting behind the wheel while they are intoxicated. But it all starts with responsibility, like leaving a car behind and taking a can or having a designated driver. If society could wise up and understand drinking and driving is no joke and the law enforced a harsher punishment, then death rates would decrease.

Summary of Report Card Essay Example

Summary of Report Card Essay Example Summary of Report Card Essay Summary of Report Card Essay State Report Card Assessment Name: Instructor: State Report Card Assessment Summary of Report Card The Arbor Hill Elementary School located in Albany uses report cards to evaluate the progress of students during their study period. The school is administered by a Board of Regents who uses this assessment tool in a significant way to improve the learning standards for all learners. The report cards offer a wealth of information to the parents on the condition of elementary school using the federal and state accountability systems, on learner progress, and other measures used to evaluate the performance in the district and school. Knowledge obtained from the Arbor Hill report card is varied, detailed and important in enriching the instruction process among students. There are three main sections of the Arbor Hill Elementary School Report Card. The first part of the report card contains information on the school. The school profile contained information on the rate of enrollment of students from pre kindergarten to grade 12. From the records, it was evident that there was a steady increase in the enrollment rate from 231 in 2008 to 363 in 2011. The average class size also increased significantly from 14 in 2008 to 21 in 2011. This first section also contained information on the demographic factors including students who were eligible to have free meals, student stability and other statistics. The attendance and suspension statistics revealed information on the number of children who attended classes and those who were penalized through suspensions. Apart from these aspects, the other subsections included teacher qualifications, staff counts and the teacher turnover rates. The second section of the report card handles the accountability issues in the school. In this section, the requirements for the school of testing proficiency in mathematics, English language and another indicator are outlined. The proficiency parameters included criterion for participation and performance. The last section outlines the academic performance of the school and included records from the 2010-2011 academic years. The performance was categorized according to the three subjects: mathematics, English language and science. This data was presented in the form of graphs and tables that analyzed all the grades in the school. This summary and analysis of the report cards displays the extent to which valuable information can be gleaned from children’s activities at the school. Student Development Program Introduction This intervention program document provides direction on the best approach to develop and revise any plans for student improvement such as Single Plan for Student Achievement (SPSA). Although schools and districts in Albany may have different names for this plan document, this plan offers details that are necessary for improving subject performance among students in all schools. This document also offers instruments for formulating and reviewing the SPSA, including sections that assist in aligning the costs with the allocated funds awarded to Arbor Hill Elementary School and a yearly assessment form. Seven Recommended Steps for Developing the School Intervention Plan Apart from accomplishing the essential parts that appear in all school plans, the school intervention plan must satisfy the precise necessities of each definite program running in the school. The school intervention plan entails a constant formulation, execution, and observation cycle. The starting and completion date of the yearly planning cycle is a domestic decision. Nevertheless, every institution needs to implement an approved plan that will guide the operations within the school. The seven steps of this constant cycle are: Analyzing the student progress information The school intervention plan is based on analysis of data retrieved from students’ activities and other tests and evaluations such as the Standardized Testing and Reporting (STAR) assessments and other federal assessments. Using this information from several grades, the LEA and SSC can retrieve numerous data on student weaknesses, individual contributions and teachers’ flaws. Measuring effectiveness of current academic strategies at Arbor Hill Elementary School The school needs to carry out a needs assessment that will determine the effectiveness of the current instructional program. The results of the needs assessment will be evaluated against state tools such as Academic Program Surveys that will establish whether the program is relevant or not. Establishment of key goals and improvement strategies The school should come up with realistic and achievable objectives and targets concerning the intervention program. These objectives should be in line with the LEA goals but still reflect the interests of the school. Defining the timelines, costs and funding procedure Each of the goals set by the school requires a similar action prescribed by the SSC and LEA. Apart from an action, each goal also requires to b allocated to an individual who will be responsible for its completion, the source of funding and the costs involved. Recommending the reading intervention plan to the board After all the relevant committees have assessed and reviewed the document, they present the document to the local governing board who conduct their own evaluation. This evaluation is important, as it will determine whether the document will be approved for implementation or it will be faulted. The board assesses the document for several elements including proper constitutions, legal validity and ascertaining whether all the necessary programs were included in the document. Planned Development in Student Performance The Arbor Hill Elementary School has assessed the educational performance of all learning groups and has taken in mind the efficiency of vital elements of the teaching program for students that failed to achieve the academic performance index benchmark and satisfactory annual progress growth goals. Consequently, the school has adopted several objectives, related measures, and expenditures to improve the educational performance of learners that failed to achieve the state standards. One of the goals for THE Local Education Authority (LEA) can be to ascertain that all students would attain proficiency in English language Arts by 2014. The goal for Arbor Hill Elementary School can be to improve the school’s proficiency average to 70% or more. These goals were set after analyzing data from the District ELA Benchmark Assessments. Improvements across the whole school in understanding comprehension were realized over a period of three years under the intervention program. However, accomplishments for the English students group in understanding comprehension has remained constantly dismal, particularly for learners at the CELDT transitional and premature advanced stages, based on analysis of CST results. The Arbor Hill Elementary School will evaluate the status of the objective on a monthly basis. More of this evaluation process will be elaborated in the strategy section. The strategy for the school to implement the plan to improve academic performance is to implement an institution-wide studying intervention program to tackle the academic needs of readers who are weak as categorized by district benchmark assessments. The literacy team members are responsible for determining weak readers and identifying, assessing and choosing an academic intervention programs that are developed for the individual literacy requirements of English learners and weak students and will include continuing evaluations of student development. The exact responsibilities of the literacy team are to gather and scrutinize summative and formative information on ELA issues at the school and district level. A minor function of the literacy team is to recognize learners from each grade who required reading interventions and their specific literacy requirements. The next step is the implementation and assessment of the intervention program. This part of the program will be administered by a joint effort consisting of the literacy team and the leadership team. While it is headed by a joint team, the two parties have separate roles in the implementation stage. The literacy team is charged with the responsibility of formulating reading intervention resources and materials. It is also charged with acquiring complementary instructional materials and standard evaluations. Consequently, the leadership team is responsible for developing intervention program targets, service models, and instruction and learning expectations and results. They are also responsible for analysis and evaluation of district standardized benchmark assessments and intervention programs. The assessment of the intervention program will be conducted on several stages. On a daily basis, the instructors should offer additional reading material and attention for students who are below average or intermediate. On a weekly basis, the teams in charge of all the grades will have collaborative meetings where they engage in analysis of the data collected from the intervention program and develop action plans using the outcomes from these analyses. The program being implemented will also be evaluated on a monthly basis. Finally, on an annual basis, the teams will evaluate the intervention program objectives and determine if they were being realized or if the whole program was a failure. Within the intervention plan, several programs that make the plan more effective are include. These programs are implemented at the state and federal level and are detailed in nature. Examples of these programs include peer assistance, economic aid, violence prevention and drug abuse. Evaluation Process The state has outlined the measures to be taken when handling planned activities and this includes evaluating the effectiveness of the intervention program on an annual basis. This evaluation program is important as it will release data on the program and pave the way for other subsequent programs. These state bodies include School Site Council (SSC) and the Local Education Agency (LEA) who offer investigation and review the services of the intervention program before making recommendations on its validity and continuity. Through this evaluation process, schools such as Arbor Hill Elementary School can determine the weak points within their program and strive to refine their system. Typically, the reports from these institutions may include the degree of achievement of goals and the comparison with state and national standards. However, both the LEA and SSC have to be careful in making conclusions from the evaluations they perform. They should consider all the relevant elements that can influence the success of the intervention plan such as the level of change in enrollment and the degree of implementation. The proper implementation of the reading intervention plan will benefit the students by increasing their level of understanding and ease the instructors’ burden in the classroom.

