Stiff Pen Shell (Atrina rigida)

Solid Pen Shell (Atrina rigida) The solid pen shell, or unbending pen shell, is one of the few types of pen shells. These mollusks have a long, triangular, or wedge-formed shell and append to rocks or shells in sandy, shallow sea bottoms. Depiction Firm pen shells can be up to 12 long and 6.5 wide. They are an earthy colored or purplish-earthy colored shading and have at least 15 transmitting ribs that fan out over the shell. They may likewise have erect, cylindrical spines. Pen shells may deliver dark pearls. Characterization Realm: AnimaliaPhylum: MolluscaClass: BivalviaOrder: PterioidaFamily: PinnidaeGenus: AtrinaSpecies: rigida Natural surroundings and Distribution Firm pen shells live in hotter water from North Carolina to Florida, and furthermore in the Bahamas and West Indies. They are found on sandy bottoms in shallow water. They join with their byssal strings, pointed end down. Taking care of Pen shells are channel feeders and eat little particles going through the water. Preservation and Human Uses Pen shells have a scallop-like adductor muscle (the muscle that opens and shuts the shells) and are consumable. They likewise produce dark pearls which might be utilized in gems. Pen shells in the (Mediterranean pen shells) were collected for their byssal strings, which were woven into a costly material. Sources Gofas, S. 2011. Pinnidae. World Register of Marine Species (Online) Accessed on May 24, 2011Meinkoth, N.A. 1981. National Audubon Society Field Guide to North American Seashore Creatures. Alfred A. Knopf, New YorkScott, S. 2011. Pen Shells Provided Ancients Byssal Threads for Fine Sea Silk (Online) Accessed May 24, 2011

Product Development Strategy

Item Development Strategy Given the quick changes in purchaser tastes innovation bone-dry rivalry organizations must build up a constant flow of new items and administrations A firm can acquire new items m two different ways. One is through procurement by purchasing an entire organization a patent or a permit to deliver another person s item The different as through new-item advancement m the organization s own examination - and-improvement office By new items we mean unique items item upgrades item changes and new brands that the firm creates through its own innovative work endeavors. At the point when an association brings an item into a market they should ask themselves various inquiries. Who is the item focused on? What advantage will they anticipate? How would they intend to situate the item inside the market? What differential preferred position will the item offer over their rivals? New items keep on coming up short at an upsetting rate. One source appraises that in excess of 90 percent of every new item bomb in inside 2 years Another-study recommended that of the stunning 25,000 new purchaser food, drink, excellence, and social insurance items to hit the market every year, just 40 percent will associate with 5 years after the fact Moreover disappointment rates for new mechanical items might be as high as 30 percent. For what reason do such huge numbers of new items fall flat? There re a few reasons Although a thought might be acceptable the market size may have been overestimated Perhaps the real item was not structured just as it ought to have lager Or possibly it was erroneously situated in the market valued too high or publicized ineffectively An elevated level official may push a most loved thought notwithstanding poor advertising research discoveries Sometimes the expenses of item advancement are higher than anticipated, and once in a while Competitors retaliate more earnestly than Expected. Anyway the purposes for some new item disappointments appear to be quite clear Try the accompanying on for size. Survey of Literature Item procedures At the point when an association brings an item into a market they should ask themselves various inquiries. Who is the item focused on? What advantage will they anticipate? How would they intend to situate the item inside the market? What differential preferred position will the item offer over their rivals? We should recollect that Marketing is in a general sense about giving the right heap of advantages to the end client, consequently the expression Marketing isn't tied in with giving items or administrations it is basically about giving changing advantages to the changing needs and requests of the client (P.Tailor 7/00) Philip Kotler in Principles of Marketing conceived an exceptionally intriguing idea of advantage working with an item For an investigation the book of Principles of Marketing by P.Kotler. Kotler proposed that an item ought to be seen in three levels. Level 1: Core Product. What is the center advantage your item offers?. Clients who buy a camera are purchasing all the more then only a camera they are buying recollections. Level 2Actual Product: All cameras catch recollections. The point is to guarantee that your potential clients buy your one. The technique at this level includes associations marking, adding highlights and advantages to guarantee that their item offers a differential bit of leeway from their rivals. Level 3: Augmented item: What extra non-substantial advantages would you be able to offer? Rivalry at this level is based around after deals administration, guarantees, conveyance, etc. John Lewis a retail departmental store offers free multi year ensure on acquisition of their Television sets, this gives their 'clients the extra advantage of genuine feelings of serenity over the five years should their buy build up a shortcoming. Thought age New item improvement begins with thought age the orderly quest for new item thoughts. An organization normally needs to create numerous so as to locate a couple of good once. As indicated by one notable administration specialist, For each 1 000 thoughts, just 100 will have enough business t0 guarantee to merits a little sca1e analyze just 10 of those will Warrant generous money related responsibility and of those a couple will end up being inadequate victories. His decision? On the off chance that you need to locate a couple of thoughts with the ability to enchant client, foil rivalry, and rush financial specialists you should initially create hundreds and possibly a great many unusual key thoughts. Inward Idea Sources Utilizing inward sources the organization can discover new thoughts through proper innovative work. It can pick the minds of its officials Scientists engineers fabricating staff Sand salesmen Some organizations have-created fruitful enterprising projects that urge workers to concoct and grow new item thoughts. For instance 3M s notable 15-percent rule permit representatives to burn through 15 percent of their tine bootlegging - chipping away at undertakings of individual intrigue whether those task straightforwardly advantage the organization. Organizations a few times search for imaginative development moves toward that beat hindrances to the free progression of new item thoughts For instance firms like Eureka Ranch-a notable new item incubation center - utilize both strategy and frenzy in helping organizations to kick off their new item thought age process. Outside Idea Sources Great new item thought additionally originate from watching and tuning in to clients The organization can investigate client questions and protests to discover new items that better tackle expends issues Company designers or sales reps can meet with and work. Nearby clients to get proposals and thoughts The Company can direct studies or center gatherings to find out about Consumer needs and needs. Heinz did only that when its analysts moved toward youngsters who devour the greater part of the ketchup sold discover what might make ketchup additionally engaging them The appropriate response change the shading So, Heinz created and launc1iedEZ Squirt green ketchup that comes iii a squeezable jug focused at kids Blastin Green ketchup was a raving success, so Heinz caught up with a whole rainbow of EZ Squirt hues, including Funky Purple Passion Pink, Awesome Orange, Totally Teal, and Stellar Blue. The EZ Squirt bottle s exceptional spout likewise transmits a slender ketchup stream, so chi ldren can signature their burgers (or spurt somebody over the table however Heinz fails to make reference to that). In all the new line earned the Company a 5 percent expansion in deals ii the main year subsequent to hitting the staple rack. Buyers frequently make new items and uses all alone and organizations can profit by putting them available. For instance for quite a long time clients were getting the message out that Skin-so-delicate shower oil and cream was likewise a marvelous bug repellent. While a few Consumers Were content just to wash a water scented with the fragrant oil others conveyed it in their rucksacks to mosquito-swarmed campgrounds or kept a jug on the deck of their sea shore houses Avon tuned the thought into a total line of Skin-So-Soft Bug Guard PLUS lR335Â ® items including the Insect Repellent Gentle Breeze Moistures Sun square Lotion SPF 30 a blend cream bug repellent and sunscreen. The quest for new-item thoughts ought to be deliberate as opposed to erratic. In any case scarcely any new thoughts will surface and numerous smart thoughts will bite the dust Top administration can stay away from these issues by introducing a thought administration framework that guides the progression of new plans to an essential issue where they can be gathered surveyed and assessed howdy setting up such a framework the organization can do any or the entirety of the accompanying. Choose a regarded senior individual to be the organization s thought director. Make a cross-useful thought the executives council comprising of individuals from RD, designing buying activities fund and deals and showcasing to meet regri1rly and assess proposed new item and administration thoughts. Set up a cost free number or Web webpage for any individual who needs to send another plan to the thought administrator. Empower all organization partners workers providers, wholesalers, sellers to send their plans to the thought administrator. Set up formal acknowledgment projects to remunerate the individuals who contribute the best new thoughts. Thought Screening The reason for thought age is to make countless thoughts. The reason for the succeeding stages is to lessen that number. The primary thought diminishing stage is thought screening, which helps spot smart thoughts and drop poor ones as quickly as time permits. Item advancement costs rise significantly in later Stages, so the organization needs to proceed just with the item thoughts that will transform into gainful items. The article is to dispose of unsound ideas before dedicating assets to them. The screeners must ask at any rate three inquiries: Will the client in the objective market profit by the item? What is the size and development figures of the market portion/target showcase? What is the present or anticipated serious weight for the item thought? What are the business deals and market inclines the item thought depends on? Is it in fact achievable to make the item? Will the item be productive when fabricated and conveyed to the client at the objective cost? Numerous organizations require their officials to review new-item thoughts on a standard structure that can be assessed by another item board of trustees. The review depicts the item, the objective market, and the opposition. It makes some harsh assessments of market size, item value, advancement time and costs, producing expenses, and pace of return. The advisory group at that point assesses the thought against a lot of general rules. For instance, at Kao Company, the enormous Japanese customer items organization, the advisory group poses inquiries, for example, these: Is the item really helpful to purchaser and society? Is it useful for our specific organization? Does it work well with the companys destinations and techniques? Do we have the individuals, abilities, and assets to cause it to succeed? Does it convey more an incentive to clients than do contending ace

