EXAMPLEESSAYTextbook Examples 2For textbook examples, please see pages 222-241CHARACTERISTICSAlso known as: Illustration essay OR Illustrative essay
not as in drawing or sketching but as in demonstrating, proving, exhibiting, revealing, showing, exemplifyingCHARACTERISTICSINTRODUCTIONBODY Paragraph #1 (REASON #1)BODY Paragraph #2 (REASON #2)BODY Paragraph #3 (REASON #3)CONCLUSIONCHARACTERISTICS Persuasive
that you clearly illustrate your pointsnot that you are trying to sell not that you are speaking directly to the reader (no “you”)* STRONG THESIS STATEMENT
emphatic, declarative topic + main idea + support CHARACTERISTICS PROOF = EXAMPLES
statsspecific people, places, objectsspecific instancesanecdotes (brief informative stories to help develop ideas; like instances or occurrences)CHARACTERISTICS*TRANSITIONS *
for example, for instance, furthermore, the best/most important example of, another example involves…CHARACTERISTICS* “EMPHATIC ORDER”:logically, effectively arranged
terms of interestterms of audience identification*move from least to most important/significant OUTLINEREASONREASONTHESISTOPICREASONEXAMPLESEXAMPLESEXAMPLESINTRODUCTION“FUNNEL EFFECT” Generalization, Quote, Quip, Question, Stats Most people/Everybody
Most people have a favorite musician.Everybody likes to listen to music.“Music is the food of love,” said Shakespeare.INTRODUCTION NARROW TOWARDS YOUR THESIS:
Some/OthersSome people listen to Disco; others listen to Swing.Some people prefer the thumping bass of Hip-Hop; others like the twanging steel guitar of Country. I, however, like to listen to the searing guitar of Classic Rock.”INTRODUCTION STRONG THESIS STATEMENT:
ends Introductory paragraphtopic + main idea + supportThe Rolling Stones are my favorite band because of their insightful lyrics, their driving rhythms, and their awesome live shows.Topic: Rolling StonesMain Idea:my favorite bandSupport:lyrics, rhythms, concertsINTRODUCTIONTHESIS*PARALLEL STRUCTURE:
One aspect of Parallel Structure applied to thesis statements suggests that items in a series must have the same formINTRODUCTIONTHESIS*ORDER:
rder in thesis = order in BodyThe 1st, 2nd, 3rd reasons in your thesis will be the 1st, 2nd, and 3rd reasons in your Body paragraphsthe sample thesis above, the 1st Body paragraph will discuss the Rolling Stones’ lyrics, the 2nd their rhythms, and the 3rd their concertsBODY*BODY PARAGRAPH #1*REASON #1
topic sentence of the paragraphfor coherence & transitionOne reason the Rolling Stones are my favorite band is because of their insightful lyrics.support this reason with plenty of specific and relevant EXAMPLES
Here, quote specific lyrics AND explain their “insightfulness.”BODY*BODY PARAGRAPH #2*REASON #2 (in topic sentence)
addition to their lyrics, another reason the Rolling Stones are my favorite band is because of their driving rhythms.support this reaso ...
Supply and Demand GuideTo solve the homework problems do the f.docxcalvins9
Supply and Demand Guide
To solve the homework problems do the following:
1. Identify the determinant change
2. Shift the appropriate curve in the correct direction
3. Change price appropriately
4. Move along the other curve (the one that did not shift) in response to the price change.
The following information will tell you the determinants and how the change, as well as definitions of the key terms.
Demand
Demand: The amount that consumers are willing and able to purchase at various prices.
Law of Demand: Price and Quantity Demanded vary inversely.
Quantity Demanded: The amount that consumers are willing and able to buy at a particular price.
Change in Quantity Demanded: Changes in price change the quantity demanded. This is a Movement Along a Demand Curve in Response to a Price Change.
Change in Demand: This is a shift in the position of the demand curve, either upward or downward. If the curve shifts upward, consumers are saying they will pay more for all quantities of the good or service. If it shifts downward, consumers are saying they will pay less for all quantities of the good or service.
Determinants of Demand: The Demand Curve will shift only when one (or more) of the Determinants of Demand changes. These determinants are:
1. Size of Market: the number of consumers in the market for the good or service. If this factor increases, the curve shifts upward (increase in demand). If this decreases, the curve shifts downward (decrease in demand).
2. Consumer Tastes and Preferences: if these shift in favor of a product, the demand curve shifts upward (demand increases); if these shift against a product, the demand curve shifts downward (demand decreases).
3. Consumer Income: as the income of consumers increase, consumers purchase more of all normal goods (assume all the goods in the homework are normal goods), this shifts the demand curve upward (demand increases); if income decreases, then consumers buy less of all normal goods, this shifts the demand curve downward (demand decreases).
4. Prices of Related Goods:
a. Complimentary Goods: These are goods that are used to together like peanut butter and jelly. If the price of peanut butter goes up, the Quantity Demanded of peanut butter will decrease (a movement along a demand curve in response to a price change). However, the Demand for jelly will decline (decrease in demand) as fewer people buy it to go with the peanut butter, since they are buying less peanut butter.
b. Substitute Goods: These are goods that are used in place of each other. If the price of Coke Cola goes up, the Quantity Demanded of Coke does down (a movement along the demand curve). But the Demand for Pepsi – the substitute good – goes up as people substitute the lower priced Pepsi for the higher priced Coke (the Pepsi demand curve shifts upward).
5. Expectations about the Future: If people have a positive view of the future they will consumer more and save less. This shifts th.
Supply and Demand GuideTo solve the homework problems do the f.docxcalvins9
Supply and Demand Guide
To solve the homework problems do the following:
1. Identify the determinant change
2. Shift the appropriate curve in the correct direction
3. Change price appropriately
4. Move along the other curve (the one that did not shift) in response to the price change.
The following information will tell you the determinants and how the change, as well as definitions of the key terms.
Demand
Demand: The amount that consumers are willing and able to purchase at various prices.
Law of Demand: Price and Quantity Demanded vary inversely.
Quantity Demanded: The amount that consumers are willing and able to buy at a particular price.
Change in Quantity Demanded: Changes in price change the quantity demanded. This is a Movement Along a Demand Curve in Response to a Price Change.
Change in Demand: This is a shift in the position of the demand curve, either upward or downward. If the curve shifts upward, consumers are saying they will pay more for all quantities of the good or service. If it shifts downward, consumers are saying they will pay less for all quantities of the good or service.
Determinants of Demand: The Demand Curve will shift only when one (or more) of the Determinants of Demand changes. These determinants are:
1. Size of Market: the number of consumers in the market for the good or service. If this factor increases, the curve shifts upward (increase in demand). If this decreases, the curve shifts downward (decrease in demand).
2. Consumer Tastes and Preferences: if these shift in favor of a product, the demand curve shifts upward (demand increases); if these shift against a product, the demand curve shifts downward (demand decreases).
3. Consumer Income: as the income of consumers increase, consumers purchase more of all normal goods (assume all the goods in the homework are normal goods), this shifts the demand curve upward (demand increases); if income decreases, then consumers buy less of all normal goods, this shifts the demand curve downward (demand decreases).
