This document provides an overview of demand, supply, and elasticity diagrams. It includes diagrams demonstrating the demand curve, shifts in demand from increases or decreases, the supply curve, shifts in supply, and price equilibrium where quantity demanded equals quantity supplied. It also covers the different types of elasticities including price elasticity, cross elasticity, income elasticity, and inelastic, elastic, and unit elastic demand and supply curves. The document provides examples of each type of curve and how they shift with changes in the market. It concludes with a discussion of the Giffen good paradox and when income elasticity could be negative.
Income elasticity measures the responsiveness of demand for a good to a change in income. It is calculated as the percentage change in quantity demanded divided by the percentage change in income.
- Luxury goods tend to have a high positive income elasticity, as demand increases substantially with income.
- Necessities tend to have a low positive income elasticity, as small changes in income do not drastically change demand.
- Inferior goods have a negative income elasticity, as demand decreases with rising income.
So income elasticity is an important concept to understand how demand for different types of goods responds to changes in consumer purchasing power. Marketers must consider income elasticity when targeting different income segments.
This document provides an overview of the features and capabilities of the Atlas automated trading platform. Key features include support for low and medium frequency trading across multiple exchanges and instruments, a scalable client-server architecture, over 100 technical indicators, backtesting and paper trading, and genetic, ant colony, and brute force optimization algorithms. The platform allows users to create, backtest, optimize, and deploy trading strategies. It provides latency of 140-150 milliseconds and can process 800 orders per second. The company aims to expand the indicator library and add risk management, order routing, and reporting capabilities going forward.
This document provides an overview of economics for journalists, covering topics like supply and demand, the business cycle, economic growth, recessions, and market cycles. It explains that supply and demand determine market prices, and that the business cycle involves periods of growth, peak, recession, and recovery. The circular flow model and factors influencing long-term economic growth are also summarized. Journalists are advised to provide perspective on economic issues rather than panic about normal cyclical changes.
The document discusses various types of government intervention in markets, including taxes, subsidies, price controls, and regulation. It also examines how buffer stock schemes can help stabilize prices by buying excess supply when prices fall and releasing stock when prices rise. The effects of taxes and subsidies on producer and consumer surplus are analyzed using supply and demand diagrams. Subsidies are more likely to lower prices when demand is price elastic.
This document outlines key concepts related to production and cost theory. It discusses the production function and how it relates marginal product, average product, and diminishing returns. It then covers cost theory, defining the cost function and exploring concepts like total, marginal, average, and opportunity costs. The document also examines economies and diseconomies of scale, as well as production using multiple inputs through isoquants and the marginal rate of technical substitution. It concludes by discussing fixed costs and relevant costs in decision making.
This document discusses reasons why production cost is constant, using anime as a case study. It defines key terms like price, value, and production cost. Production cost includes assets like money, time, skills, tools, and even heart/emotion. While price can vary, production cost remains constant as higher quality or shorter time requires more skilled labor or improved tools. Negative emotions from unreasonable clients can also increase deficiency costs. In the end, the total assets needed to produce the same end product do not change, so production cost remains constant despite price fluctuations.
The document discusses the key factors of production - land, labor, capital and entrepreneurship - and different types of costs. It defines 13 different concepts of costs, including: fixed vs variable costs; historical vs replacement costs; explicit vs implicit costs; avoidable vs unavoidable costs; controllable vs uncontrollable costs; and accounting vs economic costs. The document provides explanations of each cost concept to help with business decision making and understanding financial statements.
The document discusses different types of cost curves that firms can face, including total cost curves, average total cost curves, marginal cost curves, and how these curves relate to each other in both the short-run and long-run. It explains that a firm's long-run total cost curve is the lower envelope of its various short-run total cost curves. Similarly, a firm's long-run average total cost curve is the lower envelope of its short-run average total cost curves.
Income elasticity measures the responsiveness of demand for a good to a change in income. It is calculated as the percentage change in quantity demanded divided by the percentage change in income.
- Luxury goods tend to have a high positive income elasticity, as demand increases substantially with income.
- Necessities tend to have a low positive income elasticity, as small changes in income do not drastically change demand.
- Inferior goods have a negative income elasticity, as demand decreases with rising income.
So income elasticity is an important concept to understand how demand for different types of goods responds to changes in consumer purchasing power. Marketers must consider income elasticity when targeting different income segments.
