Serieswww.thelancet.com Vol 379 June 23, 2012 2373.docxlesleyryder69361
Series
www.thelancet.com Vol 379 June 23, 2012 2373
Lancet 2012; 379: 2373–82
See Editorial page 2314
See Comment page 2316
See Perspectives page 2333
This is the fi rst in a Series
of three papers about suicide
Centre for Suicide Research,
University Department of
Psychiatry, University of
Oxford, Oxford, UK
(Prof K Hawton DSc,
K E A Saunders MRCPsych); and
Suicidal Behaviour Research
Group, School of Natural
Sciences, Stirling University,
Stirling, Scotland
(Prof R C O’Connor PhD)
Correspondence to:
Prof Keith Hawton, Centre for
Suicide Research, University
Department of Psychiatry,
Warneford Hospital,
Oxford OX3 7JX, UK
[email protected]
Suicide 1
Self-harm and suicide in adolescents
Keith Hawton, Kate E A Saunders, Rory C O’Connor
Self-harm and suicide are major public health problems in adolescents, with rates of self-harm being high in the teenage
years and suicide being the second most common cause of death in young people worldwide. Important contributors to
self-harm and suicide include genetic vulnerability and psychiatric, psychological, familial, social, and cultural factors.
The eff ects of media and contagion are also important, with the internet having an important contemporary role.
Prevention of self-harm and suicide needs both universal measures aimed at young people in general and targeted
initiatives focused on high-risk groups. There is little evidence of eff ectiveness of either psychosocial or pharmacological
treatment, with particular controversy surrounding the usefulness of antidepressants. Restriction of access to means for
suicide is important. Major challenges include the development of greater understanding of the factors that contribute
to self-harm and suicide in young people, especially mechanisms underlying contagion and the eff ect of new media.
The identifi cation of successful prevention initiatives aimed at young people and those at especially high risk, and the
establishment of eff ective treatments for those who self-harm, are paramount needs.
Introduction
Adolescent self-harm is a major public health concern.
Although suicide is uncommon in adolescents compared
with non-fatal self-harm, it is always a tragic outcome, and
prevention of suicide in young people is under standably a
focus of national strategies for suicide prevention. In this
paper, we discuss self-harm and suicide in adolescents in
terms of epidemiology (especially international diff er-
ences); developmental aspects of self-harm, including
short-term and long-term outcomes; factors that contribute
to the behaviour; and treatment and prevention. This is a
selective paper directed at any professional with an interest
in adolescent suicide and self-harm. We have two aims: to
provide a synthesis of the evidence for adolescent self-
harm and suicide and to identify key areas of uncertainty.
Only a small proportion of individuals who self-harm
present to hospitals, meaning that this behaviou.
https://bibliu.com/app/#/view/books/9781259852275/epub/OEBPS/xhtml/17_baL6732X_ch03_036-055.html#page_43
Journal of Adolescent Health 70 (2022) 83e90
www.jahonline.org
Original article
Preventing Adolescent and Young Adult Suicide: Do States With
Greater Mental Health Treatment Capacity Have Lower Suicide
Rates?
Evan V. Goldstein, Ph.D., M.P.P. a, Laura C. Prater, Ph.D., M.P.H., M.H.A. b, and
Thomas M. Wickizer, Ph.D., M.P.H. c,*
a Division of Health System Innovation & Research, Department of Population Health Sciences, University of Utah School of Medicine, Salt Lake City, Utah
b Firearm Injury Prevention & Research Program, Harborview Medical Center, The University of Washington, Seattle, Washington
c Division of Health Services Management & Policy, The Ohio State University College of Public Health, Columbus, Ohio
Article history: Received December 30, 2020; Accepted June 17, 2021
Keywords: Gun violence; Suicide prevention; Adolescent suicide; Firearm suicide; Mental health
A B S T R A C T
IMPLICATIONS AND
Purpose: Youth suicide is increasing at a significant rate and is the second leading cause of death
for adolescents. There is an urgent public health need to address the youth suicide. The objective of
this study is to determine whether adolescents and young adults residing in states with greater
mental health treatment capacity exhibited lower suicide rates than states with less treatment
capacity.
Methods: We conducted a state-level analysis of mental health treatment capacity and suicide
outcomes for adolescents and young adults aged 10e24 spanning 2002e2017 using data from
Centers for Disease Control and Prevention, U.S. Bureau of Labor Statistics, Federal Bureau of
Investigation, and other sources. Multivariable linear fixed-effects regression models tested the
relationships among mental health treatment capacity and the total suicide, firearm suicide, and
nonfirearm suicide rates per 100,000 persons aged 10e24.
Results: We found a statistically significant inverse relationship between nonfirearm suicide and
mental health treatment capacity (p ¼ .015). On average, a 10% increase in a state’s mental health
workforce capacity was associated with a 1.35% relative reduction in the nonfirearm suicide rate
for persons aged 10e24. There was no significant relationship between mental health treatment
capacity and firearm suicide.
Conclusions: Greater mental health treatment appears to have a protective effect of modest
magnitude against nonfirearm suicide among adolescents and young adults. Our findings under-
score the importance of state-level efforts to improve mental health interventions and promote
mental health awareness. However, firearm regulations may provide greater protective effects
against this most lethal method of firearm suicide.
� 2021 Society for Adolescent Health and Medicine. All rights reserved.
Conflicts of interest: The authors have no conflicts of interest to disclose.
* Address correspondence to: Thomas M. Wi ...
Proposed Study
Alexander Wenceslao, Briahna Pitts, Shaina Clasberry, Elbert Johnson, and Edith Zamora
January 18, 2016
PSY/ 335
Dr. Nancy Lees
Summary
Suicide is a national risk to all ages, both attempted and completed suicides. Suicidal behavior is able to be influenced by many factors that are both internal and external. While external factors such as the media may pose as an influence, internal factors such as genetics or situational stress may pose as influences as well. A new study that the group would create to answer the remaining unanswered questions would be to incorporate as many individuals as possible with a mass survey. The individuals that the survey targets would be those who are currently experiencing suicide related situations or have experienced suicidal situations in the past. Also, this survey would be inclusive to ask questions about what the causes are for the individuals to contemplate suicide. The external factors outside of the targeted group, the survey would be the media and its effect on suicidal influence, benefactors of the suicidal community, and those related to the suicidal individuals. To ensure gaining questions to remaining unanswered questions, the survey can ask questions concerning the external factors.
Our group would set out to answer the following research question: “Is it possible to prevent suicidal influences by taking preemptive measures?” The hypothesis would be if it is possible to prevent suicidal influences, then the preemptive measures could be implemented across all demographics—thus decreasing national suicide rates.
Suicide risk in relation to socioeconomic, demographic, psychiatric, and familial factors: A national register-based study of all suicides in denmark
Abstract. Suicide risk was addressed in relation to the joint effect of factors regarding family structure, socioeconomics, demographics, mental illness, and family history of suicide and mental illness, as well as gender differences in risk factors. Method: Data were drawn from four national Danish longitudinal registers. Subjects were all 21,169 persons who committed suicide in 1981-1997 and 423,128 live comparison subjects matched for age, gender, and calendar time of suicide by using a nested case-control design. The effect of risk factors was estimated through conditional logistic regression. The interaction of gender with the risk factors was examined by using the log likelihood ratio test. The population attributable risk was calculated. Results: Of the risk factors examined in the study, a history of hospitalization for psychiatric disorder was associated with the highest odds ratio and the highest attributable risk for suicide. Cohabiting or single marital status, unemployment, low income, retirement, disability, sickness-related absence from work, and a family history of suicide and/or psychiatric disorders were also significant risk factors for suicide. Moreover, these factors had different effects in male and fe ...
Serieswww.thelancet.com Vol 379 June 23, 2012 2373.docxlesleyryder69361
Series
www.thelancet.com Vol 379 June 23, 2012 2373
Lancet 2012; 379: 2373–82
See Editorial page 2314
See Comment page 2316
See Perspectives page 2333
This is the fi rst in a Series
of three papers about suicide
Centre for Suicide Research,
University Department of
Psychiatry, University of
Oxford, Oxford, UK
(Prof K Hawton DSc,
K E A Saunders MRCPsych); and
Suicidal Behaviour Research
Group, School of Natural
Sciences, Stirling University,
Stirling, Scotland
(Prof R C O’Connor PhD)
Correspondence to:
Prof Keith Hawton, Centre for
Suicide Research, University
Department of Psychiatry,
Warneford Hospital,
Oxford OX3 7JX, UK
[email protected]
Suicide 1
Self-harm and suicide in adolescents
Keith Hawton, Kate E A Saunders, Rory C O’Connor
Self-harm and suicide are major public health problems in adolescents, with rates of self-harm being high in the teenage
years and suicide being the second most common cause of death in young people worldwide. Important contributors to
self-harm and suicide include genetic vulnerability and psychiatric, psychological, familial, social, and cultural factors.
The eff ects of media and contagion are also important, with the internet having an important contemporary role.
Prevention of self-harm and suicide needs both universal measures aimed at young people in general and targeted
initiatives focused on high-risk groups. There is little evidence of eff ectiveness of either psychosocial or pharmacological
treatment, with particular controversy surrounding the usefulness of antidepressants. Restriction of access to means for
suicide is important. Major challenges include the development of greater understanding of the factors that contribute
to self-harm and suicide in young people, especially mechanisms underlying contagion and the eff ect of new media.
The identifi cation of successful prevention initiatives aimed at young people and those at especially high risk, and the
establishment of eff ective treatments for those who self-harm, are paramount needs.
Introduction
Adolescent self-harm is a major public health concern.
Although suicide is uncommon in adolescents compared
with non-fatal self-harm, it is always a tragic outcome, and
prevention of suicide in young people is under standably a
focus of national strategies for suicide prevention. In this
paper, we discuss self-harm and suicide in adolescents in
terms of epidemiology (especially international diff er-
ences); developmental aspects of self-harm, including
short-term and long-term outcomes; factors that contribute
to the behaviour; and treatment and prevention. This is a
selective paper directed at any professional with an interest
in adolescent suicide and self-harm. We have two aims: to
provide a synthesis of the evidence for adolescent self-
harm and suicide and to identify key areas of uncertainty.
Only a small proportion of individuals who self-harm
present to hospitals, meaning that this behaviou.
https://bibliu.com/app/#/view/books/9781259852275/epub/OEBPS/xhtml/17_baL6732X_ch03_036-055.html#page_43
Journal of Adolescent Health 70 (2022) 83e90
www.jahonline.org
Original article
Preventing Adolescent and Young Adult Suicide: Do States With
Greater Mental Health Treatment Capacity Have Lower Suicide
Rates?
Evan V. Goldstein, Ph.D., M.P.P. a, Laura C. Prater, Ph.D., M.P.H., M.H.A. b, and
Thomas M. Wickizer, Ph.D., M.P.H. c,*
a Division of Health System Innovation & Research, Department of Population Health Sciences, University of Utah School of Medicine, Salt Lake City, Utah
b Firearm Injury Prevention & Research Program, Harborview Medical Center, The University of Washington, Seattle, Washington
c Division of Health Services Management & Policy, The Ohio State University College of Public Health, Columbus, Ohio
Article history: Received December 30, 2020; Accepted June 17, 2021
Keywords: Gun violence; Suicide prevention; Adolescent suicide; Firearm suicide; Mental health
A B S T R A C T
IMPLICATIONS AND
Purpose: Youth suicide is increasing at a significant rate and is the second leading cause of death
for adolescents. There is an urgent public health need to address the youth suicide. The objective of
this study is to determine whether adolescents and young adults residing in states with greater
mental health treatment capacity exhibited lower suicide rates than states with less treatment
capacity.
Methods: We conducted a state-level analysis of mental health treatment capacity and suicide
outcomes for adolescents and young adults aged 10e24 spanning 2002e2017 using data from
Centers for Disease Control and Prevention, U.S. Bureau of Labor Statistics, Federal Bureau of
Investigation, and other sources. Multivariable linear fixed-effects regression models tested the
relationships among mental health treatment capacity and the total suicide, firearm suicide, and
nonfirearm suicide rates per 100,000 persons aged 10e24.
Results: We found a statistically significant inverse relationship between nonfirearm suicide and
mental health treatment capacity (p ¼ .015). On average, a 10% increase in a state’s mental health
workforce capacity was associated with a 1.35% relative reduction in the nonfirearm suicide rate
for persons aged 10e24. There was no significant relationship between mental health treatment
capacity and firearm suicide.
Conclusions: Greater mental health treatment appears to have a protective effect of modest
magnitude against nonfirearm suicide among adolescents and young adults. Our findings under-
score the importance of state-level efforts to improve mental health interventions and promote
mental health awareness. However, firearm regulations may provide greater protective effects
against this most lethal method of firearm suicide.
� 2021 Society for Adolescent Health and Medicine. All rights reserved.
Conflicts of interest: The authors have no conflicts of interest to disclose.
* Address correspondence to: Thomas M. Wi ...
Proposed Study
Alexander Wenceslao, Briahna Pitts, Shaina Clasberry, Elbert Johnson, and Edith Zamora
January 18, 2016
PSY/ 335
Dr. Nancy Lees
Summary
Suicide is a national risk to all ages, both attempted and completed suicides. Suicidal behavior is able to be influenced by many factors that are both internal and external. While external factors such as the media may pose as an influence, internal factors such as genetics or situational stress may pose as influences as well. A new study that the group would create to answer the remaining unanswered questions would be to incorporate as many individuals as possible with a mass survey. The individuals that the survey targets would be those who are currently experiencing suicide related situations or have experienced suicidal situations in the past. Also, this survey would be inclusive to ask questions about what the causes are for the individuals to contemplate suicide. The external factors outside of the targeted group, the survey would be the media and its effect on suicidal influence, benefactors of the suicidal community, and those related to the suicidal individuals. To ensure gaining questions to remaining unanswered questions, the survey can ask questions concerning the external factors.
Our group would set out to answer the following research question: “Is it possible to prevent suicidal influences by taking preemptive measures?” The hypothesis would be if it is possible to prevent suicidal influences, then the preemptive measures could be implemented across all demographics—thus decreasing national suicide rates.
Suicide risk in relation to socioeconomic, demographic, psychiatric, and familial factors: A national register-based study of all suicides in denmark
Abstract. Suicide risk was addressed in relation to the joint effect of factors regarding family structure, socioeconomics, demographics, mental illness, and family history of suicide and mental illness, as well as gender differences in risk factors. Method: Data were drawn from four national Danish longitudinal registers. Subjects were all 21,169 persons who committed suicide in 1981-1997 and 423,128 live comparison subjects matched for age, gender, and calendar time of suicide by using a nested case-control design. The effect of risk factors was estimated through conditional logistic regression. The interaction of gender with the risk factors was examined by using the log likelihood ratio test. The population attributable risk was calculated. Results: Of the risk factors examined in the study, a history of hospitalization for psychiatric disorder was associated with the highest odds ratio and the highest attributable risk for suicide. Cohabiting or single marital status, unemployment, low income, retirement, disability, sickness-related absence from work, and a family history of suicide and/or psychiatric disorders were also significant risk factors for suicide. Moreover, these factors had different effects in male and fe ...
A comparative analysis of the health status of men aged 60 74 years and those...paulbourne12
In a comprehensive literature search studies on self-rated
well-being, quality of life and health have mostly singled
out particular cohorts such as young adults or youth [1-4],
population [5-11], elderly [12-26], children [27], and
nations [28]; but none emerges that has compared factors that determine self-rated well-being for young adults and elderly in the English-speaking Caribbean, especially Jamaica.
Advancing Suicide Prevention Research With Rural American Indian a.docxdaniahendric
Advancing Suicide Prevention Research With Rural American Indian and Alaska Native Populations
| Lisa Wexler, PhD, Michael Chandler, PhD, Joseph P. Gone, PhD, Mary Cwik, PhD, Laurence J. Kirmayer, MD, Teresa LaFromboise, PhD, Teresa Brockie, PhD, Victoria O'Keefe, MA, John Walkup, MD, and James Allen, PhD
As part of the National Action Alliance for Suicide Prevention's American Indian and Alaska Native (AI/AN) Task Force, a multidisciplinary group of AI/AN suicide research experts convened to outline pressing issues related to this subfield of suicidology. Suicide disproportionately affects Indigenous peoples, and remote Indigenous communities can offer vital and unique insights with relevance to other rural and marginalized groups. Outcomes from this meeting include identifying the central challenges impeding progress in this subfield and a description of promising research directions to yield practical results. These proposed directions expand the alliance's prioritized research agenda and offer pathways to advance the field of suicide research in Indigenous communities and beyond. (Am J Public Health. 2015;105:891-899. doi:10.2105/AJPH.2014. 302517)
Although the Surgeon General published a call to action to prevent suicide in 1999,1 national rates of suicide have shown little improvement, and from 2002 to 2010 suicide moved from the 11th to the 10th leading cause of death in the United States2,3 National suicide rates are consistently higher among White men aged 65 years and older than in younger age groups.3 However, suicide remains one of the top 5 causes of death for American adults younger than 45 years and one of the top 3 for adolescents and young adults.2 Although suicide is clearly an important public health priority for all Americans, it is an especially critical issue for American Indians and Alaska Natives (AI/ANs). North America’s Indigenous peoples have disproportionately high rates of suicide deaths, attempts, and ideation, and suicide deaths are approximately 50% higher for AI/AN people than for White people.1,3 However, AI/AN elder suicides are quite rare. Suicide is the second leading cause of death among AI/AN adolescents and young adults, and their rate of suicide is 2.5 times as high as the national average across all ethnocultural groups.2 AI/AN young men are particularly vulnerable4; the Centers for Disease Control and Prevention has reported that AI/AN youths aged 10 to 24 years have the highest suicide rates of all ethnocultural groups
in the United States, at 31.27 per 100 000 among male youths and 10.16 per 100 000 among female youths. To eliminate this health disparity, research identifying the unique factors contributing to AI/AN suicide is essential to tailor interventions to fit the particular cultural and situational contexts in which they occur.1 Driven by the pressing need to better understand and reduce AI/AN suicide, the AI/AN Task Force of the National Action Alliance for Suicide Prevention (NAASP) crea ...
