CompetencyExplore the physical principles of classical physi.docx
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Competency Explore the physical principles of classical physics. Instructions In a two-page paper, identify the classical physics principles contained within the following scenario. Explain how these principals connect to work done by Galileo or Newton. Finally, consider the different fields in which Galileo and Newton did research, and give an example of one of these fields in use in your life. For instance, Newton developed the field of optics. If you wear glasses or contact lenses, you are using Newton's physical optics theories every day. Aside from glasses or contacts, how do the theories of Newton or Galileo affect you in your daily life? Scenario Mandy took a trip to Rome, Italy. She gazed out over the open ocean 20,000 feet below as her airplane began its descent to her final destination. She could watch the Sun setting in the west. Over the Eastern horizon peeked a full moon, just rising, displaying its cratered face. As the plane neared the ground, Mandy could not help but think that she was in a giant metal object hurtling through the sky. Without the specific shape of its wings, the plane would fall to the ground no differently than a large metal projectile. .
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CompetencyExplore the physical principles of classical physics..docx
Competency
Explore the physical principles of classical physics.
Instructions
In a two-page paper, identify the classical physics principles contained within the following scenario. Explain how these principals connect to work done by Galileo or Newton. Finally, consider the different fields in which Galileo and Newton did research, and give an example of one of these fields in use in your life. For instance, Newton developed the field of optics. If you wear glasses or contact lenses, you are using Newton's physical optics theories every day. Aside from glasses or contacts, how do the theories of Newton or Galileo affect you in your daily life?
Scenario
Mandy took a trip to Rome, Italy. She gazed out over the open ocean 20,000 feet below as her airplane began its descent to her final destination. She could watch the Sun setting in the west. Over the Eastern horizon peeked a full moon, just rising, displaying its cratered face. As the plane neared the ground, Mandy could not help but think that she was in a giant metal object hurtling through the sky. Without the specific shape of its wings, the plane would fall to the ground no differently than a large metal projectile.
Student listed physics principals including identification of a strong majority of elements, and includes excellent descriptive details.
Student provided personal experience; descriptions of scenarios are clear; analysis of provided in detail.
.
In a two-page paper- identify the classical physics principles contain (1).docx
In a two-page paper, identify the classical physics principles contained within the following scenario. Explain how these principals connect to work done by Galileo or Newton. Finally, consider the different fields in which Galileo and Newton did research, and give an example of one of these fields in use in your life. For instance, Newton developed the field of optics. If you wear glasses or contact lenses, you are using Newton's physical optics theories every day. Aside from glasses or contacts, how do the theories of Newton or Galileo affect you in your daily life?
Mandy took a trip to Rome, Italy. She gazed out over the open ocean 20,000 feet below as her airplane began its descent to her final destination. She could watch the Sun setting in the west. Over the Eastern horizon peeked a full moon, just rising, displaying its cratered face. As the plane neared the ground, Mandy could not help but think that she was in a giant metal object hurtling through the sky. Without the specific shape of its wings, the plane would fall to the ground no differently than a large metal projectile.
.
In a two-page paper- identify the classical physics principles contain.docx
In a two-page paper, identify the classical physics principles contained within the following scenario. Explain how these principals connect to work done by Galileo or Newton. Finally, consider the different fields in which Galileo and Newton did research, and give an example of one of these fields in use in your life. For instance, Newton developed the field of optics. If you wear glasses or contact lenses, you are using Newton's physical optics theories every day. Aside from glasses or contacts, how do the theories of Newton or Galileo affect you in your daily life?
Mandy took a trip to Rome, Italy. She gazed out over the open ocean 20,000 feet below as her airplane began its descent to her final destination. She could watch the Sun setting in the west. Over the Eastern horizon peeked a full moon, just rising, displaying its cratered face. As the plane neared the ground, Mandy could not help but think that she was in a giant metal object hurtling through the sky. Without the specific shape of its wings, the plane would fall to the ground no differently than a large metal projectile.
.