This document provides an overview of the features and capabilities of the Atlas automated trading platform. Key features include support for low and medium frequency trading across multiple exchanges and instruments, a scalable client-server architecture, over 100 technical indicators, backtesting and paper trading, and genetic, ant colony, and brute force optimization algorithms. The platform allows users to create, backtest, optimize, and deploy trading strategies. It provides latency of 140-150 milliseconds and can process 800 orders per second. The company aims to expand the indicator library and add risk management, order routing, and reporting capabilities going forward.
This document provides an overview of economics for journalists, covering topics like supply and demand, the business cycle, economic growth, recessions, and market cycles. It explains that supply and demand determine market prices, and that the business cycle involves periods of growth, peak, recession, and recovery. The circular flow model and factors influencing long-term economic growth are also summarized. Journalists are advised to provide perspective on economic issues rather than panic about normal cyclical changes.
The document discusses various types of government intervention in markets, including taxes, subsidies, price controls, and regulation. It also examines how buffer stock schemes can help stabilize prices by buying excess supply when prices fall and releasing stock when prices rise. The effects of taxes and subsidies on producer and consumer surplus are analyzed using supply and demand diagrams. Subsidies are more likely to lower prices when demand is price elastic.
This document outlines key concepts related to production and cost theory. It discusses the production function and how it relates marginal product, average product, and diminishing returns. It then covers cost theory, defining the cost function and exploring concepts like total, marginal, average, and opportunity costs. The document also examines economies and diseconomies of scale, as well as production using multiple inputs through isoquants and the marginal rate of technical substitution. It concludes by discussing fixed costs and relevant costs in decision making.
This document discusses reasons why production cost is constant, using anime as a case study. It defines key terms like price, value, and production cost. Production cost includes assets like money, time, skills, tools, and even heart/emotion. While price can vary, production cost remains constant as higher quality or shorter time requires more skilled labor or improved tools. Negative emotions from unreasonable clients can also increase deficiency costs. In the end, the total assets needed to produce the same end product do not change, so production cost remains constant despite price fluctuations.
The document discusses the key factors of production - land, labor, capital and entrepreneurship - and different types of costs. It defines 13 different concepts of costs, including: fixed vs variable costs; historical vs replacement costs; explicit vs implicit costs; avoidable vs unavoidable costs; controllable vs uncontrollable costs; and accounting vs economic costs. The document provides explanations of each cost concept to help with business decision making and understanding financial statements.
The document discusses different types of cost curves that firms can face, including total cost curves, average total cost curves, marginal cost curves, and how these curves relate to each other in both the short-run and long-run. It explains that a firm's long-run total cost curve is the lower envelope of its various short-run total cost curves. Similarly, a firm's long-run average total cost curve is the lower envelope of its short-run average total cost curves.
The document is a preview of university taster courses offered in 2013 in the UK. It lists over 150 courses across many subject areas offered by over 20 universities. The courses ranged from one-day experiences to longer previews of degree programs. Applications for the courses opened on January 10, 2013 on the program's website, with places allocated on a first-come first-served basis, except for some competitive medical and veterinary courses.
1) The document lists 15 summer tasks for a graphics course, including reading recommended books, creating a scrapbook of found typography, inventing a game, and making a comic documenting one's holiday.
2) Other tasks involve illustrating everything consumed in a week, improving and selling a worthless object on eBay, making a daily mantra banner, and redesigning an example of bad design.
3) Additional tasks are designing an ad to market one's bedroom as a hotel, making a visual response to an exhibition or book, creating a time capsule about design to bury and unearth, and representing music or a material through color, type, or symbols.
This document outlines summer tasks and projects for a fine art student to complete over their break. It includes tasks such as building the tallest structure and documenting it, painting over a jigsaw puzzle to try and reassemble it, making scale models, and daily drawings. Students are also instructed to write about a TV program after selecting a random sequence to paint. Additional suggestions include taking photographs of beautiful and ugly scenes to present in a sketchbook along with others' opinions. Exhibitions to visit are listed along with materials needed for an equipment list. A reading list of two books on art criticism is also provided.
The document provides a list of 10 tasks for a textiles summer project, including buying an inexpensive object to draw daily, learning book binding to make a sketchbook to document different surfaces over a holiday, teaching knitting or crocheting skills, reimagining the use of an existing object, experimenting with material properties, and visiting specified art exhibitions.
