Is Pop Culture Really Making Us Dumb - 852 Words

Is Pop Culture Really Making Us Dumb? Everyone has been told at least once in his or her lives watching too much TV is bad for you. Some will argue it makes you dumb or don’t believe everything you see on TV and even â€Å"TV kills brain cells†. This goes for all types of media not only TV. Others would argue that television and social media actually educate us, and even say things that should be said, but never do. With the rise of all these new types of media in the 21st century like Hollywood films, new TV shows, Twitter, Facebook, Instagram, etc. the question is, Is Pop culture actually good for you? Since the start of the 21st century new TV shows and social media have been on the rise. For example Steven Johnson brings up the hit drama 24 that used to come on Fox, the show focused on terrorism and it also was known for its violent torture scenes to extract information from the terrorists. Some articles are saying that those torture scenes in the hit series 24 infl uenced the abuse of prisoners by American military in Iraq and Guantanamo. I think that is totally wrong to say that a TV show influenced that violence its common sense that if you’re trying to get information out of someone you hate and on top of that they’re a prisoner/ linked to terrorism, and they wont give it to you, of course your next resort will be to use violence. Also hasn’t TV shows and movies especially military’s ones been based off real life situations not the other way around. Another reason whyShow MoreRelatedHow Media Has Impacted Society1158 Words   |  5 PagesYoung and dumb, they say! Stable and old, I say? In their view, the people who are old enough to receive their retirement funds, find that too much television can cause brain damage and all these other horrendous circumstances and oh let us not start with cell phones†¦. In our view, teenagers and young adults, find no harm is watching â€Å"too much† television and r elying on our mobile devices to often. Some topics to be discussed are: Sleeper Curves, realism, linguistics, and overstated context. TheRead MoreReligion And Its Effect On Society1066 Words   |  5 Pageshas been involved to manipulate people enforcing laws and making you obey them, creating churches saying to make donations for the better cause of the church when they are just spending money on themselves right in front of the general public noises without them knowing, making themselves look foolish, another thing would make them believe they will be in hell for eternal life if they don’t follow the laws of their organized religion, making religion control people in what to do then how to do itRead MoreIs Pop Culture Good Or Bad?1163 Words   |  5 Pagessurrounded by popular culture in our society today. It is everywhere. From watching TV, to reading magazines, being on social media, and just browsing the internet. Popular culture is the entirety of ideas, perspecti ves, attitudes, images, and other phenomena that are within the mainstream of a given culture. The question is popular culture good or bad? Pop Culture has a great impact on our society of today. The main problem with pop culture is that some people think that it can dumb us down, and alsoRead MoreAthletes Who Are Caught Using Peds Be Allowed For Sports?908 Words   |  4 PagesLet us take a moment to understand we are all human beings capable of making mistakes, so the answer to the first question should athletes who are caught using PEDs be allowed to return to sports? Absolutely! Maybe not the same organization, team, etc. but to permanently ban someone from a specific sport is hasty. However, there are exclusions for every rule and if he/she becomes a threat to the league as a whole or a repeat offender, then that is when it should be put up for consideration. I doRead MoreThinking Outside the Idiot Box by Dana Stevens vs. â€Å"Watching TV Makes You Smarter† by Steven Johnson1125 Words   |  5 Pagesnicknames, has been around for almost a hundred years. Ever since cable TV became popular in the 1950â€⠄¢s, there has always been a worry that people watch too much TV. Most people believe that with exorbitant exposure to the popular media both dumbs us down as well as makes us more likely to tolerate acts of violence. Dana Stevens’ â€Å"Thinking Outside the Idiot Box† argues that television does not make you smarter, directly contrasting Steven Johnsons article, â€Å"Watching TV Makes You Smarter.† Television has definitelyRead MoreAnalysis Of Richard Wright s Native Son 1726 Words   |  7 Pageshopes that they might take action in social justice. Native Son portrays many aspects of each genre very well. It uses fictional characters to describe a story that very well could have taken place in the past. Crime is woven in deeply to the plot, making the reader force-feed the book to himself because of the trail of suspense left behind. Every time a murder occurs, the book just gets better, as expected. African American social justice takes place throughout the entire book, as the main characterRead MoreAmerican Society For Aesthetic Plastic Surgery1706 Words   |  7 Pagesaccording to a survey conducted by the American Society for Aesthetic Plastic Surgery. In our nation, society has taken full control over body image. Not just any body image, though, our body image. Recently, bodies have been the favorite subject of our culture. These bodies are plastered to every major advertisement, the ones paraded down runways, and cast for the lead in television. These are the bodies that diet and exercise articles say you can have for the time, effort, and patience. These are the bodiesRead MoreAffects of Popular Culture on Todays Generation Essays1997 Words   |  8 Pagespopular culture for the â€Å"corrupting† of today’s generation. Many Americans do not think of the other factors that go into popular culture. There are in fact many factors that go into the things such as teen pregnancy, education failure, and violence of toda y’s youth. Factors such as money, home life, and enviorment. Not only do Americans feel popular culture is to blame, but also feels popular culture is having its affect too soon. Before being able to discuss the effects popular culture has onRead MoreOutliers, By Malcolm Gladwell3671 Words   |  15 Pagesbook â€Å"Outliers† that can relate to the success of the people mentioned above. The true knowledge behind success can be achieved in numerous ways. Many individuals have different definitions as to what the word â€Å"success† means; as well as what is really considered to be truly successful in life. In the book â€Å"Outliers† by Malcolm Gladwell†, its main purpose is to understand how many ways success can be looked at in the world. Especially how it is used when it comes to certain things we make decisionsRead MoreMilitary Cadences Essay3960 Words   |  16 PagesPop Cultural Elements of Military Cadences HUT, TWO, THREE, FOUR...HUT, TWO, THREE, FOUR... What do a bunch of grunts calling out raunchy marching cadences have to do with pop culture? Theres more to the cadence then just keeping soldiers in step, there is a deep sense of pride, patriotism, unity, motivation, and nostalgia, which can be found within these songs. The Military cadence is used to motivate, inspire, and foster company cohesiveness while keeping soldiers steps

A Formal Measure That Can Be Utilized Is The Right...

To assess this patient, a formal measure that can be utilized is the Right Hemisphere Language Battery – Second Edition (RHLB-2). The RHLB-2 provides information on the patient regarding their communicative functions that are disturbed by their RHD, and therefore would be an appropriate formal measure for the evaluation and assessment. The RHLB-2 is a comprehensive assessment, which includes seven subtests. This test will provide diagnostic information on metaphor comprehension or spoken and written language, knowledge of inferred meaning, humor, and â€Å"production of emphatic stress.† â€Å"The lexical semantic subtest will assess the patients ability to pair verbal words to its matching picture.† (Brookshire McNeil, 2015). The connectionist model describes the different areas of the brain and how they process particular types of information (Brookshire McNeil, 2015). We have a greater understanding of left hemispheric damage. For example, if an individual has damage to their posterior-inferior third frontal gyrus of the left hemisphere, they will present with Broca’s aphasia, which evidences as motor planning deficits. While scientists and researchers have a general understanding of what the right hemisphere is responsible for, we have yet to understand specific areas precise responsibilities. Generally, we recognize the right hemisphere is responsible for behavior and cognition, perception, recognition and expression, attention, and pragmatic communication (Brookshire Show MoreRelatedNational Security Outline Essay40741 Words   |  163 Pagesof Conduct 23 CHAPTER 6: The Laws of War and Neutrality 24 CHAPTER 7: War Crimes and Nuremberg Principle 28 CHAPTER 12: Nuclear Weapons: Deployment, Targeting and Deterrence 33 CHAPTER 13: Arms Control in the Nuclear Age 36 Chapter 14: Measures to Reduce Tensions and Prevent War 41 CHAPTER 16: The Law of the Sea 43 CHAPTER 17: The Constitutional Framework for the Division of Nat’l Security Powers Between Congress, the President and the Court 48 The 1973 War Powers Resolution 49 IIRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesMichael Adas for the American Historical Association TEMPLE UNIVERSITY PRESS PHILADELPHIA Temple University Press 1601 North Broad Street Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright  © 2010 by Temple University All rights reserved Published 2010 Library of Congress Cataloging-in-Publication Data Essays on twentieth century history / edited by Michael Peter Adas for the American Historical Association. p. cm.—(Critical perspectives on the past) Includes bibliographicalRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesand reproduced, with permission, in this textbook appear on appropriate page within text. Copyright  © 2011, 2007, 2005, 2002, 1998 Pearson Education, Inc., publishing as Prentice Hall, One Lake Street, Upper Saddle River, New Jersey 07458. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any formRead MoreStrategic Human Resource Management View.Pdf Uploaded Successfully133347 Words   |  534 PagesStrategic Human Resource Management, Second Edition by Charles R. Greer Copyright  © 2001, 1995 by Prentice-Hall, Inc. A Pearson Education Company Upper Saddle River, New Jersey 07458 Compilation Copyright  © 2003 by Pearson Custom Publishing All rights reserved. This copyright covers material written expressly for this volume by the editor/s as well as the compilation itself. It does not cover the individual selections herein that first appeared elsewhere. ii Permission to reprint theseRead MoreNokias Human Resources System144007 Words   |  577 PagesAmerican Depositary Shares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PART II DEFAULTS, DIVIDEND ARREARAGES AND DELINQUENCIES . . . . . . . . . . . . . . . . . . . . . . . . MATERIAL MODIFICATIONS TO THE RIGHTS OF SECURITY HOLDERS AND USE OF PROCEEDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CONTROLS AND PROCEDURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