4. Prices of Related Goods:
a. Complimentary Goods: These are goods that are used to together like peanut butter and jelly. If the price of peanut butter goes up, the Quantity Demanded of peanut butter will decrease (a movement along a demand curve in response to a price change). However, the Demand for jelly will decline (decrease in demand) as fewer people buy it to go with the peanut butter, since they are buying less peanut butter.
b. Substitute Goods: These are goods that are used in place of each other. If the price of Coke Cola goes up, the Quantity Demanded of Coke does down (a movement along the demand curve). But the Demand for Pepsi – the substitute good – goes up as people substitute the lower priced Pepsi for the higher priced Coke (the Pepsi demand curve shifts upward).
5. Expectations about the Future: If people have a positive view of the future they will consumer more and save less. This shifts th.
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition .docxBetseyCalderon89
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition
"AUTHORS BRICKLEY ZIMMERMAN & SMITH"
QUESTION 1
1.The text makes it clear that the management innovations of the 1980s and 1990s:
were almost all instant successes.
waxed and waned in use and popularity.
were instantly mostly failures.
were creations of the press and were never implemented in business.
QUESTION 2
2. If transactions costs can be reduced in a market place, then total producer and consumer surplus will:
increase.
stay the same.
decrease.
None of the above.
QUESTION 3
3. If a manager complies with all laws and regulations, then he can be confident that:
he is completely ethical.
he is fairly unethical.
he has begun to deal with ethical issues.
he will never run into ethical problems at work.
QUESTION 4
4. As a firm's market power in pricing decreases, the price elasticity of its demand:
stays the same.
decreases.
is equal to one.
increases.
QUESTION 5
5. If a management innovation is going to be successful, it needs to address:
decisioin making assignment should rest with the CEO.
incentive and reward systems.
shareholders' concerns.
the rights of the Board of Directors
QUESTION 6
6. Ethics is about making good decisions. Sometimes it is hard to see what economics has to do with ethics until you remember that economics is often defined as the:
science of choice.
key branch of theology.
disciple with high moral standards.
area that understand nothing about ethics.
QUESTION 7
7. Martha Steward seems to have made a bad decisison concerning the use of insider information in selling ImClone stock. The resulting negative publicity on the issue caused value of her corporation, Martha Steward Living, to fall by almost half. This example is suposed to show.
insider trading can pay off in certtain circunstances.
ethics and wealth creation are not linked in any way.
Stock markets are fickle stewards of wealth.
Ethics and wealth creation are closaely linked.
QUESTION 8
8. Strategy refers to the general policies that managers adopt to:
costs.
the number of customers at the same price.
the rate of technological change.
the generation of profits.
QUESTION 9
9. Competitive markets ususally promote the efficient use of resources. This is because:
resource owners bear the wealth effects of their decision.
managers always have proper incentives to make decisisons.
consumers usually provide the lists of corporate mistakes.
markets usually make equitable choices first.
QUESTION 10
10. Finding a way to create and capture value is part of:
business strategy
cost control systems.
management control, but not general management.
allowing the market to run a company's future plans.
QUESTION 11
11. One of the problems with making all the decisions at the top of a business orgnization is costliness of:
specific information.
gener.
Manage Resourcesfor Practicum Change ProjectYou are now half-w.docxBetseyCalderon89
Manage Resources
for Practicum Change Project
You are now half-way through the course. Thanks for all of your hard work on your project thus far!
Now, let's begin work on week 4 of the Practicum Change Project!
This week your instructor has assigned you to evaluate resources and develop a budget to fund the Practicum Change Project. Determine if the resources are available for the project (i.e., salaries, supplies, equipment, technology, and education)and develop and present the budget in the practicum discussion area.
Support your response with references from the professional nursing literature.
.
More Related Content
Similar to EXAMPLEESSAYTextbook Examples 2For textbook examples, please see pag
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition .docxBetseyCalderon89
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition
"AUTHORS BRICKLEY ZIMMERMAN & SMITH"
QUESTION 1
1.The text makes it clear that the management innovations of the 1980s and 1990s:
were almost all instant successes.
waxed and waned in use and popularity.
were instantly mostly failures.
were creations of the press and were never implemented in business.
QUESTION 2
2. If transactions costs can be reduced in a market place, then total producer and consumer surplus will:
increase.
stay the same.
decrease.
None of the above.
QUESTION 3
3. If a manager complies with all laws and regulations, then he can be confident that:
he is completely ethical.
he is fairly unethical.
he has begun to deal with ethical issues.
he will never run into ethical problems at work.
QUESTION 4
4. As a firm's market power in pricing decreases, the price elasticity of its demand:
stays the same.
decreases.
is equal to one.
increases.
QUESTION 5
5. If a management innovation is going to be successful, it needs to address:
decisioin making assignment should rest with the CEO.
incentive and reward systems.
shareholders' concerns.
the rights of the Board of Directors
QUESTION 6
6. Ethics is about making good decisions. Sometimes it is hard to see what economics has to do with ethics until you remember that economics is often defined as the:
science of choice.
key branch of theology.
disciple with high moral standards.
area that understand nothing about ethics.
QUESTION 7
7. Martha Steward seems to have made a bad decisison concerning the use of insider information in selling ImClone stock. The resulting negative publicity on the issue caused value of her corporation, Martha Steward Living, to fall by almost half. This example is suposed to show.
insider trading can pay off in certtain circunstances.
ethics and wealth creation are not linked in any way.
Stock markets are fickle stewards of wealth.
Ethics and wealth creation are closaely linked.
QUESTION 8
8. Strategy refers to the general policies that managers adopt to:
costs.
the number of customers at the same price.
the rate of technological change.
the generation of profits.
QUESTION 9
9. Competitive markets ususally promote the efficient use of resources. This is because:
resource owners bear the wealth effects of their decision.
managers always have proper incentives to make decisisons.
consumers usually provide the lists of corporate mistakes.
markets usually make equitable choices first.
QUESTION 10
10. Finding a way to create and capture value is part of:
business strategy
cost control systems.
management control, but not general management.
allowing the market to run a company's future plans.
QUESTION 11
11. One of the problems with making all the decisions at the top of a business orgnization is costliness of:
specific information.
gener.
Manage Resourcesfor Practicum Change ProjectYou are now half-w.docxBetseyCalderon89
Manage Resources
for Practicum Change Project
You are now half-way through the course. Thanks for all of your hard work on your project thus far!
Now, let's begin work on week 4 of the Practicum Change Project!
This week your instructor has assigned you to evaluate resources and develop a budget to fund the Practicum Change Project. Determine if the resources are available for the project (i.e., salaries, supplies, equipment, technology, and education)and develop and present the budget in the practicum discussion area.
Support your response with references from the professional nursing literature.
.
Make sure you put it in your own words and references for each pleas.docxBetseyCalderon89
Make sure you put it in your own words and references for each please.
Benefit of Photosynthesis
1).
§
Describe two (2) ways that YOU benefit from the process of photosynthesis.
§
What happens when plants receive too much sun? Why?
§
How does the mapping of photosynthesis by NASA in space relate to climate change?
Respond in sentence/paragraph format with a MINIMUM of 5 sentences. Provide a reference!
Fermentation
2).
·
Fermentation and cellular respiration are BOTH used for energy-production in cells. As cellular beings, humans have the ability to perform both processes. Since energy production is markedly lower during fermentation, do you think it is a good idea for human cells to perform both processes? Why/why? EXPLAIN your response.
Respond in sentence/paragraph format with a MINIMUM of 5 sentences. Provide a reference!
3).
o
AUTOTROPHS & HETEROTROPHS
Autotrophs make their own food using energy they get directly from the environment, and carbon from inorganic sources such as CO
2
. By metabolic pathways of photosynthesis, plants and other autotrophs capture the energy of light and use it to build sugars from water and carbon dioxide. Heterotrophs get energy and carbon molecules from molecules that other organisms have already assembled.
