Recommend Your Friends Essay Example for Free

Recommend Your Friends Essay 1. F. James McDonald the former president of the US automobile workers federation suggested an average reduction of 4% in the price of the car. The automobile market was weak, which resulted in unemployment. Lower price would lead to greater sales and stimulate employment. McDonald believed that a 4% reduction in price would increase sales by 16%.David black, representing the management of the automobile manufacturers disagreed with McDonald’s estimation. Black cited studies which indicated price elasticity’s ranging from 0.5 to 1.5.Black made it clear that he was referring to the elasticity of demand in response to a permanent price change of all manufacturers. He admitted that the elasticity to a temporary price cut might be greater. The studies to which Black referred found elasticity’s ranging from 0.65 to 1.53. a. Explain the concept of elasticity of demand and the factors that affect it. Answer:- From the decision-making perspective, the firm needs to know effect of changes in any of the independent variables in the demand function on the quantity demanded. Some of these variables are under the control of management, such as price, advertising, product quality, and customer service. For these variables, management must know the effects of changes on quantity to assess the desirability of institution the change. Other variables, including income price of competitor’s products, and expectations of consumers regarding future prices, are outside the direct control of the firm. Nevertheless, effective forecasting of demand requires that the firm be able to measure the impact of changes in these variables on the quantity demanded. The most common used measure of the responsiveness of the quantity demanded to changes in any of the variables that influence the demand function is elasticity. In general, elasticity may be through of as a ratio of the percentage(%) change in one quantity(or variable) to the percentage(%) change in another, ceteris paribus(all other things remain unchanged). In other words, how responsive in some dependent variable to change in a particular variable? With these in mind, we define the price elasticity of demand(Ed) as the ratio of the percentage (%) change in quantity demanded to a percentage (%) change in price. Where [pic]Q= Change in quantity demanded [pic]P= Change in Price Because of the normal inverse relationship between price and quantity demanded, the sign of the price coefficient will usually be negative. Occasionally, price elasticity’s are referred to as absolute values. The use of absolute values will be indicates where appropriate. Problems result when calculating elasticity if initial prices and quantities are used as bases, so economists typically use midpoint bases. The price-elasticity of demand is negative but, for convenience, we use absolute values to avoid the negative sign. If price elasticity is less than one, then demand is relatively unresponsive to changes in price and is said to be inelastic. If elasticity is greater than one, demand is very responsive to price changes and is elastic. Demand is unitarily elastic if the elasticity coefficient equals one. Elasticity, price changes, and total revenues (expenditures) are related in the following manner: If demand is inelastic (elastic) and price increases (falls), total revenue will rise. If demand is elastic (inelastic) and price rises (falls), total revenue (expenditures) will fall. If demand is unitarily elastic (ed = 1), total revenue will be unaffected by price changes. The number and quality of substitutes, the proportion of the total budget spent, and the length of time considered are three important determinants of the elasticity of demand. Demand is more elastic the more substitutes are available, the more of the budget the item consumes, and the longer the time frame considered. Along any negatively sloped linear demand curve, parts of the curve will be elastic, unitarily elastic, and inelastic. The price-elasticity of demand rises as the price rises. Factors Affecting the Elasticity of Demand:- Availability of Substitutes- The most important determinant of the price elasticity of demand is the availability and closeness of substitutes. The greater the number of substitute goods, the more price elastic is the demand for a product because a customer can easily shift to a substitute goods if the price of a product in question increases. Durable Goods- The demand for durable goods tends to be more price elastic than the demand for nondurable. This is true because of the ready availability of a relatively inexpensive substitute in many cases; that is repairing a worn-out durable good, such as a television, car, or refrigerator, rather than buying a new one. Consumer of durable goods is often in a position to wait for a more favorable price, a sale, or a special deal when buying these items. This accounts for some of the volatility in the demand for durable goods. Relative Size of Expenditures- The demand for relatively high-priced goods tends to be more price elastic than the demand for inexpensive items. This is true because expensive items account for a greater portion of a person’s income and potential expenditures than do low-priced. Consequently, we would expect the demand for automobiles to be more price elastic than demand for children’s toys. Time Frame of Analysis- Over time, the demand for many products tends to become more elastic because of the increase in the number of effective substitutes that become available. For example, in the short run, the demand for gasoline may be relatively price inelastic because the only available alternatives are not talking a trip or using some from of public transportation. Over time, as consumer replaces their cars, they find another excellent substitute for gasoline- namely, more fuel-efficient vehicles. Also, other product alternatives may come available, such as electric cars or cars powered by natural gas or coal. b. Interpret the meaning of David Blake’s demand estimate ranging from .65 to 1.53.Explain the significance of demand elasticity in taking business decision. Answer:- McDonald believed that, 4% reduction in price would increase sales by 16% therefore, 1% reduction in price would increase sales by 4% So, PED = 4 McDonald believed that PED was only Elastic. He did not consider the Rich end of the buyers who may not be much affected by this change. Thus PED should be Inelastic for them. The Middle Class buyers would get a chance to buy Automobiles at lower prices. So the sales would be high for some times. But, in time, as the Factors affecting Elasticity comes in action, sales may go down or not in future. Blake, on the other hand, referred to statistical studies that considered both ends of the buyers (Range on the Demand Curve, where Elasticity was both greater and smaller than 1) and also other Factors of Elasticity. For Long term offer, it considered the Factors of Elasticity and consecutive steps taken by the competitive Automobile companies. As a result, the Range of Elasticity was: PED = 0.5 (Inelastic for Rich) to 1.5 (Elastic for others) Average = 1.0 For Short term offer, it was affected less by the Factors of Elasticity. As a result, the Range of Elasticity was: PED = 0.65 (Inelastic for Rich) to 1.53 (Elastic for others) Average = 1.09 So Elasticity is more on the Short Run offer.