Top 5 Script Editing Tips From a Screenwriters Perspective

Top 5 Script Editing Tips From a Screenwriters Perspective THE END. Those two words, full of the promise of a nearly completed project, can be some of the most attractive words on the page for a screenwriter. You take a breath and close your laptop (or turn off your typewriter) and inhale a sigh of relief. The work youve been laboring over is finally finished. Now what?Lets look at what needs to happen after the first draft is completed in the screenplay editing process.Photo by Pereanu Sebastian on Unsplash1. Take a break between writing and editingWriting and editing are two different processes. Writing is an act of creation, imagination, and artistic endeavor, using predominantly right-brain activity. Editing is an act of sequencing, culling, logic, and grammar correction, using predominantly left-brain activity. In that sense, it is nearly impossible to do both at once.This is why you should take a break between writing your screenplay and editing it. Once written, allow your screenplay to sit for awhile while you take a break. Allow you r mind to reset itself from the right-brain activity that was required during the script writing phase before you endeavor to edit the screenplay in primarily left-brain mode.Another thing that happens over the course of a break like this is you are able to revisit your screenplay with a fresh perspective. After taking a short break, youll likely see things that you missed while writing the screenplay, or holes in the story that need to be filled with an additional scene or more dialog. And its not just screenwriters who are encouraged to take a break like this between the writing and editing processesâ€"all writers should do it. The time in between will give your mind the mental break needed for the extreme focus needed during the editing phase.2. Replace unnecessary dialog with visual storytellingAnton Chekhov, Russian playwright and short-story writer, said it best when he wrote, Dont tell me the moon is shining; show me the glint of light on broken glass. American journalist, no velist, and short-story writer Ernest Hemingway corroborated Chekovs advice when he wrote, Show the readers everything, tell them nothing.One common mistake that new screenwriters (and writers, in general) make is to tell rather than show. In doing so, they might use dialogue to explain moments in the plot that would be more powerful when seen rather than when heard (or described by one of the characters).If your screenplay is dialogue heavy as a stylistic choice, thats one thing. However, allowing this indulgence in conversation can drag a script down into a talkative, boring mess if you arent careful.The natural inclination among many new and aspiring screenwriters is to let their characters talk and talk as much as they want. This stems from the fact that when you watch a movie it can seem like this is all it is: characters talking. Moving a plot forward through dialogue is simply unrealisticâ€"thats not how life happens.This is especially true in film, which is a visual medium. Understanding this, as you edit your screenplay, look for instances in which dialogue is used to advance the narrative when something visual would do a better job.Photo by Jakob Owens on Unsplash3. Know the universal format and use it faithfullyIf you use screenplay writing software such as Final Draft, Movie Magic Screenwriter, Movie Outline or Montage, you wont need to worry about the formatting required for your screenplay. In fact, it is highly recommended that you use one of these programs instead of attempting to format your script on Microsoft Word.However, if you dont have access to any of these programs, youll need to ensure that your screenplay is formatted correctly before submitting it to production companies, contests, or other agencies.Here are the basic requirements, as discussed on Screenwriting.io. Your screenplay should have:12-point Courier font1.5-inch left margin1-inch right margin (between .5 inches and 1.25 inches), ragged1-inch top and bottom marginsApproxima tely 55 lines per page, regardless of paper size (top and bottom margins adjusted accordingly). This does not include the page number, or spaces after it.Dialogue speaker names (in all caps) 3.7 inches from left side of page (2.2 inches from margin)Actor parentheticals 3.1 inches from left side of page (1.6 inches from margin)Dialogue 2.5 inches from left side of page (1.5 inches from margin)Pages should be numbered in the top right corner, flush to the right margin, a half-inch from the top of the page. Numbers should be followed by a period. The first page is not numbered. The title page is neither numbered nor does it count as page one, so the first page to have a number is the second page of the screenplay (third sheet of paper, including the title page), which is numbered 2.Examples of properly formatted screenplays can be found in the johnaugust.com library.4. Make sure it follows the Blake Snyder beat sheetWhile this is something that should be done in your initial screenplay outline before you begin writing, you can use it to rearrange scenes in the editing process once your first draft has been completed. Rearranging is not only useful in the script editing phaseâ€"it can be highly effective in turning your screenplay into the success you want it to be.Blake Snyder, the bestselling author of the Save The Cat! series, was an American screenwriter, consultant, author and educator who became one of the most popular writing mentors in the film industry. He led international seminars and workshops for writers across various genres and was hired as a consultant for many of Hollywoods biggest studios.In his screenplay writing and consulting career, and after viewing thousands of screenplays that were made into blockbuster movies, he came up with a beat sheet comprised of 15 beats that should be in every screenplay. From his book Save the Cat! Goes to the Movies, heres the list:Opening Image â€" The scene in the screenplay that sets up the tone, type, and ini tial salvo of a film. It is the opposite of the Final Image.Theme Stated â€" Usually spoken to the min character, often without knowing what is said will be vital to his surviving the tale. Basically, what your screenplay is about.Set-up â€" The first 10 pages of the script that not only grab the audiences interest, but introduce or hint at introducing the characters of the A story.Catalyst â€" Something that is done to the hero to shake him. Consider it the movies first whammy (the letter with important news, the knock at the door, etc.)Debate â€" The section of the script, be it a scene or a series of scenes, when the hero doubts the journey he must take.Break into Two â€" This is the beginning of Act Two, at which point we leave the Thesis world behind and enter the upside-down Anti-thesis world of Act Two. The hero makes a choice and his journey begins.B Story â€" This is traditionally the love story (if the screenplay isnt already a romance), and is where the discussion about t he theme of a good movie is found.Fun and Games â€" Here, we forget plot and enjoy set pieces and trailer moments, reveling in the promise of the premise.Midpoint â€" The dividing line between the two halves of a movie. Stakes are raised and we start putting the squeeze on our hero(es).Bad Guys Close In â€" Both internally (problems inside the heros team) and externally (as actual bad guys tighten their grip), real pressure is applied.All is Lost â€" The false defeat and the place where we find the whiff of death, because something must die here.Dark Night of the Soul â€" The part of the script where the hero has lost all hope.Break Into Three (but not for long!) â€" Thanks to new inspiration or a last-minute action from the love interest in the B story, the hero chooses to fight.Finale â€" The Synthesis of two worlds: From what was and that which has been learned, the hero forges a third way.Final Image â€" The opposite of the Opening Image, proving that a change has occurred. Sinc e all stories are about transformation, the change should be dramatic.Save The Cat! Goes To The Movies by Blake Snyder5. Look carefully for any grammar, spelling, or capitalization, punctuation or syntax mistakesFinally, once youve followed the other steps mentioned in this article and have completed the second draft, look carefully through the entire screenplay for any grammar, spelling, capitalization, punctuation, or syntax mistakes. While you hope your script stands on its own when sent to production companies or agents, small editorial mistakes can be a big red flag for people in the industry reading your script. Not only do such mistakes make your screenplay seem amateur, it also makes you come across as less than professionalâ€"a quality that you want to avoid at all costs when trying to sell your script.If you feel that you lack the English skills to conduct such a thorough edit for your screenplay, its best to hire a professional to do it for you. The money you spend on doi ng so would be returned and multiplied in getting your script chosen by a production company or agent.