Earth's early atmosphere held very little free oxygen, and chemoautotrophs were common. When the noncyclic pathway of photosynthesis evolved, oxygen released by photoautotrophs permanently changed the atmosphere, and it was a selective force that favored evolution of aerobic respiration. Photoautotrophs remove CO
2
from the atmosphere; the metabolic activity of most organisms puts it back. Human activities disrupt this cycle by adding extra CO
2
to the atmosphere. The resulting imbalance is contributing to global warming.
Can you do some additional research and find at least one specific heterotroph?
o
4).
THE EVOLUTION OF PHOTOSYNTHESIS
Life theoretically originated on Earth 3.4 to 4 billion years ago. The atmosphere was thin: composed of methane, carbon dioxide, and water vapor. Any gaseous oxygen had been used up in the combustion (or oxidation) of materials when the Earth was very hot.
The cooling water collected in pools, assimilating nutrients from the rocks. As water evaporated, the nutrients concentrated, forming a rich soup. The first organisms would have lived well off this food source, breaking down the complex molecules into water and carbon dioxide through respiration. Eventually, as life grew, the need arose to somehow re-synthesize complex compounds, both to eat and to use for structure and function. Some organisms learned how to use the Sun's energy to synthesize large molecules from small molecules. Other organisms learned to use other sources of reductive power. These organisms that have learned how to build the building blocks of life are called autotrophs, or self-feeders. Autotrophs are found in the bacterial and plant
Can you do some ad.
Make sure you take your time and provide complete answers. Two or th.docxBetseyCalderon89
Make sure you take your time and provide complete answers. Two or three sentence answers to any of these questions will not be adequate! Your logic, thought processes and quality of your responses are what will determine your grade.
1)
ABC’s capital-asset procurement policy requires the Board of CAEs (BOD) approve any single acquisition over $150,000. If the board approves a project, then the treasurer will transfer the funds to the respective plant. Within one year, the internal auditing function is charged with reviewing each acquisition to check the propriety of the purchase and disbursal of funds.
ABC’s Plant Controller prepared the first proposal for a DEK cutting machine. Other plants were told to wait until internal auditing could inspect the documentation associated with the acquisition, and evaluate the project’s operating effectiveness and efficiency. The plant’s proposal was the second largest proposal ever submitted in the company’s history and it totaled $1.3 million dollars. The cost of the new machine by itself was listed in the proposal at $1.1 million. Labor and other costs necessary to remove the old machine and install the new machine totaled $200,000.
The internal auditor assigned to the investigation was Phil Ramone. Phil had been with ABC four years performing mostly production operational audits (on existing processes) and internal control payroll audits. Phil’s considerable experience in these areas led him to believe that the procedures associated with this capital-asset audit would be as simple and routine. This was not Phil’s first visit to the plant. In fact Phil had performed an audit on the plant’s payroll system only a year ago. Phil’s recollection of the experience was not a pleasant one. He had several confrontations with the plant controller, mostly as a result of personality clashes. While all the payroll issues were easily resolved, Phil felt there was still an adversarial relationship between him and the controller and was on guard for any preemptive strikes this time around by the controller.
It was a long drive to the plant so when Phil arrived a little late the day of his audit he was greeted by the controller with a perceived air of indifference and promptly led to a secluded office. The controller calmly explained that he was extremely busy and would answer any questions at the end of the day. Phil merely nodded his head and sat down in front of several tall piles of invoices, which the controller stated was the documentation supporting the purchase, set up, and testing of the new machine. Phil was somewhat surprised, fully expecting to see only a handful of invoices, but did not ask for any explanations. As Phil began looking through the myriad of statements and canceled checks he soon found one particular invoice near the top of the first pile that indicated the actual price paid for the machine itself was only $850,000.
Phil’s first reaction was to call the CAE of auditing. When he found .
make sure is 100 original not copythis first questionDiscuss .docxBetseyCalderon89
make sure is 100% original not copy
this first question
Discuss the configuration and activation of auditing for files, users or other system objects to help technical personnel recognize, diagnose, deter and/or work to prevent attempts to compromise or break into a computer network.
this second question
Complete the main portion of this assignment as outlined below.
Briefly describe how the following tools are used:
Event viewer
Authority delegation
Update services
Describe 1 scenario in which each tool would be used.
.
make two paragraphs on diffences and similiarties religous belifs .docxBetseyCalderon89
make two paragraphs on diffences and similiarties : religous belifs on egypt and the mayans
Paragraph(s) should include a topic sentence, explanation of similarities, explanations of any differences, and a concluding sentence. • Give specific points to support any generalizations that you make. For example, a statement such as, “Both civilizations relied on oral tradition,” needs elaboration with supporting details. To strengthen your paragraph, give specific examples and elaborations for each culture. If you were discussing the culture of ancient Greece, you might elaborate on how Homer’s Iliad and Odyssey represents the oral traditions of ancient Greece.
100% original work
.
Make a list of your own personality traits and then address the foll.docxBetseyCalderon89
Make a list of your own personality traits and then address the following questions:
How much, if at all, has your personality changed from the time you were in elementary school?
What specific people and/or events most shaped your personality over the last fifteen years of your life?
In terms of personality, which parent are you most like—your mother or your father—and in what ways?
After you consider these questions, discuss how, if at all, your answers may help to shed light on the “nature” versus “nurture”
Please also respond to my classmate's responses for 3-4 sentences. Here are my classmate's responses:
1. Since my elementary school career, I have drastically changed as a result of being exposed to more anxiety-provoking tasks. My personality has thereby been affected in a number of ways due to the aforementioned prospect. I have since become more organized and artistic due to my increasing creativity--since I have efficacy in visual arts. I have also become more mature, since I am always paying attention to my surroundings and what other people are thinking of me. However many benefits have come around, there are as many negative factors that have affected my personality. As described above, I am always affected by my social anxiety as well as always wanting to be in isolation as a result.
The people who have shaped my personality the most over the span of fifteen years are my parents. I have never acquainted myself with others during my schooling career, in which I would always join friend groups since I would be able to blend within the mix. My mother has allowed me to become more diligent over the span of a few years thereby allowing me to become more vulnerable as well as being independent. My mother also got me in the habit of practicing mindfulness and meditation--since she is a Zen psychologist. This in effect has also improved my mental health. As for my father, he would always follow up with my mother on such activities since he had also experienced loneliness in his working environment. While both myself and my father were going through such rigorous training, we were able to improve upon ourselves as well as monitoring each other during the process.
While I have many similarities to that of my father, my personality type closely resembles that of my mother. This is so since we both have similar mindsets and ideologies, her art also closely resembles that of my own. All the more, she developed in a similar form and fashion to that of my upbringing in which she also had anxiety in abundance while eventually being able to overcome such factors--a process that I have endured myself.
I believe that my anxiety is deeply rooted in the essence of who I am as a human being which has been given to me by both my mother and father. Both experienced separate levels of trepidation, one had social anxiety while the other was agoraphobic for a time. Another factor rela.
Make a list of your own personality traits and then address the .docxBetseyCalderon89
Make a list of your own personality traits and then address the following questions:
How much, if at all, has your personality changed from the time you were in elementary school?
What specific people and/or events most shaped your personality over the last fifteen years of your life?
In terms of personality, which parent are you most like—your mother or your father—and in what ways?