General-Purpose Financial Statements Free-Samples for Students

Question: Discuss about the Purpose of Financial Statements and Reports. Answer: General-purpose financial statements Released by the organization to assist the creditors and investors in the process of their decision making. GPFRs are important as it provides the required information to the users of GPFR that are found to be useful for analysing and taking decisions related to the assignment of scarce resources. After meeting this objective the GPFR also determines through which governing bodies and management the responsibilities and their accountability will be discharged (Birt et al., 2014). The main purpose of the GPFR is to provide the financial information regarding the reporting organization that can be used by the potential and the present investors in equity, creditors and lenders for taking decisions related to their investment. Shareholders require the GPFR to analyse their investment and assist them to make further decisions regarding voting in corporate matters. The importance of GPFR with regard to the financial reports is to offer financial position, financial performance and any cha nges in the financial position of the entity that are useful for making economic decisions (Cascino et al. 2014). The Special purpose financial reports Prepared in any virtual format that are required by or preferred by the business. Normally, as the minimum requirement, under this method at least balance sheet and profit and loss account is prepared. However, they can be aligned with various degrees of other requirements regarding the reports that are established by the members or owners or directors of the organization (Carey, Potter Tanewski, 2014). The General purpose financial reports The reports that are prepared by using the AASBs guidelines and generally follow a specific format, though there still remain some scopes to alter this. These reports are generally prepared by the organizations through using the Corporations act and through application of the accounting concepts 1 and 2. As per normal guidelines, any organization that has foreign ownership, huge number of employees, and expects large number of end users those are dependent on the financial reports of the organization, and then the GPFR may be required to be prepared. However, the interpretation and application of these regulations may vary based on the organization (Henderson et al., 2015). However, a superior accounting organization shall provide an expert team with high skills to help the business for preparing all the accounts to meet the needs of the users on timely manner with minimization of cost. Most of the public companies are required to issue GPFRs. The requirements of doing this are set by the parent organization, founding documents like trust deeds, legislation or any other responsible minister. Organization can also choose to prepare the reports, if they feel that doing so will be useful. Generally, the legislation needs that the information included in GPFR must comply with the GAAP or generally accepted accounting practices. GAAP is the overall content of accounting standards and other related guidance that forms the strategy regarding how the organization shall prepare the GPFRs. Generally, the accepted accounting standards are a set of requirements and principle objectives that does not depend on the preference of the preparer. Furthermore, in public sector, the Auditor-General ensure the users that the key information of the public organization are materially complied with the accounting standards and presented in a true and fair manner. On the other hand, the pri vate companies are not required to prepare the GPFR as the external investors do not take part in the daily activities of the business and the audited financial statements are sufficient for them to obtain reliable information regarding the performance of the business. The true and fair aspect in auditing state that the financial reports are free from any error or material misstatement and the financial position and performance of the organization is faithfully represented. Though the term of true and fair is not defined strictly in the accounting literature, the following aspects are derived as the explanation of the terms True recommends that the information related to the financial reports are literally correct and is prepared as per the applicable framework like IFRS and they are free from any error or material misstatement that may misguide the users. The material misstatement arises from the material omissions, errors of balances and transactions in the financial reports. On the other hand, the term Fair suggests that the financial reports are presented faithfully and they are free from bias and reflects the transactions economic substance rather than just revealing their legal aspect (Bengtsson Wallstrm, 2014). Preparation of the financial statements as per the true and fair view is recognized as one of the most crucial tasks of the directors of the organization. Moreover, the auditors must consider whether the directors have complied with their responsibilities for the presentation of true and fair view while preparing the financial statements (Vyas, Ambadkar Bhargava?, 2015). The International Accounting standard Board (IASB) is an independent body for setting the IFRS foundation. All the meetings of IASB are carried out in webcast and public. In the procedure of setting of the standards the IASB comply with the transparent, open and thorough procedures for which the exposure drafts, discussion papers and public comments are important. The IASB connects with the shareholders closely around the globe that includes business leaders, regulators setters of accounting standards and the professionals associated with accountancy (IFRS - International Accounting Standards Board (IASB), 2017). The IASB has a neutral transaction policy that means the similar events and transactions shall be accounted for in a same way by all the entities irrespective of non-profit organizations or profit organizations or the private organizations, unless there is a valid reason for treating in a different way. The IASB takes into account the specific requirement of the private and public sectors while implementing revised or new IFRSs for adopting in Australia (Christensen, Hail Leuz, 2013). Reference: Bengtsson, M., Wallstrm, J. (2014). Accounting and disclosure of football player registrations: Do they present a true and fair view of the financial statements?: A study of Top European Football Clubs. Birt, J., Chalmers, K., Maloney, S., Brooks, A., Oliver, J., Janson, P. (2014). Accounting: Business Reporting for Decision Making 5e. Carey, P., Potter, B., Tanewski, G. (2014). Application of the reporting entity concept and lodgement of special purpose financial statements. Cascino, S., Clatworthy, M., Garca Osma, B., Gassen, J., Imam, S., Jeanjean, T. (2014). Who uses financial reports and for what purpose? Evidence from capital providers. Accounting in Europe,11(2), 185-209. Christensen, H. B., Hail, L., Leuz, C. (2013). Mandatory IFRS reporting and changes in enforcement.Journal of Accounting and Economics,56(2), 147-177. Henderson, S., Peirson, G., Herbohn, K., Howieson, B. (2015).Issues in financial accounting. Pearson Higher Education AU. IFRS - International Accounting Standards Board (IASB). (2017). Ifrs.org. Retrieved 18 April 2017, from https://www.ifrs.org/About-us/IASB/Pages/Home.aspx Vyas, A. H., Ambadkar, R., Bhargava?, J. (2015). True and Fair View-A Fact or Illusion in the World of Creative Accounting.International Journal of Multidisciplinary and Current Research,3(3), 572-575.

William Shakespeaer Essays - Shakespearean Tragedies,

William Shakespeaer William Shakespeare William Shakespeare was a great English playwright, dramatist and poet who lived during the late sixteenth and early seventeenth centuries. Shakespeare is considered to be the greatest playwright of all time. No other writer's plays have been produced so many times or read so widely in so many countries as his. Shakespeare was born to middle class parents. His father, John, was a Stratford businessman. He was a glove maker who owned a leather shop. John Shakespeare was a well-known and respected man in the town. He held several important local governmental positions. William Shakespeare's mother was Mary Arden. Though she was the daughter of a local farmer, she was related to a wealthy family. Mary Arden and John Shakespeare were married in 1557. William Shakespeare was born in Stratford in 1564. He was one of eight children. The Shakespeare's were well-respected prominent people. When William Shakespeare was about seven years old, he probably began attending the Stratford Grammar School with other boys of his social class. Students went to school year round attending school for nine hours a day. The teachers were strict disciplinarians. Though Shakespeare spent long hours at school, his boyhood was probably fascinating. Stratford was a lively town and during holidays, it was known to put on pageants and many popular shows. It also held several large fairs during the year. Stratford was an exciting place to live. Stratford also had fields and woods surrounding it giving William the opportunity to hunt and trap small game. The River Avon, which ran through the town, allowed him to fish also. Shakespeare's' poems and plays show his love of nature and rural life which reflects his childhood. On November 28, 1582, Shakespeare married Anne Hathaway of the neighboring village of Shottery. She was twenty-six, and he was only eighteen at the time. They had three children. Susana was their first and then they had twins, Hamnet and Judith. Hamnet, Shakespeare's son, died in 1596. In 1607, his daughter Susana got married. Shakespeare's other daughter, Judith, got married in 1616. In London, Shakespeare's career took off. It is believed that he may have become well known in London theatrical life by 1592. By that time, he had joined one of the city's repertory theater companies. These companies were made up of a permanent cast of actors who presented different plays week after week. The companies were commercial organizations that depended on admission from their audience. Scholars know that Shakespeare belonged to one of the most popular acting companies in London called The Lord Chamberlain's Men. Shakespeare was a leading member of the group from 1594 for the rest of his career. 1594 had produced at least six of Shakespeare's plays. During Shakespeare's life, there were two monarchs who ruled England. They were Henry the eighth and Elizabeth the first. Both were impressed with Shakespeare which made his name known. There is evidence that he was a member of a traveling theater group, and a schoolmaster. In 1594, he became an actor and playwright for Lord Chamberlain's Men. In 1599, he became a part owner of the prosperous Globe Theater. He also was a part owner of the Blackfriars Theater as of 1609. Shakespeare retired to Stratford in 1613 where he wrote many of his excellent plays. There are many reasons as to why William Shakespeare is so famous. He is generally considered to be both the greatest dramatist the world has ever known as well as the finest poet who has written in the English language. Many reasons can be given for Shakespeare's enormous appeal. His fame basically is from his great understanding of human nature. He was able to find universal human qualities and put them in a dramatic situation creating characters that are timeless. Yet he had the ability to create characters that are highly individual human beings. Their struggles in life are universal. Sometimes they are successful and sometimes their lives are full of pain, suffering, and failure. In addition to his realistic view of human nature, Shakespeare had a vast knowledge of a variety of subjects. These subjects include music, law, Bible, stage, art, politics, history, hunting, and sports. Shakespeare had a tremendous influence on culture and literature throughout the world. He