This webinar was developed by Child Trends in 2015 for the Office of Adolescent Health (OAH) as a technical assistance product for use with OAH grant programs.
Impact of Suicide on People Exposed to a FatalityFranklin Cook
"Impact of Suicide on People Exposed to a Fatality" is excerpted and adapted from Responding to Grief, Trauma, and Distress After a Suicide: U.S. National Guidelines (2015), by the Survivors of Suicide Loss Task Force (bit.ly/sosl-taskforce) of the National Action Alliance for Suicide Prevention. The original document is available free for download at bit.ly/respondingsuicide.
This summary report concludes that:
The research delineated above represents the solid and growing body of evidence that, for a significant number of people exposed to the suicide fatality or attempt of another person, there are long-term, harmful mental health consequences. Shneidman’s declaration (1972) that postvention is prevention for the next generation is unquestionably supported by clear and overwhelming evidence that exposure to the suicide of another person, particularly of a close intimate, elevates the risk of suicidal behavior and of death by suicide in the population of people exposed.
The Grief After Suicide blog post related to this essay is http://bit.ly/impactessay.
Abuse and mistreatment in the adolescent period - by Dr. Bozzi Domenico (Mast...dott. Domenico Bozzi
UNICEF has highlighted how children suffer violence throughout all stages of childhood and adolescence, in different contexts, and often at the hands of people they trust and interact with on a daily basis.
Violent corporal punishment, 300 million children between 2 and 4 years old in the world regularly suffer violence from their family/guardians (about 3 out of 4), 250 million of these are punished physically (about 6 out of 10).
Sexual violence, Sexual violence occurs against children of all ages: 15 million girls aged 15 to 19 have experienced incidents of sexual violence in their lives, and 2.5 million young women in 28 European countries report having suffered episodes of sexual violence before the age of 15.
Children and Families Forum Suicide Prevention for Children and AJinElias52
Children and Families Forum: Suicide Prevention for Children and AdolescentsBy Liza Greville, MA, LCSWSocial Work TodayVol. 17 No. 5 P. 32
With the release of the Netflix drama 13 Reasons Why in March 2017, social workers from middle schools to colleges and universities across the country found themselves plunged into conversations with adolescents and young adults around topics related to suicide. While many mental health professionals objected strongly to the series, saying it contains harmful messages about the inevitability of suicide, the ability to achieve revenge through suicide, the absence of helpful others, and insufficient messages about the availability of help and support, most professionals acknowledged that, apart from these concerns, the series opened a space for conversation on a topic that is shrouded in stigma, fear, pain, and misunderstanding.
By having an accurate understanding of the scope of the problem, confronting myths and imprecise language, and using best practices in screening, intervention, and prevention, social workers have a critical role in helping children, adolescents, and young adults move through a suicidal crisis to emotional wellness.
Data on Suicide
According to the Centers for Disease Control and Prevention (CDC), suicide was the 10th-leading cause of death for all ages in 2013. Suicide was the third-leading cause of death among persons aged 10 to 14, and the second among persons aged 15 to 34, though middle-aged adults accounted for the largest proportion of suicides (56% in 2011). The percentage of adults having serious thoughts about suicide was highest among adults aged 18 to 25 (7.4%), followed by adults aged 26 to 49 (4%), then by adults aged 50 and older (2.7%) (Centers for Disease Control and Prevention, 2015).
The following were noted among students in grades nine through 12 during 2013:
• Seventeen percent of students seriously considered attempting suicide in previous 12 months (22.4% of females and 11.6% of males).
• 13.6% of students made a plan about how they would attempt suicide in the previous 12 months (16.9% of females and 10.3% of males).
• Eight percent of students attempted suicide one or more times in previous 12 months (10.6% of females and 5.4% of males).
• 2.7% of students made a suicide attempt that resulted in an injury, poisoning, or an overdose that required medical attention (3.6% of females and 1.8% of males) (Centers for Disease Control and Prevention, 2015).
New research presented in May 2017 at the Pediatric Academic Societies Meeting analyzed hospital admissions with a diagnosis of suicidal thoughts or behaviors and serious self-harm from 32 children's hospitals across that nation from 2008 to 2015. Researchers found the number of admissions has more than doubled during the past decade. The research found the largest increases among girls, and seasonal variations with the spring and fall having higher admission rates than summer (American Academy of Pediatrics, 2017 ...
1Running Head FINAL PROPOSAL CHILD ABUSE AND ADULT MENTAL HEAL.docxdrennanmicah
1
Running Head: FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
2
FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
Diamond Newton
Southern New Hampshire University
March 3, 2019
Problem Statement
Several adults struggle from a variety of mental health issues (suicidal thoughts and tendencies, alcoholism, depression, and drug abusers.) A lot of those issues may stem from what took place during an adult’s childhood that stem from a variety of reasons. Some adults seek help and some refuse to seek help. The adults who do seek help come to realize that their current issues stem from when they were a child and still developing as a human. Child abuse can come in many forms, physical, mental, and sexual. Adults who have been exposed or experienced this are likely to suffer from some form of mental health issue. It is important to figure out the root of mental health issues in adults so the root can be addressed. Children need to be in a healthy environment with nothing short of love and care. Exposing children to a harsh reality is only breeding them into an adult who suffers from mental health issues.
Literature Review
The study of psychology helps researchers to understand better what is going on with a person. Researchers studied what happened in a person's life that causes them to make the decisions they do and behave in a certain way. Adults have this stigmatism that they can do whatever they want because they are "grown." Many adults suffer from something that can cause to lead towards suicidal thoughts and tendencies, alcoholism, depression, and drug abusers. A lot of those issues may stem from what took place during an adult’s childhood. There could be some reasons adults tend to display certain mental health traits that have been studied in many different forms by researchers. What we will be reviewed is the abuse, physical or mental, that an adult endured as a child and how it affects them in their adulthood.
Blanco, C., Grant, B. F., Hasin, D. S., Lin, K. H., Olfson, M. Sugaya, L. (2012) recognized that child physical abuse had been associated with an increased risk of suicide attempts. The study conducted included Blacks, Hispanics and young adults between the ages of 18-24 in 2001-2002 and 2004-2005. In person, interviews were conducted in Wave 1. In Wave 2 used similar methods as Wave 1 but it excluded the individuals who were not eligible. Wave 2 also interviews went into depth about the questions asked for the participants first 17 years of life. There are many other variables that have been added to the data that relate to childhood physical abuse and mental health distress in adult years. Those other adversatives included the history of child sexual abuse and neglect, parental psychopathology, and perceived parental support, described as emotional neglect.
The advantages to this design would be the inclusion of other childhood adversities that could contribute to adult psychiatri.
Suicide in adolescents and young adults has become a public educational and health priority. In this paper, various conceptual questions about suicide are presented, and the protective factors that are associated with suicidal behavior in this population are considered. An overview is provided, based on a review of the studies, on the aspects of resilience that should be promoted to eliminate the negative impact of the adverse situations that arise for young people. Furthermore, we develop guidelines for
building resilience, actions that have been proven effective in combating suicide attempts and completed suicide in adolescents and young adults. We produce a profile that includes all of the aforementioned protective aspects that must be taken into account when developing a comprehensive analysis in the context of the quality of life and emotional well-being of this group.
Association between mental health disorders andjuveniles’ de.docxrock73
Association between mental health disorders and
juveniles’ detention for a personal crime
Patricia Stoddard-Dare, Christopher A. Mallett & Craig Boitel
School of Social Work, Cleveland State University, 2121 Euclid Avenue, #CB320, Cleveland, Ohio 44115-2214, USA.
E-mail: [email protected]
Background: Youth involved with juvenile courts often suffer from mental health difficulties and disorders,
and these mental health disorders have often been a factor leading to the youth�s delinquent behaviours and
activities. Method: The present study of a sample population (N = 341), randomly drawn from one urban US
county�s juvenile court delinquent population, investigated which specific mental health disorders predicted
detention for committing a personal crime. Results: Youth with attention-deficit hyperactivity disorder and
conduct disorder diagnoses were significantly less likely to commit personal crimes and experience subsequent
detention, while youth with bipolar diagnoses were significantly more likely. Conclusion: Co-ordinated youth
policy efforts leading to early identification and treatment of bipolar disorder symptoms may be necessary.
Key Practitioner Message:
• Individuals with ADHD and conduct disorder were significantly less likely to commit a personal crime and
experience subsequent detention than youth with bipolar diagnosis
• Since youth with bipolar disorder fluctuate between mania and depression, it may be the case that their
behaviour is less overly disruptive to others on a consistent basis (i.e. during depressive episodes). Therefore
they may attract fewer or less consistent opportunities for professional and lay persons to pursue helpful
interventions
• Co-ordinated early identification and treatment of bipolar disorder is required
Keywords: juvenile; offender; bipolar-disorder; mental health; personal crime; detention
Introduction
Committing personal crimes is an international prob-
lem. A study of 11 heterogeneous European and
American countries indicates the lifetime prevalence of
violent crime to range from 15.8%-47.4% (Junger-Tas,
Marshall, & Ribeaud, 2003), with the highest rates of
violent crime occurring in the US. Violent crime, also
called personal crime, perpetrated by youth has been
increasing in most European countries since the early
1990s (Wittebrood & Junger, 1999; Junger-Tas, 1996;
Junger-Tas et al., 2003). At the same time, mental
health disorders remain a top cause of disability world-
wide (World Health Organisation, 2005). Therefore, it is
not surprising that a majority of youth in the US who
have perpetrated violent crimes and are placed in
detention have mental health related difficulties (Knoll
& Sickmund, 2010; Teplin et al., 2006). These difficul-
ties pose challenges for not only the youth and family,
but also for the juvenile court personnel involved in
balancing two primary juvenile justice principles of
youth accountability and youth rehabilitation. Finding
the right balance is important, a ...
Summarize the article in about 100 to 120 words. The summary shoul.docxfredr6
Summarize the article in about 100 to 120 words. The summary should be clear, accurate, concise, and sufficiently complete. Readers should be able to read your summary and not need to read the original, but still not want for knowledge.
Leonard Pitts, Don't Confuse Them with the Facts
Don’t Confuse Them with the Facts
By Leonard Pitts
February 21, 2010
I got an e-mail the other day that depressed me.
It concerned a piece I recently did that mentioned Henry Johnson, who was awarded the French Croix de Guerre in World War I for single-handedly fighting off a company of Germans (some accounts say there were 14, some say almost 30, the ones I find most authoritative say there were about two dozen) who threatened to overrun his post.
Johnson managed this despite the fact that he was only 5-foot-4 and 130 pounds, despite the fact that his gun had jammed, despite the fact that he was wounded 21 times.
My mention of Johnson’s heroics drew a rebuke from a fellow named Ken Thompson, which I quote verbatim and in its entirety:
“Hate to tell you that blacks were not allowed into combat intell (sic) 1947, that fact. World War II ended in 1945. So all that feel good, one black man killing two dozen Nazi, is just that, PC bull.”
In response, my assistant, Judi Smith, sent Mr. Thompson proof of Johnson’s heroics: a link to his page on the Web site of Arlington National Cemetery. She thought this settled the matter.
Thompson’s reply? “There is no race on headstones and they didn’t come up with the story in tell (sic) 2002.”
Judi: “I guess you can choose to believe Arlington National Cemetery or not.”
Thompson: “It is what it is, you don’t believe either … “
At this point, Judi forwarded me their correspondence, along with a despairing note. She is probably somewhere drinking right now.
You see, like me, she can remember a time when facts settled arguments. This is back before everything became a partisan shouting match, back before it was permissible to ignore or deride as “biased” anything that didn’t support your worldview.
If you and I had an argument and I produced facts from an authoritative source to back me up, you couldn’t just blow that off. You might try to undermine my facts, might counter with facts of your own, but you couldn’t just pretend my facts had no weight or meaning.
But that’s the intellectual state of the union these days, as evidenced by all the people who still don’t believe the president was born in Hawaii or that the planet is warming. And by Mr. Thompson, who doesn’t believe Henry Johnson did what he did.
I could send him more proof, I suppose. Johnson is lauded in history books (“Before the Mayflower” by Lerone Bennett Jr., “The Dictionary of American Negro Biography” by Rayford Logan and Michael Winston) and in contemporaneous accounts (The Saturday Evening Post, The New York Times). I could also point out that blacks have fought in every war in American history, though before Harry Truman desegregated the military in 1948, t.
Summarize, in Your own words (do not copy from the website.docxfredr6
Summarize, in
Your
own words (do not copy from the website)
two
of the methods for sustainable agriculture from “
Solution
s: Advance Sustainable Agriculture
: Using science-based practices, we can produce abundant food while preserving our soil, air and water” including all hyperlinks used.
List one method that you think would work well in your local village/town/region. Why would it work well? Explain.
Please outline in your own words, one other new thing you learned this week in the course. How does it apply to your life?
.
summarize chapter 10 for psychology first paragraph Introduction, s.docxfredr6
summarize chapter 10 for psychology: first paragraph Introduction, second paragraph observation and third paragraph conclusion
1. Preoperational intelligence according to Piaget is thinking between ages of 2 and 6. This means that children cannot yet perform logical operations, that is they cannot use logical principles.
2. According to Vygotsky, children learn because adults present challenges, offer assistance, and encourage motivation.
3. The vocabulary of children consists primarily of verbs and concrete nouns.
4. Centration – the tendency of preoperational children to focus only on one aspect of a situation or object.
5. Egocentrism – thinking that is self-centered. In the preoperational period a child views the world exclusively from his or her own perspective.
6. Focus on appearance refers to the preoperational child’s tendency to focus only on apparent attributes and ignore all others.
7. Irreversibility is the characteristic of preoperational thought in which the young child fails to recognize that a process can be reversed to restore the original conditions of a situation
.
More Related Content
Similar to Suicide is the third leading cause of death for adolescents .docx
A comparative analysis of the health status of men aged 60 74 years and those...paulbourne12
In a comprehensive literature search studies on self-rated
well-being, quality of life and health have mostly singled
out particular cohorts such as young adults or youth [1-4],
population [5-11], elderly [12-26], children [27], and
nations [28]; but none emerges that has compared factors that determine self-rated well-being for young adults and elderly in the English-speaking Caribbean, especially Jamaica.
Advancing Suicide Prevention Research With Rural American Indian a.docxdaniahendric
Advancing Suicide Prevention Research With Rural American Indian and Alaska Native Populations
| Lisa Wexler, PhD, Michael Chandler, PhD, Joseph P. Gone, PhD, Mary Cwik, PhD, Laurence J. Kirmayer, MD, Teresa LaFromboise, PhD, Teresa Brockie, PhD, Victoria O'Keefe, MA, John Walkup, MD, and James Allen, PhD
As part of the National Action Alliance for Suicide Prevention's American Indian and Alaska Native (AI/AN) Task Force, a multidisciplinary group of AI/AN suicide research experts convened to outline pressing issues related to this subfield of suicidology. Suicide disproportionately affects Indigenous peoples, and remote Indigenous communities can offer vital and unique insights with relevance to other rural and marginalized groups. Outcomes from this meeting include identifying the central challenges impeding progress in this subfield and a description of promising research directions to yield practical results. These proposed directions expand the alliance's prioritized research agenda and offer pathways to advance the field of suicide research in Indigenous communities and beyond. (Am J Public Health. 2015;105:891-899. doi:10.2105/AJPH.2014. 302517)
Although the Surgeon General published a call to action to prevent suicide in 1999,1 national rates of suicide have shown little improvement, and from 2002 to 2010 suicide moved from the 11th to the 10th leading cause of death in the United States2,3 National suicide rates are consistently higher among White men aged 65 years and older than in younger age groups.3 However, suicide remains one of the top 5 causes of death for American adults younger than 45 years and one of the top 3 for adolescents and young adults.2 Although suicide is clearly an important public health priority for all Americans, it is an especially critical issue for American Indians and Alaska Natives (AI/ANs). North America’s Indigenous peoples have disproportionately high rates of suicide deaths, attempts, and ideation, and suicide deaths are approximately 50% higher for AI/AN people than for White people.1,3 However, AI/AN elder suicides are quite rare. Suicide is the second leading cause of death among AI/AN adolescents and young adults, and their rate of suicide is 2.5 times as high as the national average across all ethnocultural groups.2 AI/AN young men are particularly vulnerable4; the Centers for Disease Control and Prevention has reported that AI/AN youths aged 10 to 24 years have the highest suicide rates of all ethnocultural groups
in the United States, at 31.27 per 100 000 among male youths and 10.16 per 100 000 among female youths. To eliminate this health disparity, research identifying the unique factors contributing to AI/AN suicide is essential to tailor interventions to fit the particular cultural and situational contexts in which they occur.1 Driven by the pressing need to better understand and reduce AI/AN suicide, the AI/AN Task Force of the National Action Alliance for Suicide Prevention (NAASP) crea ...
This webinar was developed by Child Trends in 2015 for the Office of Adolescent Health (OAH) as a technical assistance product for use with OAH grant programs.
Impact of Suicide on People Exposed to a FatalityFranklin Cook
"Impact of Suicide on People Exposed to a Fatality" is excerpted and adapted from Responding to Grief, Trauma, and Distress After a Suicide: U.S. National Guidelines (2015), by the Survivors of Suicide Loss Task Force (bit.ly/sosl-taskforce) of the National Action Alliance for Suicide Prevention. The original document is available free for download at bit.ly/respondingsuicide.
This summary report concludes that:
The research delineated above represents the solid and growing body of evidence that, for a significant number of people exposed to the suicide fatality or attempt of another person, there are long-term, harmful mental health consequences. Shneidman’s declaration (1972) that postvention is prevention for the next generation is unquestionably supported by clear and overwhelming evidence that exposure to the suicide of another person, particularly of a close intimate, elevates the risk of suicidal behavior and of death by suicide in the population of people exposed.
The Grief After Suicide blog post related to this essay is http://bit.ly/impactessay.