Celebrate Italian Christmas Traditions With Children

If youre wondering how to celebrate an Italian Christmas with your children this holiday, here are some educational ideas that will help to keep them entertained, and may even help you start new family traditions at the same time. Christmas is a huge holiday in Italy, a predominantly Catholic country. The season officially begins on the Day of the Immaculate Conception of Mary on Dec. 8, and continue through Jan. 6, the 12th day of Christmas and the Day of the Epiphany. Christmas decorations and Christmas markets first start appearing on Dec. 8. Italian children frequently start the Christmas season on Dec. 6, which is St. Nicholas Day, by writing a letter to St. Nicholas, or Santa Claus. Its easy to share in this tradition by having your own children write to Santa Claus ... and you may get some ideas on what they want for Christmas. Making a Nativity Scene Nativity scenes, or presepi, are a common and elaborate part of Italian Christmas decorations. Naples is the best place to see elaborate presepi, and theres a tremendous display in Saint Peters Square in Vatican City. In Italy, there are also living presepi, in which actors and animals recreate the Nativity scene, exhibitions with hundreds of crà ¨ches and mechanized figurines, and museums devoted solely to presepi. In the spirit of the season, teach a youngster about the history of the nativity and help her to construct her own crà ¨che for the Christmas season. You may find that crà ¨che becomes a precious family heirloom. Italian Cooking and Baking With Kids at Christmas Children of all ages the world over have heart-warming memories of mouth-watering smells emanating from the kitchen at Christmas time. Why not let your children help bake an Italian dessert like biscotti or cicerata. They are two simple, kid-proof dessert recipes that children will enjoy learning to prepare. If you have older children, you can get them involved in meal preparations for Christmas Eve and Christmas day. Italians avoid meat on Christmas Eve as a way of purifying themselves for Christmas and instead focus on fish as the main course. But the menus for both days include multiple dishes and sumptuous cuisine. Sing Italian Christmas Carols Christmas caroling begins in earnest in Italy during the week before Christmas, and caroling is a wonderful way to share Italian Christmas tradition with your children. Popular Italian Christmas carols (canzoni di Natale) include: Gesà ¹ Bambino l È Nato (Baby Jesus Is Born)Tu Scendi dalle Stelle (You Came Down From the Stars)Mille Cherubini in Coro (A Thousand-Cherub Chorus)La Canzone di Zampagnone (Carol of the Bagpipers) For a true diversion, try filastrocche calabresi sul Natale, Calabrian dialect Christmas songs. Learn About the Legend of La Befana You and your children can learn about the legend of La Befana. This story of an old witch who brings presents to children on Jan. 5, the eve of the Feast of the Epiphany, is very appealing to youngsters. La Befana also is called the Christmas Witch, and like Santa Claus, she enters homes through the chimney.

Analysis Of The Butterfly By David Henry Hwang

Love in M. Butterfly, by David Henry Hwang, is a fantasy. Fantasy, as defined by Teresa De Lauretis, is a â€Å"primary psychic activity, a creative activity that animates the imagination and produces imaginary scenes or scenarios in which the subject is protagonist†(4). Rene Gallimard and his wife Helga are the primary protagonists in their fantasies of love. Gallimard is a French diplomat who gives into his love for the Chinese opera singer, Song Liling. The relationships in this play exemplify a kind of love that focuses on temporary happiness, despite the reality of a character’s situation. Both Gallimard and Helga are aware of their realities and attempt to create a love life to compensate for their own lackluster lives. Helga admits to being aware of her reality but like Gallimard is content with a wretched love no matter how false it is. Gallimard and Helga in M. Butterfly create layered fantasies of their heteronormative love life as a way of escaping their diss atisfying reality but they never experience true love. The layering of M. Butterfly gives insight into the layering of fantasies which Gallimard goes through. For instance, an opera is a fantasy within itself, providing for the audience an idealized view of a story. Teresa De Lauretis says in her work on fantasies that â€Å"Popular culture forms have the effect of something deeply felt and experienced, and yet they are fictional representations. [†¦] They perform, at the societal level and in the public sphere, aShow MoreRelatedAnalysis Of M. Butterfly By David Henry Hwang1772 Words   |  8 Pagesalong Western and Eastern lines, and we expect the nation-states to act accordingly. David Henry Hwang, author of M. Butterfly, describes the scenario through one of his characters, Song Liling, as â€Å"The West thinks of itself as masculine – big guns, big industry, big money – so the East is feminine – weak, delicate, poor†¦but good at art, and full of inscrutable wisdom – the feminine mystique† (Hwang 1988). Hwang lays out this relationship between the East and West as a relationship between man andRead MoreAnalysis Of M. Butterfly By David Henry Hwang Essay1677 Words   |  7 Pages M. Butterfly, by David Henry Hwang, focuses and explores on this central theme of sexism towards women in most cultures. Sexism refers to the prejudice, discrimination, or stereotyping of an individual on the basis of their sex. Throughout M. Butterfly, sexism is illustrated through the actions of the protagonist, Rene Gallimard. Aside from this, sexism is also illustrated in most of the conversations that the characters in the play exchange. David Henry Hwang explores the different stereotypesRead More Feminism in M. Butterfly Essay2722 Words   |  11 PagesFeminism in M. Butterfly In the 1989 drama M. Butterfly, the masterwork of contemporary American playwright David Henry Hwang, the topic of sexual politics underlies all other themes, and creates a tension between the genders that pervades throughout the text; moreover, Hwang subverts traditional thematic aspects of sexual politics by questioning the most fundamental unit of sex by considering the very nature of gender and what defines a male or a female. These elements unite and develop a