People Management and Organisation Development The WritePass Journal

People Management and Organisation Development Executive Summary People Management and Organisation Development . Strategic Organisational Communication: In a Global Economy. Hoboken: John Wiley Sons. Cummings, T. and Worley, C., 2014. Organisation Development and Change. Belmont: Cengage Learning. Fairholm, M., 2009. Leadership and Organisational Strategy. The Innovation Journal: The Public Sector Innovation Journal, 14(1), pp.1-16. Freedman, A., 2011. Using Action Learning for Organisation Development and Change. OD Practitioner, 43(2), pp.7-13. Griffin, R. and Moorhead, G., 2009. Organisational Behavior: Managing People and Organisations. 9th ed. Belmont: Cengage Learning. Hashim, M., 2014. Organisational change: case study of GM (General Motors). Journal of Business Administration and Management Sciences Research, 3(1), pp.1-5. Hendrickson, S. and Gray, E., 2012. Legitimizing Resistance to Organisational Change: A Social Work Social Justice Perspective. International Journal of Humanities and Social Science, 2(5), pp.50-59. Griffith-Cooper, B. and King, K., 2007. The partnership between project management and organisational change: integrating change management with change leadership. Performance Improvement, 46(1), pp.14-20. Idris, K., Adekalu, S. and Genty, K., 2014. Organisation Development and Strategic Intervention for Enterprise Sustainability: Empirical Evidence from Nigeria. British Journal of Arts and Social Sciences, 16(11), pp.156-171. Kaplan, R. and Norton, D., 2001. Building a Strategy – Focused Organisation. Ivey Business Journal, May/June 2001. Available at http://iveybusinessjournal.com/topics/leadership/building-a-strategy-focused-organisation#.VGS9rWdqRIh [Accessed 12 November 2014]. Kotter, J. and Schlesinger, L., 2008. Choosing Strategies for Change. Harvard Business Review, July/ August 2008, pp.1-10. Lunenburg, F., 2010. Organisational Development: Implementing Planned Change. International Journal of Management, Business and Administration, 13(1), pp.1-9. Oswick, C., 2013. Reflections: OD or Not OD that is the Question! A Constructivists Thoughts on the Changing Nature of Change. Journal of Change Management, 13(4), pp.371-381. Maimunah, I., 2009. Corporate Social Responsibility and its role in community development: An international perspective. The Journal of International Social Research, 2(9), pp.200-209. Nordin, E., 2014. Communicating Organisational Change: Strategies for Communicating Change. The Clute Institute. International Academic Conference, San Antonio, Texas, USA, pp.135-145. Available at http://cluteinstitute.com/conference-proceedings/2014SAPapers/Article%20236.pdf. [Accessed 12 November 2014]. Pasmore, W., Woodman, R., Noumair, D. and Shani, A., 2013. Research in Organisational Change and Development. Bingley: Emerald Group Publishing. Roberts, G., 2014. Servant Leader Human Resource Management: A Moral and Spiritual Perspective. New York: Palgrave Macmillan. Rothwell, W., Stavros, J., Sullivan, R. and Sullivan, A., 2009. Practicing Organisation Development: A Guide for Leading Change. 3rd ed. Hoboken: John Wiley Sons. Samson, D. and Bevington, T., 2012. Implementing Strategic Change: Managing Processes and Interfaces to Develop a Highly Productive Organisation. London: Kogan Publishers. Schabracq, M., 2009. Changing Organisational Culture: The Change Agents Guidebook. Hoboken: John Wiley and Sons. Wu, M., 2012. Managing Stakeholders: An Integrative Perspective on the Source of Competitive Advantage. Asian Social Science, 8(10), pp.160-172. Yaeger, T. and Sorensen, P., 2009. Strategic Organisation Development: Managing Change for Success. Charlotte: IAP Publishing. Yilmaz, B. and Gunel, O., 2009. The Importance of Strategic Stakeholder Management in Tourism Sector: Research on Probable Applications. TOURISMOS: AN INTERNATIONAL MULTIDISCIPLINARY JOURNAL OF TOURISM, 4(1), pp.97-108.

influenza virus essays

influenza virus essays Influenza virus is something most people get at least once in their lifetime. It is commonly known as  ¡the flu. ¡ It contains single stranded RNA. It attacks both human and animals. It reproduces in a lytic cycle. It is inhaled and comes in contact with cells of the upper air passage. It penetrates the cells that line these passages and reproduce. New viruses are released from the infected cells and infect other cells along the respiratory tract. It could also be carried away in exhaled air and infect other people. Influenza by itself is not usually a serious disease. But it can lower the body ¡s resistance, and leads to bronchitis and pneumonia especially for elder, innutrition, and people with lung or heart problems. The flu virus was first isolated from chickens in 1901, but it was recognized as so until 1955. The flu virus was also isolated from runny pig snouts in 1931. This virus became know as "swine flu." There are three main types of influenza simply named A, B, C. Influenza A is the most common was discovered in 1933. Influenza B was discovered in 1940 and influenza C in 1947. Variants of these basic types are named after the place it first strikes. For example, there is the Hong Kong (B), New Jersey (A), and Bangkok (A). Symptoms of the virus include a sore throat, fever, fatigue, coughing, aches, and loss of appetite. Influenza not only affects humans but they also infect other animals such as pigs and turkey. Not only that, but it easily crosses species. Thus, new viruses are probably created in pigs and waterfowl, like ducks and seagulls, and then later passed on to other creatures. For example, in 1980, the virus produced an epidemic in seals and caused conjunctivitis in humans who tried to help. The influenza virus can also last for hours in dried mucus. Viruses are usually roughly spherical and about 200nm in diameter. The envelope contains rigid "spikes" of haemagglutinin a ...

FUNDAMENTALS OF ECONOMICS Using diagrams, explain what happens to Coursework

FUNDAMENTALS OF ECONOMICS Using diagrams, explain what happens to PRICE and QUANTITY when Demand increases and Supply increases, and when Supply falls and Demand increases - Coursework Example The diagram below shows the supply and demand curve for good X and the equilibrium price and quantity. In diagram above, the quantity of supply and demand are equal at price 50. If the supply and demand curve won't move, the market price of Good X will not change. If the demand for good X will increase, the demand curve will shift to the right or will exhibit an outward shift. An increase in demand will cause a movement along the supply curve which will result to the rise of equilibrium quantity and price. With the new demand curve, supply and demand of good X equals to 5 at price 60. Price and quantity both increased. This means that an increase in the demand of good X made firms in the market to sell good X at a higher price. However, an increase in supply will show another different result. This is shown in Figure 3. With the new demand and supply curve, D2 and S2, the quantity of good X decreased to about 3.75 units while the price increased by about 78 units. This just proves the law of demand that as the price of good X increases, the quantity demanded decreases. There are a lot of reasons that can cause an increase in demand and supply. ... There are a lot of reasons that can cause an increase in demand and supply. Increase in demand can be caused by increase in the consumer's income or wealth, rise in the price of substitutes, fall in the interest rate, and fall in the price of complements. An increase in supply, on the other hand, can be caused by cheaper cost of production, government subsidies, improvement in production technology, and the entry of new suppliers to the market ("AS Markets and Market Systems"). On the other hand, a decrease in supply has a different effect. This is shown in the figure below. Figure 4. Decrease in supply 80 S 70 S2 60 Price of Good X 50 40 30 20 10 D1 0 1 2 3 4 5 6 7 Quantity of Good X If the demand curve will remain the same and the supply curve shifts downward, the price of good X will decrease to 40 units while the quantity of good X will increase to approximately 4.75. Again, this conforms to the law of demand. Decrease in the price of good X resulted to an increase in the demand for it. This means that more people will be willing to consume good X because of its lower price. However, the picture will not be the same if the demand curve increases and the supply curve decreases. This is shown in Figure 5. Figure 5. Decrease in supply and increase in demand 80 S1 70 S2 60 Price of Good X 50 40 30 20 D2 10 D1 0 1 2 3 4 5 6 7 Quantity of Good X As you can see, there is a decrease in supply and increase in demand. This resulted to a decrease in price form 50 to approximately 42 units and an increase in the quantity of