After you consider these questions, discuss how, if at all, your answers may help to shed light on the “nature” versus “nurture”
repond. no1
Since my elementary school career, I have drastically changed as a result of being exposed to more anxiety-provoking tasks. My personality has thereby been affected in a number of ways due to the aforementioned prospect. I have since become more organized and artistic due to my increasing creativity--since I have efficacy in visual arts. I have also become more mature, since I am always paying attention to my surroundings and what other people are thinking of me. However many benefits have come around, there are as many negative factors that have affected my personality. As described above, I am always affected by my social anxiety as well as always wanting to be in isolation as a result.
The people who have shaped my personality the most over the span of fifteen years are my parents. I have never acquainted myself with others during my schooling career, in which I would always join friend groups since I would be able to blend within the mix. My mother has allowed me to become more diligent over the span of a few years thereby allowing me to become more vulnerable as well as being independent. My mother also got me in the habit of practicing mindfulness and meditation--since she is a Zen psychologist. This in effect has also improved my mental health. As for my father, he would always follow up with my mother on such activities since he had also experienced loneliness in his working environment. While both myself and my father were going through such rigorous training, we were able to improve upon ourselves as well as monitoring each other during the process.
While I have many similarities to that of my father, my personality type closely resembles that of my mother. This is so since we both have similar mindsets and ideologies, her art also closely resembles that of my own. All the more, she developed in a similar form and fashion to that of my upbringing in which she also had anxiety in abundance while eventually being able to overcome such factors--a process that I have endured myself.
I believe that my anxiety is deeply rooted in the essence of who I am as a human being which has been given to me by both my mother and father. Both experienced separate levels of trepidation, one had social anxiety while the other was agoraphobic for a time. Another factor relates to my emotional intelligence, which was inherently given to me by my mo.
Make a list of people you consider to be your close friend. For each.docxBetseyCalderon89
Make a list of people you consider to be your close friend. For each, identify ways that they are culturally similar to and different from you. Then form groups of four to six students and answer the following questions. Select a recorder for your discussion so you can share your answers with the rest of the class.
- Do people generally have more friends who are culturally similar or different from themselves?
- What are some of the benefits of forming intercultural friendship?
- In what ways are intercultural friendships different or similar to friendship with people from the same cultures?
- What are some reasons people might have for not forming intercultural friendship?
.
Make sure questions and references are included! Determine how s.docxBetseyCalderon89
Make sure questions and references are included!
Determine how scareware has become a serious threat and why you believe end users often fall victim to this form of hoax.
From the e-Activity, discuss the different famous malware threats, the specifics of each threat, how they worked, why they were or weren’t successful, and how they were eventually defeated. Compare and contrast the two selected malware threats and explain which you believe was the stronger threat and why.
Consider the need for education in protecting against all types of malware. Determine whether or not you believe security departments are properly educating employees on common threats.
Determine whether or not you believe bit torrent sharing networks are a breeding ground for Trojan proliferation and if so, suggest what can be done to mitigate the risks. Justify your response.
Describe the technical and security considerations that should be taken in account when migrating a Web-based e-Commerce application from development to the production environment. Explain the significance and type of testing that would be performed in this scenario.
From the e-Activity, select one of the retail payment systems laws and describe their application into Web-based security. Determine the challenges this presents to U.S. companies in an international context.
.
Major Paper #2--The Personal Narrative EssayA narrative is simpl.docxBetseyCalderon89
Major Paper #2--The Personal Narrative Essay
A narrative is simply a story. A personal narrative is a true story, focusing largely on the writer’s own life.
For Essay #2, the Personal Narrative, you will be writing a short essay (at least 3-4 pages in length) about a significant event in your own life. This event need not --and probably should not--be inherently, overly dramatic. Sometimes the most influential moments in our lives are smaller moments, events that we may not recognize as influential until years after the experience. In the personal narrative essay, you will want to tell the story as accurately as you can—search your deep memory—and tell the story from your own perspective. You will also want to exercise your selectivity as a writer, choosing to summarize background information/exposition, and really dramatize important scenes for the reader.
During the course of this unit, you will want to read the examples of the Personal Narrative in Chapter 2. You will want to start brainstorming ideas for your own personal narrative, and--by the end of Unit 5--you will want to have selected a significant event that you wish to focus on in this essay.
INSTRUCTIONS:
Elements of Story: Plot, Character, Setting, Dialogue The following four terms (plot, character, setting, and dialogue) are the four major elements of story. In other words, these are all essentials for your personal narrative.
1.) PLOT: A plot is a pattern of events or actions that lead to a change in a character or situation. In the case of this assignment, the plot of your essay should be limited to a key event or series of events that actually occurred in your real life, and resulted in some sort of change in your character, your relationships with others, your worldview, or your situation. Plot also always includes some kind of tension or conflict. This conflict may be external, between two people (for instance, a fist-fight with your brother, or a disagreement with your mother). In contrast, the conflict may be purely internal (for instance, a conflict between what you desire and your sense of morality). By the end of your essay, we should have some sense that the conflict has been dealt with somehow, if not entirely resolved.
2.) CHARACTER: A character is any person depicted on the page. We often think of characters in terms of fiction, characters “made-up” or “invented” by the author to further the story or illustrate a point. Even in fiction, however, characters are often based on real-life people. In your narrative essay, you yourself will become a character—even though you must remain true to the facts of your life, personality, etc.—just because you will be reproducing yourself on the page. As a readers, we’ll want to get a sense of who you are as a character on the page in the course of your essay. By the end of the essay, we will also want to know why/how your experience was significant. How did it change you?
To take it even further, beyond the scope of .
Major earthquakes and volcano eruptions occurred long before there w.docxBetseyCalderon89
Major earthquakes and volcano eruptions occurred long before there were humans on Earth. However, there have been many in recorded history that significantly impacted human civilization. Choose one significant, important earthquake or volcano and report on it. Be sure to cover how it affected the Earth, the damages and death tolls, the economic impact, and any permanent consequences.
Your paper should meet the following requirements:
Be 3-4 pages in length NOT INCLUDING REF OR TITLE PAGE
Cite 1-2 outside sources
APA FORMAT.
.
Major Paper #1-The Point of View Essay Deadline October 29, 2.docxBetseyCalderon89
Major Paper #1-The Point of View Essay
Deadline: October 29, 2015 at 11:59 pm
Purpose:
This paper assignment has several purposes. As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc. However, this unit does not function as a mere review. The Point of View Essay will also introduce you to the concept of "thinking and seeing rhetorically, and analyzing writing rhetorically"--using the Writer's Toolbox described in this unit to improve your writing and critical reading skills. Finally, the Point of View Essay allows you to reflect on this process.
The Assignment:
1. Pleasant/Unpleasant Description of the Place:
Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.) Then, you will use this information to help your write descriptions of the place: one positive, one negative. Both descriptions should be factually true (same real time and real place), but you will want one description to be positive in terms of tone and the other to be negative. In addition to including the information and sensory details you've collected as the basis for these descriptions, you will also use the Writer's Toolbox to create your two contrasting impressions for this assignment. (The Writer's Toolbox is explained in the Lecture Notes section of this unit.) As you revise and refine your descriptions, please be sure you are "showing" your readers your place (really putting the readers "there" in the moment and in this scene), rather than simply "telling" them about it. You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show "action" whenever possible.
2. Rhetorical Analysis:
Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts. How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts? Discuss how you incorporated each of the tools from the Writer's Toolbox, and cite examples of this from each of your descriptions. (This analysis should be at least 400-500 words in length.)