Against Censoring Harmless Obscene Language :: essays research papers

Against Censoring Harmless Obscene Language Why the !@#$ would any &*$% head want to censor @#$ &*$% offensive language? I mean what the !@#$?? Did any of that offend anyone? Would it if I had used the actual words? I hope it wouldn't because I sure didn't intend for it to. But then again, if it did, well, don't take this personally, but, you don't need to be reading this. I'm sorry, but I am not forcing you to. No one is. Close your eyes if someone puts it in front of you, sing the Macarena a loud if someone reads it to you, whatever. The fact of the matter is, freedom of speech is the law. I have in my hand, not that you would know this, the Constitution of the United States of America. In this constitution, there is this little thing called the Bill of Rights which contains the first ten amendments, the first being the freedom of speech. Article I of the United States Constitution states, "Congress shall make no law†¦abridging the freedom of speech." Translated, this asserts that I can say what ever the !@#$ I want to.†  Ooh, I'm sorry, I hope you closed your eyes and washed your ears out with soap. If not, too $%@# bad! My belief is that nothing should be censored. Nothing. It is every person's right and responsibility to shield him or herself from any language and other audio and visual provided I do not say anything false which could hurt another person's reputation messages that is found demeaning to the individual. One person may find my !@#$%& language offensive, yet another may find my language rather humorous and meaningful. I feel that when I use offensive language, I am more thoroughly stressing my point. Allow me to demonstrate my point. I have just been shot in the knee cap on my way to the Noble Prize Award Dinner, and I will now be disqualified as a contestant for the Noble Peace Prize. I then say to the bad man, "Ow†¦that hurt. Why†¦did you†¦do†¦that†¦to me?" The man who has done this awful deed will feel no remorse and carry on whistling It's a wonderful life. Now, let's try this again with a more meaningful message. "Son of a !@%$#!!! What the !@#$ did you @#$ &*$% do that for you #$%& ^*%&$ #$$ %&$% $&*% &$ $%*$%????" The man will now have a better sense of what pain he has brought me. He will still obviously run and hide and do nothing about what he did, but he'll more than likely feel more guilty for what he did.