InstructionsIn a two-page paper, identify the classical phys.docx
Instructions
In a two-page paper, identify the classical physics principles contained within the following scenario. Explain how these principals connect to work done by Galileo or Newton. Finally, consider the different fields in which Galileo and Newton did research, and give an example of one of these fields in use in your life. For instance, Newton developed the field of optics. If you wear glasses or contact lenses, you are using Newton's physical optics theories every day. Aside from glasses or contacts, how do the theories of Newton or Galileo affect you in your daily life?
Scenario
Mandy took a trip to Rome, Italy. She gazed out over the open ocean 20,000 feet below as her airplane began its descent to her final destination. She could watch the Sun setting in the west. Over the Eastern horizon peeked a full moon, just rising, displaying its cratered face. As the plane neared the ground, Mandy could not help but think that she was in a giant metal object hurtling through the sky. Without the specific shape of its wings, the plane would fall to the ground no differently than a large metal projectile.
Requirements:
- Student provided personal experience; descriptions of scenarios are clear; analysis of provided in detail.
- Student listed physics principals including identification of a strong majority of elements, and includes excellent descriptive details.
...
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The document discusses conspiracy theories that claim the 1969 moon landing was faked. It outlines some of the major claims of conspiracy theorists, such as flags waving in the moon's lack of wind and unusual shadows in photos. The document also summarizes NASA's responses to debunk each claim, including explanations for flag movement, radiation risks, lack of stars in photos, and distorted shadows. While NASA and third-party evidence supports the moon landing, some polls show 6-20% of Americans and 28% of Russians still believe the landing was faked due to doubts about the technological capabilities and political context of the space race at that time.
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This document discusses and rebuts various conspiracy theories about the moon landing being faked. It addresses claims such as flags waving in the lack of wind, the lack of stars or craters in photos, mysterious lights and reflections, and shadows of differing lengths. The document provides scientific explanations for these observations, such as multiple light sources on the moon, camera exposure settings, and the properties of moon dust. It argues that faking the moon landing would have been extremely difficult and costly, and that observable details are consistent with the conditions on the lunar surface.
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Galileo Superstitions
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CompetencyExplore the physical principles of classical physics..docx
Competency
Explore the physical principles of classical physics.
Instructions
In a two-page paper, identify the classical physics principles contained within the following scenario. Explain how these principals connect to work done by Galileo or Newton. Finally, consider the different fields in which Galileo and Newton did research, and give an example of one of these fields in use in your life. For instance, Newton developed the field of optics. If you wear glasses or contact lenses, you are using Newton's physical optics theories every day. Aside from glasses or contacts, how do the theories of Newton or Galileo affect you in your daily life?
Scenario
Mandy took a trip to Rome, Italy. She gazed out over the open ocean 20,000 feet below as her airplane began its descent to her final destination. She could watch the Sun setting in the west. Over the Eastern horizon peeked a full moon, just rising, displaying its cratered face. As the plane neared the ground, Mandy could not help but think that she was in a giant metal object hurtling through the sky. Without the specific shape of its wings, the plane would fall to the ground no differently than a large metal projectile.
Student listed physics principals including identification of a strong majority of elements, and includes excellent descriptive details.
Student provided personal experience; descriptions of scenarios are clear; analysis of provided in detail.
.
In a two-page paper- identify the classical physics principles contain (1).docx
In a two-page paper, identify the classical physics principles contained within the following scenario. Explain how these principals connect to work done by Galileo or Newton. Finally, consider the different fields in which Galileo and Newton did research, and give an example of one of these fields in use in your life. For instance, Newton developed the field of optics. If you wear glasses or contact lenses, you are using Newton's physical optics theories every day. Aside from glasses or contacts, how do the theories of Newton or Galileo affect you in your daily life?
Mandy took a trip to Rome, Italy. She gazed out over the open ocean 20,000 feet below as her airplane began its descent to her final destination. She could watch the Sun setting in the west. Over the Eastern horizon peeked a full moon, just rising, displaying its cratered face. As the plane neared the ground, Mandy could not help but think that she was in a giant metal object hurtling through the sky. Without the specific shape of its wings, the plane would fall to the ground no differently than a large metal projectile.
.