BBC Documentary Critique Assignment Example | Topics and Well Written Essays - 1000 words

BBC Documentary Critique - Assignment Example It claims that while making a decision, one is fooled to assume that they have full understanding of the circumstances that lead to their decisions, which, according to the documentary, could not be further from the truth. The documentary, therefore, primarily sets out to show its viewers how to be more rational and how to successfully cope through life’s greatest decision making points. The following is a brief critique of the documentary. In the first instance, there are a group of four young men composed of computer enthusiasts, engineers and rocket scientists who are reportedly brilliant and intelligent in their careers and education, but have all failed to land girlfriends. Garth Sundem comes in to utilize his carefully crafted math equations to solve this (deciding on a girlfriend) and other complex human problems (such as buying the right pair of shoes at the retail store). In every circumstance, Garth weighs intervening factors against each other and calculates each of the friends’ chances of landing their preferred dates at the bar (except for Levi who turns down the technique and opts to go in and pursue his choice without any prior knowledge of his chances) (BBC Horizon, 2009). Garth’s calculations fail, however, as even those who scored the lowest probabilities (41% and 43%) land their dates, but in the end, there is a valuable decision making tip accrued from the whole ordeal. We appreciate t he importance of analyzing a situation beforehand in correct decision making. This is proved by the fact that the ‘ignorant’ Levi was the only one who failed to land their date, as he later reckons that he should have analyzed things better before plunging in. this idea resonates with ideal good decision making strategies and management rules that advocate for proper analysis of a situation before making a rushed choice (Drucker & Maciariello, 2008). In the ensuing gambling

Auditing and Assurance Essay Example | Topics and Well Written Essays - 500 words

Auditing and Assurance - Essay Example The omission is considered as immaterial if it does not affect the decisions of the users of financial statements. If the discrepancies in the information provided by the financial statements are material, the auditor needs to check and cross-check the effects of the misstatement on the financial statements as a whole. For instance, a misstatement in the inventory is required to be evaluated through an evaluation of combined effect of its relevant and linked accounts. The materiality of this misstatement, hence, would consider the accumulated impact on inventory, total current assets, total working capital, total assets, income taxes, income taxes payable, total current liabilities, cost of goods sold, net income before taxes and net income after taxes (Arens, Elder, & Beasley, Audit Reports, 2012). The relationship of materiality and opinion is tied with a lengthy process of auditing the financial statements. This relationship, hence, influences the way an auditor works by deciding on the extent and scope of auditing. Materiality determines if the auditor needs more time to be spent on certain areas of financial statements. Moreover, it also decides the nature of the report and the type of opinion. A material misstatement, for instance, results in a qualified, disclaimer or an adverse report if it affects the decisions of the users. Auditors are responsible to discover and report direct-effect illegal acts in the same manner as errors and frauds. On the other hand, there are limitations to detect and report indirect-effect illegal acts. The direct-effect illegal acts are detectable as, usually, they have a financial impact in terms of, for example, tax calculations etc.; whereas, indirect-effect illegal acts are not easily determinable as they are more related to the company’s work procedures, environment and conduct. The three levels of