3. Reflection:
In one to two paragraphs, cnsider at least one of the following questions.
Maintenance and TroubleshootingDescribe the maintenance procedures.docxBetseyCalderon89
Maintenance and Troubleshooting
Describe the maintenance procedures planned for the proposed network, including a schedule of maintenance activities and the steps required for each activity.
Identify the network operations that will be monitored, the information that will be gathered, and the meaning of the information as it relates to potential system problems.
List at least 3 potential network problem scenarios, and identify the troubleshooting procedure that will be used if this scenario occurs.
.
Maintaining the Loyalty of StakeholdersTo maintain political, gove.docxBetseyCalderon89
Maintaining the Loyalty of Stakeholders
To maintain political, governmental, staff, and patient loyalty, the healthcare organization must provide a sense of organizational stability and view of the legislative landscape. In Chapters 14 and 15 we have researched and investigated the need to align both public opinion with staff trust. The political landscape is the basis for healthcare policy, guidance, state, local, and community support (both fiscal and legal) engaging in political trade-offs to stabilize the healthcare industry (such as in the cost, pharmaceuticals, insurance premiums, and organizational ROI in the healthcare industry). Healthcare organizations must provide the necessary guidance and advocacy for stakeholders in the setting of both state and federal legislature as a voice of reason, authority, and integrity. Provide information on the following:
Research a policy associated with the Affordable Care Act in your home state or another state that may affect healthcare reform and/or the way health care is provided in the chosen state.
Describe the policy and who wrote and/or promoted the policy legislature (provide statistical data).
What are the trade-offs offered to bring balance to the healthcare stakeholders?
What role have public perception and disinterestedness played in the valuation of healthcare performance?
Describe how process innovation, risk taking, health policy analysis, and governance “sense-making” provide balance for stakeholders.
Your paper
Must be 4 double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least four scholarly sources in addition to the course text.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
.
Macro Paper Assignment - The Eurozone Crisis - DueOct 22, 2015.docxBetseyCalderon89
Macro Paper Assignment - The Eurozone Crisis - Due
Oct 22, 2015 1:00 PM
Principles of Macroeconomics Section 602 Fall Semester 2015
Macro Paper Assignment - The Eurozone Crisis
Due Oct 22, 2015 1:00 PM
Starts Aug 19, 2015 12:59 PMEnds Oct 22, 2015 1:00 PM
The EURO (€), was introduced as the official currency of the European
Union (EU) on January 1, 1999 and launched as ‘legal’ tender January 1, 2002.
To date, it is the official currency of 18 member states (aka EUROZONE)
and pegged to other currencies used by over 210 million people worldwide.
Title:
●
What is the Eurozone Crisis?
●
What measures have been used/suggested to resolve the crisis?
●
What are the effects of the measures implemented?
Paper Requirements:
ü
Minimum of
Four
pages (top to bottom), double spaced, neatly typed.
ü
Attach an additional page for bibliography/work cited.
ü
Bibliography references should be
four or more
.
ü
Include introduction and conclusion;
NO Wikipedia
please!
ü
Submit via the
Dropbox
functionality on icollege.
ü
Submit a
hardcopy
in class on designated date.
.
Macromolecules are constructed as a result of covalent forced; howev.docxBetseyCalderon89
Macromolecules are constructed as a result of covalent forced; however, they cannot contribute to the functions of a living cell...!!!
Macromolecules are constructed as a result of covalent forced; however, they cannot contribute to the functions of a living cell without non-covalent forces.
Using a macromolecule such as a protein as an example, explain the statement above.
.
M7A1 Resolving ConflictIf viewing this through the Assignment too.docxBetseyCalderon89
M7A1: Resolving Conflict
If viewing this through the Assignment tool, click the title above to go to the Submissions area.
Resolving Conflict
The Orbe and Harris (2015) textbook identifies the Ten Commandments for Racial and Ethnic Harmony of the Baha’i faith (
p
. 265). The Martin and Nakayama (2014) textbook provides tips on building intercultural skills (
p
. 251-252). Based on the reading, Module 7 web links, or other resources, develop your own list of recommendations for preventing or resolving conflict between people of different cultures, races, ethnicities, sexual orientations,
etc
. Once you have made your recommendations, discuss how one might apply your recommendations.
Your essay is to be written using Microsoft Word or Open Office (freeware found at
Apache OpenOffice
).
Submit your paper using the assignment dropbox.
Paper requirements:
250—300 words
Double-spaced
APA
writing conventions
Your research should be documented by citing one or more credible sources such as a newspaper, a biographic article, book, or website.
.
Madison is interested in how many of the children in.docxBetseyCalderon89
Mad
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son
i
s i
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erested in how many of the ch
i
ldren in her schoo
l
come
from sing
l
e-parent, intact
,
and blended families. What method of
resea
r
c
h
would she use?
correlationa
l
quasi-exper
i
mental
experimenta
l
desc
r
i
ptive
.
Main content areaBased on the readings this week with special at.docxBetseyCalderon89
Main content area
Based on the readings this week with special attention to Tobin’s (2013) article, define what is meant by organizational culture and how it is created, influenced, and changed based on globalization. Provide an example of an organization with which you are familiar (e.g., your gym, church, workplace, or a well-known organization) and describe how that organization has changed, or not changed, its organizational culture due to globalization.