In a two-page paper- identify the classical physics principles contain.docx
In a two-page paper, identify the classical physics principles contained within the following scenario. Explain how these principals connect to work done by Galileo or Newton. Finally, consider the different fields in which Galileo and Newton did research, and give an example of one of these fields in use in your life. For instance, Newton developed the field of optics. If you wear glasses or contact lenses, you are using Newton's physical optics theories every day. Aside from glasses or contacts, how do the theories of Newton or Galileo affect you in your daily life?
Mandy took a trip to Rome, Italy. She gazed out over the open ocean 20,000 feet below as her airplane began its descent to her final destination. She could watch the Sun setting in the west. Over the Eastern horizon peeked a full moon, just rising, displaying its cratered face. As the plane neared the ground, Mandy could not help but think that she was in a giant metal object hurtling through the sky. Without the specific shape of its wings, the plane would fall to the ground no differently than a large metal projectile.
.
InstructionsIn a two-page paper, identify the classical phys.docx
Instructions
In a two-page paper, identify the classical physics principles contained within the following scenario. Explain how these principals connect to work done by Galileo or Newton. Finally, consider the different fields in which Galileo and Newton did research, and give an example of one of these fields in use in your life. For instance, Newton developed the field of optics. If you wear glasses or contact lenses, you are using Newton's physical optics theories every day. Aside from glasses or contacts, how do the theories of Newton or Galileo affect you in your daily life?
Scenario
Mandy took a trip to Rome, Italy. She gazed out over the open ocean 20,000 feet below as her airplane began its descent to her final destination. She could watch the Sun setting in the west. Over the Eastern horizon peeked a full moon, just rising, displaying its cratered face. As the plane neared the ground, Mandy could not help but think that she was in a giant metal object hurtling through the sky. Without the specific shape of its wings, the plane would fall to the ground no differently than a large metal projectile.
Requirements:
- Student provided personal experience; descriptions of scenarios are clear; analysis of provided in detail.
- Student listed physics principals including identification of a strong majority of elements, and includes excellent descriptive details.
...
The conspiracy theories about moon landing in College english
The document discusses conspiracy theories that claim the 1969 moon landing was faked. It outlines some of the major claims of conspiracy theorists, such as flags waving in the moon's lack of wind and unusual shadows in photos. The document also summarizes NASA's responses to debunk each claim, including explanations for flag movement, radiation risks, lack of stars in photos, and distorted shadows. While NASA and third-party evidence supports the moon landing, some polls show 6-20% of Americans and 28% of Russians still believe the landing was faked due to doubts about the technological capabilities and political context of the space race at that time.
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This document discusses and rebuts various conspiracy theories about the moon landing being faked. It addresses claims such as flags waving in the lack of wind, the lack of stars or craters in photos, mysterious lights and reflections, and shadows of differing lengths. The document provides scientific explanations for these observations, such as multiple light sources on the moon, camera exposure settings, and the properties of moon dust. It argues that faking the moon landing would have been extremely difficult and costly, and that observable details are consistent with the conditions on the lunar surface.
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Classification, i.e. putting things into groups based on their common characteristics, is a basic way of studying objects in many branches of science. Astronomy is, of course, no exception. That is why the question of Pluto being or not being a planet steered such a debate among planetary scientists.
Galileo Superstitions
Galileo Galilei was an Italian astronomer and physicist born in 1564 who made groundbreaking discoveries using the telescope. Through his observations of the moon, Venus, sunspots, and Jupiter's moons, he provided evidence supporting Copernicus' theory that the Earth and planets revolve around the sun. Galileo's findings contradicted the theological views of the time and resulted in him being threatened by the Roman Catholic Church. His legacy helped spark the scientific revolution and changed how humans viewed their place in the universe.
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Detailed Research Outline
based on the instructions provided
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Refer to APA for format (web link found under the Research Report Help section)
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2) Key differences are outlined, such as meteoroids become meteors when entering the earth's atmosphere, and meteorites are meteors that survive impact and land on earth. Asteroids orbit mainly between Mars and Jupiter, while comets have more elliptical orbits and tails when near the sun.