Abuse and mistreatment in the adolescent period - by Dr. Bozzi Domenico (Mast...dott. Domenico Bozzi
UNICEF has highlighted how children suffer violence throughout all stages of childhood and adolescence, in different contexts, and often at the hands of people they trust and interact with on a daily basis.
Violent corporal punishment, 300 million children between 2 and 4 years old in the world regularly suffer violence from their family/guardians (about 3 out of 4), 250 million of these are punished physically (about 6 out of 10).
Sexual violence, Sexual violence occurs against children of all ages: 15 million girls aged 15 to 19 have experienced incidents of sexual violence in their lives, and 2.5 million young women in 28 European countries report having suffered episodes of sexual violence before the age of 15.
Children and Families Forum Suicide Prevention for Children and AJinElias52
Children and Families Forum: Suicide Prevention for Children and AdolescentsBy Liza Greville, MA, LCSWSocial Work TodayVol. 17 No. 5 P. 32
With the release of the Netflix drama 13 Reasons Why in March 2017, social workers from middle schools to colleges and universities across the country found themselves plunged into conversations with adolescents and young adults around topics related to suicide. While many mental health professionals objected strongly to the series, saying it contains harmful messages about the inevitability of suicide, the ability to achieve revenge through suicide, the absence of helpful others, and insufficient messages about the availability of help and support, most professionals acknowledged that, apart from these concerns, the series opened a space for conversation on a topic that is shrouded in stigma, fear, pain, and misunderstanding.
By having an accurate understanding of the scope of the problem, confronting myths and imprecise language, and using best practices in screening, intervention, and prevention, social workers have a critical role in helping children, adolescents, and young adults move through a suicidal crisis to emotional wellness.
Data on Suicide
According to the Centers for Disease Control and Prevention (CDC), suicide was the 10th-leading cause of death for all ages in 2013. Suicide was the third-leading cause of death among persons aged 10 to 14, and the second among persons aged 15 to 34, though middle-aged adults accounted for the largest proportion of suicides (56% in 2011). The percentage of adults having serious thoughts about suicide was highest among adults aged 18 to 25 (7.4%), followed by adults aged 26 to 49 (4%), then by adults aged 50 and older (2.7%) (Centers for Disease Control and Prevention, 2015).
The following were noted among students in grades nine through 12 during 2013:
• Seventeen percent of students seriously considered attempting suicide in previous 12 months (22.4% of females and 11.6% of males).
• 13.6% of students made a plan about how they would attempt suicide in the previous 12 months (16.9% of females and 10.3% of males).
• Eight percent of students attempted suicide one or more times in previous 12 months (10.6% of females and 5.4% of males).
• 2.7% of students made a suicide attempt that resulted in an injury, poisoning, or an overdose that required medical attention (3.6% of females and 1.8% of males) (Centers for Disease Control and Prevention, 2015).
New research presented in May 2017 at the Pediatric Academic Societies Meeting analyzed hospital admissions with a diagnosis of suicidal thoughts or behaviors and serious self-harm from 32 children's hospitals across that nation from 2008 to 2015. Researchers found the number of admissions has more than doubled during the past decade. The research found the largest increases among girls, and seasonal variations with the spring and fall having higher admission rates than summer (American Academy of Pediatrics, 2017 ...
1Running Head FINAL PROPOSAL CHILD ABUSE AND ADULT MENTAL HEAL.docxdrennanmicah
1
Running Head: FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
2
FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
Diamond Newton
Southern New Hampshire University
March 3, 2019
Problem Statement
Several adults struggle from a variety of mental health issues (suicidal thoughts and tendencies, alcoholism, depression, and drug abusers.) A lot of those issues may stem from what took place during an adult’s childhood that stem from a variety of reasons. Some adults seek help and some refuse to seek help. The adults who do seek help come to realize that their current issues stem from when they were a child and still developing as a human. Child abuse can come in many forms, physical, mental, and sexual. Adults who have been exposed or experienced this are likely to suffer from some form of mental health issue. It is important to figure out the root of mental health issues in adults so the root can be addressed. Children need to be in a healthy environment with nothing short of love and care. Exposing children to a harsh reality is only breeding them into an adult who suffers from mental health issues.
Literature Review
The study of psychology helps researchers to understand better what is going on with a person. Researchers studied what happened in a person's life that causes them to make the decisions they do and behave in a certain way. Adults have this stigmatism that they can do whatever they want because they are "grown." Many adults suffer from something that can cause to lead towards suicidal thoughts and tendencies, alcoholism, depression, and drug abusers. A lot of those issues may stem from what took place during an adult’s childhood. There could be some reasons adults tend to display certain mental health traits that have been studied in many different forms by researchers. What we will be reviewed is the abuse, physical or mental, that an adult endured as a child and how it affects them in their adulthood.
Blanco, C., Grant, B. F., Hasin, D. S., Lin, K. H., Olfson, M. Sugaya, L. (2012) recognized that child physical abuse had been associated with an increased risk of suicide attempts. The study conducted included Blacks, Hispanics and young adults between the ages of 18-24 in 2001-2002 and 2004-2005. In person, interviews were conducted in Wave 1. In Wave 2 used similar methods as Wave 1 but it excluded the individuals who were not eligible. Wave 2 also interviews went into depth about the questions asked for the participants first 17 years of life. There are many other variables that have been added to the data that relate to childhood physical abuse and mental health distress in adult years. Those other adversatives included the history of child sexual abuse and neglect, parental psychopathology, and perceived parental support, described as emotional neglect.
The advantages to this design would be the inclusion of other childhood adversities that could contribute to adult psychiatri.
Suicide in adolescents and young adults has become a public educational and health priority. In this paper, various conceptual questions about suicide are presented, and the protective factors that are associated with suicidal behavior in this population are considered. An overview is provided, based on a review of the studies, on the aspects of resilience that should be promoted to eliminate the negative impact of the adverse situations that arise for young people. Furthermore, we develop guidelines for
building resilience, actions that have been proven effective in combating suicide attempts and completed suicide in adolescents and young adults. We produce a profile that includes all of the aforementioned protective aspects that must be taken into account when developing a comprehensive analysis in the context of the quality of life and emotional well-being of this group.
Association between mental health disorders andjuveniles’ de.docxrock73
Association between mental health disorders and
juveniles’ detention for a personal crime
Patricia Stoddard-Dare, Christopher A. Mallett & Craig Boitel
School of Social Work, Cleveland State University, 2121 Euclid Avenue, #CB320, Cleveland, Ohio 44115-2214, USA.
E-mail: [email protected]
Background: Youth involved with juvenile courts often suffer from mental health difficulties and disorders,
and these mental health disorders have often been a factor leading to the youth�s delinquent behaviours and
activities. Method: The present study of a sample population (N = 341), randomly drawn from one urban US
county�s juvenile court delinquent population, investigated which specific mental health disorders predicted
detention for committing a personal crime. Results: Youth with attention-deficit hyperactivity disorder and
conduct disorder diagnoses were significantly less likely to commit personal crimes and experience subsequent
detention, while youth with bipolar diagnoses were significantly more likely. Conclusion: Co-ordinated youth
policy efforts leading to early identification and treatment of bipolar disorder symptoms may be necessary.
Key Practitioner Message:
• Individuals with ADHD and conduct disorder were significantly less likely to commit a personal crime and
experience subsequent detention than youth with bipolar diagnosis
• Since youth with bipolar disorder fluctuate between mania and depression, it may be the case that their
behaviour is less overly disruptive to others on a consistent basis (i.e. during depressive episodes). Therefore
they may attract fewer or less consistent opportunities for professional and lay persons to pursue helpful
interventions
• Co-ordinated early identification and treatment of bipolar disorder is required
Keywords: juvenile; offender; bipolar-disorder; mental health; personal crime; detention
Introduction
Committing personal crimes is an international prob-
lem. A study of 11 heterogeneous European and
American countries indicates the lifetime prevalence of
violent crime to range from 15.8%-47.4% (Junger-Tas,
Marshall, & Ribeaud, 2003), with the highest rates of
violent crime occurring in the US. Violent crime, also
called personal crime, perpetrated by youth has been
increasing in most European countries since the early
1990s (Wittebrood & Junger, 1999; Junger-Tas, 1996;
Junger-Tas et al., 2003). At the same time, mental
health disorders remain a top cause of disability world-
wide (World Health Organisation, 2005). Therefore, it is
not surprising that a majority of youth in the US who
have perpetrated violent crimes and are placed in
detention have mental health related difficulties (Knoll
& Sickmund, 2010; Teplin et al., 2006). These difficul-
ties pose challenges for not only the youth and family,
but also for the juvenile court personnel involved in
balancing two primary juvenile justice principles of
youth accountability and youth rehabilitation. Finding
the right balance is important, a ...
Summarize the article in about 100 to 120 words. The summary shoul.docxfredr6
Summarize the article in about 100 to 120 words. The summary should be clear, accurate, concise, and sufficiently complete. Readers should be able to read your summary and not need to read the original, but still not want for knowledge.
Leonard Pitts, Don't Confuse Them with the Facts
Don’t Confuse Them with the Facts
By Leonard Pitts
February 21, 2010
I got an e-mail the other day that depressed me.
It concerned a piece I recently did that mentioned Henry Johnson, who was awarded the French Croix de Guerre in World War I for single-handedly fighting off a company of Germans (some accounts say there were 14, some say almost 30, the ones I find most authoritative say there were about two dozen) who threatened to overrun his post.
Johnson managed this despite the fact that he was only 5-foot-4 and 130 pounds, despite the fact that his gun had jammed, despite the fact that he was wounded 21 times.
My mention of Johnson’s heroics drew a rebuke from a fellow named Ken Thompson, which I quote verbatim and in its entirety:
“Hate to tell you that blacks were not allowed into combat intell (sic) 1947, that fact. World War II ended in 1945. So all that feel good, one black man killing two dozen Nazi, is just that, PC bull.”
In response, my assistant, Judi Smith, sent Mr. Thompson proof of Johnson’s heroics: a link to his page on the Web site of Arlington National Cemetery. She thought this settled the matter.
Thompson’s reply? “There is no race on headstones and they didn’t come up with the story in tell (sic) 2002.”
Judi: “I guess you can choose to believe Arlington National Cemetery or not.”
Thompson: “It is what it is, you don’t believe either … “
At this point, Judi forwarded me their correspondence, along with a despairing note. She is probably somewhere drinking right now.
You see, like me, she can remember a time when facts settled arguments. This is back before everything became a partisan shouting match, back before it was permissible to ignore or deride as “biased” anything that didn’t support your worldview.
If you and I had an argument and I produced facts from an authoritative source to back me up, you couldn’t just blow that off. You might try to undermine my facts, might counter with facts of your own, but you couldn’t just pretend my facts had no weight or meaning.
But that’s the intellectual state of the union these days, as evidenced by all the people who still don’t believe the president was born in Hawaii or that the planet is warming. And by Mr. Thompson, who doesn’t believe Henry Johnson did what he did.
I could send him more proof, I suppose. Johnson is lauded in history books (“Before the Mayflower” by Lerone Bennett Jr., “The Dictionary of American Negro Biography” by Rayford Logan and Michael Winston) and in contemporaneous accounts (The Saturday Evening Post, The New York Times). I could also point out that blacks have fought in every war in American history, though before Harry Truman desegregated the military in 1948, t.
Summarize, in Your own words (do not copy from the website.docxfredr6
Summarize, in
Your
own words (do not copy from the website)
two
of the methods for sustainable agriculture from “
Solution
s: Advance Sustainable Agriculture
: Using science-based practices, we can produce abundant food while preserving our soil, air and water” including all hyperlinks used.
List one method that you think would work well in your local village/town/region. Why would it work well? Explain.
Please outline in your own words, one other new thing you learned this week in the course. How does it apply to your life?
.
summarize chapter 10 for psychology first paragraph Introduction, s.docxfredr6
summarize chapter 10 for psychology: first paragraph Introduction, second paragraph observation and third paragraph conclusion
1. Preoperational intelligence according to Piaget is thinking between ages of 2 and 6. This means that children cannot yet perform logical operations, that is they cannot use logical principles.
2. According to Vygotsky, children learn because adults present challenges, offer assistance, and encourage motivation.
3. The vocabulary of children consists primarily of verbs and concrete nouns.
4. Centration – the tendency of preoperational children to focus only on one aspect of a situation or object.
5. Egocentrism – thinking that is self-centered. In the preoperational period a child views the world exclusively from his or her own perspective.
6. Focus on appearance refers to the preoperational child’s tendency to focus only on apparent attributes and ignore all others.
7. Irreversibility is the characteristic of preoperational thought in which the young child fails to recognize that a process can be reversed to restore the original conditions of a situation
.
SUMMARIZED ANNALYSIS of ANTI-PAMELAednesday, March 18, 2015ANT.docxfredr6
SUMMARIZED ANNALYSIS of ANTI-PAMELA
ednesday, March 18, 2015
ANTI-PAMELA by ELIZA HAYWOOD, SUMMARY and ANALYSIS
ANTI-PAMELA by ELIZA HAYWOOD
SUMMARY
Syrena Tricksy is raised in London, GBR by her liaison mother to attract a wealthy husband. She is trained in acting and deception. When Syrena is older than 13 and her other friends are beginning to enter into apprenticeships, and other areas of employment, Syrena is sent off to serve as a maid for a wealthy mistress named Mrs. Martin whom she knows through family connections, and is expected to use her newfound position to attract a patron and lover.
Immediately, Syrena is disgusted with the formality of her new family, and begs to be sent home. Syrena must miss a trip home because it is raining on the weekend, and boasts of deceiving a man into attraction for her on the next day in a letter that was sent on Monday. The man, named Vardine, vows to give all his money to her the next day. Syrena's mother who is named Ann applauds Syrena's receipt but cautions her optimism in trusting the new lover, and encourages her to increase the manipulation until the man is powerless. Syrena discovers the man has no estate and Ann cautions Syrena to shun the man completely. Because Syrena liked the man, she tricks Ann into letting her leave the Martins by claiming that someone has caught small pox in the house.
Vardine meets Syrena in the park and they go out drinking alcohol together. Syrena finds a new lady named Mrs. L for whom to serve. Vardine tells Syrena that he will marry her at any time. Syrena tricks Vardine into giving her five guineas to repay a fictional debt from Ann to Mrs. Martin; Vardine only has 2 guineas then, and promises to obtain another 3 by Friday. On Friday, Vardine sends a note to her that he has been sent to Ireland in the English invading military and does not have the 3 guineas.
Syrena writes to Ann that Thomas L, one of Syrena's new patrons, forced Syrena to kiss him and slipped 5 guineas down her blouse. Later, Thomas comes into Syrena's room and attempts to force himself on her, but she refuses. His son, referred to as Mr. L, jumps out of the closet as soon as Thomas leaves and condemns Thomas' behavior while praising Syrena. Syrena suspects Mr. L and his father are like-minded in their pursuit of her. Mr. L begins to kiss Syrena without her permission. Thomas accosts Syrena while she is hiding from Mr. L, and promises to show her his good intentions when they are away at the countryside together. When they go to the country Thomas tells Syrena he loves her, hinting that he will support her if she becomes his unwed lover, but Syrena refuses. Ann tells Syrena she should be less harsh toward Thomas, but focus her energy on manipulating Mr. L, who tells her that he cannot risk marrying her because Thomas would disapprove. Thomas draws Syrena a legal offer to pay her 100 pounds cash per year during Thomas' life and 50 pounds per year after Thomas' death, and ed.
summarize the key point or points most critical to the intellig.docxfredr6
summarize the key point or points most critical to the intelligence cycle.
--- > Also, summarize the key points in the following article
Apply Crime Analysis & GIS mapping to understand its importance to identifying, disrupting and development of intervention strategies that can assist law enforcement with Domestic Violence and stalking crimes.
Groff, E. R., Johnson, L., Ratcliffe, J. H., & Wood, J. (2013). Exploring the relationship between foot and car patrol in violent crime areas.
Policing, 36
(1), 119-139. doi:http://dx.doi.org.ezproxy2.apus.edu/10.1108/13639511311302506
In doing so, write a summary review of the important materials
presented. Following APA format (title page, content pages, reference page), double spaced, 12 pt font size, and common font style (Times New Roman).
APA format is required of all Summary Paper assignments, including a cover page, in-text citations, and a full reference list. If tables, charts or images are used an Appendix is required.
2-pages of content maximum.
.
Summarize your childhood and family. Include the following informati.docxfredr6
Summarize your childhood and family. Include the following information:
Where were you born (e.g., state, country, or geographical region)?
Do you have siblings?
Where do you fall in the birth order of your family?
Where did you grow up?
What was your childhood like?
How did your understanding of self and gender begin to develop?
What role did gender stereotypes play? What types of toys were you encouraged to play with? What activities were you encouraged to do?
What was your adolescence like? Was it a time of storm and stress, or was it a smooth transition?
Detail the nature versus nurture controversy from the scientific evidence. Address the following:
Define nature and nurture.
Describe which (either nature or nurture) you feel had a greater impact on your development.
How did nature and nurture work together to influence who you are today in terms of personality, sexuality, and gender?...Black male raise in the country...five sisters one brother
.
Summarize, for a country of your choice (India)group of non-c.docxfredr6
Summarize, for a country of your choice: (India)
group of non-communicable diseases: Cardiovascular Disease (Ischemic heart, stroke)
Include in your presentation:
the people most affected by this disease or diseases
key risk factors
the economic and social costs of the disease(s)
what might be done to address the disease(s) in cost-effective ways.
key organizations and institutions, their roles, and the manner in which they can cooperate to address these key global health issues
Direction:
4 pages
Use a minimum of three scholarly sources and cite your sources.
Write in a professional manner with a logical sequence.
No plagiarism
APA format
Textbook : Global Health 101
4th Edition
Author:
Richard Skolnik
Publisher:
Jones and Bartlett Learning
Year:
2019
.