Sole traders have unlimited liability but full control over their business. Partnerships share liability and control between 2-20 owners. Private limited companies limit owners' liability but control is shared between shareholders and directors.
This document provides information about a production of A Doll's House by Henrik Ibsen playing at the Young Vic theater in London from June 29th to July 26th, 2012. It features Hattie Morahan and Dominic Rowan in the leading roles. The synopsis explains that the play depicts the moment when Nora discovers that her life and marriage are built on lies. The production is directed by Carrie Cracknell and features set design by Ian MacNeil. Students are assigned summer tasks of buying the Methuen Student Edition of the script, attending the production, and creating a presentation on Ibsen and the historical context of the play.
The document discusses the Cambridge Technicals level 3 course in business. In year 12, students complete the Certificate in Business, studying units on the business environment, business resources, and an optional unit. In year 13, students progress to the Introductory Diploma in Business, studying units on business accounting, recruitment and selection, and another optional unit. Completing both years allows students to earn UCAS points for university applications.
This document outlines two summer tasks for students taking Applied Science Level 3 BTEC courses in Forensic Science and Medical Science. Task 1 requires students to purchase a course textbook by September 1st, providing the ISBN. Task 2 requires students to describe and compare the key structures and functions of eukaryotic and prokaryotic cells, including specific organelles, in a document up to 1000 words accompanied by labeled diagrams of each cell type.
The document provides information about the AS Level Biology course that will be offered at Welling School. Students are assigned two tasks over the summer break to help prepare them for the course. Task 1 involves purchasing the core textbook, while Task 2 requires students to define terms related to blood clotting and describe the blood clotting process and its role in cardiovascular disease. The course structure is also outlined, covering three units that will be assessed through written exams involving different question types and practical skills.
The document outlines sociology summer tasks for September 2012. Students are asked to make a collage of different family types, prepare for a debate on whether there is a "right" type of family, and provide examples from the media for each family type listed. The tasks focus on different family structures and whether any one structure is considered ideal.
This document provides a list of films and the directors associated with each film. It includes background information on the director and contextual information about the film, including any critical reception or awards. The purpose is to analyze these films and create a case study on one film of choice based on the provided information.
The anthropology summer project has three main tasks: 1) Explain the differences between social, biological, and economic anthropology including key theorists. 2) Explore how women are treated in the Na Tribe and Maasai Tribe, and discuss if women are treated universally. 3) Visit the Museum of Natural History if possible. Students are expected to purchase the textbook "Sharing our Worlds" by Joy Henry. The completed project is due on the first day of anthropology class in September.
This document outlines the two sections of an AS Level English Language summer homework assignment:
1. Analytical Skill - This section assesses the ability to comment on a fiction and non-fiction text. It includes tasks analyzing an excerpt from Catch-22 and a sales promotion letter.
2. Creativity - This section assesses the ability to use source material to produce new, original texts using imagination.
The analytical skill section provides sample texts and prompts the student to highlight language features, comment on tone and meaning, and analyze persuasive techniques.
This document is an application form for a 3-day summer school program on law, criminology, and psychology in criminal justice being held June 26-28, 2012 at London South Bank University. It requests information about the applicant, their parent/guardian, and a reference from their teacher. Applicants must submit the completed form by April 23rd, and there are only 40 spots available.
This document provides information about a summer school program that will explore issues related to criminal behavior and the criminal justice system from the perspectives of law, criminology, and psychology. Over three days, students will learn how these three disciplines complement each other and are studied at the university level. They will also participate in a mock trial to apply what they have learned. The summer school is intended for students considering further study in law, criminology, or psychology and will provide insight into related university courses, subject matter, and career opportunities. Interested students should contact the partnership liaison officer by April 23rd to apply for one of the 40 available spots.
This document is a student application form for a 3-day IT summer school program taking place from July 17-19, 2012 at the University of Greenwich. [END SUMMARY]
The University of Greenwich is partnering with the British Music Experience to offer a free three-day summer school program for Year 12 students. The program will take place both on campus and at the British Music Experience, and will include trips for research and a final showcase event. Students can choose from three strands: events management, music technology, or video production. The events management strand will plan and coordinate a live showcase event at the British Music Experience. The music technology strand will work on music production and remixing for the event. The video production strand will create films and videos to be featured at the event. The goal is for students to gain experience in their chosen field through practical group projects.