Service quality and customer's satisfaction in academic libraries Essay

Service quality and customer's satisfaction in academic libraries - Essay Example A real library contains these along with various instructional and access tools and a high quality customer service. In a library, the fundamental goal of a librarian is to make sure that the service provided is consistent with the mission of the institution of which library forms a part. Service quality of academic libraries: Past and present: Service quality of an academic library is a measure of the customer satisfaction and the extent to which customers feel that their expectations have meet met by the service given. Calculation and management of the customer satisfaction has remained a usual practice in for-profit sector for long. The assessment of service quality in the present age finds its roots in the same old trend of measurement of customer satisfaction. Customer satisfaction has frequently undergone many changes in the last four decades as a concept. According to Crosby (1993), the contemporary concept of service quality is significantly influenced by all the approaches m ade to it in that past that include the 1960s’ corporate image studies and the 1980s’ total quality approach adopted by many economies in the West. The corporate image studies formed the very initial stage of calculation of customer satisfaction that emerged in the 1960s. The image surveys included questions about customer satisfaction and customers’ views about the quality of service given. These questions investigated the progressiveness and the company’s level of engagement with the community. In the later half of the 1960s, the commencement of studies about the product quality emerged as the second stage of customer satisfaction measurement. A satisfaction index resulted from the adequacy-importance model which served as the cardinal means of measurement of the customer satisfaction, and played an important role in defining the attitudes of the customers. A revolution in the customer satisfaction measurement occurred in the 1980s when the American aut omobile business increased manifolds in competition and many syndicated studies were made. The measurement of customer satisfaction in the contemporary age is quite similar to the trend introduced in the 1980s. The businesses turned to customer satisfaction as a measurement of their quality of service rather and the process of assessment became more intangible. The Gaps Model of Service Quality: Parasuraman, Berry and Zeithaml (1985) formed a research group to measure the customer satisfaction using the Gaps Model of Service Quality. The Gaps Model made a totally new approach to the measurement of customer satisfaction by determining the gaps between the expectations of customers and their views regarding the quality of service. In this model, customers establish their expectations, as well as the lowest quality of service that would be acceptable to them. Then once the service has been delivered, the customer explains how he thinks about the quality of service he/she was delivered. The equation, thus, goes as follows: Perceived service quality – expected service quality = gap in service quality. According to Hernon and Nitecki (2001), there are four basic perspectives that define the quality of service namely, excellence, value, compliance with specifications, and achievement of expectations. It is the fourth perspective

Extensional definition Essay Example for Free

Extensional definition Essay Success, a word that has a very subjective and ever changing definition. To many success is measured with the amount of cars one has or the size of ones house; to others success is just thriving with what is available. Although success has many different meanings across the world there is two that stick out; Thriving with what you have at your disposal, and being able to live comfortably and without any worries. If one was to ask a child that lives in California what is their definition of success; he/she would probably answer, success is having a lot of cars and a big house. This is generally what people in westernized countries define success as. But if you were to ask a child in a farming town in China what he/she would define success as. The answer would be, to make it through life with enough food and survive. This is what the definition of success use to be everywhere before there was so many amenities in life. The definition has changed drastically, and has evolved with the economy. Thriving with what you have at your disposal is what everyone does but some have much less than others and vise versa. This is one definition that has stuck with word throughout time; but is interpreted in many different ways. The other definition of success that sticks out is that success means being able to live comfortably and without any worries. A very close family friend has said this many times â€Å"Being a successful dentist has its perks, I don’t have to worry about anything besides my practice and it is a very comfortable lifestyle.† This gave me a new perspective on what the definition of success was at a young age. He unwittingly taught me that success is making life as comfortable and as worry free as possible. To do this one would think they need copious amounts of money to do this but that is wrong. Many people try to live outside of their means to make them look like they are successful but doing this they are actually doing more harm to their success than helping it. One does not need to make a six figure salary to have success. What one need is the right mind set, which is not to live outside of your means and everything you are not doing to better yourself is  harming your success in the long run. For example one does not need to take a loan out on a car, spend what you already have. doing this will instill upon you to not spend outside of what you have. Success, there are countless definitions for the word. The two that stand out are both subjective definitions, and they are completely different. Thriving with what you have at your disposal, and to be able to live comfortably and worry free. The definition of success changes with the economy and the living standards of the world. At the end success is what you make it.

Lennie And George :: essays research papers

Lennie and George: In what ways are they 'mates'? Is this a true friendship, as you understand friendship? George and Lennie are in every instance 'mates'. I suppose that some opposition comes from the book where George often says that Lennie is a nuisance, and he got stuck with him because of an auntie of Lennie's. In the novel you get an idea that this is an act, and he cares for Lennie because Lennie says, "'Cause you got me, George and I got you" and George agrees. George is a reasonably intelligent, hardworking ranchman. Lennie on the other hand always manages to find trouble. He is equally as hardworking and honest as George but his simple childlike mind always finds him trouble wherever he goes. However they have one thing that unites the two of them as close as any bond can. This is that they both share the same dream of owning their own ranch - and after many hard working years, moving from ranch to ranch, living in complete poverty and working for next to nothing they finally try to achieve this life long dream. To maintain a companion you must have things in common, you must be able to disagree with a sort of respectful understanding, and finally you must care legitimately about that person. Lennie and George's friendship meet and implement all the needed requirements for being friends. They are a textbook example of loyal friends. They, together, are like two old people living their life in companionship. Lennie gives George someone to talk to and someone to keep him on track. George gives Lennie insight on the world and someone that will respect him even though he isn't intelligent. They, more importantly, give each other something to live for. If Lennie didn't meet George he would of died soon after his aunt did, because he would either have got himself in a bind with no one to help him or he would of simply wondered off and died of loneliness. Although, no matter how much he tries, George cannot make up for the huge gap in Lennies mind. Lennie is so childish it is hard to believe, for example when he sees things he wants to grab and touch them. Throughout the book, the stress of Lennie's retardation begins to weigh down on George. Because of Lennie, they are nomads. Wherever they go, Lennie gets them in trouble.