Summarize this documentary film about The Rite of Spring balle.docxfredr6
Summarize this documentary film
about
The Rite of Spring
ballet by Igor Stravinsky. Include details about the construction of this masterwork, the difficulties the composer presents to both audience and performers, what took place at the premiere, and all other information you obtain from Michael Tilson Thomas’ excellent commentary. Watch the whole video and be specific.
https://www.youtube.com/watch?v=nr_0ve2KFuk
.
Summarize this paragraph in your own word when the american colonis.docxfredr6
Summarize this paragraph in your own word: when the american colonists gained their independence from the british after the revolutionary war,the americans were faced with a problem: what kind of government should they have ? They'd lived for years under british rule , and they had lots of complaints.now they would create a government from scratch, nd they had a few requirements.
.
Summarize the three (3) current competing theories of the origin of .docxfredr6
Summarize the three (3) current competing theories of the origin of life on Earth: it arrived from an extraterrestrial source, it originated as a heterotroph, it originated as an autotroph.
The answer to the question of the origin of life is a puzzle that scientists to this day cannot solve. Yet with continual research, scientists find evidence that will one day bring a solution. At present, there are three competing theories of how life came on Earth. All these theories but one of them states that life arrived here from an outside source. Swedish scientist Svante Arrhenius popularized the idea of panspermia in the early nineteen hundreds; this is the concept that life arose outside the Earth and that living things were transported to Earth to seed the planet with life. According to the passage, this theory does not explain how life arose originally and had little scientific support at that time.
Arrhenius' theory however has been revived and modified after gaining new evidence from the examinations of meteorites and space explorations. Organic molecules are found in many meteorites, and this suggests that life may have existed elsewhere in the solar system. An analysis of a meteorite found in Antarctica in 1996 suggested that from its chemical make-up, it was a portion of Mars; also the presence of complex organic molecules and small globules resembled those found on earth. At the current moment, most scientists no longer agree that their structures are from microorganisms, but there are still groups of scientists who still believe that they are.
Another hypothesis for the origin of life focuses on spontaneous generation. Spontaneous generation is the concept that living things arise from nonliving material. Aristotle proposed this concept between 384-322 B.C. and it was widely accepted until the seventeenth century. Many scientists support the idea that first living things on Earth were heterotrophs, which lived off organic molecules in the ocean. There is evidence to suggest that a wide variety of compounds were present in the early oceans, some of which could have been used, unchanged, by primitive cells. Because the earliest cells appear in the fossil record before any evidence of oxygen in the atmosphere, these early heterotrophs would have been anaerobic organisms.
According to the heterotrophic hypothesis the first living beings were very simple organisms, i.e., not producers of their own food, which emerged from the gradual association of organic molecules into small organized structures (the coacervates). The first organic molecules in their turn would have appeared from substances of the earth's primitive atmosphere submitted to strong electrical discharges, to solar radiation and to high temperatures.
Although the heterotrophic hypothesis for the origin living things was the prevailing theory for many years, recent discoveries have caused many scientists to consider an alternative that leads to the third hypothesis of how Earth.
Summarize the process of a program’s development based on the pr.docxfredr6
Summarize
the process of a program’s development based on the program scenario you have used throughout the course from Appendix B.
Include
the following sections:
Overview of the program
Assessment
Needs and problem statement
Program planning
Alternative funding
Implementation
Evaluation
Write
a 1,750- to 2,100-word paper that contains all of the above elements.
Format
your paper consistent with APA guidelines.
Third person should be used, so that tone is formal.
Appendix B
Program Scenario Three
PEACE Domestic Violence Agency
Organization Mission
PEACE’s
mission is to reduce victim trauma, empower survivors, and promote recovery through direct services. PEACE is committed to reducing the incidence of sexual assault and domestic violence through education and strives to challenge societal norms and beliefs that condone and perpetuate violence in the community.
Brief Community Description
The city of Portland is similar to many other communities throughout the country. As a large metropolitan city, the region has experienced increasing reports of domestic and youth violence, spousal and child abuse, assault, and incidents of road rage over the last 5 years.
Funding Opportunity
The National Foundation’s funding program,
Supporting Families,
strives to fulfill the following objectives:
·
Promote the well-being of young men, women, and children whose lives have been affected by
domestic violence,
and to reduce the prevalence of domestic violence through increased service provision, education, and awareness.
·
Improve the quality of life of
families with a member or members in prison
, through the provision of services responsive to their needs.
·
Provide
young people
who are or have been involved with the
criminal justice system with a rehabilitation program
designed to obtain the skills, confidence, and personal support networks to enable them to lead fulfilled and successful lives.
The foundation has two grant programs under which it provides funding to
nonprofits
:
·
The Small Grants Program offers one-time grants of up to $5,000 to registered charities with an annual budget under $500,000.
·
The Investor Program is an innovative funding program designed to support six organizations under each of the objectives of the Supporting Families program, with up to $150,000 a year for up to 3 years.
.
Summarize the key details about your chosen leader.Who i.docxfredr6
Summarize the key details about your chosen leader.
Who is s/he?
What is the organization?
What are one or two important points you have learned so far in your study of the leader?
This section of your paper should only be 1 or 2 paragraphs.
Analyze the leader’s alignment to the four universal principles: integrity, responsibility, compassion, and forgiveness, citing examples and research to support your assessment. In essence, how did the leader demonstrate (or not demonstrate) those principles in his or her leadership practice?
Analyze the different bases of power this leader used, citing examples and research to support your assessment. In essence, how did this leader demonstrate use of power and which bases of power did s/he use to influence others?
Analyze the demonstrated beliefs of this leader, citing examples and research to support your assessment. In essence, what did the leader appear to believe about:
people inside the organization,
people outside the organization,
power,
processes and policies,
profit (or other relevant outcomes).
Analyze how this leader affected the culture of his or her organization, citing examples and research to support your assessment. In essence,
How did this leader’s attitudes and actions affect followers?
Which behaviors had a strong effect on followers?
Was this leader credible? Based on what evidence?
How did this leader’s attitudes and actions influence the organization’s ethical practices?
Was the leader an ethical leader? Based on what evidence
.
Summarize the PICO(T) components of the health care challenge presen.docxfredr6
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Vila Health: The Best Evidence for a Health Care Challenge
.
Carlfjord, S., Öhrn, A., & Gunnarsson, A. (2018).
Experiences from ten years of incident reporting in health care: A qualitative study among department managers and coordinators.
BMC Health Services Research, 18
, 1–9.
PLEASE SEE THE ATTACHED DOCUMENTS AN USE AT LEAST 4 SOURCES!!! PLEASE USE THE SOURCES LISTED ON THESE DOCUMENTS!!! MENTIONING VILA HEALTH
.
Summarize the process of a program’s development based on the prog.docxfredr6
Summarize
the process of a program’s development based on the program scenario you have used throughout the course from Appendix B.
Include
the following sections:
·
Overview of the program
·
Assessment
·
Needs and problem statement
·
Program planning
·
Alternative funding
·
Implementation
·
Evaluation
Write
a 1,750- to 2,100-word paper that contains all of the above elements.
Format
your paper consistent with APA guidelines.
Post
your paper as an attachment.
.
Summarize the influences of diversity within a workplace.Your .docxfredr6
Summarize the influences of diversity within a workplace.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Hartman, L., DesJardins, J., & MacDonald, C. (2014). 1.
Business ethics: decision making for personal integrity and social responsibility
(3rd ed., pp. 294-296
). New York: McGraw-Hill.
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summarize the facts about HIV What is HIV, why is HIV a g.docxfredr6
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Summarize the following subjects of Chapter 3Different type.docxfredr6
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Different types of network circuits and media
Digital transmission of digital data
Analog transmission of digital data
Digital transmission of analog data
Analog and digital modems
Multiplexing
Discuss & Present TWO of the following subjects:
5- space-based global Internet service
https://www.youtube.com/watch?v=hXa3bTcIGPU
https://www.blueorigin.com/news/blue-origin-to-launch-telesats-advanced-global-leo-satellite-constellation
https://www.starlink.com/
https://www.oneweb.world/
6- Select and present a Network topic from IEEE Spectrum
https://spectrum.ieee.org/computing/networks
.
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
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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Suicide is the third leading cause of death for adolescents .docx
1. Suicide is the third leading cause of death for
adolescents and young people in the United
States. The etiology of suicide in this popula-
tion has eluded policy makers, researchers,
and communities. Although many suicide pre-
vention programs have been developed and
implemented, few are evidence-based in their
effectiveness in decreasing suicide rates. In one
northern California community, adolescent sui-
cide has risen above the state’s average. Two
nurses led an effort to develop and implement
an innovative grassroots community suicide
prevention project targeted at eliminating any
further teen suicide. The project consisted of
a Teen Resource Card, a community resource
brochure targeted at teens, and education for
the public and school officials to raise awareness
about this issue. This article describes this proj-
ect for other communities to use as a model.
Risk and protective factors are described, and a
comprehensive background of adolescent sui-
cide is provided.
AbstrAct
A Community Takes Action
Linda M. Pirruccello, MsN, rN
Earn
4.0 Contact Hours
3. tions in their lives, schools, and
communities, which too often
lead young people to consider
suicide as their only solution.
Despite alarmingly high youth
suicide rates, there has been
limited research on how to com-
prehensively predict, treat, and
prevent suicide among youth
(Macgowan, 2004). Indeed, the
complexities of youth suicide
behavior continue to confound
policy makers, professionals,
communities, and researchers.
Although public attention and
awareness of youth suicide has
increased during the past 2 de-
cades in the United States, sui-
cide was still the third leading
cause of death in 2006 among
youth ages 15 to 24, accounting
for 4,189 deaths (Centers for
Disease Control and Preven-
tion [CDC], 2009a).
One purpose of this article
is to raise awareness of the
problem of adolescent suicide,
which is the first step in the
development of suicide preven-
tion strategies. Another pur-
pose is to encourage and inspire
nurses and other health care
professionals to become agents
of change and leaders within
their communities in prevent-
4. ing youth suicide. This article
describes one suicide preven-
tion project that led to the
implementation of a grassroots
community-based intervention
program targeting youth. This
project provides an example of
nurses leading and collaborat-
ing within their local commu-
nity in an effort to eliminate
adolescent suicide.
scoPe of the ProbLeM
Suicide is rare in childhood
and early adolescence but in-
creases every year as children
age (Pelkonen & Marttunen,
2003). Suicide rates in the
United States for male adoles-
cents between ages 15 and 19 are
four times higher than the rates
for their female peers (CDC,
2009b). Due to the growing risk
of suicide with increasing age,
there is a critical need to tar-
get suicide prevention efforts in
adolescents (Pelkonen & Mart-
tunen, 2003) and develop sui-
cide prevention programs.
During the past several de-
cades, adolescent (ages 15 to
19) suicide rates in the United
States have shifted. In 1950, sui-
7. Explanations for the differing
rate trends are not easily under-
stood. Some researchers assert
the increased youth suicide rates
of the 1990s were attributed to
greater exposure of this popula-
tion, particularly boys, to drugs
and alcohol (Gould, Green-
berg, Velting, & Shaffer, 2003).
The possible reasons for declin-
ing adolescent suicide rates be-
tween 1990 and 2003 in the
United States include the use
of antidepressant medication in
treating depressed adolescents
(Olfson, Shaffer, Marcus, &
Greenberg, 2003), the reduction
of alcohol use (Birckmayer &
Hemenway, 1999), and more re-
strictive gun control laws (Web-
ster, Vernick, Zeoli, & Mangan-
ello, 2004).
risk ANd Protective
fActors
During the past two decades,
there has been increased under-
standing about factors contribut-
ing to suicide, although the etiol-
ogy of youth suicide has not been
determined (Evans et al., 2005).
Primary risk factors and protec-
tive factors (those that mitigate
against youth suicide) have been
8. suggested (IOM, 2002). How-
ever, the manner in which pro-
tective and risk factors influence
suicide remains unclear (Lubell
& Vetter, 2006).
risk factors
Risk factors reported to con-
tribute to suicidal behavior in-
clude the following:
l Presence of psychiatric
illness, with depression being
most common (Burns & Patton,
2000).
l Previous history of sui-
cide attempts (Hawton, Zahl, &
Weatherall, 2003).
l Low family and peer sup-
port (Kerr, Preuss, & King,
2005).
l Physical and sexual abuse
(Bensley, Van Eenwyk, Spieker,
& Schoder, 1999).
l Victimization (Borowsky,
Ireland, & Resnick, 2001).
l Same-sex orientation (Rus-
sell & Joyner, 2001).
9. l Serotonin deficiency (Ka-
mali, Oquendo, & Mann, 2001).
l Having a family mem-
ber who had attempted suicide
(Brent & Mann, 2006).
l Access to firearms (Miller,
Azrael, Hepburn, Hemenway, &
Lippmann, 2006).
The relationship of substance
abuse to adolescent suicide is
unclear (Rowan, 2001). Certain
psychosocial factors or stressors
are also suggested to interact and
contribute to increased youth sui-
cide risk. These stressors include
family discord, poor parent-child
relationships, family history of
suicide behavior, problems in
school, breakup of a close rela-
tionship, arguments and fights, a
friend attempting or completing
suicide, and relocation (Mac-
gowan, 2004).
Protective factors
Protective factors in general
are consistent with psychologi-
cal health, but their influence
in providing protection against
youth suicide remains uncertain
(Evans et al., 2005). Leading
10. protective factors include having
the following (World Health Or-
ganization, 2000):
l Supportive family and
adult relationships.
l Connectedness to school
and other organizations.
l Good social and coping
skills.
l Self-confidence in one’s
own abilities.
l Willingness to seek help
with difficulties.
Additional protective factors
include access to evaluation and
ongoing mental health resources,
community support, and con-
flict resolution and skill building
(CDC, 2007a).
suicide PreveNtioN
APProAches
Although multiple risk and
protective factors have been
identified with suicide behavior
in adolescence, further research
is needed concerning the impact
they have on current interven-
tion strategies. Many different
11. approaches have been taken
to prevent suicide behavior in
youth; however, few programs
have been empirically tested for
their effectiveness (Evans et al.,
2005). Given the range of sug-
gested risk and protective factors
influencing youth suicide behav-
ior, prevention efforts focusing
on reducing risk factors and pro-
moting protective factors should
tAbLe 1
AdoLesceNt suicide PreveNtioN Project strAtegies
Community-Wide
Consciousness Raising
Suicide Prevention Education for Parents,
Students, Educators, and Counselors
• Designing and distributing a
teen resource card
• Design and distribute the Teen Resource Card
for local adolescents
• Developing program
resources
• Development and dissemination of a local
crisis intervention resource brochure targeted to
adolescents
• Measuring outcomes • Goal: to eliminate adolescent suicides
13. school counselors, civic leaders,
mental health professionals, po-
lice officers, probation officers,
religious leaders, local hospital
officials, concerned parents, high
school students, and media. The
objectives of this project were to
develop new suicide prevention
strategies and to augment exist-
ing programs. The suicide pre-
vention project focused primarily
on raising community awareness
about youth suicide and provid-
ing local adolescents with easy
access to local community crisis
intervention resources. The proj-
ect strategies focused on three
areas (Table 1).
Project goals
The four goals of the adolescent
suicide prevention project were:
l Elimination of adolescent
suicide as measured by a zero
adolescent suicide rate on the
annual coroner’s report.
l Improved community
agency collaboration.
l Increased community
awareness about identifying at-
risk and high-risk youth.
14. l Enhanced awareness about
accessible crisis response and
referral sources.
Project Planning
The project began when a
small group of concerned citi-
zens gathered to discuss the
problem. Community stake-
holders understood that the
problem required a multidisci-
plinary collaborative approach
and would involve the entire
community, including schools,
social services, faith-based or-
ganizations, law enforcement,
town council, health care orga-
nizations, youth services, local
media, teens, and concerned
community members.
Organizers contacted leaders
from these groups by telephone
inviting them to join in the ef-
fort to identify possible interven-
tions to eliminate local teen sui-
cide. More than 30 community
members came together, finding
common ground. Initially, the
community group met bimonthly
during a 6-month period to final-
ize and adopt project interven-
tions. The primary considerations
in the initial 6 months included
15. identifying innovative solutions
to the problem; recruiting local
teens to lead and make project
decisions; developing a budget
and identifying existing funding
resources; identifying timelines
and the project completion date;
identifying all agency and com-
munity stakeholders; and identi-
fying barriers and solutions to the
project implementation.
Project Prevention
strategies
The three project prevention
strategies included developing a
wallet-size card; creating a local
resource brochure; and providing
suicide prevention education for
parents, students, and counselors
(Table 1). The teen card and re-
source brochure were developed
and designed by local teens; both
were distributed 6 months after
the planning phase.
Teen Resource Card. The main
prevention strategy was a plastic
credit card style and wallet-size
Teen Resource Card (Figure).
Teens were invited to develop
and design their card to maximize
buy-in. They worked together
with community stakeholders to
formulate goals. The goals the
16. tAbLe 2
AdoLesceNt suicide PreveNtioN Project budget
Program Element Budget
Suicide prevention education for parents, students, educators,
and counselors (lecturer fee and meeting room rental)
$1,200
Design and development of resource guide, a tri-fold color
brochure printed on quality paper ($1.20 per brochure)
$1,900
Design and distribution of Teen Resource Card ($1.50 per card,
plus graphic designer fee and distribution costs)
$3,000
Conduct research to measure effectiveness of Teen Resource
Card (statistician consulting fees to assist in survey instrument
development and analysis of collected data, paper and printing
costs, and student incentives)
$1,100
Total $7,200
37Journal of Psychosocial nursing • Vol. 48, no. 5, 2010
teens chose included immediate
access to help, simplicity of use,
17. and 24-hour crisis telephone
numbers. The principle of com-
munity connectedness, includ-
ing a spiritual component and
guaranteed confidentiality, in-
formed the process, and it was
decided the card design would
display peer support. Participat-
ing businesses requested that for
discounts to be displayed on the
back of the card, an expiration
date for these offers should also
be printed.
The card included both the
key resource telephone numbers
as well as discounts at local eat-
eries and businesses frequented
by youth. The card had to offer
immediate access to crisis re-
sources. The final version of the
card displayed three main 24-
hour crisis telephone numbers.