Raising Achievement in Science (Physics, Chemistry or Biology)

Assignment 1: Raising Achievement in Science (Physics, Chemistry or Biology) (PGCE programme) This assignment is set at ‘H’? level. (3000 words +/- 10%) Assignment Task With reference to your reading in the relevant research, write about how you have raised or could have raised the achievement of a pupil or small group of pupils whom you have taught this year.There must be a clear link between the discussion of the teaching and learning that took place in your class and the relevant research on achievement; you must provide a sound rationale for your teaching methods and strategies. The school, teachers and students must be anonymous. Introduction It should constantly be our aim as teachers to raise the achievement of the pupils in our care so that they are attaining at their full potential.It will also be useful for you to discuss these issues with those you work with at school (mentor, PCM, SENCO, etc. ) and to observe closely how these are addressed in classroom pract ice. However, in this assignment, it would be especially appropriate for you to select a particular pupilor group of pupils who you work with in the classroom and who have specific challenges in attaining theirfull potential in science (see below for suggestions), and for you to focus on strategies and techniques for supporting their particular needs.The generic assignment briefing at the top of this page asks you to discuss a particular pupil or group of pupils and how you might have raised, or did raise, their achievement in science (and particularly in your own specialist discipline of Biology, Chemistry or Physics), linking aspects of the teaching and learning with the relevant research carried out in your literature review. In identifying the pupil or group you intend to refer to, consider the range of children who might under? achieve: †¢Gender: boys/girls †¢those with special educational needs †¢the gifted and talented †¢literacy in Science †¢children in care †¢minority ethnic children travellers †¢young carers †¢those from families under stress †¢pregnant school girls and teenage mothers (http://www. education. gov. uk/schools/pupilsupport) †¦and the reasons and issues surrounding underachievement: †¢inequalities in class (social background), ethnicity, and/or gender †¢lack of motivation †¢lack of suitable challenge †¢the appropriateness of activities and tasks †¢a mis? match of expectations †¢a perceived irrelevance of the activities and tasks Some further thoughts The following is based on the report: â€Å"Improving Secondary Schools†, the Hargreaves Report on secondary schools in the Inner London Education Authority (1984).This was summarised in West, A & Dickey, A (1990) â€Å"The Redbridge High School English Handbook†; L. B. Redbridge Advisory Service. The report defined four aspects of pupil achievement (think carefully about how these apply to science and your chosen discipline): 1. This aspect involves most of all, the capacity to express oneself in a written form. It requires the capacity to retain propositional knowledge, to select from such knowledge appropriately in response to a specified request and to do so quickly without reference to possible sources of information.The capacity to memorise and organize material is particularly important. 2. This aspect is concerned with the capacity to apply knowledge rather the knowledge itself; with the practical rather than the theoretical; with the oral rather than the written. Problem solving and investigational skills are more important than the retention of knowledge. 3. This aspect is concerned with personal and social skills: the capacity to communicate with others in face to face relationships; the ability to co? operate with others in the interests of the group as well as the individual; initiative, self? eliance and the ability to work alone without close supervision; and t he skills of leadership. 4. This aspect involves motivation and commitment; the willingness to accept failure without destructive consequences; the readiness to persevere; the self confidence to learn in spite of the difficulty of the task. Such motivation is often regarded as a prerequisite to achievement rather than as an achievement in itself. We do not deny that motivation is a prerequisite to other aspects of achievement, but we also believe that it can be regarded as an achievement in its own right. What do we mean by under? achievement? â€Å"Achievement below expectations† †¢Ã¢â‚¬Å"Underachievement is a discrepancy between a child’s school performance and some index of the child’s ability. † (Rimm, S (1977) ‘An Underachievement Epidemic’; Educational Leadership 54 (7)) †¢An underachiever is: â€Å"A young person, at each significant stage of education that has not reached the expected levels set by the government. † (P rince’s Trust) You are recommended, for example, to go to the web? site: www. dfe. gov. uk/schools/pupilsupport Look under ‘Inclusion and Learner Support’. You will see a list of items including ‘Minority ethnic achievement’ and ‘Gender and Achievement’.The written essay The title and subject matter of the assignment are as laid out at the top of this briefing document under ‘Raising Achievement in Science’. The essay should be about raising achievement in the learning of science in your specific