From being a maintenance planner at BMW Free Essays

From being a maintenance planner at BMW , Norbert Reithofer was able to work his way up to being the head of production, and finally to being the company’s chief executive. Judging from his associates, his ability to build his network of alliances is indubitable. For example, the former CEO and now chief of BMW’s supervisory board is Joachim Milberg who was actually Reithofer’s thesis adviser in graduate school. We will write a custom essay sample on From being a maintenance planner at BMW or any similar topic only for you Order Now This does not say, however that Reithofer’s ability to make alliances is limited to the top level. In 2002, he was able to halve the time requirement for full production of the next-generation three series from 6 months to three, with Burkhard Goeschel, BMW’s Development Chief. The increased level of production did not compromise the cars’ quality, as skeptics would like to think. Reithofer and Goeschel was able to assemble a team of RD who worked for three years. From its introduction in March, none of the produced cars were reported to have any quality problems. Reithofer believes that managers should be role models and should work together. Being the CEO, Roethofer will seek to keep the managers and workers to stay ahead. At present, he is expecting brands like Toyota’s Lexus and Nissan’s Infinti to set up plants in Europe and work on building BMW-like cars. How to cite From being a maintenance planner at BMW, Papers

Economic and Social Implications

Question: Discuss about the Economic and Social Implications. Answer: Introduction: According to Bill Joy, creation of new techniques has both advantages and disadvantages. Invention of therapeutic technologies is meant for restoration of impaired human capabilities to the normal level partly. These inventions, which do well being of human are always welcome. For improvement of social structure, the technological innovation is necessary. Technology improves the productivity of machines and human being. Innovative technology improves peoples standard of living. Harper (2014) argues that modern technology makes human less virtuous due to destructive nature of science. Desire of age reversal is not desirable for society. Technology, which acts for age retardation is harmful for society, as it may lead overpopulation. With the medical improvement, death rate and birth rate have been controlled much in present era. Any technology, which acts against nature, is harmful for society. It hampers life cycle and can destroy the natural system. This incident would increase the average life expectancy, which has economic impact on society. Increase in population raises government expenditure on society. There is a fixed retirement age in government organisation. Government has to take new policy to facilitate that old people after retirement. There is another side. People with large income can only access the technology of age retardation due to high cost. Therefore, a social disparity can arise. In the view of Bourne et al., (2014), age retardation may affect the youth by slowing down the process of physical and psychological maturity. If this happens, there will have negative effect on work force. References Bourne, P. A., Solan, I., Sharpe-Pryce, C., Campbell-Smith, J., Francis, C. (2014). Human Ageing, Mortality and the Role of Macroeconomics Variables in Determining Death at Older Ages.Epidemiology,4(144), 2161-1165. Harper, S. (2014). Economic and social implications of aging societies.Science,346(6209), 587-591.

How to Study for an Exam Process Essay free essay sample

A cumulative exam, or final is a test given to students at the end of a course of study. Studying for a final cumulative exam can be both a stressful and scary time. Most high schools, colleges, and universities have final exams at the end of a particular academic term, semester, or more traditionally at the end of a complete course. These tests can be worth high percentages of your grade and can determine how well you do in a class. There are many steps to being able to take these tests well but they begin long before the studying for the test actually begins. To be successful on a final exam but ultimately in a class the first thing you must do is attend class. It is important you attend class so that you don’t miss out on anything important. The class time you spend listening to your instructor is one of the most essential ways of retaining information on the subject you’re going over. We will write a custom essay sample on How to Study for an Exam Process Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I’m not saying you must attend every single class in a semester but try your hardest to. If for some reason you do miss class, the next step you would follow is to be sure to get anything you’ve missed from a classmate. I never have an issue when it comes to getting information off classmates because you’ll find that everyone needs a friend in a class one day. The next thing you must do is take good notes. I use a variety of methods when I’m taking notes. I color-code things and use different ways of pointing out information such as stars, bullets, and arrows. These different things are a useful way to indicate different types of information. It makes it easier to pick out key points when you’re studying for your final. The next thing you do is keep up with your homework. In high school you typically get your homework the day before it is due so it is a lot easier to make sure you keep everything up to date. As a college student you receive a syllabus at the beginning of the semester that lists all assignments, tests, and readings for the class. I list all of these things in a planner and keep that planner with me at all times. You must keep up with everything on time because if you get behind you will fall further and further behind until you can’t catch up anymore. This could lead to doing poorly in your classes. You must continue with these steps for months leading into the end of the semester. Then, once it gets close to the final exam there are many things you must do. There are things you have to specifically do the week before, the night before, and then the morning of. If you follow certain steps then you’re surely to do just fine. First, a week or so before your exam compile all your materials in one place. I use a small binder of folder just so it’s easily carried around for studying. I go back through old notebooks and folders and collect any article that contains information I will need for the exam, all homework, handouts, quizzes, and tests. Get your syllabus and make sure you have notes covering everything you’ve done in the semester. Final exams contain information from the entire class so it is very important you collect everything. The next thing you must do is re-read all the information you have collected. As you read gather important points, make flashcards, study guides, and other study materials that could be of use to you. While making study guides it is often helpful to use different means of labeling things like arrows, stars, and color-coding things. Afterward, you must spend a large amount of time studying your material using many different methods. Personally I use practice tests, highlight, and re-take notes. Using many ways allows you to make sure you know the material and are not just memorizing it in a certain order. Be sure to spend extra time on any material you feel will either be a large part of the test or anything you are still unsure about. There are many steps to follow the night of the exam as well. First, get rid of all your distractions. Turn your phone on silent, log out of everything and put yourself in a non-distracting environment. The next step is to not spend too much time studying material you already know. Review and spend the majority of your time on things you are still unsure of. Your last step the night before your exam is simply, get some sleep. Your brain will be completely useless if you are exhausted so the smartest thing to do is to study early on, avoid the all-nighters, and get some rest. Finally, you must take your exam. Do not rush. Take your time on every question. If you do not know the answer to a  question do not panic, simply breathe and give it your best effort. After you have answered everything go back over your exam and make sure you have at least attempted every question. Make sure to check your answers and if any seem wrong change them. Then, turn your exam in and continue on your way. It is important to know how to study for and act the day of a final because every type of student goes through it. Whether you are in high school, college, or graduate school all scholars must be able to do well on these tests. Finals can determine how well you do in your classes and can ultimately determine parts of your future. You must receive good grades to be able to continue on an education path and obtain a good career. If you follow the steps I have provided for you then you are surely to do just fine.

Advances in Research on Instruction essays

Advances in Research on Instruction essays After reading this article I decided that I would keep this and refer to it every time I felt that I was not reaching my students. I found it to be very helpful. I think that as we get older, we forget how children learn. We might even forget how we ourselves learn material. Everything comes so natural to us and we forget that we go through many different processes in order to understand new material. I thought back to some of the teachers I have had and I realized that the teachers whom I learned the most from followed the guidelines set forth in the article. With this, I found some very important key components to teaching material to children. They are presenting new information in small steps with cognitive strategies and lots of practice and review, providing help for student processing, and, helping students organize their knowledge, Presenting information in small steps seems so common sense; yet, people forget how crucial it is. All people remember information better when it is split into chunks and practiced before moving one to something else. For example, I feel that one of the reasons that some children dont like math is because they were not given enough time to understand the basic foundations. More than likely, they were taught a lesson, did the homework wrong, handed the homework in and before they even got their homework back, were taught a new lesson. The cycle would start all over again because the student had to understand the last lesson before they could do the next. Teaching in small steps will help the student and the teacher. The students gain a better understanding bigger, more complex information and the teacher can assess each student before moving on. This way the teacher can see exactly what step the child didnt process and re-teach it before its too late and the child is left behind. Helping students process information is just a ...