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Moon landing conspiracy
The document discusses conspiracy theories that claim the United States faked the moon landings and did not actually send astronauts to the moon. It presents evidence cited by conspiracy theorists, such as photos appearing to show the American flag waving in the moon's atmosphere, which does not exist, and a lack of impact craters under the lunar modules. However, the document also provides explanations from NASA for these observations, such as the flag being stored in a tube to cause ripples and the lunar surface being solid rock so craters would not necessarily form from the modules landing. The document examines videos and evidence from both supporters and critics of the moon landing missions.
NCS 2200 Earth Science Course - Solar system
The solar system formed 4.6 billion years ago from a cloud of gas and dust left over from exploded stars. Over time, the cloud contracted due to gravity, causing the center to heat up and form the Sun. A rotating disc of debris remaining around the Sun eventually coalesced under gravity to form the planets. The inner rocky planets like Earth formed close to the Sun, while the outer gas giants like Jupiter were able to capture lighter gases further from the Sun. For over 1,400 years, the geocentric model of Aristotle with Earth at the center was accepted, but observations by Copernicus, Galileo, Kepler, and laws established by Newton provided compelling evidence that the Sun, not Earth, is at the center of
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conducir
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(2)
[removed]
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yo
(3)
[removed]
(blank)
(4)
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(6) [removed]
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yo / poner / flan de caramelo / en / mesa
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unas lasañas deliciosas y mis hermanas
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flores (
flowers
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balloons
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Complementary Therapies in Medicine (2012) 20, 377—384Ava.docx
Complementary Therapies in Medicine (2012) 20, 377—384
Available online at www.sciencedirect.com
j o u r n a l h o m e p a g e : w w w . e l s e v i e r h e a l t h . c o m / j o u r n a l s / c t i m
Argentine tango dance compared to mindfulness
meditation and a waiting-list control: A randomised
trial for treating depression
Rosa Pinniger a,∗, Rhonda F. Brown a, Einar B. Thorsteinsson a,
Patricia McKinley b,c
a University of New England, Australia
b McGill University, Canada
c Centre Interdisciplinaire de recherché en réadaptation du Montréal metropolitain, Canada
Available online 3 August 2012
KEYWORDS
Depression;
Mindfulness;
Tango dancing;
Psychological stress
Summary
Objectives: To determine whether tango dancing is as effective as mindfulness meditation in
reducing symptoms of psychological stress, anxiety and depression, and in promoting well-being.
Design: This study employed analysis of covariance (ANCOVA) and multiple regression analysis.
Participants: Ninety-seven people with self-declared depression were randomised into tango
dance or mindfulness meditation classes, or to control/waiting-list.
Setting: classes were conducted in a venue suitable for both activities in the metropolitan area
of Sydney, Australia.
Interventions: Participants completed six-week programmes (1½ h/week of tango or medita-
tion). The outcome measures were assessed at pre-test and post-test.
Main outcome measures: Depression, Anxiety and Stress Scale; The Self Esteem Scale; Satisfac-
tion with Life Scale, and Mindful Attention Awareness Scale.
Results: Sixty-six participants completed the program and were included in the statistical anal-
ysis. Depression levels were significantly reduced in the tango (effect size d = 0.50, p = .010),
and meditation groups (effect size d = 0.54, p = .025), relative to waiting-list controls. Stress
levels were significantly reduced only in the tango group (effect size d = 0.45, p = .022). Attend-
ing tango classes was a significant predictor for the increased levels of mindfulness R2 = .10,
adjusted R2 = .07, F (2,59) = 3.42, p = .039.
Conclusion: Mindfulness-meditation and tango dance could be effective complementary
adjuncts for the treatment of depression and/or inclusion in stress management programmes.
Subsequent trials are called to explore the therapeutic mechanisms involved.
Crown Copyright © 2012 Publish
∗ Corresponding author at: School of Behavioural, Cognitive and Social
Tel.: +61 2 6773 2410; fax: +61 2 6773 3820.
E-mail address: [email protected] (R. Pinniger).
0965-2299/$ — see front matter. Crown Copyright © 2012 Published by E
http://dx.doi.org/10.1016/j.ctim.2012.07.003
ed by Elsevier Ltd. All rights reserved.