The crisis telephone numbers
were services offering support
for substance abuse, mental
health issues, homelessness and
runaways, sexual assault crisis
intervention, and unplanned
pregnancy help. The card was
designed to be simple to use,
small enough to carry in a wal-
let, and attractive to encourage
teens to carry it.
18. A total of 2,000 Teen Re-
source Cards were distributed
within the community dur-
ing a 2-year period. The total
number of cards produced was
determined by the total popula-
tion of the local high schools,
which was 1,600 students. Ad-
ditional cards were ordered for
distribution in local restaurants
and coffee shops, physician of-
fices, movie theaters, hospital
emergency department wait-
ing areas, and all teen gather-
ing places community wide.
The original 2,000 cards were
ordered at an estimated cost of
$1.50 per card (Table 2). The
cards were made available at no
cost to the youth. Student lead-
ers in each age group were pro-
vided cards to share with their
peers. Three hundred cards
were estimated to be needed
each academic year for incom-
ing 9th-grade students.
Local Resource Brochure. The
second resource was a tri-fold
brochure that included infor-
mation on a wide range of ser-
vices. The contact telephone
numbers included more than
100 local resources and nation-
al 24-hour crisis hot-line tele-
phone numbers that provide
19. physical and mental health ser-
vices, social services, substance
abuse treatment, sexual assault
and physical abuse help, home-
less shelters, employment and
transportation services, and
leisure activities. All telephone
resources provided were verified
by the nurse leaders.
Community-Wide Educa-
tion. The third project preven-
tion strategy was to provide
community-wide education to
raise awareness about the risk
and protective factors for sui-
cide. The education included
information on evidence-based
prevention strategies and refer-
ral resources in the community
to increase the response and re-
ferral of suicidal youth.
A mental health profes-
sional with expertise in youth
suicide behavior was sought to
focus on the topics. A large va-
riety of community venues that
could accommodate a diverse
community audience including
high school students, interested
community members, school
counselors, teachers, and other
professionals was investigated.
Venues could range from do-
20. nated space in schools and
churches to rented spaces in a
large meeting hall. Speakers
were sought and asked to do-
nate their services or were pro-
vided an honorarium. A larger
estimated fee was also proposed
to attract a nationally known
mental health expert in adoles-
cent and youth suicide.
Project budget
The budget to implement the
project was $7,200 (Table 2).
Among the financial contribu-
tors were a local hospital, com-
munity service organizations,
local businesses, private donors,
and churches; grant funding
was also provided by the local
high school. Eleven hundred
dollars of the budget were allot-
ted for statistician consultation
fees in survey instrument devel-
opment, analysis of collected
data, and student incentives to
participate in the survey.
PiLot survey
One year after the initial dis-
tribution of the Teen Resource
Card, a pilot survey was con-
ducted with local high school
students (grades 9 through 12).
22. gender and grade level. Due to
the preliminary nature of this
project, survey reliability and
validity were not evaluated.
The pilot survey was admin-
istered to two groups of high
school students by a univer-
sity nursing student supervised
by the nurse leaders. The first
group consisted of students in
grades 9 and 10 (n = 22), and
the second group consisted of
students in grades 11 and 12
(n = 18). Permission to admin-
ister the survey was granted by
the teacher of record for the
class. The purpose of the pilot
survey was described to the stu-
dents, and students were assured
that taking the survey was vol-
untary and that their responses
would be anonymous.
Composite variables for each
of the three areas of interest were
calculated by summing survey
items in each of the three do-
mains to identify level of aware-
ness of the card, motivation, and
perceived usefulness of the card.
The higher the score, the stron-
ger the positive evaluation for
the three areas of interest.
23. Student responses from the
two open-ended questions were
examined. Forty-one percent of
students did not respond to the
two questions. Of those students
who commented, results sug-
gested older students (ages 15 to
18) were aware of the card and
found the card useful and easy to
use, although they did not always
carry it. In addition, the older
students were motivated to use
the card because of the resource
telephone numbers and not only
just because of the design or dis-
counts. In contrast, the majority
of younger students (ages 13 to
14) were unaware of the card and
did not know the kind of infor-
mation on the card. However, a
smaller percentage of younger
students indicated they were mo-
tivated to carry and use the card
because of the resource numbers.
Older students’ suggestions
about the card design included
changing the color scheme to
black and white. One of the
older students suggested the
design on the card should be
more “artistic” to make people
feel more at ease about calling
the telephone numbers on the
card, whereas another older stu-
24. tAbLe 3
resuLts of the PiLot study oN the teeN resource cArd
Question Ages Response
What, if anything, about the Teen
Resource Card especially pleased you?
13 to 14 • “How it helps when we need it.”
• “That it can be there for help, if you need it or if you are
going through a lot of problems.”
15 to 18 • “I think that it is good to give the kids resources.”
• “I feel that the card would be helpful to kids who are
struggling.”
• “The discounts are good.”
• “I like it ’cause it gives you numbers that you can call if
you need someone to talk to.”
What, if anything, would you change on
the design or information on the Teen
Resource Card?
13 to 14 • “Design’s good ’cause the information is easy to
find.”
15 to 18 • “Different colors but black and white.”
• “I would make the design more artistic—to make people
feel more safe calling.”
39Journal of Psychosocial nursing • Vol. 48, no. 5, 2010
25. dent suggested leaving the card
design alone because it “looked
cool.” Only one younger stu-
dent commented about the card
design, stating the “Design’s
good ’cause the information is
easy to find.” Examples of stu-
dent responses are shown in
Table 3.
PreLiMiNAry outcoMes
Prior to implementation of
this project, the local commu-
nity was rocked four times by
unrelated deaths of four male
adolescents—two from drug
overdose and two from suicide.
One year after the card distri-
bution, an adolescent suicide
rate of zero was recorded on the
local coroner’s report. It is im-
possible, however, to determine
whether this reduction was a
direct consequence of the cards.
Data related to unsuccessful sui-
cide attempts are not available.
This is a pilot study to ex-
plore and understand how the
cards could provide an effec-
tive intervention to eliminate
successful suicide attempts in
26. adolescents. Due to the pre-
liminary nature of this project,
no scientific outcome data are
available.
coNcLusioN
Teenage suicide is a national
health crisis. Nurses, by virtue
of the nature of their role as
health care professionals, are
ideally positioned in the com-
munity to provide leadership in
the development of programs
designed to prevent suicide.
The suicide adolescent preven-
tion project demonstrates how
nurses in one community took
a leadership role in the design
and implementation of a sui-
cide prevention project. The
model they developed could be
duplicated and used by nurses
in other communities.
refereNces
Bensley, L.S., Van Eenwyk, J.V., Spieker,
S.J., & Schoder, J. (1999). Self-
reported abuse history and adoles-
cent problem behaviors. I. Antiso-
cial and suicidal behaviors. Journal of
Adolescent Health, 24, 163-172.
Birckmayer, J., & Hemenway, D. (1999).
27. Minimum-age drinking laws and
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media/en/62.pdf
Ms. Pirruccello is Assistant Professor
of Nursing, California State University,
Chico, Chico, California.
33. The author discloses that she has
no significant financial interests in any
product or class of products discussed
directly or indirectly in this activity,
including research support.
Address correspondence to Linda
M. Pirruccello, MSN, RN, Assistant
Professor, California State University,
Chico, 400 West First Street, Chico,
CA 95929-0200; e-mail: [email protected]
yahoo.com.
Submitted: July 17, 2009
Accepted: January 26, 2010
Posted: March 22, 2010
doi:10.3928/02793695-20100303-01
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34. 273
Monopoly
Monopoly: one parrot.
9
273
A firm that creates a new drug may receive a patent that gives it
the right to be the monopoly
or sole producer of the drug for up to 20 years. As a result, the
firm can charge a price much
greater than its marginal cost of production. For example, one
of the world’s best-selling drugs,
the heart medication Plavix, sold for about $7 per pill but can
be produced for about 3¢ per pill.
Prices for drugs used to treat rare diseases are often very high.
Drugs used for certain rare
types of anemia cost patients about $5,000 per year. As high as
this price is, it pales in com-
parison with the price of over $400,000
per year for Soliris, a drug used to treat a
rare blood disorder.1
Recently, firms have increased their
prices substantially for specialty drugs in
response to perceived changes in will-
ingness to pay by consumers and their
insurance companies. In 2008, the price
of a crucial antiseizure drug, H.P. Acthar
Gel, which is used to treat children
with a rare and severe form of epilepsy,
increased from $1,600 to $23,000 per
35. vial. Two courses of Acthar treatment
for a severely ill 3-year-old girl, Reegan
Schwartz, cost her father’s health plan
about $226,000. Steve Cartt, an execu-
tive vice president at the drug’s manu-
facturer, Questcor, explained that this
price increase was based on a review
of the prices of other specialty drugs
and estimates of how much of the price
insurers and employers would be willing
to bear.
In 2013, 107 U.S. drug patents expired, including major
products such as Cymbalta and
OxyContin. When a patent for a highly profitable drug expires,
many firms enter the market
1When asked to defend such prices, executives of
pharmaceutical companies emphasize the high
costs of drug development—in the hundreds of millions of
dollars—that must be recouped from a
relatively small number of patients with a given rare condition.
Brand-Name and
Generic Drugs
Managerial
Problem
274 CHAPTER 9 Monopoly
W hy can a firm with a patent-based monopoly charge a high
price? Why might a brand-name pharmaceutical’s price rise
after its patent expires? To answer these questions, we need to
36. understand the decision-making
process for a monopoly: the sole supplier of a good that has no
close substitute.3
Monopolies have been common since ancient times. In the fifth
century b.c., the
Greek philosopher Thales gained control of most of the olive
presses during a year
of exceptionally productive harvests. The ancient Egyptian
pharaohs controlled the
sale of food. In England, until Parliament limited the practice in
1624, kings granted
monopoly rights called royal charters to court favorites.
Particularly valuable royal
charters went to companies that controlled trade with North
America, the Hudson
Bay Company, and with India, the British East India Company.
In modern times, government actions continue to play an
important role in creating
monopolies. For example, governments grant patents that allow
the inventor of a new
product to be the sole supplier of that product for up to 20
years. Similarly, until 1999,
the U.S. government gave one company the right to be the sole
registrar of Internet
domain names. Many public utilities are government-owned or
government-protected
monopolies.4
3Analogously, a monopsony is the only buyer of a good in a
given market.
4Whether the law views a firm as a monopoly depends on how
broadly the market is defined. Is the
market limited to a particular drug or the pharmaceutical
industry as a whole? The manufacturer of
37. the drug is a monopoly in the former case, but just one of many
firms in the latter case. Thus, defining
a market is critical in legal cases. A market definition depends
on whether other products are good
substitutes for those in that market.
and sell generic (equivalent) versions of the brand-name drug.2
Generics account for nearly
70% of all U.S. prescriptions and half of Canadian
prescriptions.
Congress, when it passed laws permitting generic drugs to
quickly enter a market after a
patent expires, expected that patent expiration would
subsequently lead to sharp declines in
drug prices. If consumers view the generic product and the
brand-name product as perfect
substitutes, both goods will sell for the same price, and entry by
many firms will drive the price
down to the competitive level. Even if consumers view the
goods as imperfect substitutes,
one might expect the price of the brand-name drug to fall.
However, the prices of many brand-name drugs have increased
after their patents expired
and generics entered the market. The generic drugs are
relatively inexpensive, but the brand-
name drugs often continue to enjoy a significant market share
and sell for high prices. Even
after the patent for what was then the world’s largest selling
drug, Lipitor, expired in 2011,
it continued to sell for high prices despite competition from
generics selling at much lower
prices. Indeed, Regan (2008), who studied the effects of generic
entry on post-patent price
competition for 18 prescription drugs, found an average 2%
38. increase in brand-name prices.
Studies based on older data have found up to a 7% average
increase. Why do some brand-
name prices rise after the entry of generic drugs?
2Under the 1984 Hatch-Waxman Act, the U.S. government
allows a firm to sell a generic product after
a brand-name drug’s patent expires if the generic-drug firm can
prove that its product delivers the
same amount of active ingredient or drug to the body in the
same way as the brand-name product.
Sometimes the same firm manufactures both a brand-name drug
and an identical generic drug, so
the two have identical ingredients. Generics produced by other
firms usually differ in appearance
and name from the original product and may have different
nonactive ingredients but the same
active ingredients.
2759.1 Monopoly Profit Maximization
Unlike a competitive firm, which is a price taker (Chapter 8), a
monopoly can
set its price. A monopoly’s output is the market output, and the
demand curve a
monopoly faces is the market demand curve. Because the market
demand curve
is downward sloping, the monopoly (unlike a competitive firm)
doesn’t lose all its
sales if it raises its price. As a consequence, a profit-
maximizing monopoly sets its
price above marginal cost, the price that would prevail in a
competitive market.
Consumers buy less at this relatively high monopoly price than
39. they would at the
competitive price.
In this chapter,
we examine six
main topics
Main Topics 1. Monopoly Profit Maximization: Like all firms, a
monopoly maximizes profit by
setting its output so that its marginal revenue equals marginal
cost.
2. Market Power: A monopoly sets its price above the
competitive level, which
equals the marginal cost.
3. Market Failure Due to Monopoly Pricing: By setting its price
above marginal cost,
a monopoly creates a deadweight loss because the market fails
to maximize total
surplus.
4. Causes of Monopoly: Two important causes of monopoly are
cost factors and
government actions that restrict entry, such as patents.
5. Advertising: A monopoly advertises to shift its demand curve
so as to increase its
profit.
6. Networks, Dynamics, and Behavioral Economics: If its
current sales affect a
monopoly’s future demand curve, a monopoly may charge a low
initial price so
as to maximize its long-run profit.
40. 9.1 Monopoly Profit Maximization
All firms, including competitive firms and monopolies,
maximize their profits by
setting quantity such that marginal revenue equals marginal cost
(Chapter 7). Chapter 6
demonstrates how to derive a marginal cost curve. We now
derive the monopoly’s
marginal revenue curve and then use the marginal revenue and
marginal cost curves
to examine how the manager of a monopoly sets quantity to
maximize profit.
Marginal Revenue
A firm’s marginal revenue curve depends on its demand curve.
We will show that
a monopoly’s marginal revenue curve lies below its demand
curve at any positive
quantity because its demand curve is downward sloping.
Marginal Revenue and Price. A firm’s demand curve shows the
price, p,
it receives for selling a given quantity, q. The price is the
average revenue the firm
receives, so a firm’s revenue is R = pq.
A firm’s marginal revenue, MR, is the change in its revenue
from selling one more
unit. A firm that earns ΔR more revenue when it sells Δq extra
units of output has
a marginal revenue of
MR =
ΔR
Δq
.
41. 276 CHAPTER 9 Monopoly
If the firm sells exactly one more unit (Δq = 1), then its
marginal revenue, MR, is
ΔR (= ΔR/1).
The marginal revenue of a monopoly differs from that of a
competitive firm
because the monopoly faces a downward-sloping demand curve,
unlike the com-
petitive firm. The competitive firm in panel a of Figure 9.1
faces a horizontal
demand curve at the market price, p1. Because its demand curve
is horizontal,
the competitive firm can sell another unit of output without
reducing its price.
As a result, the marginal revenue it receives from selling the
last unit of output
is the market price.
Initially, the competitive firm sells q units of output at the
market price of p1, so
its revenue, R1, is area A, which is a rectangle that is p1 * q. If
the firm sells one more
unit, its revenue is R2 = A + B, where area B is p1 * 1 = p1.
The competitive firm’s
marginal revenue equals the market price:
ΔR = R2 - R1 = (A + B) - A = B = p1.
A monopoly faces a downward-sloping market demand curve, as
in panel b of
Figure 9.1. (So far we have used q to represent the output of a
42. single firm and Q to
represent the combined market output of all firms in a market.
Because a monopoly
FIGURE 9.1 Average and Marginal Revenue
p,
$
p
er
u
ni
t
q q + 1 q, Units per year
p1
(a) Competitive Firm
Demand curve
A B
Q Q + 1 Q, Units per year
p1
p2
p,
$
43. p
er
u
ni
t
(b) Monopoly
Demand curve
A B
C
Revenue with One
More Unit,
R2
Initial Revenue,
R1
Marginal Revenue,
R2 - R1
Competition A A + B B = p1
Monopoly A + C A + B B − C = p2 − C
The demand curve shows the average revenue or price
per unit of output sold. (a) The competitive firm’s mar-
ginal revenue, area B, equals the market price, p1. (b) The
monopoly’s marginal revenue is less than the price p2 by
area C, the revenue lost due to a lower price on the Q
44. units originally sold.
2779.1 Monopoly Profit Maximization
is the only firm in the market, q and Q are identical, so we use
Q to describe both the
firm’s output and market output.
The monopoly, which initially sells Q units at p1, can sell one
extra unit only
if it lowers its price to p2 on all units. The monopoly’s initial
revenue, p1 * Q, is
R1 = A + C. When it sells the extra unit, its revenue, p2 * (Q +
1), is R2 = A + B.
Thus, its marginal revenue is
ΔR = R2 - R1 = (A + B) - (A + C) = B - C.
The monopoly sells the extra unit of output at the new price, p2
, so its extra rev-
enue is B = p2 * 1 = p2. The monopoly loses the difference
between the new price
and the original price, Δp = (p2 - p1), on the Q units it
originally sold: C = Δp * Q.
Therefore the monopoly’s marginal revenue, B - C = p2 - C, is
less than the price
it charges by an amount equal to area C.
Because the competitive firm in panel a can sell as many units
as it wants at the
market price, it does not have to cut its price to sell an extra
unit, so it does not
have to give up revenue such as Area C in panel b. It is the
downward slope of the
45. monopoly’s demand curve that causes its marginal revenue to be
less than its price.
For a monopoly to sell one more unit in a given period it must
lower the price on all
the units it sells that period, so its marginal revenue is less than
the price obtained
for the extra unit. The marginal revenue is this new price minus
the loss in revenue
arising from charging a lower price for all other units sold.