Fictional biography Essay Example | Topics and Well Written Essays - 2500 words

Fictional biography - Essay Example Although many explorers of the established road traversed continents, the Chinese monk of focus in this essay used the Silk Road to establish a religious and cultural interconnection of Asian countries. This fictional biography will highlight the critical aspects that defined the Silk Road, as well as the religious connectivity that resulted from the exploration of the monk. Unlike the literal understanding adopted by many people regarding the Silk Road, it was a virtual road. The term road implies land to many people, but the Silk Road was defined by multiple sea routes that connected different regions between china where it started, Persian cities, India, Somalia, Egypt and other North African regions, until Turkey in Europe. The availability of these routes served to alter the globe in multiple ways (Brockey 67). It introduced new realms of possibilities. These routes saw to it that goods moved from one region to the other, a factor that led to an intensive interconnectivity. Moreover, as people travelled, an interchange of cultural aspects occurred. In the case of the Chinese monk under study, he embarked on a long trip that saw him use the Silk Road routes as he ventured into India. Being a Buddhist, the trip to India was a critical one, because Buddhism had its roots in the region. Throughout his trip, he would gain familiarity with many Buddhist towns, cities, beliefs and a diverse range of history. Trading is known for enhancing civilization all over the world; it is vital for a country’s wealth and often survival. The early trade between China and West led to human civilizations; there was development of leadership and order, empires developed in the West such as the Iranian empire, Greek and Roman empires as well as the growth of the economy. Cities such as Petra and Palmyra in Syrian Desert developed out of a need for places to trade

Abuse of power by political leaders in africa Essay

Abuse of power by political leaders in africa - Essay Example In a military coup, he removed the president from power and took over the rule of the country. He abused the power and used it solely to his advantage (McDonnell, 2007). His rule witnessed horrendous brutality in which more than two hundred thousand people were killed just because they opposed his political leadership. The only motive behind these killings was to prolong his rule and the only way to do this was to kill anyone who would raise any voice against him. Not only the common people but judges, lawyers, people from the press, students or anyone who tried to question his power were killed (Melady & Melady, 1977). Only Uganda has not been such a state where political leadership has abused the power. The uprisings and increasing state violence in Tunisia, Egypt and Libya indicate that the people are not happy with their rulers (Herbst, 2000). The common citizen is denied justice, women are not given their respective rights and freedom of expression is not appreciated by these ru lers. During the recent uprising in Egypt, even the internet was banned for five days making the citizens devoid of any means of communication (Moe, 2011). Citizens cannot engage in productive work if they are denied such basic rights. A common man spends more time worrying about the security of his home and family than on his work. The nationals of these countries try to flee from their own homelands. As a result, the society and the economy both suffer simultaneously.

Role Of Hemisphericity In Activating Teaching Style Education Essay

Role Of Hemisphericity In Activating Teaching Style Education Essay The most distinctive feature of modern society is science based technology. The changes that occur as a result of the impact of its are called as modernization. This modernization has affected teaching .learning in many ways. Modern teaching learning is giving importance to students activity. It is called student centered approach. In a traditional society the aim of teaching learning acquisition of knowledge. But in modern society the main aim of teaching learning is not only acquisition of knowledge but also the awakening of curiosity, the stimulation of creativity the development of proper interest, attitude and values and the building of essential skills such as independent study teaching learning in the modern society is to keep pace with the achievement of knowledge and skills. According to Dictionary of Education (2005, p.521) learning is the process of acquiring knowledge, skills and belief through experience. Learning takes place when students interact with others and with environment by observing, talking, listening discussing, writing and relating their own ideas and experiences with others.(Reddy, 2006, p.11). Piagets (1964, p.17) describes learning is subordinated to development and not vice versa. He explained development as the active construction of knowledge and learning as the passive formation of association. He was interested in knowledge construction and believes that cognitive development came before learning. According to his view child cannot learn a concept before they are cognitively ready. Here by the term cognitively ready he means development of child. Cognitive development takes place first then they become able to learn where as Vygotsky believed that learning is an active process and it did not wait for readiness. Vygotsky, (1978, p.90) said properly organized learning results in mental development and sets in motion a variety of developmental process that would be impossible apart from learning. He saw learning as a tool in development. Learning pulls development up to higher level and social interaction is a key in learning. So in this way learning can be defined as an individual as well as socialactivity. Learning takes place as a result of experience. For example a first grade student sings, twinkle twinkle little star and second grade student leaves hot spoon immediately. First case is the example of learning while second case is not the example of learning, whats the difference between the examples of learning and not learning? The difference is the experience. In other words the first grade students behavior is the result of his experience. He was not biologically programmed to sing twinkle twinkle little star and leaving hot spoon is reflexive activity. The learning is what students do, teaching is what the teacher can teach. The improvement in teaching can be demonstrated if there is improvement in learning. As observed by prof.R.S. Adams and others students may learn what the teacher intended them to; they may not. Teachers like others are fallible,then may not always teach correctly. It Follows them that in any learning situation students may learn correctly what the teacher taught incorrectly or may learn incorrectly what the teacher taught correctly or fortunately the opposites. 1.2 TEACHING AND LEARNING Teaching and Learning are interlinked. The teacher teaches and students learn. Teaching learning has four aspects they are teacher, student, learning process figure1.1 explained The process in the interaction between student and the teacher Teacher development Pupil Learning Process and learning situation. The teacher creates the learning situation for the student. The process in the interaction between student and the teacher. This interaction is explained in the figure1.1 Teaching learning is influenced by the totality of the learning environmental situation. This interaction is possible through three way communication. This results is behavior changes in the learner. This is diagrammatically explained in the figure1.2 The teacher guiding their students in eight step. *Step 12 communication from the teacher to the learner. *Step 3 to 5 from learner to teacher. *Step 6 to 8 again from teacher to learner. Through this 3 way communication teacher could teach is a linear manner. On the other hand learner can know how well his learning is progressing and how he can success in his way of learning. The teaching components and learning components are interlinked. Teaching objectives are successful only when the learning outcomes coincide within it. The components of teaching learning are given below. 1.2.1.COMPONENTS OF LEARNING PROCESS *Task to be learned. *Characteristics of the task to be learned. * Characteristics of the learner. *Conditions under which effective learning takes place. 1.2.2.COMPONENTS OF TEACHING PROCESS: *Instructional goals. *Entering behavior. *Instructional procedures. *Performance assessment. 1.3.ROLE OF BRAIN IN LEARNING: Brain study research identifies the left brain is the academic brain. It is because educators generally emphasize its process in a traditional class room. It has some limitations in learning on the other hand the right brain is the artistic brain because it is the center for creative talents. Though science and medicines now give more attention to these brain process, education has traditionally neglected the right side, learning half of a students brain potential under educated. Nowadays more school systems are using whole brain learning technique. The brain study shows that learning can be flourished only when teachers make their students to integrate use both sides of their brain is a lesson. For Example in Kg classes, Teachers who use music, Dance, Story telling, Drama or other right brain activities in their class which trigger the left brain students. Their learning capabilities can be increased but in the primary section the teacher can use traditional teaching which reduce t he right brain activities. When right brain teacher teaches left brain students it affects the achievement of the learner. So the teacher should be whole brained their only he can produce right brain and whole brain dominated students. The present study has two phases. *First phase the matching between teaching and learning. *Second phase Brain dominance of the students and teacher. 1.4 STATEMENT OF THE PROBLEM: The problem for the present study is titled as compatibility between teaching style and learning style with reference to hemisphericity. 1.5 OPERATIONAL DEFINITION OF KEY TERMS Teaching Style: Teaching Style defined by Fisher and Fisher(1979) as a pervasive way of approaching the learners that might be consistent with several methods of teaching Gregorc(1979) Teaching Style consists of an instructors personal behavior and the media used to transmit or receive data to or from the learner. LEARNING STYLE: Cornett defined learning style as a a consistent pattern of behavior but with a certain range of individual variability. Geogorc and Ward (1977) stated that learning style consists of distinctive and observable behavior that provides clues about the mediation abilities of individuals. In operational terms ,people through their characteristic sets of behavior tell us how their mind related to the world and therefore how they learn. COMPATIBILITY Matching is defined in terms of compatibility the interactive effects of person and environment (Hunt 1979) HEMISPHERICITY: Hemisphericity is the cerebral dominance of an individual is retaining the processing mode of information in his own style of learning and thinking.(Venkatraman 1989) Researcher conducted during the last two decades have shown that the human left cerebral hemisphere is to be specialized for primarily verbal, analytic, abstract, temporal and digital operations (Bogey 1969,Gazzaninga 1970, Ornstein 1972).The same investigation revealed that the right cerebral hemisphere is to be specializes for primarily non verbal holistic, concrete, creative, analogical and aesthetic function. For identifying the hemisphere dominance the ways in which and levels at which the information is being proceed by the individual are to be studied. 1.6 OBJECTIVES OF THES STUDY: *The primary objective of the study is to explore the compatibility between teaching style and learning style and its influence on academic achievement with regards to hemisphericity. * The Secondary objectives are the following. A) To find out the difference in the learning style of the students with respect to demographic variables. B) To find out the differences in the teaching style of the teacher with regards demographic variables. C) To find out the relationship between learning style and information processing style if the students. D) To find out the relationship between the teaching style and brain dominance of the teacher. E) To find out the relationship between learning style and achievement score of the students. F) To find out the relationship between learning style and teaching style and achievement score. 1.7 VARIABLES OF THE STUDY: A) Independent Variables (i) Teaching Style (ii) Learning Style (iii) Information Processing Style (iv) Solat B) Dependent Variable: Achievement Score 1.8. SIGNIFICANCE OF THE STUDY: Learning style is a consistent way of functioning which reflects cultural behavior patterns. These may be revised as a result of training or changes in learning experiences According to Reid(1987:100) learning styles are thus moderately strong habits rather than intractable biological attributes.In all academic classrooms there will be students with multiple learning styles, and students with major, minor and negative learning styles. Teachers are accommodating these learning styles and to bring changes in their own teaching style and provide a variety of activities for them only teachers can meet out needs of different learning styles of students. In a class where mismatch occur the students tend to bores and inactive, inattentive, do poorly on tests get discouraged about the course. They may conclude that they are not good at the subjects of the course and give up. To reduce teacher student style conflicts some researchers in the area of learning styles be matched. KUMARA VADIVELU (1991:98) states that the narrower the gap between teacher intervention and learner interpretation , the greater are the chances of achieving desires learning outcomes. Effective matching between teaching style and learning style can be achieved only when teachers are aware of their learners needs, capacities, potentialities and learning style preferences in meeting these needs.It has been the researchers experience as a teacher may learners fail to achieve an acceptable level of success in achievements tests. Is it possible that some students are failing to be successful at school because teaching methods do not cater for their learning style?Investigator much of reading on this topic suggest that the boredom, lack of success and frustration of students experiences t school could be due to incongruence between teaching strategy of teacher and their preferred learning styles.This inherent problem gave rise to the idea for this researcher topic. It was thus born out of a desire to provide teachers with an alternative approach to improve the learning productivity of their students. 1.9 LIMITATIONS OF THE STUDY: The present study has demarcated with the following limitations *The time frame the data collection phase of the research was conducted over a periods of 12 weeks. *Level of intelligence and relevant previous knowledge of the learner could also have had as effect on the result of the study. *Size of the sample. The limited number of the population and hence the small sample size could have influenced the degree to which the findings of the research can be generalized to other population. *This is only a precise product study in the area of learning and teaching style. *Due to laborious calculations, only certain variables are studied in this investigation. * The study is limited to the pupils of class ix only. *The study is limited to kancheepuram and Chennai district only. 1.10 CHAPTERIZATION The study is organized into six chapters for easy understanding flexible discussion in statistical results. CHAPTER I The first chapter details about the problem of the study, objectives, significance and scope of the study CHAPTER II It deals with backdrop of the study.It explores about teaching style,learning style,brain study,compatibility between teaching style and learning style,information processing , and solat CHAPTER III It deals with the review of related literature in the present investigation.It explore Indian reviews and international reviews CHAPTER IV The fourth chapter explores the methodology of the study, the statement of the problem, need, hypothesis, variables, studies, method of research, construction of tools , collection of data and statistical techniques used in analysis of data are presented. CHAPTER V This chapter incorporate with descriptive statistics,differential analysis association analysis,correlation analysis and conclusion. CHAPTER VI It is connected with summary, major findings , conclusions, recommendations and suggestions for further study. Bibliography and Appendices are enclosed at the end of the thesis. Thus the finding is detailed in six chapters r.