How Does William Shakespeare Utilise the Genre of Tragedy

How does William Shakespeare utilise the genre of tragedy in the play, Macbeth. The utilisation of the genre tragedy in William Shakespeare’s play Macbeth is apparent through the actions that lead up to the tragic death of the plays hero. Other elements needed to classify a play as a tragedy are abnormal conditions of the mind and both inner and outer conflicts. The play consists of prophecies given to Macbeth, leading to the murder of innocents King Duncan, Banquo and Macduff’s family.Insanity takes a hold on Macbeth and his wife, as she kills herself. Macduff, not being born of a woman, slays Macbeth and restores the throne of Scotland to Malcolm. Through the plot, and other aspects of this play, Macbeth contains the correct standards for it to be classed as a tragedy. Macbeth can be classified as a tragedy, as it contains the death of a hero. The hero is Macbeth, an honourable man, loyal to the crown, before being corrupted by his wife, Lady Macbeth and the prophecie s brought onto him by three witches. Gentlemen rise; his highness is not well† (III, IV, LII), is stating that Macbeth is becoming mentally distorted and is losing his heroic traits, until he is killed in a duel, which brings harmony back into Scotland. Through the life and death of Macbeth, the use of the genre tragedy is apparent in the play. The genre tragedy is also evident in Macbeth by the progressively deteriorating mental conditions of the characters after the murder of King Duncan.This is shown through abnormal conditions of the mind, in which Lady Macbeth sleepwalks during Act 5 Scene 1, mindlessly rubbing her hands together, portraying the action of hand washing. â€Å"What, will these hands ne’er be clean? † (V, I, XLII) is a line in Macbeth which signifies the never-ending guilt that Lady Macbeth felt, which she had hoped would have been inexistent after the physical blood of Duncan had been washed from her hands.In the closing stages of the play, â €Å"By self and violent hands took off her life† (V, VII, XCIX) states Lady Macbeth commits suicide as the guilt was too much for her to bear, which is why Lady Macbeths death assists the play in being classed as a tragedy. The inner and outward conflict that is apparent in Macbeth is another reason that this play can be classed as a tragedy. The outward conflict consists of the ongoing vow of revenge by Macduff towards Macbeth for killing his beloved family. â€Å"Macbeth! Macbeth! Macbeth! Beware Macduff;Beware the Thane of Fife. Dismiss me. Enough. † (IV, I, LXXI) Stated by an apparition sent to Macbeth from the witches, this line in the play resulted in the assassination of Macduff’s family by Macbeth. Macduff escapes the same fate as he earlier fled to England in hope that he can join Malcolm’s mission to overthrow Macbeth. When told the shocking news about the death of his loved ones, Macduff claims â€Å"Bring thou this fiend of Scotland and mysel f; within my swords length set him; if he escapes, heaven forgive him too! † (IV, III, Line CCVVVIII).From the loss of his cherished family, Macduff becomes enraged, as his desire to slay Macbeth intensifies, in hope that vengeance will be served. The conflict between these two characters is a perfect example of Shakespeare’s utilisation of the tragedy genre. Inner conflict is evident in the play as Macbeth slowly loses his sanity, being faced with the consequences of his rash actions to assassinate Banquo. â€Å"Thou shalt get kings, though thou be none: So, all hail, Macbeth and Banquo. † (Act 1, Scene 3, Line 67) In the first, Banquo is illustrated as being Macbeth’s close and loyal friend.Because of the prophecy that Banquo will also be the father of kings, Macbeth chooses to have him killed. The inner conflict is noticeable in the dining room, where Macbeth sees The Ghost of Banquo sitting in the seat designated for Macbeth. This supernatural element of the ghost coming back to haunt his murderer is the inner conflict Macbeth feels, in which he is made to come into the realisation and consequences of his actions. Through the remorse he carries with him till his death, the genre tragedy is enforced in the play Macbeth.In conclusion, William Shakespeare has utilised the genre tragedy in the play Macbeth in a number of ways. Some of these include the life and death of Macbeth, who was thought to have been a hero before corruption and abnormal conditions of the mind, like Lady Macbeth’s sleeping walking and suicide and Macbeth’s hallucinations of a Banquo coming back to haunt in. Inner and outer conflict are also present, in Macduffs longing for revenge on Macbeth for killing his family, and in the murder of Banquo, making Macbeth suffer for his immoral actions.

Helping Parents and Caregivers Fight Chilhood Obesity Essay

Helping Parents and Caregivers in the Fight Against Childhood Obesity Young children acquire their knowledge through direct instruction, modeling, and experiences within their environment (Lanigan, 2010, p. # 369). Children who are obese are known to have lower self-esteem, and a higher risk of becoming drinkers, smokers, and/or socially isolated as they mature. Health concerns such as Cardiovascular Disease; Gall Bladder problems; Hypertension; and Sleep Apnea have all been associated with childhood obesity (Robinson; Geier; Rizzolo; Sedrak, 2011). Teaching portion control, implementing a healthy balanced diet, and adding in daily physical activities can help parents and caregivers in the fight against childhood obesity. Portion control is something that has to be developed from within a person. By introducing and practicing the use of healthy eating habits early in life, parents and caregivers are increasing the opportunities for a child to learn behaviors that can help them to dev elop a healthy life style. This type of life style can in turn increase the child’s chances of reversing or even preventing obesity. Teaching children to recognize what it feels like in their bodies when they are hungry or what could be called their hunger signals, while encouraging them to eat their food more slowly, and persuading them to stop eating when they feel they have had enough, even though they may still have food left over, are all ways of promoting healthy eating habits in children. The practice and observation of these skills will benefit children in their journey to a healthy life. Creating a healthy balanced diet can be a challenge for families. The convenience of the fast food industry has increased the challenge for families. Most families have parents or caregivers who work long hours and have little down time, causing them to â€Å"grab† dinner verses preparing it as was once the norm. In a balanced diet, the recommendation of carbohydrates is 45% to 50% of the total daily calories, while fat intake is at 30% to 35% (Philippas; Lo, 2005). Focusing on the right fats and carbs are of extreme importance. Making choices with fruits, vegetables, legumes, and healthier poly- and  monounsaturated fats, verses saturated fats and refined carbohydrates like white bread, refined sugar, soft drinks, cakes and candies, can dramatically assist in the battle against childhood obesity. While portion control and a healthy balanced diet are essential in the fight against childhood obesity, the benefits of physical activity should not be ignored. Exercise is a key component in the treatment and prevention of obesity in children (Robinson; Geier; Rizzolo; Sedrak, 2011). Exercise will assist in weight loss as well as improve metabolic risk factors such as hypertension, and has been known to have led to the lowering of blood pressure, along with reducing in depression, anxiety, and improvement of self-esteem (Robinson; Geier; Rizzolo; Sedrak, 2011). The obesity epidemic is being blamed for the rise in serious diseases and disorders (Robinson; Geier; Rizzolo; Sedrak, 2011). With this information of the multiple health concerns that have been associated with childhood obesity, parents and caregivers must be armed with education and resources to fight against this disease. Teaching portion control, implementing a healthy balanced diet, and adding in daily physical activities can help parents and caregivers in the fight against the disease known as childhood obesity.

A Brief History of Womens Property Rights in the U.S.

A Brief History of Women's Property Rights in the U.S. Today, its easy to take for granted that women can take out a line of credit, apply for a home loan, or enjoy property rights. However, for centuries in the United States and Europe, this was not the case. A womans husband or another male relative controlled any property allotted to her. The gender divide concerning property rights was so widespread that it inspired Jane Austen novels such as Pride and Prejudice and, more recently, period dramas such as Downton Abbey. The plot lines of both works involve families made up solely of daughters. Because these young women cant inherit their fathers property, their future depends on finding a mate. Womens right to own property was a process that took place over time, starting in the 1700s. By the 20th century, women in the U.S. could be property owners, just as men were. Womens Property Rights During Colonial Times American colonies generally followed the same laws of their mother countries, usually England, France, or Spain. According to British law, husbands controlled womens property. Some colonies or states, however, gradually gave women limited property rights. In 1771, New York passed the Act to Confirm Certain Conveyances and Directing the Manner of Proving Deeds to Be Recorded, legislation gave a woman some say in what her husband did with their assets. This law required a married man to have his wifes signature on any deed to her property before he sold or transferred it. Moreover, it required that a judge meet privately with the wife to confirm her approval. Three years later, Maryland passed a similar law. It required a private interview between a judge and a married woman to confirm her approval of any trade or sale by her husband of her property. So, while a woman may not have technically been allowed to own property, she was allowed to prevent her husband from using hers in a way she found objectionable. This law was put to the test in the 1782 case Flannagans Lessee v. Young. It was used to invalidate a property transfer because no one had verified if the woman involved actually wanted the deal to go through. Massachusetts also took women into consideration regarding its property rights laws. In 1787, it passed a law allowing married women, in limited circumstances, to act as femme sole traders. This term refers to women who were allowed to conduct business on their own, especially when their husbands were out to sea or away from home for another reason. If such a man was a merchant, for example, his wife could make transactions during his absence to keep the coffers full. Progress During the 19th Century Its important to note that this review of womens property rights mostly means white women. Slavery was still practiced in the U.S. at this time, and enslaved Africans certainly did not have property rights; they were deemed property themselves. The government also trampled on the property rights of the indigenous men and women in the U.S. with broken treaties, forced relocations, and colonization generally. As the 1800s began, people of color did not have property rights in any meaningful sense of the word, though matters were improving for white women. In 1809, Connecticut passed a law permitting married women to execute wills, and various courts enforced provisions of prenuptial and marriage agreements. This allowed a man other than a womans husband to manage the assets she brought to the marriage in a trust. Although such arrangements still deprived women of agency, they likely prevented a man from exercising total control of his wifes property. In 1839, a Mississippi law passed giving white women very limited property rights, largely involving slavery. For the first time, they were allowed to own enslaved Africans, just as white men were. New York gave women the most extensive property rights, passing the Married Womens Property Act in 1848 and the Act Concerning the Rights and Liabilities of Husband and Wife in 1860. Both of these laws expanded the property rights of married women and became a model for other states throughout the century. Under this set of laws, women could conduct business on their own, have sole ownership of gifts they received, and file lawsuits. The Act Concerning the Rights and Liabilities of Husband and Wife also acknowledged mothers as joint guardians of their children along with fathers. This allowed married women to finally have legal authority over their own sons and daughters. By 1900, every state had given married women substantial control over their property. But women still faced gender bias when it came to financial matters. It would take until the 1970s before women were able to get credit cards. Before then, a woman still needed her husbands signature. The struggle for women to be financially independent of their husbands extended well into the 20th century.