The Marginal Revenue Curve. Thus, the monopoly’s marginal
revenue curve
lies below a downward-sloping demand curve at every positive
quantity. The relation-
ship between the marginal revenue and demand curves depends
on the shape of
the demand curve.
For linear demand curves, the marginal revenue curve is a
straight line that starts
at the same point on the vertical (price) axis as the demand
curve but has twice the
slope. Therefore, the marginal revenue curve hits the horizontal
(quantity) axis at
half the quantity at which the demand curve hits the quantity
axis. In Figure 9.2, the
demand curve has a slope of -1 and hits the horizontal axis at 24
units, while the
marginal revenue curve has a slope of -2 and hits the horizontal
axis at 12 units.
We now derive an equation for the monopoly’s marginal
revenue curve. For a
monopoly to increase its output by one unit, the monopoly
lowers its price per unit
by an amount indicated by the demand curve, as panel b of
46. Figure 9.1 illustrates.
Specifically, output demanded rises by one unit if price falls by
the slope of the
demand curve, Δp/ΔQ. By lowering its price, the monopoly
loses (Δp/ΔQ) * Q
on the units it originally sold at the higher price (area C), but it
earns an additional p
on the extra output it now sells (area B). Thus, the monopoly’s
marginal revenue is
MR = p +
Δp
ΔQ
Q. (9.1)
Because the slope of the monopoly’s demand curve, Δp/ΔQ, is
negative, the last
term in Equation 9.1, (Δp/ΔQ)Q, is negative. Equation 9.1
confirms that the price is
greater than the marginal revenue, which equals p plus a
negative term and must
therefore be less than the price.
We now use Equation 9.1 to derive the marginal revenue curve
when the monop-
oly faces the linear inverse demand function (Chapter 3)
p = 24 - Q, (9.2)
278 CHAPTER 9 Monopoly
that Figure 9.2 illustrates. Equation 9.2 shows that the price
consumers are willing to
47. pay falls $1 if quantity increases by one unit. More generally, if
quantity increases by
ΔQ, price falls by Δp = -ΔQ. Thus, the slope of the demand
curve is Δp/ΔQ = -1.
We obtain the marginal revenue function for this monopoly by
substituting into
Equation 9.1 the actual slope of the demand function, Δp/ΔQ = -
1, and replacing
p with 24 - Q (using Equation 9.2):
MR = p +
Δp
ΔQ
Q = (24 - Q) + (-1)Q = 24 - 2Q. (9.3)
Figure 9.2 shows a plot of Equation 9.3. The slope of this
marginal revenue curve
is ΔMR/ΔQ = -2, so the marginal revenue curve is twice as
steep as the demand
curve.
Using Calculus Using calculus, if a firm’s revenue function is
R(Q), then its marginal revenue function is defined as
MR(Q) =
dR(Q)
dQ
.
For our example, where the inverse demand function is p = 24 -
Q, the revenue
function is
48. R(Q) = (24 - Q)Q = 24Q - Q2. (9.4)
Deriving a
Monopoly’s
Marginal Revenue
Function
p,
$
p
er
u
ni
t
Demand
(p = 24 – Q )
Perfectly elastic, ε→ –∞
Perfectly
inelastic, ε = 0
Elastic, ε < –1
Inelastic, –1 < ε < 0
ε = –1
Δp = –1
ΔQ = 1ΔQ = 1
49. ΔMR = –2
Q, Units per day
24
12
0 12 24
Marginal Revenue
(MR = 24 – 2Q )
FIGURE 9.2 Elasticity of Demand and Total, Average, and
Marginal Revenue
The demand curve (or average revenue curve),
p = 24 - Q, lies above the marginal revenue curve,
MR = 24 - 2Q. Where the marginal revenue equals
zero, Q = 12, the elasticity of demand is ε = -1. For
larger quantities, the marginal revenue is negative, so the
MR curve is below the horizontal axis.
2799.1 Monopoly Profit Maximization
Marginal Revenue and Price Elasticity of Demand. The marginal
revenue at any given quantity depends on the demand curve’s
height (the price)
and shape. The shape of the demand curve at a particular
quantity is described by
the price elasticity of demand (Chapter 3), ε = (ΔQ/Q)/(Δp/p) 6
0, which tells
us the percentage by which quantity demanded falls as the price
50. increases by 1%.
At a given quantity, the marginal revenue equals the price times
a term involving
the elasticity of demand (Chapter 3):5
MR = p¢1 + 1
ε
≤. (9.5)
5By multiplying the last term in Equation 9.1 by p/p (=1) and
using algebra, we can rewrite the
expression as
MR = p + p
Δp
ΔQ
Q
p
= pJ1 + 1
(ΔQ/Δp)(p/Q)
R .
The last term in this expression is 1/ε, because ε =
(ΔQ/Δp)(p/Q).
Q&A 9.1
Given a general linear inverse demand curve p(Q) = a - bQ,
where a and b are posi-
tive constants, use calculus to show that the marginal revenue
curve is twice as steeply
sloped as the inverse demand curve.
51. Answer
1. Differentiate a general inverse linear demand curve with
respect to Q to determine its
slope. The derivative of the linear inverse demand function with
respect to Q is
dp(Q)
dQ
=
d(a - bQ)
dQ
= -b.
2. Differentiate the monopoly’s revenue function with respect to
Q to obtain the mar-
ginal revenue function, then differentiate the marginal revenue
function with
respect to Q to determine its slope. The monopoly’s revenue
function is R(Q) =
p(Q)Q = (a - bQ)Q = aQ - bQ2. Differentiating the revenue
function with
respect to quantity, we find that the marginal revenue function
is linear,
MR(Q) = dR(Q)/dQ = a - 2bQ.
Thus, the slope of the marginal revenue curve,
dMR(Q)
dQ
= -2b,
52. is twice that of the inverse demand curve, dp/dQ = -b.
Comment: Note that the vertical axis intercept is a for both the
inverse
demand and MR curves. Thus, if the demand curve is linear, its
marginal
revenue curve is twice as steep and intercepts the horizontal
axis at half the
quantity as does the demand curve.
By differentiating Equation 9.4 with respect to Q, we obtain the
marginal
revenue function, MR(Q) = dR(Q)/dQ = 24 - 2Q, which is the
same as
Equation 9.3.
280 CHAPTER 9 Monopoly
According to Equation 9.5, marginal revenue is closer to price
as demand becomes
more elastic. Where the demand curve hits the price axis (Q =
0), the demand curve
is perfectly elastic, so the marginal revenue equals price: MR =
p.6 Where the demand
elasticity is unitary, ε = -1, marginal revenue is zero: MR = p[1
+ 1/(-1)] = 0.
Marginal revenue is negative where the demand curve is
inelastic, -1 6 ε … 0.
With the demand function in Equation 9.2, ΔQ/Δp = -1, so the
elasticity of
demand is ε = (ΔQ/Δp)(p/Q) = -p/Q. Table 9.1 shows the
relationship among
53. quantity, price, marginal revenue, and elasticity of demand for
this linear exam-
ple. As Q approaches 24, ε approaches 0, and marginal revenue
is negative. As Q
approaches zero, the demand becomes increasingly elastic, and
marginal revenue
approaches the price.
Choosing Price or Quantity
Any firm maximizes its profit by operating where its marginal
revenue equals its
marginal cost. Unlike a competitive firm, a monopoly can adjust
its price, so it has a
choice of setting its price or its quantity to maximize its profit.
(A competitive firm
sets its quantity to maximize profit because it cannot affect
market price.)
6As ε approaches - ∞ (perfectly elastic demand), the 1/ε term
approaches zero, so MR = p(1 + 1/ε)
approaches p.
Quantity,
Q
Price,
p
Marginal Revenue,
MR
Elasticity of Demand,
ε = -p/Q
0 24 24 - ∞
54. 1 23 22 -23
2 22 20 -11
3 21 18 -7
4 20 16 -5
5 19 14 -3.8
6 18 12 -3
7 17 10 -2.43
8 16 8 -2
9 15 6 -1.67
10 14 4 -1.4
11 13 2 -1.18
12 12 0 -1
13 11 -2 -0.85
f f f f
23 1 -22 -0.043
24 0 -24 0
TABLE 9.1 Quantity, Price, Marginal Revenue, and Elasticity
for the Linear
Inverse Demand Function p = 24 - Q
m
55. or
e
el
as
ti
c
S
d
le
ss
e
la
st
ic
2819.1 Monopoly Profit Maximization
Whether the monopoly sets its price or its quantity, the other
variable is deter-
mined by the market demand curve. Because the demand curve
slopes down, the
monopoly faces a trade-off between a higher price and a lower
quantity or a lower
price and a higher quantity. A profit-maximizing monopoly
chooses the point on the
demand curve that maximizes its profit. Unfortunately for the
monopoly, it cannot
56. set both its quantity and its price, such as a point that lies above
its demand curve. If
it could do so, the monopoly would choose an extremely high
price and an extremely
large output and would earn a very high profit. However, the
monopoly cannot
choose a point that lies above the demand curve.
If the monopoly sets its price, the demand curve determines how
much output
it sells. If the monopoly picks an output level, the demand curve
determines the
price. Because the monopoly wants to operate at the price and
output at which
its profit is maximized, it chooses the same profit-maximizing
solution whether
it sets the price or output. Thus, setting price and setting
quantity are equivalent
for a monopoly. In the following discussion, we assume that the
monopoly sets
quantity.
Two Steps to Maximizing Profit
All profit-maximizing firms, including monopolies, use a two-
step analysis to deter-
mine the output level that maximizes their profit (Chapter 7).
First, the firm deter-
mines the output, Q*, at which it makes the highest possible
profit (or minimizes its
loss). Second, the firm decides whether to produce Q* or shut
down.
Profit-Maximizing Output. In Chapter 7, we saw that profit is
maximized
where marginal profit equals zero. Equivalently, because
marginal profit equals marginal
57. revenue minus marginal cost (Chapter 7), marginal profit is zero
where marginal revenue
equals marginal cost.
To illustrate how a monopoly chooses its output to maximize its
profit, we use
the same linear demand and marginal revenue curves as above
and add a linear
marginal cost curve in panel a of Figure 9.3. Panel b shows the
corresponding profit
curve.
The marginal revenue curve, MR, intersects the marginal cost
curve, MC, at 6
units in panel a. The corresponding price, 18, is the height of
the demand curve,
point e, at 6 units. The profit, π, is the gold rectangle. The
height of this rectangle is
the average profit per unit, p - AC = 18 - 8 = 10. The length of
the rectangle is 6
units. Thus, the area of the rectangle is the average profit per
unit times the number
of units, which is the profit, π = 60.
The profit at 6 units is the maximum possible profit: The profit
curve in panel b
reaches its peak, 60, at 6 units. At the peak of the profit curve,
the marginal profit
is zero, which is consistent with the marginal revenue equaling
the marginal cost.
Why does the monopoly maximize its profit by producing where
its marginal
revenue equals its marginal cost? At smaller quantities, the
monopoly’s marginal
revenue is greater than its marginal cost, so its marginal profit
58. is positive—the profit
curve is upward sloping. By increasing its output, the monopoly
raises its profit.
Similarly, at quantities greater than 6 units, the monopoly’s
marginal cost is greater
than its marginal revenue, so its marginal profit is negative, and
the monopoly can
increase its profit by reducing its output.
As Figure 9.2 illustrates, the marginal revenue curve is positive
where the elastic-
ity of demand is elastic, is zero at the quantity where the
demand curve has a unitary
282 CHAPTER 9 Monopoly
elasticity, and is negative at larger quantities where the demand
curve is inelastic.
Because the marginal cost curve is never negative, the marginal
revenue curve can
only intersect the marginal cost curve where the marginal
revenue curve is positive,
in the range in which the demand curve is elastic. That is, a
monopoly’s profit is maxi-
mized in the elastic portion of the demand curve. In our
example, profit is maximized
at Q = 6, where the elasticity of demand is -3. A profit-
maximizing monopoly never
operates in the inelastic portion of its demand curve.
The Shutdown Decision. A monopoly shuts down to avoid
making a loss in
the short run if its price is below its average variable cost at its
profit-maximizing (or
59. loss-minimizing) quantity (Chapter 7). In the long run, the
monopoly shuts down if
the price is less than its average cost.
In the short-run example in Figure 9.3, the average variable
cost, AVC = 6, is less
than the price, p = 18, at the profit-maximizing output, Q = 6,
so the firm chooses
to produce. Price is also above average cost at Q = 6, so the
average profit per unit,
p - AC is positive (the height of the gold profit rectangle), so
the monopoly makes
a positive profit.
12
18
24
8
6
60
60 12 24
π,
$
0 126
AC
AVC
60. e
Demand
π = 60
MC
MR
Q, Units per day
Profit, π
Q, Units per day
p,
$
p
er
u
ni
t
(a) Monopolized Market
(b) Profit
FIGURE 9.3 Maximizing Profit
(a) At Q = 6, where marginal
revenue, MR, equals marginal cost,
MC, profit is maximized. The rect-
61. angle shows that the profit is $60,
where the height of the rectangle
is the average profit per unit,
p - AC = $18 - $8 = $10, and
the length is the number of units,
6. (b) Profit is maximized at Q = 6
(where marginal revenue equals
marginal cost).
2839.1 Monopoly Profit Maximization
Effects of a Shift of the Demand Curve
Shifts in the demand curve or marginal cost curve affect the
profit-maximizing
monopoly price and quantity and can have a wider variety of
effects with a
monopoly than with a competitive market. In a competitive
market, the effect of a
shift in demand on a competitive firm’s output depends only on
the shape of the
Using Calculus We can also solve for the profit-maximizing
quantity mathematically. We already know the demand and
marginal revenue functions for this monopoly. We need
to determine its cost curves.
The monopoly’s cost is a function of its output, C(Q). In
Figure 9.3, we assume
that the monopoly faces a short-run cost function of
C(Q) = 12 + Q2, (9.6)
where Q2 is the monopoly’s variable cost as a function of
output and 12 is its
62. fixed cost. Given this cost function, Equation 9.6, the
monopoly’s marginal cost
function is
dC(Q)
dQ
= MC(Q) = 2Q. (9.7)
This marginal cost curve in panel a is a straight line through the
origin with a slope of 2.
The average variable cost is AVC = Q2/Q = Q, so it is a straight
line through the ori-
gin with a slope of 1. The average cost is AC = C/Q = (12 +
Q2)/Q = 12/Q + Q,
which is U-shaped.
Using Equations 9.4 and 9.6, we can write the monopoly’s
profit as
π(Q) = R(Q) - C(Q) = (24Q - Q2) - (12 + Q2).
By setting the derivative of this profit function with respect to
Q equal to zero,
we have an equation that determines the profit-maximizing
output:
dπ(Q)
dQ
=
dR(Q)
dQ
-
63. dC(Q)
dQ
= MR - MC
= (24 - 2Q) - 2Q = 0.
That is, MR = 24 - 2Q = 2Q = MC. To determine the profit-
maximizing out-
put, we solve this equation and find that Q = 6. Substituting Q =
6 into the
inverse demand function (Equation 9.2), we learn that the
profit-maximizing
price is
p = 24 - Q = 24 - 6 = 18.
Should the monopoly operate at Q = 6? At that quantity,
average variable
cost is AVC = Q2/Q = 6, which is less than the price, so the
firm does not shut
down. The average cost is AC = (6 + 12/6) = 8, which is less
than the price, so
the firm makes a profit.
Solving for the
Profit-Maximizing
Output
284 CHAPTER 9 Monopoly
marginal cost curve. In contrast, the effect of a shift in demand
on a monopoly’s
output depends on the shapes of both the marginal cost curve
and the demand
64. curve.
As we saw in Chapter 8, a competitive firm’s marginal cost
curve tells us every-
thing we need to know about the amount that the firm is willing
to supply at any
given market price. The competitive firm’s supply curve is its
upward-sloping mar-
ginal cost curve above its minimum average variable cost. A
competitive firm’s sup-
ply behavior does not depend on the shape of the market
demand curve because
it always faces a horizontal demand curve at the market price.
Thus, if we know
a competitive firm’s marginal cost curve, we can predict how
much that firm will
produce at any given market price.
In contrast, a monopoly’s output decision depends on the shapes
of its marginal
cost curve and its demand curve. Unlike a competitive firm, a
monopoly does not have
a supply curve. Knowing the monopoly’s marginal cost curve is
not enough for us to
predict how much a monopoly will sell at any given price.
Figure 9.4 illustrates that the relationship between price and
quantity is unique in
a competitive market but not in a monopolistic market. If the
market is competitive,
the initial equilibrium is e1 in panel a, where the original
demand curve D1 intersects
the supply curve, MC, which is the sum of the marginal cost
curves of a large number
of competitive firms. When the demand curve shifts to D2, the
new competitive equi-
65. librium, e2, has a higher price and quantity. A shift of the
demand curve maps out
competitive equilibria along the marginal cost curve, so every
equilibrium quantity
has a single corresponding equilibrium price.
For the monopoly in panel b, as the demand curve shifts from
D1 to D2, the
profit-maximizing monopoly outcome shifts from E1 to E2, so
the price rises but the
quantity stays constant, Q1 = Q2. Thus, a given quantity can
correspond to more than
one profit-maximizing price, depending on the position of the
demand curve. A shift in
p,
$
p
er
u
ni
t
Q, Units per year
p1
p2
Q2Q1
(a) Competition
MC, Supply curve
67. E1
MR2
FIGURE 9.4 Effects of a Shift of the Demand Curve
(a) A shift of the demand curve from D1 to D2 causes the
competitive equilibrium to move from e1 to e2 along the
supply curve (which is the horizontal sum of the marginal
cost curves of all the competitive firms). Because the com-
petitive equilibrium lies on the supply curve, each quan-
tity (such as Q1 and Q2) corresponds to only one possible
equilibrium price. (b) With a monopoly, this same shift of
demand causes the monopoly optimum to change from
E1 to E2. The monopoly quantity stays the same, but the
monopoly price rises. Thus, a shift in demand does not
map out a unique relationship between price and quantity
in a monopolized market. The same quantity, Q1 = Q2, is
associated with two different prices, p1 and p2.