The document is a preview of university taster courses offered in 2013 in the UK. It lists over 150 courses across many subject areas offered by over 20 universities. The courses ranged from one-day experiences to longer previews of degree programs. Applications for the courses opened on January 10, 2013 on the program's website, with places allocated on a first-come first-served basis, except for some competitive medical and veterinary courses.
1) The document lists 15 summer tasks for a graphics course, including reading recommended books, creating a scrapbook of found typography, inventing a game, and making a comic documenting one's holiday.
2) Other tasks involve illustrating everything consumed in a week, improving and selling a worthless object on eBay, making a daily mantra banner, and redesigning an example of bad design.
3) Additional tasks are designing an ad to market one's bedroom as a hotel, making a visual response to an exhibition or book, creating a time capsule about design to bury and unearth, and representing music or a material through color, type, or symbols.
This document outlines summer tasks and projects for a fine art student to complete over their break. It includes tasks such as building the tallest structure and documenting it, painting over a jigsaw puzzle to try and reassemble it, making scale models, and daily drawings. Students are also instructed to write about a TV program after selecting a random sequence to paint. Additional suggestions include taking photographs of beautiful and ugly scenes to present in a sketchbook along with others' opinions. Exhibitions to visit are listed along with materials needed for an equipment list. A reading list of two books on art criticism is also provided.
The document provides a list of 10 tasks for a textiles summer project, including buying an inexpensive object to draw daily, learning book binding to make a sketchbook to document different surfaces over a holiday, teaching knitting or crocheting skills, reimagining the use of an existing object, experimenting with material properties, and visiting specified art exhibitions.
Sole traders have unlimited liability but full control over their business. Partnerships share liability and control between 2-20 owners. Private limited companies limit owners' liability but control is shared between shareholders and directors.
This document provides information about a production of A Doll's House by Henrik Ibsen playing at the Young Vic theater in London from June 29th to July 26th, 2012. It features Hattie Morahan and Dominic Rowan in the leading roles. The synopsis explains that the play depicts the moment when Nora discovers that her life and marriage are built on lies. The production is directed by Carrie Cracknell and features set design by Ian MacNeil. Students are assigned summer tasks of buying the Methuen Student Edition of the script, attending the production, and creating a presentation on Ibsen and the historical context of the play.
The document discusses the Cambridge Technicals level 3 course in business. In year 12, students complete the Certificate in Business, studying units on the business environment, business resources, and an optional unit. In year 13, students progress to the Introductory Diploma in Business, studying units on business accounting, recruitment and selection, and another optional unit. Completing both years allows students to earn UCAS points for university applications.
This document outlines two summer tasks for students taking Applied Science Level 3 BTEC courses in Forensic Science and Medical Science. Task 1 requires students to purchase a course textbook by September 1st, providing the ISBN. Task 2 requires students to describe and compare the key structures and functions of eukaryotic and prokaryotic cells, including specific organelles, in a document up to 1000 words accompanied by labeled diagrams of each cell type.
The document provides information about the AS Level Biology course that will be offered at Welling School. Students are assigned two tasks over the summer break to help prepare them for the course. Task 1 involves purchasing the core textbook, while Task 2 requires students to define terms related to blood clotting and describe the blood clotting process and its role in cardiovascular disease. The course structure is also outlined, covering three units that will be assessed through written exams involving different question types and practical skills.
The document outlines sociology summer tasks for September 2012. Students are asked to make a collage of different family types, prepare for a debate on whether there is a "right" type of family, and provide examples from the media for each family type listed. The tasks focus on different family structures and whether any one structure is considered ideal.
This document provides a list of films and the directors associated with each film. It includes background information on the director and contextual information about the film, including any critical reception or awards. The purpose is to analyze these films and create a case study on one film of choice based on the provided information.
The anthropology summer project has three main tasks: 1) Explain the differences between social, biological, and economic anthropology including key theorists. 2) Explore how women are treated in the Na Tribe and Maasai Tribe, and discuss if women are treated universally. 3) Visit the Museum of Natural History if possible. Students are expected to purchase the textbook "Sharing our Worlds" by Joy Henry. The completed project is due on the first day of anthropology class in September.