Philosophy Midterm Essay

> Principle of non- indefinite Regression everything has an end (Teleoloqy) > Nemo dat quod non habet nobody can give what it does not possess > nature is never frustrated intellect is destined to know > tota anima in toto corpore the whole soul is in the whole body > ex entre non fit ens nothing becomes what is already is > the effect cannot be greater than the cause > nothing is in the intellect which does not pass through the senses > the separated soul can no longer use abstract concepts to remember or to reason Midieval Philosophy. > The problem on which philosophy became stranded – (the existence and nature of God and his relationship with the world. ) > The spirituality and immortality of the soul, the notion of the obligation and of moral sanction – are given clear responses in Christian revelation. > The problems of reconciling these two sources arouse (faith and reason). Some of these men are: 1. St. Augustine > he wrote about 232 books in which are contained Philosophical definitions which testify to the depth and universality of his genius. > his philosophy are more or less adhered to that of Plato which, to him, seemed the most suitable for Christianity. > Fundamental Principles The Divine Truth is the unique and perfect cost which is immediately explicative of all beings in its different modalities of nature and of action. Augustine establishes the existence of God, the source of all truth, through philosophical truths. 2. St Anselm and Peter Abelard For St. Anselm: Famous Formula: â€Å"Credo ut intellicam: I believe that I may have a full understanding. † God means the most perfect being that can be thought of. Therefore, God must exist, otherwise he would not be the most perfect conceivable being. For Peter Abelard: Abelard was a brilliant master of dialectics and ethics. He stress fully the value of human reason in investigating the divine or revealed truth. 3. St. Albert the Great Albert began Aristotle’s Christianization. Albert performed a twofold function of revealing the greatness of Aristotle. 4. St. Thomas Aquinas Thomistic philosophy (Thomism) is fundamentally, the philosophy of good sense. It is both Universal and Catholic. Lacordaire stated that Thomas was a lighthouse and not a milestone. He acheived the title of Angelic Doctor and named as Guide of Students. In him, there is not found thelhowght of man alone but the voice of the truth common to all men, and the most beautiful reflection of the Uncreated Light of the word God, who enlightens every man coming into this world. Five ways to prove the existence of God: 1. Argument of Motion God is the Prime Mover. 2. Argument from Efficient Causes God is the uncaused cause. 3. Argument from Possibility and Necessity (Reductio Argument) God is the alpha and omega. 4. Argument of Gradation of Being God as the supreme being. 5. Argument of Design God designed everything. MODERN PHILOSOPHY. Modern thinkers want to use pure reason in their investigations. Between there is an intercovering period called RENAISSANCE (16th C. ) This period was marked by the rise of many philosophers each claiming to by the right philosophy (individualism). This was critisim among philosophers. Renaissance brought top light a new science and also renewed interest in the arts and letters. In the 17th century, the philosophical field was almost free and this fact explains tge rapid advance of ideas of FRANCIS BACON and of Rene Descartes, the initiators of Modern Philosophy. FRANCIS BACON – father of modern philosophy (empiricists). Empiricists rely on scientific method to determine the truth. He employed the inductive method. He rejects the deduction and syllogistoc reasoning as an unscientific method and affirms induction as the only useful instrument for the philosophers. RENE DESCSRTES – another father of modern philosiphy (rationalist). Rationalists use reason to determine the truth. He tries to establish a method for philosophers to discover the truth. Four Stages: 1. Adoption of Universal Doubt. Doubt about everything. 2. Cogbito erg Sum Cannot doubt self existence. 3. Clear Ideas of d’ Supreme Interior Thinking must be certain. 4. Establishment of Rules of the Universal Method Four rules of universal method necessary in construction a universal science. IMMANUEL KANT – an empiricists. He accepts that human reason cannot know reality because it is NOUMENON. Kant abandons empiricism in favor of rationalism. Philosophy and ethics is the central part of his philosophy. He also believes in the Categorical Imperitive. CONTEMPORARY PHILOSOPHY. It is believed that contemporary philosophy appeared as a direct, indirect or concomitant reaction against idealism. Important Philosiphical Systems in the Contemporary Age: 1. Voluntarism If there’s a will, there’s a way. 2. Radical Christian Fideism To acheive faith 3. Institution There are certain things that are vital to the society. 4. Phenomenology Dwell on certain processes to arrive at a reality. 5. Extentialism pose many reflections sysipus means existential philosophy 6. Materialism 7. Positivism 8. Structuralism SOREN KIERKEGARD – an existentialist. He believed in the leap of faith. The authentic existing individual is a â€Å"Christiana†. FRIEDRICH NEITZCHE – an atheists. Neitzche’s philosophy is born out the will to live. The religious ideal is unacceptable because â€Å"God is dead. † God’s death gives way to rise of the Superman who is not subject to the ordinary laws of morality because he creates his own values. He says atheism is the only alternative to the death of God. EDMUND HUSSERL – father of phenomenology. Three steps of the phenomenology method: 1. Epoche 2. Eidetic Reduction 3. Transcendental Reduction Eidos is the center of being in everything.