2859.2 Market Power
the demand curve may cause the profit-maximizing price to stay
constant while the
quantity changes. More commonly, both the profit-maximizing
price and quantity
would change.
9.2 Market Power
A monopoly has market power, which is the ability to
significantly affect the market
price. In contrast, no single competitive firm can significantly
affect the market price.
68. A profit-maximizing monopoly charges a price that exceeds its
marginal cost. The
extent to which the monopoly price exceeds marginal cost
depends on the shape of
the demand curve.
Market Power and the Shape of the Demand Curve
If the monopoly faces a highly elastic—nearly flat—demand
curve at the profit-
maximizing quantity, it would lose substantial sales if it raised
its price by even a
small amount. Conversely, if the demand curve is not very
elastic (relatively steep)
at that quantity, the monopoly would lose fewer sales from
raising its price by the
same amount.
We can derive the relationship between markup of price over
marginal cost and
the elasticity of demand at the profit-maximizing quantity using
the expression for
marginal revenue in Equation 9.5 and the firm’s profit-
maximizing condition that
marginal revenue equals marginal cost:
MR = p¢1 + 1
ε
≤ = MC. (9.8)
By rearranging terms, we see that a profit-maximizing manager
chooses quantity
such that
p
69. MC
=
1
1 + (1/ε)
. (9.9)
In our linear demand example in panel a of Figure 9.3, the
elasticity of demand
is ε = -3 at the monopoly optimum where Q = 6. As a result, the
ratio of
price to marginal cost is p/MC = 1/[1 + 1/(-3)] = 1.5, or p =
1.5MC. The
profit-maximizing price, $18, in panel a is 1.5 times the
marginal cost of $12.
Table 9.2 illustrates how the ratio of price to marginal cost
varies with the
elasticity of demand. When the elasticity is -1.01, only slightly
elastic, the
monopoly’s profit-maximizing price is 101 times larger than its
marginal cost:
p/MC = 1/[1 + 1/(-1.01)] ≈ 101. As the elasticity of demand
approaches nega-
tive infinity (becomes perfectly elastic), the ratio of price to
marginal cost shrinks
to p/MC = 1.7 Thus, even in the absence of rivals, the shape of
the demand curve
constrains the monopolist’s ability to exercise market power.
7As the elasticity approaches negative infinity, 1/ε approaches
zero, so 1/(1 + 1/ε) approaches
1/1 = 1.
70. 286 CHAPTER 9 Monopoly
A manager can use this last result to determine whether the firm
is maximiz-
ing its profit. Typically a monopoly knows its costs accurately,
but is somewhat
uncertain about the demand curve it faces and hence what price
(or quantity) to
set. Many private firms—such as ACNielsen, IRI, and IMS
Health—and industry
groups collect data on quantities and prices in a wide variety of
industries includ-
ing automobiles, foods and beverages, drugs, and many
services. Firms can use
these data to estimate the firm’s demand curve (Chapter 3).
More commonly,
firms hire consulting firms (often the same firms that collect
data) to estimate the
elasticity of demand facing their firm.
A manager can use the estimated elasticity of demand to check
whether
the firm is maximizing profit. If the p/MC ratio does not
approximately equal
1/(1 + 1/ε), as required by Equation 9.9, then the manager
knows that the firm is
not setting its price to maximize its profit. Of course, the
manager can also check
whether the firm is maximizing profit by varying its price or
quantity. However,
often such experiments may be more costly than using statistical
techniques to
estimate the elasticity of demand.
Checking Whether
71. the Firm Is
Maximizing Profit
Managerial
Implication
Mini-Case Since San Francisco’s cable car system started
operating in 1873, it has been
one of the city’s main tourist attractions. In 2005, the cash-
strapped Municipal
Railway raised the one-way fare by two-thirds from $3 to $5.
Not surprisingly,
the number of riders dropped substantially, and many in the city
called for a
rate reduction.
The rate increase prompted many locals to switch to buses or
other forms of
transportation, but most tourists have a relatively inelastic
demand curve for
cable car rides. Frank Bernstein of Arizona, who visited San
Francisco with his
wife, two children, and mother-in-law, said they would not visit
San Francisco
without riding a cable car: “That’s what you do when you’re
here.” But the
round-trip $50 cost for his family to ride a cable car from the
Powell Street turn-
around to Fisherman’s Wharf and back “is a lot of money for
our family. We’ll
do it once, but we won’t do it again.”
Cable Cars
and Profit
Maximization
72. Elasticity
of Demand, ε
Price/Marginal Cost Ratio,
p/MC = 1/[1 + (1/ε)]
Lerner Index,
(p - MC)/p = -1/ε
-1.01 101 0.99
-1.1 11 0.91
-2 2 0.5
-3 1.5 0.33
-5 1.25 0.2
-10 1.11 0.1
-100 1.01 0.01
- ∞ 1 0
TABLE 9.2 Elasticity of Demand, Price, and Marginal Cost
le
ss
el
as
ti
c
S
73. d
m
or
e
el
as
ti
c
2879.2 Market Power
If the city ran the cable car system like a
profit-maximizing monopoly, the decision to
raise fares would be clear. The 67% rate hike
resulted in a 23% increase in revenue to
$9,045,792 in the 2005–2006 fiscal year. Given
that the revenue increased when the price rose,
the city must have been operating in the inelas-
tic portion of its demand curve (ε 7 -1), where
MR = p(1 + 1/ε) 6 0 prior to the fare
increase.8 With fewer riders, costs stayed con-
stant (they would have fallen if the city had
decided to run fewer than its traditional 40
cars), so the city’s profit increased given the
increase in revenue. Presumably the profit-
maximizing price is even higher in the elastic portion of the
demand curve.
However, the city may not be interested in maximizing its profit
on the
74. cable cars. At the time, then-Mayor Gavin Newsom said that
having fewer
riders “was my biggest fear when we raised the fare. I think
we’re right at
the cusp of losing visitors who come to San Francisco and want
to enjoy a
ride on a cable car.” The mayor said that he believed keeping
the price of a
cable car ride relatively low helps attract tourists to the city,
thereby ben-
efiting many local businesses. Newsom observed, “Cable cars
are so funda-
mental to the lifeblood of the city, and they represent so much
more than
the revenue they bring in.” The mayor decided to continue to
run the cable
cars at a price below the profit-maximizing level. The fare
stayed at $5 for
six years, then rose to $6 in 2011 and has stayed there through
at least the
first half of 2013.
8The marginal revenue is the slope of the revenue function.
Thus, if a reduction in quantity causes
the revenue to increase, the marginal revenue must be negative.
As Figure 9.2 illustrates, marginal
revenue is negative in the inelastic portion of the demand curve.
The Lerner Index
Another way to show how the elasticity of demand affects a
monopoly’s price rela-
tive to its marginal cost is to look at the firm’s Lerner Index (or
price markup)—the
ratio of the difference between price and marginal cost to the
price: (p - MC)/p.
75. This index can be calculated for any firm, whether or not the
firm is a monopoly.
The Lerner Index is zero for a competitive firm because a
competitive firm pro-
duces where marginal cost equals price. The Lerner Index
measures a firm’s market
power: the larger the difference between price and marginal
cost, the larger the
Lerner Index.
If the firm is maximizing its profit, we can express the Lerner
Index in terms of
the elasticity of demand by rearranging Equation 9.9:
p - MC
p
= -
1
ε
. (9.10)
288 CHAPTER 9 Monopoly
The Lerner Index ranges between 0 and 1 for a profit-
maximizing monopoly.9
Equation 9.10 confirms that a competitive firm has a Lerner
Index of zero because
its demand curve is perfectly elastic.10 As Table 9.2 illustrates,
the Lerner Index for
a monopoly increases as the demand becomes less elastic. If ε =
-5, the monopoly’s
76. markup (Lerner Index) is 1/5 = 0.2; if ε = -2, the markup is 1/2
= 0.5; and if
ε = -1.01, the markup is 0.99. Monopolies that face demand
curves that are only
slightly elastic set prices that are multiples of their marginal
cost and have Lerner
Indexes close to 1.
9For the Lerner Index to be above 1 in Equation 9.10, ε would
have to be a negative fraction, indicat-
ing that the demand curve was inelastic at the monopoly’s
output choice. However, as we’ve already
seen, a profit-maximizing monopoly never operates in the
inelastic portion of its demand curve.
10As the elasticity of demand approaches negative infinity, the
Lerner Index, -1/ε, approaches zero.
Mini-Case Apple started selling the iPad on April 3, 2010. The
iPad was not the first tablet.
Indeed, it wasn’t Apple’s first tablet: Apple sold another tablet,
the Newton,
from 1993–1998. But it was the most elegant one, and the first
one large numbers
of consumers wanted to own. Users interact with the iPad using
Apple’s multi-
touch, finger-sensitive touchscreen (rather than a pressure-
triggered stylus that
most previous tablets used) and a virtual onscreen keyboard
(rather than a
physical one). Most importantly, the iPad offered an intuitive
interface and
was very well integrated with Apple’s iTunes, eBooks, and
various application
programs.
People loved the original iPad. Even at $499 for the basic
77. model, Apple had
a virtual monopoly in its first year. According to the research
firm IDC, Apple’s
share of the 2010 tablet market was 87%. Moreover, the other
tablets available in
2010 were not viewed by most consumers as close substitutes.
Apple reported
that it sold 25 million iPads worldwide in its first full year,
2010–2011. Accord-
ing to one estimate, the basic iPad’s marginal cost was MC =
$220, so its Lerner
Index was (p - MC)/p = (499 - 220)/499 = 0.56.
Within a year of the iPad’s introduction, over a hundred iPad
want-to-be
tablets were launched. To maintain its dominance, Apple
replaced the original
iPad with the feature-rich iPad 2 in 2011, added the enhanced
iPad 3 in 2012, and
cut the price of the iPad 2 by $100 in 2012. According to court
documents Apple
filed in 2012, its Lerner Index fell to between 0.23 and 0.32.
Industry experts believe that Apple can produce tablets at far
lower cost than
most if not all of its competitors. Apple has formed strategic
partnerships with
other companies to buy large supplies of components, securing a
lower price
from suppliers than its competitors. Using its own patents,
Apple avoids paying
as many licensing fees as do other firms.
Copycat competitors with 10″ screens have gained some market
share from
Apple. More basic tablets with smaller 7″ screens that are little
78. more than e-readers
have sold a substantial number of units, so that the iPad’s share
of the total tablet
market was 68% in the first quarter of 2012.
Apple’s iPad
2899.2 Market Power
Q&A 9.2
When the iPad was introduced, Apple’s constant marginal cost
of producing this
iPad was about $220. We estimate that Apple’s inverse demand
function for the iPad
was p = 770 - 11Q, where Q is the millions of iPads
purchased.11 What was Apple’s
marginal revenue function? What were its profit-maximizing
price and quantity?
Given that the Lerner Index for the iPad was (p - MC)/p = 0.56
(see the “Apple’s
iPad” Mini-Case), what was the elasticity of demand at the
profit-maximizing level?
Answer
1. Derive Apple’s marginal revenue function using the
information about its demand
function. Given that Apple’s inverse demand function was
linear,
p = 770 - 11Q, its marginal revenue function has the same
intercept and
twice the slope: MR = 770 - 22Q.12
2. Derive Apple’s profit-maximizing quantity and price by
79. equating the marginal rev-
enue and marginal cost functions and solving. Apple maximized
its profit where
MR = MC:
770 - 22Q = 220.
Solving this equation for the profit-maximizing output, we find
that Q = 25
million iPads. By substituting this quantity into the inverse
demand function,
we determine that the profit-maximizing price was p = $495 per
unit.
3. Use Equation 9.10 to infer Apple’s demand elasticity based
on its Lerner Index. We
can write Equation 9.10 as (p - MC)/p = 0.56 = -1/ε. Solving
this last
equality for ε, we find that ε ≈ -1.79. (Of course, we could also
calculate the
demand elasticity by using the demand function.)
11See the Sources for “Pricing Apple’s iPad” for details on
these estimates.
12Alternatively, we can use calculus to derive the marginal
revenue curve. Multiplying the
inverse demand function by Q to obtain Apple’s revenue
function, R = 770Q - 11Q2. Then, we
derive the marginal revenue function by differentiating the
revenue with respect to quantity:
MR = dR/dQ = 770 - 22Q.
Sources of Market Power
What factors cause a monopoly to face a relatively elastic
demand curve and hence
80. have little market power? Ultimately, the elasticity of demand
of the market demand
curve depends on consumers’ tastes and options. The more
consumers want a
good—the more willing they are to pay “virtually anything” for
it—the less elastic
is the demand curve.
Other things equal, the demand curve a firm (not necessarily a
monopoly) faces
becomes more elastic as (1) better substitutes for the firm’s
product are introduced,
(2) more firms enter the market selling the same product, or (3)
firms that provide the
same service locate closer to this firm. The demand curves for
Xerox, the U.S. Postal
Service, and McDonald’s have become more elastic in recent
decades for these three
reasons.
When Xerox started selling its plain-paper copier, no other firm
sold a close sub-
stitute. Other companies’ machines produced copies on special
heat-sensitive paper
290 CHAPTER 9 Monopoly
that yellowed quickly. As other firms developed
plain-paper copiers, the demand curve that Xerox
faced became more elastic.
In the past, the U.S. Postal Service (USPS) had a
monopoly in overnight delivery services. Now FedEx,
United Parcel Service, and many other firms compete
81. with the USPS in providing overnight deliveries.
Because of these increases in competition, the USPS’s
share of business and personal correspondence fell
from 77% in 1988 to 59% in 1996. Its total mail volume
fell 40% from 2006 to 2010. Its overnight market fell to
15% by 2010.13 Compared to when it was a monopoly,
the USPS’s demand curves for first-class mail and
package delivery have shifted downward and become
more elastic.
As you drive down a highway, you may notice
that McDonald’s restaurants are located miles
apart. The purpose of this spacing is to reduce the
likelihood that two McDonald’s outlets will com-
pete for the same customer. Although McDonald’s
can prevent its own restaurants from competing
with each other, it cannot prevent Wendy’s or
Burger King from locating near its restaurants. As other fast-
food restaurants open
near a McDonald’s, that restaurant faces a more elastic demand.
What happens as
a profit-maximizing monopoly faces more elastic demand? It
has to lower its price.
9.3 Market Failure Due to Monopoly Pricing
Unlike perfect competition, which achieves economic
efficiency—that is, maximizes
total surplus, TS (= consumer surplus + producer surplus = CS +
PS)—a profit-
maximizing monopoly is economically inefficient because it
wastes potential sur-
plus, resulting in a deadweight loss. The inefficiency of
monopoly pricing is an
example of a market failure: a non-optimal allocation of goods
and services such
82. that a market does not achieve economic efficiency. Market
failure often occurs
because the price differs from the marginal cost, as with a
monopoly. This eco-
nomic inefficiency creates a rationale for governments to
intervene, as we discuss
in Chapter 16.
Total surplus (Chapter 8) is lower under monopoly than under
competition. That
is, monopoly destroys some of the potential gains from trade.
Chapter 8 showed that
competition maximizes total surplus because price equals
marginal cost. By setting
its price above its marginal cost, a monopoly causes consumers
to buy less than the
competitive level of the good, so society suffers a deadweight
loss.
If the monopoly were to act like a competitive market, it would
produce where the
marginal cost curve cuts the demand curve—the output where
price equals marginal
13Peter Passell, “Battered by Its Rivals,” New York Times, May
15, 1997, C1; Grace Wyler, “11 Things
You Should Know about the U.S. Postal Service Before It Goes
Bankrupt,” Business Insider, May
31, 2011; “The U.S. Postal Service Nears Collapse,”
BloombergBusinessweek, May 26, 2011; www
.economicfreedom.org/2012/12/12/stamping-out-waste.
2919.3 Market Failure Due to Monopoly Pricing
83. cost. For example, using the demand curve given by
Equation 9.2 and the marginal
cost curve given by Equation 9.7,
p = 24 - Q = 2Q = MC.
Solving this equation, we find that the competitive quantity, Qc,
would be 8 units
and the price would be $16, as Figure 9.5 shows. At this
competitive price, consumer
surplus is area A + B + C and producer surplus is D + E.
If instead the firm acts like a profit-maximizing monopoly and
operates where
its marginal revenue equals its marginal cost, the monopoly
output Qm is only 6
units and the monopoly price is $18. Consumer surplus is only
A. Part of the lost
consumer surplus, B, goes to the monopoly, but the rest, C, is
lost. The benefit of
being a monopoly is that it allows the firm to extract some
consumer surplus from
consumers and convert it to profit.
By charging the monopoly price of $18 instead of the
competitive price of $16, the
monopoly receives $2 more per unit and earns an extra profit of
area B = $12 on the
p,
$
p
er
u
84. ni
t
Demand
Q, Units per day
MR
MC
pc = 16
B = $12
D = $60
C = $2
MR = MC = 12
pm = 18
24
Qm = 6 Qc = 8 240
em
ec
Competition Monopoly Change
Consumer Surplus, CS A + B + C −B − C = ΔCS
Producer Surplus, PS D + E B − E = ΔPS
85. A + B + C + D + E
A
B + D
A + B + D −C − E = ΔTS = DWL
A = $18
E = $4
12
Total Surplus, TS = CS + PS
FIGURE 9.5 Deadweight Loss of Monopoly
A competitive market would produce Qc = 8 at pc = $16,
where the demand curve intersects the marginal cost
(supply) curve. A monopoly produces only Qm = 6 at
pm = $18, where the marginal revenue curve intersects
the marginal cost curve. Under monopoly, consumer sur-
plus is A, producer surplus is B + D, and the inefficiency
or deadweight loss of monopoly is -C - E.
292 CHAPTER 9 Monopoly
Qm = 6 units it sells. The monopoly loses area E, however,
because it sells less than
the competitive output. Consequently, the monopoly’s producer
surplus increases
by B - E over the competitive level. Monopoly pricing increases
producer surplus
86. relative to competition.