Using the Spanish Verb Tocar

Using the Spanish Verb Tocar The core meaning of the Spanish verb tocar is to touch. In fact, both words come from the Latin verb toccare. Common Meaning of Tocar Probably the most common meaning of both tocar and touch is to refer to physical contact between things or persons. Some examples of the word used this way in Spanish: Tocà ³ los dedos de su esposa, flojos y calientes. (He touched his wifes weak and warm fingers.)Cuando el avià ³n tocà ³ tierra los pasajeros aplaudieron. (When the plane touched ground, the passengers applauded.)No tocaron el està ©reo. (They didnt touch the stereo.) This meaning is sometimes figurative: Los ciudadanos son ms pobres y aà ºn no han tocado fondo. (The citizens are poorer, and they still havent hit bottom.)Espera con paciencia su momento para tocar el cielo. (She is waiting patiently for her time to touch to the sky.) As with the English touch, tocar can be used as a euphemism to refer to sexual contact: Él me decà ­a que lo nuestro era platà ³nico, y no me tocaba. (He would tell me that our relationship was platonic, and he didnt touch me.)Desde nià ±a me tocaba, y el repulsivo me ofrecà ­a dinero para que me acostara con à ©l. (Since I was a girl he touched me, and the creep would offer me money to sleep with him.) Using Tocar With Indirect Objects When tocar is used with an indirect object, it can refer to the turn or responsibility of the person who is the indirect object. The exact translation depends on the context:  ¿A quià ©n le toca? (Whose turn is it? Whose job is it?)El mià ©rcoles de esa semana me toca trabajar. (On Wednesday of that week its my responsibility to work.)Nos toca pagar. (Its our turn to pay. Its up to us to pay.) The same can be done when tocar means to affect a person emotionally. In this way, tocar can behave much like the verb gustar. El blues es la mà ºsica que ms me toca el corazà ³n. (Blues is the music that most touches my heart. In this sentence, the direct object is el corazà ³n, while me is functioning as an indirect object.)La actriz digo que la realizacià ³n de este film le tocà ³ emocionalmente. (The actress said that the making of this film touched her emotionally.)Le tocaba el alma la cancià ³n de Navidad. (The Christmas song touched his soul.) Other Meanings of Tocar The other meaning of tocar that is extremely common in Spanish is to play a musical instrument or similar item. For example: La guitarra es uno de los instrumentos ms fciles de aprender a tocar. (The guitar is one of the easiest instruments to learn to play.)Voy a darme un baà ±o y luego tocarà © el piano. (Im going to take a bath and later Ill play the piano.)A la muerte de Susana, se tocaron las campanas de todas las iglesias. (When Susana died, they rang the bells of all the churches.) When referring to someones speaking or writing, tocar can mean to touch on. El presidente no tocà ³ el tema de Irak. (The president didnt touch on the subject of Iraq.)Los Monty Python tocaron todos los gà ©neros del humor. (Monty Python touches on all types of humor.) Tocar can be used so that its subject represents something that is given to someone: Le tocà ³ la loterà ­a. (He won the lottery.)Le ha tocado un tiempo muy difà ­cil. (He had been given a very rough time.) Tocar also is used in some set phrases or idioms: Por lo que a mà ­ me toca (as far as Im concerned) ¡Toca madera! (Touch wood!)Tocar de cerca (to have a close relationship with someone, or to be very familiar with a subject)Tocarle a alguien bailar con la ms fea (to be expected to do something very difficult or disagreeable) Conjugation of Tocar Tocar is conjugated irregularly in spelling but not pronunciation. The c is changed to qu when followed by the e. For example, the first-person preterite form is toquà © (meaning I touched), and the present subjunctive forms follow the pattern of toque, toques, toquemos, etc. Key Takeaways The Spanish verb tocar comes from the same source as the English verb touch and often has that meaning. Among many other meanings, it is also used for to play a musical instrument.When it means to be emotionally touching or to refer to taking turns, tocar is used with an indirect-object pronoun.Tocar is conjugated regularly in terms of pronunciation, but the c of the stem changes to qu when it comes before an e in conjugated forms.

No name Coursework Example | Topics and Well Written Essays - 1250 words

No name - Coursework Example 2. (a) In a closed economy, IS curve is the interest rate at which the commodity market is at equilibrium at a given income level. This can be expressed algebraically as Y = C + I + G, where Y is the equilibrium income is the level of consumption, I is the level of investment and G is the government expenditure. It is worth to note that consumption is a function of income while investment is a function of interest rate and government expenditure is a function of tax. Using the equation given above, Y = C + I + G, but C = 100 + 0.4(Y – T) and when this is substituted into the IS equation we obtain Y = 100 + 0.4(Y – T) + I + G, since I = 1000 + 0.1Y – 20i which when replaced to the equation gives Y = 100 + 0.4(Y – T) + 1000 + 0.1Y – 20i + G,note that T= 300 finally the value of G = 100 which when replaced into the equation yield Y = 100 + 0.4(Y – 300) + 1000 + 0.1Y – 20i + 100. When this equation is simplified to give the IS curve we obt ain 0.5Y = 1080-20i and the IS curve will be represented by the equation below; Y = 2160 – 40i. ... IS-LM curve can be attained where there is equilibrium in the commodity market and money market. Using the IS and LM equations and combining them we obtain i= 50 and Y = 160.This means that equilibrium income Y=160 and equilibrium interest rate i=50. This can graphically be represented as: I M i 50 L S 160 Y (b) When the G increases by 100, the IS-LM curve equilibrium Y = 170 while the i=55 and this represents an upward shift in the IS curve as shown below: Io I1 i M 55 50 L S1 S0 160 170 Y (c) When the real money supply reduce by 200, the i=51 while Y=122 and this represents an upward shift in the LM curve as shown below. i I I M1 M0 51 50 L1 L0 S 122 160 Y (a)In an open economy, IS curve can be derived by equating Y= C+I+G+X-M, this can be represented as Y = 100+0.8(1-t)Y + 700-50i+900+700-0.2Y: In simple expression the IS curve will be Y=4000-83i. On the other hand the LM curve will be expressed algebraically as Money Demand equals Money Supply and using the data provided this wil l be 0.25Y – 62.5i = 500. Hence Y= 2000+ 250i (b) The equilibrium income and interest rate in this case will be calculated by equating IS to LM which will be 2000 + 250i =4000-83i and Y= 498 and i= 6. Hence the governments surplus budget will be (X)700- (IM)99 = 600. (c) The equilibrium income Y = 498 therefore, the government expenditure should be increased by 4602 (d)The change in balance of trade will be export less import which is 600 and this is also a government surplus. This employment is sustainable since there is an extra demand for labor to be absorbed in the export sector and this also means that the extra export creates more employment opportunity. (e) The full

Organizational Behavior Analysis Assignment Example | Topics and Well Written Essays - 2000 words

Organizational Behavior Analysis - Assignment Example Understanding and appreciating the organizational behaviour thus helps a manager in an organisation to understand the behaviour of others in the same organization. For example, in some organizations, the managers are directly responsible for the behaviour of some of the employees, such as their immediate subordinates. Some of the usual activities of managers include motivating the employees, designing the job roles properly, resolving any kind of conflict in the workplace, evaluating the performance of the employees and helping the employees to achieve the set goals and objectives. The managers can also make use of the knowledge that they have to understand, in a better way, the behaviour, needs, feelings and thus motivate and help employees in the decision making processes and other aspects (Griffin & Moorhead, 2011, p. 6). Therefore, in order to effectively analyze various behavioral components within an organization, the following features are analyzed and discussed in detail. Typ e of culture Organizational culture can be defined as a system of beliefs and shared values which tend to develop within the organization and thus guide the behavior of the members and employees. The importance of the organizational culture along with its contribution is well established. A sound organizational culture is one of the most critical factors that are required in order to determine the attitude for survival in the long run and also towards creating a brand image and it is said to have profound negative as well as positive implications. Organizations tend to contain both informal and formal groups where the formal groups form the structure of the organization by establishing job designs and work responsibilities. The behavior of the individual in the formal group is thus intended and predetermined for achieving the organizational goals. On the other hand, informal groups tend to be coalitions which are neither established within the organization nor structured officially (Loughran, 2007, p. 16). Cultures are broadly divided into various classifications but this paper deals primarily with three forms of culture that are Pluralism, Dualism and Salad Bowl. Cultural Pluralism is of two types: descriptive and participative; out of which the first type of cultural Pluralism is conceptualized as the co-existence of various cultures within the same society and only a little interaction tends to occur among the separate elements. Each of the elements thus concentrates on maintaining their own culture and language in order to imbibe its own heritage in the future generations. The form of cultural pluralism tends to assume that the society is culturally pluralistic, but, at the same time, the individuals are not pluralistic. Therefore, the descriptive form of cultural pluralism tends to imply the coexistence of religious, political, ethnic and racial groups which live together and allow each of the groups to maintain and function itself. Cultural pluralism is another perspective that can be conceptualized not just for the society but also for the individual members. In the second case of cultural pluralism it tends to carry out the description provided by Pratte, as â€Å"positive of hurrah connotation.† As cultural pluralis