Sciences, University of New .
Compile and present the data that will inform your project. Examples.docx
Compile and present the data that will inform your project. Examples: pie charts, bar charts, line charts, column charts, poll results, survey results, trend graphs, timelines, raw data table, summary table, narrative summary table, etc. Briefly introduce your data, present your data, then write a 200-word explanation of the data type and why this type of data is beneficial for your project. Example data types: primary, secondary, qualitative, quantitative, categorical, mixed, cross-sectional, longitudinal, etc. Incorporate concepts and key terms from the course.
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Updated September 2018. List is not inclusive.
Adaptive Sports Programs & Resources 2018
International & National Adaptive Sports Organizations:
Cerebral Palsy International Sport & Recreation Association (CPISRA) www.cpisra.org CPISRA is the
leading international sports organization governing and promoting sport and recreation for Cerebral Palsy
(CP) and related neurological conditions throughout the World. CPISRA is one of only four International
Organizations of Sport for the Disabled (IOSD) recognized by the International Paralympic Committee
(IPC) to represent impairment groups. CPISRA’s vision is that all people who have CP or related
neurological conditions have the opportunity to benefit from and participate in sport and recreation
throughout the World.
National Center on Health, Physical Activity and Disability (NCHPAD) http://www.nchpad.org
is positioned to effect change in health promotion/obesity management among people with disabilities
through its history of providing advocacy, services and programs to numerous organizations and people
throughout the country. The primary focus of the Center’s approach is to collaborate with the nation’s
leading health advocacy and disability organizations in linking them to the hundreds of program
initiatives ongoing across the nation, using this framework to build inclusion and integration into existing
programs.
US Paralympic Sport Clubs https://www.teamusa.org/us-paralympics/gateway-to-gold/paralympic-
sport-clubs U.S. Paralympics partners with community-based adaptive sport organizations from across
the US to create a network of Paralympic Sport Clubs providing local sport programming for individuals
with Paralympic-eligible impairments, including physical disabilities and visual impairments. While many
Paralympic Sport Clubs focus on grassroots programming, many also provide opportunities at the national
and international levels. By supporting Paralympic Sport Clubs with resources including coaching
education and program development courses, U.S. Paralympics and its National Governing Bodies/High
Performance Management Organizations have helped increase the availability of sport programming for
athletes with Paralympic-eligible impairments. Currently operating in 48 states and Washington, D.C.,
U.S. Paralympics is committed to partnering with organizations across the United States to ensure
Paralympic Sport Clubs are available in all 50 states.
Disabled Sports USA (DSUSA) http://www.disabledsportsusa.org - Disabled Sports USA’s mission is to
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confidence, and fitness through participation in community sports, recreation and educational programs.
Disabled Sports USA is a nation-wide network of community-based chapters offering a variety of
recreation programs. DSUSA sanct.
Compiled FRAMEWORK Framework for the Preparation and .docx
Compiled FRAMEWORK
Framework for the
Preparation and
Presentation of Financial
Statements
This compiled Framework applies to annual reporting periods beginning on
or after 1 July 2014. Early application is permitted. It incorporates relevant
amendments made up to and including 4 June 2014.
Prepared on 15 March 2016 by the staff of the Australian Accounting
Standards Board.
FRAMEWORK-compiled 2 COPYRIGHT
Obtaining Copies of the Framework
Compiled versions of the Framework, the original Framework and amending
pronouncements (see Compilation Details) are available on the AASB
website: www.aasb.gov.au.
Australian Accounting Standards Board
PO Box 204
Collins Street West Victoria 8007
AUSTRALIA
Phone: (03) 9617 7637
E-mail: [email protected]
Website: www.aasb.gov.au
Other Enquiries
Phone: (03) 9617 7600
E-mail: [email protected]
COPYRIGHT
© Commonwealth of Australia 2016
This compiled AASB Framework contains IFRS Foundation copyright
material. Reproduction within Australia in unaltered form (retaining this
notice) is permitted for personal and non-commercial use subject to the
inclusion of an acknowledgment of the source. Requests and enquiries
concerning reproduction and rights for commercial purposes within Australia
should be addressed to The Director of Finance and Administration,
Australian Accounting Standards Board, PO Box 204, Collins Street West,
Victoria 8007.