Compensated Demand Curve

The Compensated Demand Curve Definition: the compensated demand curve is a demand curve that ignores the income effect of a price change, only taking into account the substitution effect. To do this, utility is held constant from the change in the price of the good. In this section, we will graphically derive the compensated demand curve from indifference curves and budget constraints by incorporating the substitution and income effects, and use the compensated demand curve to find the compensating variation. Let us consider a price increase for a normal good, a good whose demand increases as income increases. In Figure 7. e. 1, assume that the price of Y (PY) is $1, and that the individual has an income of $100. The initial price of X (PX) is $1, so the individual’s initial budget constraint is therefore BC1, with a vertical intercept of 100, and a horizontal intercept of 100. The individual reaches his optimum (maximizes utility) at point A, where his initial budget constrai nt BC1 is tangent to the indifference curve IC1.Let’s say that at this point, he maximizes his utility by consuming 43 units of good X. If PX increases from $1 to $2, his budget constraint will rotate inward until it reaches BC2 where there is now a horizontal intercept of 50. The individual now reaches his new optimum where the indifference curve IC2 is tangent to BC2 at the point B, where he maximizes his utility by consuming 18 units of good X. We can use these points to plot a demand curve for good X: According to Figure 7. e. 1, when PX is $1, the individual maximizes utility at point A where he consumes 43 units of X.This information can be replotted on a curve showing the relationship between the price of X and the quantity of X consumed (figure 7. e. 2). At a price of $1, the individual will consume 43 units of X, so the point A will replot on figure 7. e. 2 as the point A’. Similarly at point B, at a price of $2, the individual will consume 18 units of X, so t he point B will replot on figure 7. e. 2 as the point B’. If we connect A’ and B’ together, we will get the ordinary demand curve for good X In order to obtain the compensated demand curve, we must first observe 2 effects that take place as PX increases:Substitution Effect: when Px increases from $1 to $2, X becomes relatively more expensive than Y, so the individual consumes less X. To show the substitution effect, we must hold the individual’s utility constant. To do this, we draw a budget constraint BC3 that is parallel to BC2 and shift it up until it is just tangent to a point on his original indifference curve (IC1). This occurs at point C, where the consumer is consuming 29 units of X. The substitution effect is the movement from point A to CIncome Effect: because Px has increased, the individual’s purchasing power has decreased, and thus has less money to spend on both X and Y. Because X is a normal good, the individual will consume more as his income increases. The individual will reach an optimum at point B where he will consume 18 units of X. The income effect is the movement from point C to B To summarize, Total effect = Substitution Effect + Income Effect = A to C +C to B We have already found the ordinary demand curve by replotting points A and B as points A’ and B’.In essence, this is the total effect of the increase in PX. Because the compensated demand curve assumes that utility is held constant, it only shows the substitution effect. Therefore, we simply have to replot points A and C. We have already determined that point A replots as A’ at a price of $1 and a quantity of 43. At point C, the individual consumes 29 units at a price of $2; so we can replot this point as point C’ on figure 7. e. 2. If we connect these 2 points together, we get the compensated demand curve. We can prove that good X is a normal good. One way to do it is to look at Figure 7. e. and notice that between po ints B and C, as income increases, the consumption of good X increases, which fits the definition of a normal good. Another way is to look at the compensated demand curve and compare it with the ordinary demand curve. The compensated demand curve in figure 7. e. 2 is steeper than the ordinary demand curve. When this condition holds, good X is a normal good. We can also use the compensated demand curve to find the compensating variation. The compensating variation is the amount of money required to restore an individual to his original utility level when prices change.In figure 7. e. 2, it is represented by the area between the two prices, and left of the compensated demand curve – it is the sum of areas S and T. Meanwhile the change in consumer surplus is simply the area between the two prices and left of the ordinary demand curve – it is the area S ———————————————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ †¢ Next, consider a price decrease for an inferior good, a good whose demand decreases as income increases.In Figure 7. e. 3, assume that the price of Y (PY) is $1, and that the individual has an income of $100. The initial price of X (PX) is $2, so the individual’s initial budget constraint is therefore BC1, with a vertical intercept of 100, and a horizontal intercept of 50. The individual reaches his optimum (maximizes utility) at point A, where his initial budget constraint BC1 is tangent to the indifference curve IC1. Let’s say that at this point, he maximizes his utility by consuming 17 units of good X.If PX decreases from $2 to $1, his budget constraint will rotate outward until it reaches BC2 where there i s now a horizontal intercept of 100. The individual now reaches his new optimum where the indifference curve IC2 is tangent to BC2 at the point B, where he maximizes his utility by consuming 28 units of good X. Using the same method as described in figure 7. e. 1 and figure 7. e. 2, we can replot A and B on figure 7. e. 3 as A’ and B’ on figure 7. e. 4. If we connect these points together, we will get the ordinary demand curve for good XIn order to obtain the compensated demand curve, we must first observe 2 effects that take place as PX increases: Substitution Effect: when Px decreases from $2 to $1, X becomes relatively cheaper than Y, so the individual will consume more X. To show the substitution effect, we must hold the individual’s utility constant. To do this, we draw a budget constraint BC3 that is parallel to BC2 and shift it down until it is just tangent to a point on his original indifference curve (IC1). This occurs at point C, where the consumer is consuming 33 units of X.The substitution effect is the movement from point A to C Income Effect: Px has decreased, so the individual’s purchasing power has increased, and thus has more money to spend on both X and Y. Because X is an inferior good, the individual will consume less as his income increases. The individual will reach an optimum at point B where he will consume 28 units of X. The income effect is the movement from point C to B To summarize, Total effect = Substitution Effect + Income Effect = A to C +C to B Using the same method as described in figure 7. . 1 and figure 7. e. 2, we can replot A and C on figure 7. e. 3 as A’ and C’ on figure 7. e. 4. If we connect these points together, we will get the compensated demand curve for good X We can prove that good X is an inferior good. One way to do it is to look at Figure 7. e. 3 and notice that between points B and C, as income increases, the consumption of good X decreases, which fits the definition of an inferior good. Another way is to look at the compensated demand curve and compare it with the ordinary demand curve.The compensated demand curve in figure 7. e. 4 is flatter than the ordinary demand curve. When this condition holds, good X is an inferior good. Again, we can also use the compensated demand curve to find the compensating variation. It is the area between the two prices, and left of the compensated demand curve – it is the sum of areas S and T ——————————————————————————————————————————————– †¢ Let us now consider a price decrease for an extreme case: a giffen good.A giffen good violates the law of demand and results in an upward s loping demand curve. In Figure 7. e. 5, assume that the price of Y (PY) is $1, and that the individual has an income of $100. The initial price of X (PX) is $1, so the individual’s initial budget constraint is therefore BC1, with a vertical intercept of 100, and a horizontal intercept of 50. The individual reaches his optimum (maximizes utility) at point A, where his initial budget constraint BC1 is tangent to the indifference curve IC1. Let’s say that at this point, he maximizes his utility by consuming 37 units of good X.If PX decreases from $2 to $1, his budget constraint will rotate outward until it reaches BC2 where there is now a horizontal intercept of 100. The individual now reaches his new optimum where the indifference curve IC2 is tangent to BC2 at the point B, where he maximizes his utility by consuming 30 units of good X. The total consumption of good X has actually decreased; let us decompose this. Using the same method as described in figure 7. e. 1 and figure 7. e. 2, we can replot A and B on figure 7. e. 5 as A’ and B’ on figure 7. e. 6.The shape of the ordinary demand curve for a giffen good is as follows: between the points A and B, it is upward sloping (known as the â€Å"Giffen Range†), and at any price above or below points A and B, respectively, the demand curve is downward sloping. This results in a backward-bending ordinary demand curve W In order to obtain the compensated demand curve, we must first observe 2 effects that take place as PX increases: Substitution Effect: when Px decreases from $2 to $1, X becomes relatively cheaper than Y, so the individual will consume more X. To show the substitution effect, we must hold the individual’s utility constant.To do this, we draw a budget constraint BC3 that is parallel to BC2 and shift it down until it is just tangent to a point on his original indifference curve (IC1). This occurs at point C, where the consumer is consuming 47 units of X. The sub stitution effect is the movement from point A to C Income Effect: Px has decreased, so the individual’s purchasing power has increased, and thus has more money to spend on both X and Y. Because X is a giffen good, the individual will consume less as his income increases; also note that the income effect is stronger than the substitution effect.This results in the individual reaching an optimum at point B where he will consume 30 units of X. The income effect is the movement from point C to B To summarize, Total effect = Substitution Effect + Income Effect = A to C +C to B Using the same method as described in figure 7. e. 1 and figure 7. e. 2, we can replot A and C on figure 7. e. 5 as A’ and C’ on figure 7. e. 6. If we connect these points together, we will get the compensated for good X Note that the compensated demand curve is still downward sloping.This is because the substitution effect always works in one direction, while the income effect can work in both directions Study Questions 1) Redraw figure 7. e. 1 and figure 7. e. 2 for a decrease in the price of a normal good. Shade the area representing the compensation variation. 2) Redraw figure 7. e. 3 and figure 7. e. 4 for an increase in the price of an inferior good. Shade the area representing the compensation variation. 3) Redraw figure 7. e. 5 and figure 7. e. 6 for an increase in the price of a giffen good. Shade the area representing the compensation variation.