discipline (physics, chemistry or biology). †¢You are expected to have read widely in the process of carrying out this assignment, showing evidence in your writing of an appropriate depth and breadth †¢In addition, you are expected to draw upon your own experience and observation from schools you have been in †¢References to publications in our text should provide the author, date and page number. A bibliography must be provided with full details of relevant texts that you have read. An omitted bibliography/references section can result in a ‘fail’ grade for the assignment. Advice on correct referencing is contained in the ‘Assignment Guide’ available on UEL Plus. †¢Any materials you have produced in seeking to raise achievement in the classroom may be placed in the body of the assignment or an appendix as appropriate. These materials may be referred to in order to exemplify points made in the essay. Ensure that you offer some critique of the points raised from your reading and experience; be aware that there are alternative viewpoints; be careful not to simply offer subjective statements. Points made should be justified from evidence of experience, observation and/or reading. Offer critical analysis of what you have read, observed and taught in respect of this task and some alternative approaches. Do not necessarily take educational writers’ views or those of colleagues at ‘face value’. Submission The assignment should be approximately 3000 words +/? 0%, not including quotations or appendices. A reference list/bibliography must be included. All referencing should follow the Harvard system as detailed in the following book (available from the bookshop): Pears, R & Shields, G (2010) â€Å"Cite Them Right ? 8th ed. †; Basingstoke: Palgrave Macmillan An e-book version of â€Å"Cite Then Right† is also available on UEL Plus Keep any schools, teachers and pupils anonymous. Annotated Bibliography: Monday 12th November, 2013 by 5:00pm; submitted by e-mail directly to your tutor Assignment submission (electronic):Monday 7th January, 2013 by 23. 59 hr The assignment should be submitted electronically using the Turnitin protocol. A suggested ‘starter’ reading list: Younger, M & Warrington, M (2005) â€Å"Raising Boys’ Achievement in Secondary Schools†; Oxford: OUP You might also download the following document: http://publications. dcsf. gov. uk/default. aspx? PageFunction=productdetails&PageMode=publications&ProductId=DCSF? RR086& When looking for resources in the Library, remember that areas of the Library, in addition to education, may be worth a look at; eg.Child Development and Child Psychology (these books are held within the Health and Bi? Science collections). What is an Annotated Bibliography? A Bibliography is simply a list of books relevant to the study being undertaken and which have been referred to when preparing the study. The list is referenced in the proper manner (refer to the book â€Å"Cite Them Right† and to the guidance at the end of this document). An Annotated Bibliography is where, under each book/article reference, there are a few brief sentences / short paragraph summarising the key points of the text where they are relevant to the current study.Here is a brief, example related to achievement of girls in science: Kelly, A. (1986), The d evelopment of girls’ and boys’ attitudes to science: A longitudinal study, European Journal of Science Education, Volume 8, Issue 4 Attitude? to-science tests were completed by 1300 pupils, at ten schools, when they were 11 years old and again two and a half years later. During that time their interest in most branches of science decreased, but both girls and boys became more interested in learning about human biology.Their opinions about science and scientists also became generally less favourable, but pupils grew more willing to see science as suitable for girls. The attitude changes varied considerably from school to school, and were slightly better in schools which had implemented a programme of interventions to improve children's attitudes than in other schools. There was considerable stability in the attitudes of individual children over the period of the study. The ‘idea’ of the annotated bibliography is to ‘gather together’ a range of relevant literature which will, at a later stage, be the basis for extended writing and study.

Using A Simple Tool Of Technology Like Blackboard Essay

Abstract Education and technology have been working together in the recent years in the world. Technology does not already apply to education in the Arab world, particularly in rich countries such as Saudi Arabia. After class, students have trouble communicating with teachers to discuss their classes or submit assignments. Therefore, I decided to start a project of how to apply using a simple tool of technology like blackboard in higher education in S.A I am trying to enter this technology (blackboard) to higher education to development in these schools. Moreover, this is important because teachers have more time that can let students prepare more online sources and materials to facilitate the learning process. As well, it enhances the quality of evaluating learning performance. Also, this can help teachers and educators to find effective ways to improve and develop the education of the learners in the future. 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