All existing rights in this material are reserved outside Australia.
Reproduction outside Australia in unaltered form (retaining this notice) is
permitted for personal and non-commercial use only. Further information
and requests for authorisation to reproduce for commercial purposes outside
Australia should be addressed to the IFRS Foundation at www.ifrs.org.
FRAMEWORK-compiled 3 CONTENTS
CONTENTS
COMPILATION DETAILS
COMPARISON WITH IASB FRAMEWORK
FRAMEWORK FOR THE PREPARATION AND PRESENTATION OF
FINANCIAL STATEMENTS
Paragraphs
Application Aus1.1 – Aus1.5
Introduction
Purpose and Status 1 – 4
Scope 5
Underlying Assumptions
Going Concern 23
The Elements of Financial Statements 47 – 48
Financial Position 49 – 52
Assets 53 – 59
Liabilities 60 – 64
Equity 65 – 68
Performance 69 – 73
Income 74 – 77
Expenses 78 – 80
Capital Maintenance Adjustments 81
Recognition of the Elements of Financial Statements 82 – 84
The Probability of Future Economic Benefit 85
Reliability of Measurement 86 – 88
Recognition of Assets 89 – 90
Recognition of Liabilities 91
Recognition of Income 92 – 93
Recognition of Expenses 94 – 98
Measurement of the Elements of Financial Statements 99 – 101
Concepts of Capital and Capital Maintenance
Concepts of Capital 102 – 103
Concepts of Capital Maintenance and the Determination
of Profit 104 – 110
FRAMEWORK-compiled 4 CONTENTS
Appendix: Objective and Qualitative Characteristics
Chapter 1: The Objective of General Purpose Finan.
Competitive Forces Analysis Group Assignment Do some research to.docx
Competitive Forces Analysis Group Assignment
Do some research to find an organization that is selling a product or a service. Using the Five Forces Model, write an analysis of how Information Technology/Information Systems (IT/IS) is or could impact EACH of the 5 forces (positively or negatively) in your chosen organization. For a richer analysis, feel free to discuss and reference any other strategic models or material from the text, but remember you MUST analyze the firm with respect to IT/IS and each of the forces. A grading rubric is also posted on BB along with these instructions.
Choose an organization that allows for a robust discussion. This includes firms you may know about or can find information about (via interviews, readings, research etc.).
This work should show that you clearly understand each of the forces, you understand how each force is impacting your organization, and you understand the role IT/IS either is having or could have with respect to each force.
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No page length rule. Just get the job done – well. Each team member should contribute equally Please do not assign a different person to write sections of the paper and expect to just tie them together. This will lead to a fragmented paper and will not earn a solid grade. You should discuss the material (that each member contributes to) and come up with a cohesive product that flows well and meets all requirements.
YOU MUST SUBMIT PEER Review statements IN CLASS or Your grade will be drastically reduced if the review is NOT received. The reviews should follow the guidelines of the peer reviews that accompanied your previous group work.
A WELL DEVELOPED SUBMISSION should include the following material/discussions:
I. Introduction./Description of the Firm (This section is mainly devoted to facts about the firm to the “what”) its industry, its market, its competitive position (in general) including but not limited to the following: What kind of firm located where? i.e. medium sized manufacturing firm in the Midwest. What are their products/services or type of products/services? (what do they sell?)
II. Analysis Section. (Bulk of paper. Develop d.
Competitive AnalysisCompany HighlightsDirect C.docx
Competitive Analysis
Company Highlights
Direct Competitors:
Company Highlights
Lovers and Friends
Raissa Gerona, and Mitch
Moseley launched the fashion
brand, Lovers and Friends, in
2010. Since then, the brand
has become a blogger
favorite. The brand prides itself
in its origins, and strives to
create content and product
that reflect it.
Competitive Advantage:
Lovers and Friends’
competitive advantage is
attached to the fact that they
are very much connected to
their L.A. origins. This pride,
which reflects in their brands’
image as a whole, has allowed
them to attract and develop
an L.A.-loving cult that is
devoted to sporting their
goods.