Educational Opportunities in the Everyday

Learning opportunities surround us every day, but we may miss them because the tasks seem so mundane. As you go about your daily activities, look for opportunities to capitalize on the educational moments in your everyday life. Grocery Shopping   It’s become something of a humorous homeschool stereotype that homeschooling families can turn a trip to the grocery store into a field trip, but the fact is there are many educational opportunities your kids can experience in the grocery store. You can: Learn to read a scale by weighing producePractice estimation and rounding by keeping a mental tally of the amount you’re spendingDiscuss a variety of measurements such as bushel, pounds, gallons, and pints.Practice percentages by figuring sale pricesLearn how to do comparison shopping using unit pricesDiscuss healthy eating habits Used Car Shopping The experience of purchasing a pre-owned car, while a  bit outside the ordinary, is an excellent opportunity for  real-life training skills. Some of the skills you can work on include: Learning what to look for in a used car, such as dependable reputation, safety, gas mileage, and vehicle historyHow to comparison shop and use tools such as Consumer Reports and Kelley Blue Book to gauge value and dependabilityHow interest rates and the age of the car affect the price — for example, we were better off purchasing a newer car through our credit union at just over 2% interest. Cars older than 10 years only qualified for a signature loan and those rates were 10% and higher.How to figure taxes on automobilesConsidering the cost of insurance when purchasing a car  Ã¢â‚¬â€ newer cars and sports cars will mean higher monthly premiumsLearning what’s involved in registering and titling a car Doctor and Dental Appointments If you’ve got to take time out of your busy schedule for appointments, you might as well make them educational. You might learn about: Preventative measures for disease controlProper oral and personal hygieneWhy doctors check your blood pressure and how it affects your overall healthHow dentists screen for diseases like oral cancerWhat causes cavities, illness, or infectionWhat is involved in becoming a doctor, dentist, nurse, or dental hygienist Ask questions  Ã¢â‚¬â€ especially if you’re at the dentist; it will give your dental hygienist something to talk about, rather than asking you questions that you can’t answer because her hands are in your mouth. Cooking Home ec is one subject that you never really have to go out of your way to teach. You may just need to be a bit more intentional about bringing your kids into the kitchen with you to help you prepare meals. As you do so, talk with them about: Food prep and safetyMeasurements such as cups, teaspoons, and tablespoons, along with common conversions for increasing or decreasing the number of servings in a recipeFollowing directions on a recipeHow to properly use cooking utensilsVarious cooking techniques such as baking, broiling, sautà ©ing and simmering You might want to include some specific recipes as you teach your kids about food, such as biscuits, cookies, a few family favorite main dishes and sides, and some desserts, but all of this can be accomplished in the regular day-to-day of your life. Random Educational Moments Don’t miss the random educational opportunities all around you. Look for opportunities to use daily activities that we may take for granted to put to practical use the abstract concepts your kids are learning in school. For example, say youve been getting price quotes to have a concrete pad poured (so youll have a place to park that used car you bought). Youll be able to talk about area and perimeter in concrete terms (pun intended!). You can also use real-world math to figure up how many bags of concrete needed and what the cost would be to do yourselves, along with comparing the cost, in both time and money, to hire someone to do the job. Use sales and dinners out (tipping your server)  to teach your kids simple ways to  quickly calculate  percentages in their heads. Ask your young children to choose a color and count all the cars of that color that they see as you’re driving down the road. Encourage your older kids to tally the variety of colors they see and create a graph to see which color is more popular. Learning opportunities are all around us if we just look for moments to capitalize on the educational in the everyday.