This document outlines the two sections of an AS Level English Language summer homework assignment:
1. Analytical Skill - This section assesses the ability to comment on a fiction and non-fiction text. It includes tasks analyzing an excerpt from Catch-22 and a sales promotion letter.
2. Creativity - This section assesses the ability to use source material to produce new, original texts using imagination.
The analytical skill section provides sample texts and prompts the student to highlight language features, comment on tone and meaning, and analyze persuasive techniques.
This document is an application form for a 3-day summer school program on law, criminology, and psychology in criminal justice being held June 26-28, 2012 at London South Bank University. It requests information about the applicant, their parent/guardian, and a reference from their teacher. Applicants must submit the completed form by April 23rd, and there are only 40 spots available.
This document provides information about a summer school program that will explore issues related to criminal behavior and the criminal justice system from the perspectives of law, criminology, and psychology. Over three days, students will learn how these three disciplines complement each other and are studied at the university level. They will also participate in a mock trial to apply what they have learned. The summer school is intended for students considering further study in law, criminology, or psychology and will provide insight into related university courses, subject matter, and career opportunities. Interested students should contact the partnership liaison officer by April 23rd to apply for one of the 40 available spots.
This document is a student application form for a 3-day IT summer school program taking place from July 17-19, 2012 at the University of Greenwich. [END SUMMARY]
The University of Greenwich is partnering with the British Music Experience to offer a free three-day summer school program for Year 12 students. The program will take place both on campus and at the British Music Experience, and will include trips for research and a final showcase event. Students can choose from three strands: events management, music technology, or video production. The events management strand will plan and coordinate a live showcase event at the British Music Experience. The music technology strand will work on music production and remixing for the event. The video production strand will create films and videos to be featured at the event. The goal is for students to gain experience in their chosen field through practical group projects.
1. DEMAND, SUPPLY AND ELASTICITY DIAGRAMS
A random price and quantity
The demand curve shown on the demand curve
Price Price
D
D
P
Quantity Quantity
0 0 Q
An increase in demand A decrease in demand
Price Price
D1 D2 D2 D1
Quantity Quantity
0 0
1
2. An increase in demand: at any given A decrease in demand: at any given
price, more is demanded price, less is demanded
Price Price
D2 D2 D1
D1
P P
Quantity Quantity
0 Q1 Q2 0 Q2 Q1
The supply curve A random price and quantity
shown on the supply curve
Price Price
S S
P
Quantity Quantity
0 0 Q
2
3. An increase in supply A decrease in supply
Price Price
S1 S2 S2 S1
Quantity Quantity
0 0
An increase in supply: at any given price, A decrease in supply: at any given
more is supplied price, less is supplied
Price Price
S1 S2 S2 S1
P P
Quantity Quantity
0 Q1 Q2 0 Q2 Q1
3
4. Price equilibrium - the quantity demanded
just equals the quantity supplied
Price
D S
P
Quantity
0 Q
The effects of an increase in demand The effects of a decrease in demand
Price Price
S S
D1 D2 D1
D2
P1
P2 P2
P1
Quantity Quantity
0 Q1 Q2 0 Q2 Q1
The increase in demand leads to The decrease in demand leads to
a new equilibrium position: price increases as does a new equilibrium position: price falls as
the quantity supplied does the quantity supplied
4
5. An increase in supply A decrease in supply
Price Price
S1 S2 S2 S1
P1
P2
P2
P1
Quantity Quantity
0 Q1 Q2 0 Q1 Q2
The increase in supply leads to a fall in The decrease in supply leads to an
price and an increase in the quantity increase in price and a fall in the quantity
supplied supplied
5
6. The different elasticities of demand
1. Price elasticity (we also have cross-elasticity and income elasticity of demand)
Relatively elastic demand Relatively inelastic demand
(Quantity stretches more than price) (Quantity stretches less than price)
Price Price
D
D P1
P1
Quantity Quantity
0 Q1
Q Q2
0 Q1Q2
Perfectly inelastic demand Perfectly elastic demand
(A limiting case) (A limiting case)
Price D Price
P P D
Quantity Quantity
0 0
6
7. Unit elastic demand (% ∆ in P = % ∆ in Q)
Price
The curve is asymptotic, it approaches but never
reaches either axis (sorry - that's as good as I can
P
draw it!).