Total surplus is less under monopoly than under competition.
The deadweight
loss of monopoly is -C - E, which represents the potential
surplus that is wasted
because less than the competitive output is produced. The
deadweight loss is due
to the gap between price and marginal cost at the monopoly
output. At Qm = 6, the
price, $18, is above the marginal cost, $12, so consumers are
willing to pay more for
the last unit of output than it costs to produce it.
Q&A 9.3
In the linear example in panel a of Figure 9.3, how does
charging the monopoly a
specific tax of τ = $8 per unit affect the profit-maximizing price
and quantity and
the well-being of consumers, the monopoly, and society (where
total surplus includes
the tax revenue)? What is the tax incidence on consumers (the
increase in the price
they pay as a fraction of the tax)?
Answer
1. Determine how imposing the tax affects the monopoly price
and quantity. In the
accompanying graph, the intersection of the marginal revenue
curve, MR, and
the before-tax marginal cost curve, MC1, determines the
monopoly quantity,
Q1 = 6. At the before-tax solution, e1, the price is p1 = 18. The
specific tax
causes the monopoly’s before-tax marginal cost curve, MC1 =
87. 2Q, to shift
upward by 8 to MC2 = MC1 + 8 = 2Q + 8. After the tax is
applied, the
monopoly operates where MR = 24 - 2Q = 2Q + 8 = MC2. In the
after-
tax monopoly solution, e2, the quantity is Q2 = 4 and the price
is p2 = 20.
Thus, output falls by ΔQ = 6 - 4 = 2 units and the price
increases by
Δp = 20 - 18 = 2.
2. Calculate the change in the various surplus measures. The
graph shows how the
surplus measures change. Area G is the tax revenue collected by
the govern-
ment, τQ = 32, because its height is the distance between the
two marginal
cost curves, τ = 8, and its width is the output the monopoly
produces after the
tax is imposed, Q = 4. The tax reduces consumer and producer
surplus and
increases the deadweight loss. We know that producer surplus
falls because
(a) the monopoly could have produced this reduced output level
in the absence
of the tax but did not because it was not the profit-maximizing
output, so its
before-tax profit falls, and (b) the monopoly must now pay
taxes. The before-
tax deadweight loss from monopoly is -F. The after-tax
deadweight loss is
-C - E - F, so the increase in deadweight loss due to the tax is -
C - E. The
table below the graph shows that consumer surplus changes by -
B - C and
producer surplus by B - E - G.
88. 3. Calculate the incidence of the tax on consumers. Because the
tax goes from 0 to 8, the
change in the tax is Δτ = 8. Because the change in the price that
the consumer
pays is Δp = 2, the share of the tax paid by consumers is Δp/Δτ
= 2/8 = 14.
Thus, the monopoly absorbs $6 of the tax and passes on only $2.
2939.4 Causes of Monopoly
Monopoly Before Tax Monopoly After Tax Change
Consumer Surplus, CS A + B + C A -B - C = ΔCS
Producer Surplus, PS D + E + G B + D B - E - G = ΔPS
Tax Revenues, T = τQ 0 G G = ΔT
T o t a l S u r p l u s ,
TS = CS + PS + T
A + B + C + D + E + G A + B + D + G -C - E = ΔTS
Deadweight Loss, DWL -F -C - E - F -C - E = ΔDWL
p,
$
p
er
u
ni
89. t
Demand
Q, Units per day
MR
MC1 (before tax)
MC2 (after tax)
p1 = 18
D E
C
F
G
B
A τ = $8
0
8
p2 = 20
24
Q2 = 4 Q1 = 6 2412
90. e1
e2
Monopoly Before Tax Monopoly After Tax Change
Consumer Surplus, CS A + B + C A −B − C = ΔCS
Producer Surplus, PS D + E + G B + D B − E − G = ΔPS
Tax Revenues, T = τQ 0 G G = ΔT
A + B + C + D + E + G A + B + D + G −C − E = ΔTS
Deadweight Loss, DWL −F −C − E − F −C − E = ΔDWL
Total Surplus, TS = CS + PS + T
9.4 Causes of Monopoly
Why are some markets monopolized? The two most important
reasons are cost
considerations and government policy.14
14In later chapters, we discuss other means by which
monopolies are created. One method is the
merger of several firms into a single firm. This method creates a
monopoly if new firms fail to enter
the market. A second method is for a monopoly to use strategies
that discourage other firms from
entering the market. A third possibility is that firms coordinate
their activities and set their prices as
a monopoly would. Firms that act collectively in this way are
called a cartel rather than a monopoly.
294 CHAPTER 9 Monopoly
Cost-Based Monopoly
91. Certain cost structures may facilitate the creation of a
monopoly. One possibility is
that a firm may have substantially lower costs than potential
rivals. A second pos-
sibility is that the firms in an industry have cost functions such
that one firm can
produce any given output at a lower cost than two or more firms
can.
Cost Advantages. If a low-cost firm profitably sells at a price so
low that other
potential competitors with higher costs would lose money, no
other firms enter the
market. Thus, the low-cost firm is a monopoly. A firm can have
a cost advantage
over potential rivals for several reasons. It may have a superior
technology or a better
way of organizing production.15 For example, Henry Ford’s
methods of organizing
production using assembly lines and standardization allowed
him to produce cars
at substantially lower cost than rival firms until they copied his
organizational
techniques.
If a firm controls an essential facility or a scarce resource that
is needed to produce
a particular output, no other firm can produce at all—at least
not at a reasonable
cost. For example, a firm that owns the only quarry in a region
is the only firm that
can profitably sell gravel to local construction firms.
Natural Monopoly. A market has a natural monopoly if one firm
can produce
the total output of the market at lower cost than two or more
92. firms could. A firm can
be a natural monopoly even if it does not have a cost advantage
over rivals provided
that average cost is lower if only one firm operates.
Specifically, if the cost for any
firm to produce q is C(q), the condition for a natural monopoly
is
C(Q) 6 C(q1) + C(q2) + g + C(qn), (9.11)
where Q = q1 + q2 + g + qn is the sum of the output of any n
firms where n Ú 2
firms.
If a firm has economies of scale at all levels of output, its
average cost curve falls
as output increases for any observed level of output. If all
potential firms have the
same strictly declining average cost curve, this market is a
natural monopoly, as we
now illustrate.16
A company that supplies water to homes incurs a high fixed
cost, F, to build
a plant and connect houses to the plant. The firm’s marginal
cost, m, of supply-
ing water is constant, so its marginal cost curve is horizontal
and its average cost,
AC = m + F/Q, declines as output rises.
Figure 9.6 shows such marginal and average cost curves where
m = 10 and
F = 60. If the market output is 12 units per day, one firm
produces that output
15When a firm develops a better production method that
93. provides it with a cost advantage,
it is important for the firm to either keep the information secret
or obtain a patent, whereby the
government protects it from having its innovation imitated.
Thus, both secrecy and patents facilitate
cost-based monopolies.
16A firm may be a natural monopoly even if its cost curve does
not fall at all levels of output. If
a U-shaped average cost curve reaches its minimum at 100 units
of output, it may be less costly
for only one firm to produce an output of 101 units even though
average cost is rising at that
output. Thus, a cost function with economies of scale
everywhere is a sufficient but not a necessary
condition for a natural monopoly.
2959.4 Causes of Monopoly
at an average cost of 15, or a total cost of 180 (= 15 * 12). If
two firms each pro-
duce 6 units, the average cost is 20 and the cost of producing
the market output is
240 (= 20 * 12), which is greater than the cost with a single
firm.
If the two firms divided total production in any other way, their
cost of produc-
tion would still exceed the cost of a single firm (as the
following question asks you
to prove). The reason is that the marginal cost per unit is the
same no matter how
many firms produce, but each additional firm adds a fixed cost,
which raises the cost
of producing a given quantity. If only one firm provides water,
94. the cost of building
a second plant and a second set of pipes is avoided.
In an industry with a natural monopoly cost structure, having
just one firm is the
cheapest way to produce any given output level. Governments
often use a natural
monopoly argument to justify their granting the right to be a
monopoly to public
utilities, which provide essential goods or services such as
water, gas, electric power,
or mail delivery.
Q&A 9.4
A firm that delivers Q units of water to households has a total
cost of C(Q) = mQ + F.
If any entrant would have the same cost, does this market have a
natural monopoly?
Answer
Determine whether costs rise if two firms produce a given
quantity. Let q1 be the output
of Firm 1 and q2 be the output of Firm 2. The combined cost of
these two firms
producing Q = q1 + q2 is
C(q1) + C(q2) = (mq1 + F) + (mq2 + F) = m(q1 + q2) + 2F =
mQ + 2F.
If a single firm produces Q, its cost is C(Q) = mQ + F. Thus, the
cost of pro-
ducing any given Q is greater with two firms than with one firm
(the condition
in Equation 9.11), so this market is a natural monopoly.
15
95. 20
40
10
60 12 15
AC = 10 + 60/Q
MC = 10
Q, Units per day
A
C
,M
C
, $
p
er
u
ni
t
FIGURE 9.6 Natural Monopoly
This natural monopoly has a
strictly declining average cost,
AC = 10 + 60/Q.
96. 296 CHAPTER 9 Monopoly
Government Creation of Monopoly
Governments have created many monopolies. Sometimes
governments own and
manage such monopolies. In the United States, as in most
countries, first class mail
delivery is a government monopoly. Many local governments
own and operate pub-
lic utility monopolies that provide garbage collection,
electricity, water, gas, phone
services, and other utilities.
Barriers to Entry. Frequently governments create monopolies by
preventing
competing firms from entering a market occupied by an existing
incumbent firm.
Several countries, such as China, maintain a tobacco monopoly.
Similarly, most gov-
ernments grant patents that limit entry and allow the patent-
holding firm to earn a
monopoly profit from an invention—a reward for developing the
new product that
acts as an incentive for research and development.
By preventing other firms from entering a market, governments
create monopo-
lies. Typically, governments create monopolies either by
making it difficult for new
firms to obtain a license to operate or by explicitly granting a
monopoly right to one
firm, thereby excluding other firms. By auctioning a monopoly
right to a private
firm, a government can capture the future value of monopoly
97. earnings.17
Frequently, firms need government licenses to operate. If one
initial incumbent
has a license and governments make it difficult for new firms to
obtain licenses, the
incumbent firm may maintain its monopoly for a substantial
period. Until recently,
many U.S. cities required that new hospitals or other inpatient
facilities demonstrate
the need for a new facility to obtain a certificate of need, which
allowed them to
enter the market.
Government grants of monopoly rights have been common for
public utilities.
Instead of running a public utility itself, a government might
give a private sector
company the monopoly rights to operate the utility. A
government may capture some
of the monopoly profits by charging the firm in some way for
its monopoly rights.
In many countries or other political jurisdictions, such a system
is an inducement to
bribery as public officials may be bribed by firms seeking
monopoly privileges.
Governments around the world have privatized many state-
owned monopolies
in the past several decades. By selling cable television, garbage
collection, phone
service, towing, and other monopolies to private firms, a
government can capture
the value of future monopoly earnings today. However, for
political or other reasons,
governments frequently sell at a lower price that does not
98. capture all future profits.
Patents. If an innovating firm cannot prevent imitation by
keeping its discoveries
secret, it may try to obtain government protection to prevent
other firms from dupli-
cating its discovery and entering the market. Most countries
provide such protec-
tion through patents. A patent is an exclusive right granted to
the inventor of a new
and useful product, process, substance, or design for a specified
length of time. The
length of a patent varies across countries, although it is now 20
years in the United
States and in most other countries.
This right allows the patent holder to be the exclusive seller or
user of the new
invention.18 Patents often give rise to monopoly, but not
always. For example,
17Alternatively, a government could auction the rights to the
firm that offers to charge the lowest
price, so as to maximize total surplus.
18Owners of patents may sell or grant the right to use a
patented process or produce a patented
product to other firms. This practice is called licensing.
2979.4 Causes of Monopoly
Mini-Case Ophthalmologist Dr. Alan Scott turned the deadly
poison botulinum toxin into
a miracle drug to treat two eye conditions: strabismus, which
99. affects about 4%
of children, and blepharospasm, an uncontrollable closure of the
eyes. Blepha-
rospasm left about 25,000 Americans functionally blind before
Scott’s discovery.
His patented drug, Botox, is sold by Allergan, Inc.
Dr. Scott has been amused to see several of the unintended
beneficiaries of
his research at the Academy Awards. Even before it was
explicitly approved
for cosmetic use, many doctors were injecting Botox into the
facial muscles of
actors, models, and others to smooth out their wrinkles. (The
drug paralyzes
the muscles, so those injected with it also lose the ability to
frown—and, some
would say, to act.) The treatment is only temporary, lasting up
to 120 days, so
repeated injections are necessary. Allergan had expected to sell
$400 million
worth of Botox in 2002. However, in April of that year, the U.S.
Food and Drug
Administration approved the use of Botox for cosmetic
purposes, a ruling that
allows the company to advertise the drug widely.
Allergan had Botox sales of $800 million in 2004 and about
$1.8 billion in
2012. Allergan has a near-monopoly in the treatment of
wrinkles, although
plastic surgery and collagen, Restylane, hyaluronic acids, and
other filler
injections provide limited competition. Between 2002 and 2004,
the number
of facelifts dropped 3% to about 114,000 according to the
100. American Society
of Plastic Surgeons, while the number of Botox injections
skyrocketed 166%
to nearly 3 million.
Dr. Scott says that he can produce a vial of Botox in his lab for
about $25.
Allergan then sells the potion to doctors for about $400.
Assuming that the
firm is setting its price to maximize its short-run profit, we can
rearrange Equa-
tion 9.10 to determine the elasticity of demand for Botox:
ε = -
p
p - MC
= -
400
400 - 25
≈ -1.067.
Thus, the demand that Allergan faces is only slightly elastic: A
1% increase in
price causes quantity to fall by only a little more than 1%.
If we assume that the demand curve is linear and that the
elasticity of demand
is -1.067 at the 2002 monopoly optimum, em (one million vials
sold at $400 each,
producing revenue of $400 million), then Allergan’s inverse
demand function is
p = 775 - 375Q.
101. This demand curve (see graph) has a slope of -375 and hits the
price axis at $775
and the quantity axis at about 2.07 million vials per year. The
corresponding
marginal revenue curve,
MR = 775 - 750Q,
intersects the price axis at $775 and has twice the slope, -750,
as the demand
curve.
Botox
although a patent may grant a firm the exclusive right to use a
particular process in
producing a product, other firms may be able to produce the
same product using
different processes. In Chapter 16, we discuss the reasons why
governments grant
patents.
298 CHAPTER 9 Monopoly
9.5 Advertising
You can fool all the people all the time if the advertising is
right and the budget is big
enough. —Joseph E. Levine (film producer)
In addition to setting prices or quantities and choosing
investments, firms engage
in many other strategic actions to boost their profits. One of the
most important is
102. advertising. By advertising, a monopoly can shift its demand
curve, which may
allow it to sell more units at a higher price. In contrast, a
competitive firm has no
incentive to advertise as it can sell as many units as it wants at
the going price with-
out advertising.
Advertising is only one way to promote a product. Other
promotional activities
include providing free samples and using sales agents. Some
promotional tactics are
subtle. For example, grocery stores place sugary breakfast
cereals on lower shelves
so that they are at children’s eye level. According to a survey of
27 supermarkets
nationwide by the Center for Science in the Public Interest, the
average position of
10 child-appealing brands (44% sugar) was on the next-to-
bottom shelf, while the
average position of 10 adult brands (10% sugar) was on the
next-to-top shelf.
A monopoly advertises to raise its profit. A successful
advertising campaign shifts
the market demand curve by changing consumers’ tastes or
informing them about
new products. The monopoly may be able to change the tastes of
some consumers
At the point where the
MR and MC curves inter-
sect, MR = MC. Therefore,
775 - 750Q = 25.
103. We can then solve for the
profit-maximizing quantity
of 1 million vials per year
and the associated price of
$400 per vial.
Were the company to sell
Botox at a price equal to its
marginal cost of $25 (as a
competitive industry would),
consumer surplus would
equal areas A + B + C =
$750 million per year. At
the higher monopoly price
of $400, the consumer sur-
plus is A = $187.5 million.
Compared to the competi-
tive solution, ec, buyers lose consumer surplus of B + C =
$562.5 million per
year. Part of this loss, B = $375 million per year, is transferred
from consumers
to Allergan. The rest, C = $187.5 million per year, is the
deadweight loss from
monopoly pricing. Allergan’s profit is its producer surplus, B,
minus its fixed
costs.
p,
$
p
er
v
ia
104. l
2 2.07
A ≈
$187.5
million
C ≈ $187.5 million
B ≈ $375 million
Demand
Q, Million vials of Botox per year
400
25
0
es
ec MC = AVC
MR
775
1
2999.5 Advertising
by telling them that a famous athlete or performer uses the
105. product. Children and
teenagers are frequently the targets of such advertising. If the
advertising convinces
some consumers that they can’t live without the product, the
monopoly’s demand
curve may shift outward and become less elastic at the new
equilibrium, at which
the firm charges a higher price for its product.
If a firm informs potential consumers about a new use for the
product, the demand
curve shifts to the right. For example, a 1927 Heinz
advertisement suggested that
putting its baked beans on toast was a good way to eat beans for
breakfast as well as
dinner. By so doing, it created a British national dish and
shifted the demand curve
for its product to the right.
Deciding Whether to Advertise
I have always believed that writing advertisements is the second
most profitable form
of writing. The first, of course, is ransom notes. . . . —Philip
Dusenberry (advertising
executive)
Even if advertising succeeds in shifting demand, it may not pay
for the firm to adver-
tise. If advertising shifts demand outward or makes it less
elastic, the firm’s gross
profit, ignoring the cost of advertising, must rise. The firm
undertakes this advertis-
ing campaign, however, only if it expects its net profit (gross
profit minus the cost of
advertising) to increase.