.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
EXAMPLEESSAYTextbook Examples 2For textbook examples, please see pag
1. EXAMPLEESSAYTextbook Examples 2For textbook examples,
please see pages 222-241CHARACTERISTICSAlso known as:
Illustration essay OR Illustrative essay
not as in drawing or sketching but as in demonstrating,
proving, exhibiting, revealing, showing,
exemplifyingCHARACTERISTICSINTRODUCTIONBODY
Paragraph #1 (REASON #1)BODY Paragraph #2 (REASON
#2)BODY Paragraph #3 (REASON
#3)CONCLUSIONCHARACTERISTICS Persuasive
that you clearly illustrate your pointsnot that you are
trying to sell not that you are speaking directly to the reader (no
“you”)* STRONG THESIS STATEMENT
emphatic, declarative topic + main idea + support
CHARACTERISTICS PROOF = EXAMPLES
statsspecific people, places, objectsspecific
instancesanecdotes (brief informative stories to help develop
ideas; like instances or
occurrences)CHARACTERISTICS*TRANSITIONS *
for example, for instance, furthermore, the best/most
important example of, another example
involves…CHARACTERISTICS* “EMPHATIC
ORDER”:logically, effectively arranged
terms of interestterms of audience identification*move
from least to most important/significant
OUTLINEREASONREASONTHESISTOPICREASONEXAMPL
ESEXAMPLESEXAMPLESINTRODUCTION“FUNNEL
EFFECT” Generalization, Quote, Quip, Question, Stats Most
people/Everybody
Most people have a favorite musician.Everybody likes to
listen to music.“Music is the food of love,” said
Shakespeare.INTRODUCTION NARROW TOWARDS YOUR
THESIS:
Some/OthersSome people listen to Disco; others listen to
Swing.Some people prefer the thumping bass of Hip-Hop;
others like the twanging steel guitar of Country. I, however,
2. like to listen to the searing guitar of Classic
Rock.”INTRODUCTION STRONG THESIS STATEMENT:
ends Introductory paragraphtopic + main idea +
supportThe Rolling Stones are my favorite band because of their
insightful lyrics, their driving rhythms, and their awesome live
shows.Topic: Rolling StonesMain Idea:my favorite
bandSupport:lyrics, rhythms,
concertsINTRODUCTIONTHESIS*PARALLEL STRUCTURE:
One aspect of Parallel Structure applied to thesis
statements suggests that items in a series must have the same
formINTRODUCTIONTHESIS*ORDER:
rder in thesis = order in BodyThe 1st, 2nd, 3rd reasons in
your thesis will be the 1st, 2nd, and 3rd reasons in your Body
paragraphsthe sample thesis above, the 1st Body paragraph will
discuss the Rolling Stones’ lyrics, the 2nd their rhythms, and
the 3rd their concertsBODY*BODY PARAGRAPH
#1*REASON #1
topic sentence of the paragraphfor coherence &
transitionOne reason the Rolling Stones are my favorite band is
because of their insightful lyrics.support this reason with plenty
of specific and relevant EXAMPLES
Here, quote specific lyrics AND explain their
“insightfulness.”BODY*BODY PARAGRAPH #2*REASON #2
(in topic sentence)
addition to their lyrics, another reason the Rolling Stones
are my favorite band is because of their driving rhythms.support
this reason with plenty of specific and relevant EXAMPLES
Here, describe this sound as best you can, using sense
details, metaphors, comparisons.Use specific songs to
illustrate.BODY*BODY PARAGRAPH #3*this is the most
important reason “EMPHATIC ORDER”REASON #3 (in topic
sentence)
While I like them because of their lyrics and their sound,
the most important reason the Rolling Stones are my favorite
band is because of their awesome live shows.support with
plenty of specific and relevant EXAMPLES
3. Here, describe anecdotally a particular concert you
witnessed.Use narrative & descriptive details to illustrate
“awesome.”CONCLUSION Refer to opening
generalization/scenario Repeat main idea Repeat thesis Repeat
reasons Conclusion = last chance to “sell” your point End with
an appropriate CLINCHER SENTENCETopicsWHY or WHY
NOT: why you want to visit/vacation in ---- why you want to
transfer out to a particular school why instant replayTopics
SPORTS: MVP, manager/coach of the year, AFC West is the
toughest division in NFL FAVORITE or WORST: musician,
artist, food, teacher, person, season, course . . . FAMILY:
family values, problems faced & conqueredTOPICS PET
PEEVES: I hate/love Mondays, English Composition, your job
famous person you admire most (“the person whom I most
admire”)Topics ROLE MODEL:
Hero, most important/influential person Whom do you
admire most? Who has had the greatest influence on your life?
Why not athletes, musicians, celebrities?Topics Cell Phones:
Reasons for everyday usageAccessoriesAvailability of
valuable informationEntertainmentand cheating in schoolSample
Topic StatementsUse 3 reasons to support your claim; use clear,
specific, relevant examples for each
reason.EDUCATION:college degree should be mandatory.Public
schools (or private schools) do not properly prepare students for
college.Colleges – especially Division I schools – place
athletics above academics.college degree makes one a better
person.Sample Topic StatementsUse 3 reasons to support your
claim; use clear, specific, relevant examples for each
reason.POP CULTURE:Pop Culture celebrates stupidity (or
marginalizes intelligence).Sitcoms do not reflect the typical
American family.Video games encourage violence.
Upon successful completion of the week, you will be able to
understand and apply the following concepts:
· Scarcity
4. · Economic Efficiency
· Opportunity Costs
· Productivity
· Inflation
· Business Cycle
· Production Possibilities Frontier
· Comparative Advantage
· Net Exports = Imports - Export
Supply and Demand Guide
To solve the homework problems do the following:
1. Identify the determinant change
2. Shift the appropriate curve in the correct direction
3. Change price appropriately
4. Move along the other curve (the one that did not shift) in
response to the price change.
The following information will tell you the determinants and
how the change, as well as definitions of the key terms.
Demand
Demand: The amount that consumers are willing and able to
purchase at various prices.
Law of Demand: Price and Quantity Demanded vary inversely.
Quantity Demanded: The amount that consumers are willing
and able to buy at a particular price.
5. Change in Quantity Demanded: Changes in price change the
quantity demanded. This is a Movement Along a Demand Curve
in Response to a Price Change.
Change in Demand: This is a shift in the position of the
demand curve, either upward or downward. If the curve shifts
upward, consumers are saying they will pay more for all
quantities of the good or service. If it shifts downward,
consumers are saying they will pay less for all quantities of the
good or service.
Determinants of Demand: The Demand Curve will shift only
when one (or more) of the Determinants of Demand changes.
These determinants are:
1. Size of Market: the number of consumers in the market for
the good or service. If this factor increases, the curve shifts
upward (increase in demand). If this decreases, the curve shifts
downward (decrease in demand).
2. Consumer Tastes and Preferences: if these shift in favor of a
product, the demand curve shifts upward (demand increases); if
these shift against a product, the demand curve shifts downward
(demand decreases).
3. Consumer Income: as the income of consumers increase,
consumers purchase more of all normal goods (assume all the
goods in the homework are normal goods), this shifts the
demand curve upward (demand increases); if income decreases,
then consumers buy less of all normal goods, this shifts the
demand curve downward (demand decreases).
4. Prices of Related Goods:
a. Complimentary Goods: These are goods that are used to
together like peanut butter and jelly. If the price of peanut
6. butter goes up, the Quantity Demanded of peanut butter will
decrease (a movement along a demand curve in response to a
price change). However, the Demand for jelly will decline
(decrease in demand) as fewer people buy it to go with the
peanut butter, since they are buying less peanut butter.
b. Substitute Goods: These are goods that are used in place of
each other. If the price of Coke Cola goes up, the Quantity
Demanded of Coke does down (a movement along the demand
curve). But the Demand for Pepsi – the substitute good – goes
up as people substitute the lower priced Pepsi for the higher
priced Coke (the Pepsi demand curve shifts upward).
5. Expectations about the Future: If people have a positive
view of the future they will consumer more and save less. This
shifts the demand curve for all normal goods upward. If people
have a negative view of the future, they will consume less and
save more, this shifts the demand curve for all normal goods
downward.
Supply
Supply: The amount that producers are willing and able to
bring to market at various prices.
Law of Supply: Price and Quantity Supplied vary directly.
Quantity Supplied: The amount that producers are willing and
able to bring to market at a particular price.
Change in Quantity Supply: Changes in price change the
quantity supplied. This is a Movement Along a Supply Curve in
Response to a Price Change.
Change in Supply: This is a shift in the position of the supply
curve, either upward (inward) or downward (outward). If the
7. curve shifts upward, producers are saying they will bring less to
market at all prices. If it shifts downward, producers are saying
they will bring more to market at all prices.
Determinants of Supply: The Supply Curve will shift only when
one (or more) of the Determinants of Supply changes. These
determinants are:
1. Number of Firms in the Industry: If the number of firms in
an industry increases, the more the industry can produce – this
shifts the supply curve downward (outward) – this is an increase
in supply. If the number of firms in an industry decreases, the
industry can produce less output – this shifts the supply curve
upward (inward) – this is a reduction in supply.
2. Relative Price of Alternative Outputs: If a firm can produce
Product A or Product B with the same resources (inputs), it will
produce the product with the higher price. If the price of
Product A increases relative to Product B, then the firm will
produce more of A and less of B. This causes the Supply Curve
for A to shift outward (increase in supply) and the Supply Curve
for B to shift upward (decrease in supply).