Shrimps
Shrimps is a fashion label
created by London-based
designer, Hannah Weiland. It
was launched in 2013, and has
grown immensely since then.
Originally gaining widespread
recognition as a result of the
faux fur coat, the label has
now also become
distinguished for its
accessories.
Competitive Advantage:
Shrimps’ competitive
advantage is the fact that it
has become known for leading
the conversation on
cruelty-free fashion. As a
result of this, they have gained
a niche and special market
that only they can cater to.
Indirect Competitors:
Company Highlights
Nasty Gal
Nasty Gal was founded in
2006 by Sophia Amoruso in
San Francisco, California. It is
an L.A. based brand that
began by selling vintage
pieces on Ebay, and thirteen
years later has grown into an
appealing fashion brand
directed at young adults; it
now sells clothing, shoes, and
accessories under its own
label.
Competitive Advantage:
Nasty Gal’s competitive
advantage lies in the fact that
it was founded by a person
whose story has inspired its
customers, and which has
created a loyal and special
following for the brand.
Asos
Asos is a British online fashion
retailer. The company was
founded in June of 2000, and
is directed at young adult
consumers. The brand sells its
own line of goods, and also
carries other brands.
Competitive Advantage:
Asos has a competitive
advantage in that it provides
the customer with various
options in regards to brands
and styles. Not only that, but
the brand is inclusive of all
shapes and sizes, and makes it
evident through their website
and content.
Market Information
Shrimps
Target Market:
★ Ages 25-45
★ Includes various ethnicities
★ Mature female professionals
★ Income: $90,000-$120,000
★ Location: City
★ Lead a sophisticated, luxurious lifestyle
★ Aware of the impact of their purchases
Direct Competitors:
Market Information
Market Share:
Since its emergence in 2013, it is evident that Shrimps has gained
immense market share, and continues to do so. This is evident
through the brand’s faux fur specialty, which has created a unique
set of customers for the brand that only they appeal to.
Marketing Strategy:
As for their marketing strategy, like other newer brands, it seems t.
Competition and Qualityin Health Care MarketsFull text.docx
Competition and Quality
in Health Care Markets
Full text available at: http://dx.doi.org/10.1561/0700000024
Competition and
Quality in Health
Care Markets
Martin Gaynor
H. John Heinz III School of Public Policy and
Management, Carnegie Mellon University and
National Bureau of Economic Research,
Leverhulme Centre for Market and Public Organisation
University of Bristol UK
[email protected]
Boston – Delft
Full text available at: http://dx.doi.org/10.1561/0700000024
Foundations and Trends R© in
Microeconomics
Published, sold and distributed by:
now Publishers Inc.
PO Box 1024
Hanover, MA 02339
USA
Tel. +1-781-985-4510
www.nowpublishers.com
[email protected]
Outside North America:
now Publishers Inc.
PO Box 179
2600 AD Delft
The Netherlands
Tel. +31-6-51115274
The preferred citation for this publication is M. Gaynor, Competition and Quality
in Health Care Markets, Foundations and Trends
R© in Microeconomics, vol 2, no 6,
pp 441–508, 2006
Printed on acid-free paper
ISBN: 978-1-60198-007-6
c© 2006 M. Gaynor
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, mechanical, photocopying, recording
or otherwise, without prior written permission of the publishers.
Photocopying. In the USA: This journal is registered at the Copyright Clearance Cen-
ter, Inc., 222 Rosewood Drive, Danvers, MA 01923. Authorization to photocopy items for
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Full text available at: http://dx.doi.org/10.1561/0700000024
Foundations and Trends R© in
Microeconomics
Volume 2 Issue 6, 2006
Editorial Board
Editor-in-Chief:
W. Kip Viscusi
Vanderbilt University
Editors
Richard Carson, UC San Diego (environmental economics)
Joseph Harrington, Johns Hopkins University (industrial organization)
Tom Kniesner, Syracuse University (labor economics)
Mark V. Pauly, University of Pennsylvania (health economics)
David Wild.
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