Quantity
0
Perfectly inelastic supply Perfectly elastic supply
Price S Price
P P S
Quantity Quantity
0 0
7
8. Relatively inelastic supply Relatively elastic supply
(Quantity stretches less than price) (Quantity stretches more than price)
Price
Price
S
P2 P2 S
P1
P1
Quantity Quantity
0 Q1 Q2
0 Q1 Q2
Unit elastic supply - any straight line S curve that
goes through the origin (as slide along curve, the
ratio between P and Q is unchanged)
Price
S
S
S
Quantity
0
8
9. 2. Cross-elasticity of demand (the change in the quantity demanded of good A
when the price of a different good, B, changes)
When the demand for good B increases and this causes a fall in demand for good A, it means that the two goods
are substitutes. People are switching from A to B
An increase in demand for good B A decrease in demand for good A
Price Price
S S
D1 D2 D2 D1
P1
P2 P2
P1
Quantity Quantity
0 Q1 Q2 0 Q2 Q1
The opposite case: when the demand for good B increases and this causes an
increase in demand for good A, it means that the two goods are complements.
People need more of good A to use with the extra quantity of good B being consumed.
An increase in demand for good B An increase in demand for good A
Price
S D2 S
D1 D2 D1
P2 P2
P1 P1
Quantity Quantity
0 0 Q1 Q2
Q1 Q2
9
10. 3. Income elasticity
If the good or service is income elastic, a given percentage change in income causes a greater percentage
change in demand
An increase in demand
Price D2
D1 S
P2
Assuming a small increase in income,
demand increases more than
proportionately
P1
Quantity
0 Q1 Q2
The opposite case: if the good or service is income inelastic, a given percentage change in income causes a
smaller percentage change in demand
If the good or service is income unit inelastic, a given percentage change
in income causes exactly the same percentage change in demand
If the good or service is income negative elastic, a given percentage increase in income causes a decrease in
demand (and vice-versa)
10
11. Negative income elasticity was at the heart of the Giffen Paradox; Sir Robert Giffen noticed that in
Ireland during the great famine of the Nineteenth Century as the price of potatoes fell, people bought
fewer of them, an apparent reversal of the usual demand curve! Could it be a perverse demand curve,
one that resembled a supply curve?
Price
D ??
Quantity
0
In fact, what was happening was that as the supply of potatoes increased, their price fell. Many
people were surviving the famine by eating potatoes, and not much else, at every meal. As potatoes
finally began to become cheaper, it meant people spent less on them, so real incomes increased. The
extra income then went on anything but potatoes! This meant that the demand curve for potatoes
shifted sharply down and to the left. So the initial fall in price led to an eventual fall in the number of
potatoes consumed.
Price
S
D1
D2
P1
P2
Quantity
0 Q2 Q1
11
12. It was not a perverse demand curve after all, but the result of the income effect dominating the
consumption effect, in this unusual situation. The income effect means that the increase in
income was so great that it allowed people to buy other and nicer things and reduce their demand
for potatoes (which means a shift in the demand curve). The consumption effect means that as a
good or service fall in price, more is consumed (we slide down and out along an existing demand
curve); in this case it was smaller than the income effect.
Three elements are needed for this rare event to occur:
· The good must be inferior
· It must make up a large proportion of the consumers' income
· There must be no reasonable substitutes for the good
A WORD OF ADVICE
It is possible to insert diagrams such as these into your essays by searching for diagrams online
and copying the image electronically, or downloading and editing PDF files, or perhaps simply
scanning a textbook. This is not recommended if you wish to learn economics. At best such
behaviour allows you to learn and polish your skills in the computer or scanning programs you
are using. To learn economics you need to practise drawing the diagrams for yourself. When you
are under exam conditions you will probably have to do this in essays and even for multiple
choice questions it can sometimes help you to get the right answer if you are able to draw a quick
diagram for yourself.
The author’s latest book is Going to University: the Secrets of
Success, Second Edition, revised and expanded. This aims to help
students at high school or in a sixth form college to improve
results in essays and exams and in this way to improve their
chances of getting into the university of their first choice. It is also
designed to make the transition from high-school to university
both easier and more enjoyable. It can be obtained from
Amazon.co.uk or it can ordered in any bookshop.
For more details please go to www.keweipress.com
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