3. Costs of Production*: The costs of production is the primary
determinant of supply. If the costs of production increase, then
supply decreases – the Supply Curve shifts inward (a decrease
in supply). If the costs of production decrease, then supply
increases – the Supply Curve shifts outward (an increase in
supply).
4. Expectations About the Future: If firms have a positive view
of the future, they will increase production which is an increase
in supply – the curve shifts outward. If firms have a negative
view about the future, they will decrease production and the
supply curve will shift upward – a decrease in supply.
8. * The Costs of Production include:
· Prices of inputs – the Factors of Production
· Business Taxes
· Complying with regulations
· Less any Subsidies the firm may receive
In equilibrium, the quantity supplied equals the quantity
demanded.
Graph A
When one or more of the determinants of demand (see above)
change such that the demand for a good increases, that show s
that consumers are willing to pay more for all possible
quantities of the good. The upward shift in the demand curve
causes an increase in price. Suppliers respond to the higher
market price by bringing a greater quantity supplied to market –
recall the Law of Supply.
SHAPE
Graph B
When one or more of the determinants of demand (see above)
change such that the demand for that good decreases. The
demand curve reflects this by shifting downward, showing the
consumers are willing to pay less for all possible quantities of
the good. This causes a decrease in price. Suppliers respond to
the price change by bringing a lesser quantity supplied to
9. market - recall the Law of Supply.
SHAPE
Graph C
When one or more of the determinants of supply (see above)
change such that the supply for that good increases, the supply
curve shifts outward showing that suppliers can bring more
product to market at lower prices for all possible quantities.
This causes a decrease in price. Demanders will respond to the
price change with a greater quantity demanded – recall the Law
of Demand.
SHAPE
Graph D
When one or more of the determinants of supply (see above)
change such that the supply for that good decreases, the supply
curve shifts inward showing the suppliers can bring fewer
products to market at higher prices for all possible quantities.
This causes an increase in price, and demanders are willing to
buy a lesser quantity demanded – recall the Law of Demand.
SHAPE
Q
14. 1
Review of x and Y axis
A graph consists of two axes called the x (horizontal/quantity)
and y (vertical/price) axes.
The point where the two axes intersect is called the origin. The
origin is also identified as the point (0, 0).
X axis
Moving right from the origin of (0,0), the numbers ascend.
Moving left from the origin, the numbers descend.
Y axis
Moving up from the origin of (0,0), the numbers ascend.
Moving down from the origin, the numbers descend.
In this course, we will mainly be using the upper right quadrant
of the graphic area.
In economics it is the norm to show the independent variable on
the y-axis and the dependent variable on the x-axis.
15. 2
The Demand Curve
Demand Curve - A downward sloping curve that measures the
relationship between the price of a good and the quantity
demanded by consumers.
Demand - The amount that consumers are willing and able to
purchase at various prices.
Change in Demand – A shift in the position of the demand curve
that occurs in response to a change in one or more of the
determinants of demand (non-price induced change).
Law of Demand – All other factors equal, the higher the price of
the good or service, the lower the quantity demanded (price
induced change). And the lower the price, the higher the
quantity demanded. Price and Quantity Demanded vary
inversely.
Change in Quantity Demanded – A change in the quantity
consumers are willing and able to purchase. It is a response to
16. a change in the market price.
3
Why does the demand curve shift?
The Determinants of demand
Shifts in the curve (change in demand) result from changes in
one or more of the non-price determinants of demand:
Number of Consumers in the market (Size of Market)
Consumer Tastes and Preferences
Consumer Income
Prices of Related Goods (Substitute Goods and Complimentary
Goods)
Expectations about the Future
17. 4
The Demand Curve: Increases In Demand
Increase in Demand
Curve shifts to the right as a result of an increase in demand by
the consumers (D1 to D2). This is caused by a change in one or
more of the determinants of demand.
This causes Price to increase (P1 to P2). This shows a
willingness to pay a higher price for all possible quantities of
the good.
Suppliers respond to the higher price by increasing Quantity
Supplied (q1 to q2) .
This process results in a new Equilibrium at e2 with
Equilibrium Price P2 and Equilibrium Quantity q2.
5
18. The Demand Curve: Decreases In Demand
Decrease in Demand
Demand curve shifts to the left as a result of a decrease in
demand by the consumers (D1 to D2). This is caused by a
change in one or more of the determinants of demand.
This causes Price to decrease (P1 to P2). This shows a
decreased willingness to pay for all possible quantities of the
good.
Suppliers respond to the lower price by decreasing Quantity
Supplied (q1 to q2) .
This results in a new Equilibrium at e2 with Equilibrium Price
P2 and Equilibrium Quantity q2.
6
Supply Curve
Supply Curve - A curve that normally slopes upward (to the
right) representing the quantity of a product producers are
willing and able to bring to market at various prices.
Supply – The amount that producers are willing and able to
19. bring to market at various prices.
Change in Supply – A shift in the position of the supply curve
in response to a change in one or more of the determinants of
supply (non-price induced change).
Law of Supply – All other factors equal, the higher the price of
a good or service, the greater the quantity supplied to the
market (price induced change). And the lower the price, the
lower the quantity supplied. Price and Quantity Supplied vary
directly.
Change in Quantity Supplied – A change in the quantity
producers are willing and able to bring to market. It is a
response to a change in the market price.
7
Why does the supply curve shift?
The determinants of supply
Shifts in the curve can be attributed to changes in one or more
of the non-price determinants of supply:
Costs of Production:
Input prices (prices of the Factors of Production - resources)
20. Taxes
Regulatory compliance costs
Legal Expenses
Transactions Costs
Number of Firms in the Industry (productive capacity)
Relative Prices of Alternative Outputs
Technology (sometimes this is grouped with costs of production
as technology determines the methods of production available to
the firm)
Expectations about the Future
8
The Supply Curve: Increases In Supply
Increase in Supply
Supply curve shifts to the right as a result of increased supply
in the market. (S1 to S2). This is caused by a change in one or
more of the determinants of supply.
This causes Equilibrium Price to decrease (P1 to P2).
In response to the lower price, Quantity Demanded increases
(q1 to q2).
This produces a new Equilibrium e2 at Equilibrium Price P2
and Equilibrium Quantity q2.
21. 9
The Supply Curve: Decreases In Supply
Decrease in Supply
Supply curve shifts to the left as a result of decreased supply in
the market. (S1 to S2). This is caused by a change in one or
more of the determinants of supply.
This causes Equilibrium Price to increase (P1 to P2).
In response to the higher price, Quantity Demanded decreases
(q1 to q2).
This produces a new Equilibrium at e2 and Equilibrium Price P2
and Equilibrium Quantity q2.
22. 10
Steps to solve supply and demand problems
Use the following steps – in the order provided – to solve
supply and demand problems.
Remember that changes occur for a reason and it is important to
follow that chain of causation in all economic analysis.
The Steps:
Identify the determinant change indicated in the problem;
Shift the curve whose determinant has changed;
Shift it in the direction indicated by the determinant change;
Change the market price in line with the curve shift;
Move along the other curve in response to the price change
(change in quantity demanded or quantity supplied as
appropriate);
Find the new market equilibrium price and quantity.
11
An example:
23. The Fresh Fruit Market
Start with the Fresh Fruit market in equilibrium as shown in the
graph.
At equilibrium point e, the amount that consumers wish to buy
at price P is exactly equal to the amount that producers wish to
sell at price P.
The quantity demanded is equal to the quantity supplied at the
market price of P (quantity demanded = quantity supplied).