Compare between Russia and America in Economic Essay - 1

Compare between Russia and America in Economic - Essay Example Apparently, with the advancement and reform in the environmental domain, nations’ were engaged in providing effective means of production and distribution to earn high competitive advantages. Thus, overall the concept of economic elaborates the process through which, the nation produces and distributes goods and/or services in a community for its all round development. Moreover, economics is identified as a widely extended concept, which is further sub-divided into different aspects including micro and macroeconomics. It is these distinctions made through the economic behavior of a country that indicates the underlying causes of why a nation performs better than the other or vice-versa (Stanford, â€Å"Economics for Everyone: On-Line Glossary of Terms & Concepts†). These underpinnings of economic assumptions can be better understood through the comparison of two economies, as is intended for this study. The two economies considered herewith are the American and the Russian economies. America, as an economic power, is often regarded one of the most technologically powerful nations, hosting a strong foundation of private businesses. Its skilled labor pool has also been one of the key drivers of its growth. Besides, the businesses in the US hold high level of flexibility in taking the key decisions concerning sustainable growth, which has further contributed towards the overall strengths of the economy (OECD, â€Å"OECD Economic Surveys: Russian Federation†; â€Å"OECD Economic Surveys: United States†). On the other hand, Russian economy had to undergo significant changes and reforms following the collapse of Soviet Union that in turn helped the economy become intensively market based. The reforms Russia had to witness during the ea rly 90’s of privatization have led to significant alterations in its economic model overall (OECD, â€Å"OECD

Mesopotamia Essay Example for Free

Mesopotamia Essay Mesopotamia, also known as the land between two rivers, became the grounds of many ancient civilizations that we know about today. Perhaps one of the most famous is Sumer. Sumer was a civilization that thrived off of the two river, the Tigris and the Euphrates. Using irrigation systems, the Sumerians used the floods of the rivers produced to grow crops and support the growing population. This civilization grew into an early form of a modern city, with things like business, jobs, currency, and social classes. How were the Sumerians able to keep track of money and payments and when floods happened without a writing system? Eventually, the Sumerians were able to create to worlds earliest writing system to keep record of all this. Later, that system evolved and became what we know as the Sumerians predominant style of writing, cuneiform. With all the money transactions and trading going on, people needed to know and keep record of how much the transaction was and keep record of what was being traded. The Sumerians started very simply and began trying things like using pictures to be representations for different items and animals. This was what the earliest form of a writing system was. Using that style hey could tell exactly what things were. Over some time, this system developed into using those same pictographs, but now having certain symbols for certain words. This was established by 3100 B. C. However, as more complex ideas than keeping track of trades arose, a demand for a more complex system of writing had also risen. As time progressed, s system of writing known as cuneiform or wedged-shaped began to develop. This system of writing developed by about 2900 B. C, used symbols to represent ideas, sounds, syllables and objects. The symbols were pressed into tablets of wet clay which later, were dried in the sun preserving records and ideas and their history. This very long lasting style of writing became popular among the Babylonians and the Assyrians began using it for their own languages. The writing style cuneiform began to affect the lives of the Sumerian people. It created more specialized jobs and opened the door to education. Education expanded from learning to do manual tasks into learning how to be a scribe. Being a scribe was an important thing because teaching to write back then is not like it is now. It took a lot of effort and was very time consuming. Being a scribe was what everyone wanted because it was the door to government positions, religious positions, and also got professional jobs. These jobs included architects, engineers, and scientists. What cuneiform really did for Sumer was establish a culture beyond agriculture. Citizens could now express ideas about the world and the deities who ruled it. Besides that, their realm of knowledge increased immensely because since there was now a writing system, the scribes who became scientists were able to study astronomy and record their findings. They discovered the pattern of the earth and that allowed them to accurately predict when to expect flooding from the two rivers. They also developed mathematics for the use of dividing the lands among land owners and also with math were able to establish a time system. Writing also developed into a way to express things more than knowledge. People could now write down and share very intelligent ideas and also could now write stories such as the Epic of Gilgamesh. If not for writing, the ancient civilization of Sumer might now have turned into what it did. Writing did more for them then allow them to keep records of money transactions and trade, it allowed them to turn into a more intelligent civilization and also a more expressive civilization. It created more education and jobs and showed them into a realm of knowledge which was once unreachable but thanks to writing was within their grasp. Writing allowed them to preserve the information that was passed down from generation to generation which allowed later civilization to expand on that knowledge. Their writing system not only changed their lives but also the lives of the people to come.

Hemingway :: essays papers

Hemingway Ernest Hemingway once said, "As you get older, it is harder to have heroes, but it is sort of necessary." Hemingway knew this because he actually invented his famous code hero. The Hemingway code hero was a macho man that indulged in liquor, women, and food, and usually did not fear God. While reading The Old Man and the Sea, the reader is not exposed to the usual Hemingway code hero. Hemingway creates an aging hero that proves to be the opposite of the normal code hero by his disinterest in physical pleasures, the presence of religion, and the presence of a companion. Santiago, the main character in the story, does not divulge in any pleasures what so ever. It almost seems as though he is trying to make himself suffer. Everyday, Santiago hardly eats anything but a little fish or coffee. He does not have any relationships with women in the story, as many Hemingway novels have included. While Santiago is out on the boat, he does not let himself stray from the task at hand even though it is very uncomfortable. The Hemingway code hero would be the exact opposite of Santiago. He would eat large meals every day, make love to many women, and never put himself in a position that he did not like. The code hero would do everything as though it was the last time he was doing it because he did not believe strongly in the presence of God. Santiago was different because he believed in God, and prayed to him for help throughout the story. While he was at sea, he often prayed that he would get the fish or that he would live to see the fish brought to the village. Santiago did not fear death and the reader senses that Santiago believes that if he dies, he will go to heaven. The story is also filled with many biblical references and the whole book has a religious theme. Hemingway does not usually have his code heroes be religious, and most of them feel that they only have this time on earth and they had better make the best out of it. Finally , Hemingway's code hero differs in The Old Man and the Sea because of the presence of the boy that is Santiago's companion.