The market clears – there is no shortage and no surplus.
Then consumers decide to eat healthier foods, including more
fresh fruit.
The determinant that changes is Consumer Tastes and
Preferences.
12
An example:
The Fresh Fruit Market – Step 2
Since consumers have now decided to consumer (buy) more
fresh fruit, the demand curve shifts to the right.
This shift graphically shows that consumers want more fresh
fruit.
24. AND that they are willing and able to pay more for all
quantities of fresh fruit.
This change is shown in the graph as the shift of the demand
curve from D1 to D2.
13
An example:
The Fresh Fruit Market – Step 3
In response to the higher demand, the market price increases
(P1 to P2).
This, again, shows that consumers are willing and able to pay
more of the larger quantities of fresh fruit that they now want to
buy.
The new price is shown as P2 in the graph of the Fresh Fruit
Market.
25. 14
An example:
The Fresh Fruit Market – Step 4
In response to the new higher price, producers will move along
their supply curve from P1 at e1 to P2 at e2 and bring a higher
quantity of fresh fruit to the market.
This is an increase in Quantity Supplied.
This is a reaction to the higher price in the market.
The higher price is necessary to induce the greater quantity
supply as expanding output involves increased costs of
production as more resources must be hired.
This process results in the new equilibrium point, e2, at the new
equilibrium price of P2 and new equilibrium quantity of q2.
15
Conclusion
Follow this process as outlined in the Supply and Demand
26. Guide and as discussed and illustrated in the previous slides.
These steps work for any determinant change for either supply
or demand.
Should a problem involve a change in a determinant of demand
and a determinant of supply, these steps still work and will lead
you to the correct solution.
In such a case, work through each determinant change
individually, then combine the two changes to produce the total
change in the market and the new market equilibrium.
D
Price
Quantity
27. 0
S
P
q
e
P2
In The News:Economics within a Marriage
An economist argues that you shouldn’t always unload the
dishwasher just because you’re better at it than your partner.
You’re Dividing the Chores Wrong
By Emily Oster
No one likes doing chores. In happiness surveys, housework is
ranked down there with commuting as activities that people
enjoy the least. Maybe that’s why figuring out who does which
chores usually prompts, at best, tense discussion in a household
and, at worst, outright fighting.
If everyone is good at something different, assigning chores is
easy. If your partner is great at grocery shopping and you are
great at the laundry, you’re set. But this isn’t always—or even
usually—the case. Often one person is better at everything.
(And let’s be honest, often that person is the woman.) Better at
the laundry, the grocery shopping, the cleaning, the cooking.
But does that mean she should have to do everything?
Before my daughter was born, I both cooked and did the dishes.
28. It wasn’t a big deal, it didn’t take too much time, and honestly I
was a lot better at both than my husband. His cooking repertoire
extended only to eggs and chili, and when I left him in charge
of the dishwasher, I’d often find he had run it “full” with one
pot and eight forks.
After we had a kid, we had more to do and less time to do it in.
It seemed like it was time for some reassignments. But, of
course, I was still better at doing both things. Did that mean I
should do them both?
I could have appealed to the principle of fairness: We should
each do half. I could have appealed to feminism—surveys show
that women more often than not get the short end of the chore
stick. In time-use data, women do about minutes more
housework than men
( hours and minutes versus hour and minutes). Men outwork
women only in the areas of “lawn” and “exterior maintenance.”
I could have suggested he do more chores to rectify this
imbalance, to show our daughter, in the Free to Be You and
Me style, that Mom and Dad are equal and that housework is
fun if we do it together! I could have simply smashed around
the pans in the dishwasher while sighing loudly in the hopes he
would notice and offer to do it himself.
But luckily for me and my husband, I’m an economist, so I have
more effective tools than passive aggression. And some basic
economic principles provided the answer. We needed to divide
the chores because it is simply not efficient for the best cook
and dishwasher to do all the cooking and dishwashing. The
economic principle at play here is increasing marginal cost.
Basically, people get worse when they are tired. When I teach
my students at the University of Chicago this principle, I
explain it in the context of managing their employees. Imagine
you have a good employee and a not-so-good one. Should you
make the good employee do literally everything?
Usually, the answer is no. Why not? It’s likely that the not-so-
good employee is better at 9 a.m. after a full night of sleep than
the good employee is at 2 a.m. after a -hour workday. So you
29. want to give at least a few tasks to your worse guy. The same
principle applies in your household. Yes, you (or your spouse)
might be better at everything. But anyone doing the laundry at 4
a.m. is likely to put the red towels in with the white T-shirts.
Some task splitting is a good idea. How much depends on how
fast people’s skills decay.
To “optimize” your family efficiency (every economist’s
ultimate goal—and yours, too), you want to equalize
effectiveness on the final task each person is doing. Your
partner does the dishes, mows the lawn, and makes the grocery
list. You do the cooking, laundry, shopping, cleaning, and
paying the bills. This may seem imbalanced, but when you look
at it, you see that by the time your partner gets to the grocery-
list task, he is wearing thin and starting to nod off. It’s all he
can do to figure out how much milk you need. In fact, he is just
about as good at that as you are when you get around to paying
the bills, even though that’s your fifth task.
If you then made your partner also do the cleaning—so it was an
even four and four—the house would be a disaster, since he is
already exhausted by his third chore while you are still doing
fine. This system may well end up meaning one person does
more, but it is unlikely to result in one person doing everything.
Once you’ve decided you need to divide up the chores in this
way, how should you decide who does what? One option would
be randomly assigning tasks; another would be having each
person do some of everything. One spousal-advice website I
read suggested you should divide tasks based on which ones you
like the best. None of these are quite right. (In the last case,
how would anyone ever end up with the job of cleaning the
bathroom?)
To decide who does what, we need more economics.
Specifically, the principle of comparative advantage.
Economists usually talk about this in the context of trade.
Imagine Finland is better than Sweden at making both reindeer
hats and snowshoes. But they are much, much better at the hats
and only a little better at the snowshoes. The overall world
30. production is maximized when Finland makes hats and Sweden
makes snowshoes.
We say that Finland has an absolute advantage in both things
but a comparative advantage only in hats. This principle is part
of the reason economists value free trade, but that’s for another
column (and probably another author). But it’s also a guideline
for how to trade tasks in your house. You want to assign each
person the tasks on which he or she has a comparative
advantage. It doesn’t matter that you have an absolute
advantage in everything. If you are much, much better at the
laundry and only a little better at cleaning the toilet, you should
do the laundry and have your spouse get out the scrub brush.
Just explain that it’s efficient!
Robert Neubecker
In our case, it was easy. Other than using the grill—which I
freely admit is the husband domain—I’m much, much better at
cooking. And I was only moderately better at the dishes. So he
got the job of cleaning up after meals, even though his
dishwasher loading habits had already come under scrutiny. The
good news is another economic principle I hadn’t even counted
on was soon in play: learning by doing. As people do a task,
they improve at it. Eighteen months into this new arrangement
the dishwasher is almost a work of art: neat rows of dishes and
everything carefully screened for “top-rack only” status. I,
meanwhile, am forbidden from getting near the dishwasher.
Apparently, there is a risk that I’ll “ruin it.”
Questions to Discuss
1. In your family, do you think tasks are divided among family
members according to comparative advantage? If so, how? If
not, how might the allocation of tasks be improved?
2. Do you think being married to an economist would facilitate
family harmony or just the opposite?
Ms. Oster is a professor of economics at Brown University.
Source:Slate, November 21, 2012.