Maturational, Environmental and the Constructivist theories Essay

Theories of development are much more specific than paradigms or worldviews (Miller, 1993). A theory of development deals with change over time and is usually concerned with three things. First, it should describe changes over time within an area or several areas of development. Second, it should describe changes among areas of development. Third, it should explain these changes. No one theory has proved adequate to describe and explain learning or development. Numerous theories of development have influenced educational practices during the 20th century (Aldridge, Kuby, & Strevy, 1992), and currently a shift is affecting theories of child development and education. Some of the historical and current theories that have influenced education include Gesell’s (1925) maturational theory, Skinner’s (1974) behaviorist approach, Freud’s (1935) psychoanalytic theory, Piaget’s (1952) constructivist theory, Vygotsky’s (1978) socio-historical approach, Bronfen brenner’s (1989) ecological systems theory, and Gardner’s (1983) multiple intelligences theory. More recently, critical theory (see Kessler & Swadener, 1992) has influenced education and child development practices, even though critical theory is not a theory of development. Finally, postmodern conceptions have changed the way we think of children and how to educate them (Elkind, 1995, 2000/2001). There are several theories of a child development but three of them have a profound impact on kindergarten readiness practices. These three theories include maturational, environmental and constructivist perceptions of development. We will take a look to each one individually, and then we will compare them against each other. The maturational theory was highly developed by Arnold Gesell and continues to affect what goes on schools, mainly in early childhood classrooms. Arnold Gesell (1880-1961) followed the works of Darwin and other evolutionists, eventually developing the Gesell Maturational Theory. His theory contends that development in childhood and adolescence is primarily biological, or genetic, in origin. Biology and genetics inheritances determine predictable patterns of biological behavior that Gesell termed norms. He felt that children’s development patterns opened automatically by biology, as the unfolding of a flower does because it is genetically programmed to do so in the right environment. As the flower requires proper soil and rain, children require a nurturing, stable environment, and little else to mature both biologically and psychologically. In the company of renowned author and physician Benjamin Spock, who wrote Spock’s Baby and Child Care, Gesell was among the first professionals to compile developmental stage information with which parents could learn to understand their children. Because childhood and adolescent development is the product of millions of years of evolution, he mainly advocated sensitivity and understanding as parental approaches to development. Biology has already given children what they need to understand their own development. Gesell worked in a lab at Yale University, studying children and their developmental stages. He cataloged children’s behavior at various ages and described the norms in their collective development. As such, his theory is often grouped with normative-descriptive approaches, because it uses norms of development to describe the process of maturation. Gesell’s theory was groundbreaking because it implied that learning, illness; injury and life experiences were secondary, if at all influential, to biology and the evolution of the genetics that program a child’s development. Unless the child’s environment were so distorted as to be harmful, he felt that children were born with all the information their bodies needed for development and maturation. Genetics determine the developmental process and the timing of maturation, and parents could affect very little of this, except by being sensitive to cues learned from the descriptive norms. Maturational theory believers, think that development is a natural process that occurs automatically in conventional, chronological stages over time. This perspective leads many teachers and families to assume that young children will gain knowledge naturally and automatically as they mature. According to maturational theory, school readiness is a condition at which all healthy young children can perform tasks such as reciting the alphabet and counting. If a child is developmentally unready for school, maturationists might suggest referrals to transitional kindergartens, retention, or holding children out of school f or an additional year (DeCos, 1997). These practices are sometimes used by schools, educators, and parents when a young child developmentally lags behind his or her peers. The young child’s underperformance is interpreted as the child needing more time to acquire the knowledge and skills needed to perform at the level of his or her peer. Today, maturational theory is partially responsible for the existence of prekindergarten and pre first grades aimed at children who supposedly need the† gift of time,† because of immaturity or a late birthday. These classrooms tend to have a ratio of boys to girls of anywhere from 7:1 to 10:1 (Aldridge, Eddowes, & Kuby, 1998). These practitioners of maturational theory consider that any difficulty that a child is experience is found within the child. Another problem of the maturational theory is the late birthday. This means that children in the classrooms, who are the youngest, are being labeled as â€Å"late birthday† and are often branded by the teachers as being slower and less ready for instruction. Maturational theory strongly influenced the teaching of reading in the mid 1900s (Morphett & Washburne, 1931). Children were not thought to be ripe for reading until they had a mental age of six and a half years. Consequently, readiness activities were developed for children who were not yet ready to read. Some of this nonsense still occurs in preschool, kindergarten, and even primary-level classrooms. Today, maturational theory is partially responsible for the existence of prekindergarten and pre first grades aimed at children who supposedly need the† gift of time,† because of immaturity or a late birthday. These classrooms tend to have a ratio of boys to girls of anywhere from 7:1 to 10:1 (Aldridge, Eddowes, & Kuby, 1998). The environmental theory has at its development theorists such as J. Watson, B.F. Skinner and Albers Brandura, who contributed greatly to the theory perspective. Environmentalists believe the child’s environment shapes learning and behavior. The environmental theory emphasizes the role of the environment on an individual’s development. This environmental point of view leads many families to believe that young children develop and gain new information by reacting to their surroundings. Kindergarten readiness, according to the environmentalists, is the age or stage when young children can respond appropriately to the environment of the school and the classroom (e.g., rules and regulations, curriculum activities, positive behavior in group settings, and directions and instructions from teachers and other adults in the school). Teachers who are followers of this theory, believes that the ability to respond appropriately to this environment is necessary for young children to participate in teacher initiated learning activities, and that the child success depends on following the teacher instruction. Many environmentalist-influenced educators and parents believe that young children learn best by rote activities, such as reciting the alphabet over and over, copying letters, and tracing numbers. These viewpoints are evident in kindergarten classrooms where young children are expected to sit at desks arranged in rows and listen attentively to their teachers. While at home children are provided with workbooks containing activities such as coloring or tracing numbers and letters. Also this theory proposed that children are influenced by the multiple systems in which they reside, either directly or peripherally. These systems include the microsystem, the mesosystem, the exosystem, and the macrosystem. Applications of this contextual theory focus on the seemingly endless variables within the child, and between the child and the numerous contexts affecting her. Although few people would quarrel with the importance of these influences, trying to account for all the endless interactions and variables affecting a child is exhausting and impractical. How would we ever have enough information about children’s temperament, activity levels, attentional states, or learning capaciti es as they relate to the microsystem, mesosystem, exosystem, and macrosystem? The next theory is the constructivist. Its perspective was advanced by theorists such as Piaget, Montessori and Vygotsky. It can be described as a theory that deals with the way people create meaning of the world through a series of individual constructs. Constructs are the different types of filters we choose to place over our realities to change our reality from chaos to order. Von Glasersfeld describes constructivism as, â€Å"a theory of knowledge with roots in philosophy, psychology, and cybernetics†. Simply stated, it is a learning process which allows a student to experience an environment first-hand, thereby, giving the student reliable, trust-worthy knowledge. The student is required to act upon the environment to both acquire and test new knowledge. This theory relies heavily on logical-mathematical knowledge and universal invariant stages of development to the neglect of other forms of knowledge and the importance of context in a child’s development. Even though knowledge is constructed from the â€Å"inside out† through interaction with the environment, the focus is more on the individual’s coordination of relationships rather than on socially constructed knowledge. Constructivists view young children as dynamic members in learning process, and are consistent in their belief that learning and development take place when young children interact with the environment and people around them. Because active interaction with the environment and people are necessary for learning and development, constructivists believe that children are ready for school when they can initiate many of the interactions they have with the environment and people around them. During kindergarten, classrooms are separated into different learning centers, and are prepared with developmentally materials for young children to play and manipulate. During home parents engage their young children in reading and storytelling activities and encourage children to participate in daily household activities, in a way that introduces concepts as counting and language use. In addition, parents may provide young children with picture books containing very large print, and toys that stimulate interaction (such as building blocks and large puzzles). When a young child encounters difficulties in the learning process, the constructivist approach is neither to label the child nor to retain him or her; instead, constructivists give the child some individualized attention and customize the classroom curriculum to help the child address his or her difficulties. Autonomy is the aim of education in constructivism (Kamii, 2000). Constructivist theory, however, has not adequately addressed either individual differences or cultural and contextual contributions to development and education (Delpit, 1988; Kessler & Swadener, 1992; Mallory & New, 1994). Thus, the needs of children who are different often are not met in constructivist classrooms. Today, most researchers have come to understand child development and learning process as expressed by the constructivist. However many parents and teachers still believes that children who cannot recite the alphabet or count are not ready for school. References Buchwald J (1987), â€Å"A comparison of plasticity in sensory and cognitive processing systems†, in Gunzenhauser N, Infant Stimulation, Skillman NJ: Johnson & Johnson Mind in Society: The development of higher psychological processes (Translation by Michael Cole), Cambridge, MA: Harvard University Press, 1978 (Published originally in Russian in 1930) Mossler, R.A. (2011). Child and adolescent development. Bridgepoint Education, Inc. Powell, D.R. (1991, July). Strengthening parental contributions to school readiness and early school learning (Paper commissioned by the Office of Educational Research and Improvement). Washington, DC: U.S. Department of Education. Vygotsky, L.S. (1998). Child psychology. The collected works of L. S. Vygotsky: Vol. 5. Problems of the theory and history of psychology. New York: Plenum. White, S.H.(1968). The learning maturation controversy: Hall to Hull. Merrill-Palmer Quarterly

Mexican American Essay

The document of WWII and Mexican-Americans of 1945 writen by LULAC which was found in 1929 stated that â€Å"some hald a million Mexican-Americans served in the armed forces during WWII†, but yet Latinos continued to face discrimination towards them. LULAC then demanded equal rights for minority groups after them experiencing the War and serving the Country. As many signs in many place clearly stated to the Mexicans-Americans that their â€Å"uniforms and service ribbons† meant nothing to them and they were simply not allowed in anywhere. It left said that the so-called â€Å"Mexicans† were worthless of having equality wether they served the Coutry or not. Mexicans were and are racials characterisctly stated as Caucasian since there was only 3 races which were, Caucasians, Negroid, and Mongoloid. For that LULAC said that â€Å"this condition is not a case of difference; it is a case of ignorance†. They said that ignorance was † a Disease that was contagious to those who wish to suffer from it†. Ignorance tied hate, jealousy, misunderstandings, confusion, etc. The hate was not just beacause of the race or because they weren’t smart enough nor because of the language. The hate was because the ignorance affected many for them to think the â€Å"Mexicans† did not deserve the equal rights. As â€Å"Mexicans† proved to be loyal Americans after every test that was thrown at them, they â€Å"delegated right guaranteed by their constitution as a reward for their faithful servive. † The whole purpose of this document was for Mexican-Americans to be given â€Å"social, political, and economic equality. † Mecians had proved that they deserved the right of equality as all the other Americans. I agree with the authors point of view which was stated that ignorance was the biggest cause of the hate and discrimination toward the â€Å"Mexicans†. Ven withoutservice ribbons the â€Å"Mexicans† and other minorities deseved equality for the simple fact the the world needs to have equal rights for everyone, wether they served the country in any way or not, because they were born in American teritory.