India taj mahal mumbai terror Essay Example | Topics and Well Written Essays - 1250 words

India taj mahal mumbai terror - Essay Example The terrorists were reportedly seized an Indian boat from a fisherman after killing him to reach Mumbai. Moreover, they started their hotel operations after killing the Mumbai police chiefs who tried to block them. Even though many reasons were cited as the reasons for this attack, the major reason is believed to the destruction of the Muslim Mosque Babri Masjid by certain Hindu fundamentalists few years before. Moreover, Pakistani terrorist groups believe that the Indian frontier state Kashmir is part of Pakistan and India possesses it illegally. India and Pakistan engaged in two wars after the independence and the enmity between these two countries is a major threat for peace in South Asia. This paper briefly explains the Mumbai terrorist attack with the help of its cause and effect, culprits, possible prevention strategies etc BBC News (23 Nov 2009) has reported that the religious site where the Babri mosque was destroyed in 1992 in the northern Indian town of Ayodhya has been a flashpoint between Hindus and Muslims for years. India’s relationships with Pakistan have damaged a lot because of the destruction of Muslim Mosque Babri Masjid by certain Hindu fundamentalists. Hindu fundamentalists in India believe that the Babri Masjid was situated at their God Ram’s birth place, Ayodhya and former Mughal King Baber has captured that place and constructed the mosque without the permission from the Hindus. So they believe that Ram’s birth place is a sacred place and a temple should be constructed in that place for worshipping their God Ram. The result was the destruction of the existing mosque in 1992. The effect of the Babri Masjid was not visible immediately. Even thought the Muslim people all over the world were agitated by this act, most of them suppressed their displeasure at that time. India’s image as a secular democratic state in the eyes of the external world has severely damaged because of the above incident. Muslim

Art Apprecition IP Week Two Essay Example | Topics and Well Written Essays - 500 words

Art Apprecition IP Week Two - Essay Example The art include famous tombs of emperors and Egyptian drawings (Robins, 2008). Appendix A shows the Sphinx of Senwosret III. The period was between 1878 B.C. to 1841 B.C. The artifact shows that the statue contains the half body of beast. The other part of the beast is the head of a human being. B. The Smithsonian Institution Freer Gallery and Sackler Gallery Ancient Art Sackler Gallery Ancient Art. The Smithsonian Institution Freer Gallery and Sackler Gallery Ancient Art Sackler Gallery Ancient Art contains art artifacts from the Ancient period. The time period includes famour art pieces like the huge Sphinx. The museum’s artifacts, including Appendix B, include collections from several countries. One of the prominent sections of the museum is dedicated to ancient Egyptian Art. The art pieces represent items coming from the time of the Pharaohs. The above sculptural design is typical of Ancient Egyptian Art sculpture (Schatz, 2009). C. The Louvre Museum. The Louvre, France, Museum also includes Ancient Egyptian art artifacts. The museum contains statues and other artifacts that represent the time of the Egyptian Pharaohs. Form of the Artwork. The two art forms have different forms. The hieroglyphic drawing (Appendix C) is two dimensional while the tomb of Pharaoh Perneb is three dimensional. The Ancient Egyptian art form is two dimensional. The pictures of the ancient Egyptian period include simple lines to show the shape of a human being or an animal. However, the Ancient Egyptian sculptures are three dimensional. An example of three dimensional art is the Sphinx statue (Springer, 2010). Additionally, the Appendix D picture shows the tomb of Perneb. It was constructed during 2381-2323 B.C. The tomb is made of stone and other cement-like materials. The tomb symbolizes there is an afterlife. Further, the materials used are plain paper. In the making of the pyramids and the Sphinx, stones were used in the making of the pyramids. Coarse mud

Learning Difficulties: Causes

Learning Difficulties: Causes Learning Difficulties LO. 1 Explain what is meant by learning disabilities, and outline their possible causes and manifestations. The term and definition of learning disability has its controversies and ambiguousness and the term means different things to different people having various cultural and medical connotations. Individuals identified as having learning difficulties are recognized and understood by the communities in which they live, the personal services they need, and the kind of support they expect. Yet, generally Learning Disability can be defined as a cognitive disorder that adversely affects peoples ability to interpret visual and auditory information or to link different pieces of information from different parts of the brain to integrate them in a coherent manner. There is thus an apparent lack of integration and coordination of information (see Emerson et al., 2001). These limitations as revealed through learning disabilities can be manifested as specific difficulties with coordination, attention, spoken and written language, or even self-control. Difficulties in learning also affect schoolwor k and can lead to impediments in learning to read and write. According to the Department of Health, Learning Disability can be defined as A significantly reduced ability to understand new or complex information, to learn new skills (impaired intelligence), with, a reduced ability to cope independently (impaired social functioning) and which started before adulthood, with a lasting effect on development. (DOH, 2001 p14) Specifically in Scotland the term learning disability is used to describe: those with a significant, lifelong condition that started before adulthood, that affects their development and which means they need help to understand information, learn skills and cope independently. (Scottish Executive, 2000) According to the British Institute of Learning Disabilities, (BILD), Learning Disability is just a label. BILD points out that the term learning disability is being increasingly replaced by the term learning difficulties and as given by the Warnock Committee learning difficulties is a term used to cover specific problems with learning in children that might arise as a result of a number of different factors, eg medical problems, emotional problems, language impairments etc (BILD, 2005). There can be different types of learning disabilities that can be categorized into three broad groups:Learning Disabilities related to developmental speech and language disorders. Learning Disabilities associated with academic skills disordersLearning Disabilities associated with coordination disorders, learning handicaps and problems in integration of informationFor deciding that someone has learning disabilities, three diagnostic criteria are used: Intellectual Ability Legislative definitions of learning disability Social competence. Learning disability can also be classified into two main categories and the causes can be genetic or environmental. Learning disability can occur due to several different types of causes. Impairments causing learning difficulties can occur before, after or during birth. Before birth reasons can be congenital and include Down syndrome, Turner syndrome, Hurler syndrome or Fragile X syndrome. Oxygen deprivation during birth and postnatal illnesses, brain injury or meningitis can lead to learning disabilities and impaired cognitive development. Environmental factors leading to learning disabilities can include infections, trauma, drugs or social deprivation and neglect (Watson, 2003). As we have already mentioned particular types of learning disabilities are associated with particular kinds of manifestations and specific learning characteristics. LO.2 Estimate the prevalence of learning disabilities and appreciate the impact that this may have on professional health care practice. The incidence and prevalence of learning disability is difficult to determine as the only manifestations of learning disability that can be detected at birth are clear syndromes like Down syndrome and the majority of infants with learning disabilities go undetected till much later. Delays in childrens cognitive development help ascertain whether they have learning disabilities. Prevalence of a disease or a general condition is the estimation of the number of people affected as a proportion to the general population. If IQ is used as an indicator of learning disability, then many people with learning disabilities go unaccounted for. Administrative prevalence of any such condition refers to the number of people that are provided with some form of service from caring agencies. The general consensus is that the overall prevalence of moderate and severe learning difficulties are 3-4 people per 1000 in the general population (DoH, 1992). The prevalence of severe to moderate disability has been recorded at 3.7 per 1000 population whereas the prevalence of mild learning disability seems to affect 20-30 per 1000 of the general population. Further it has been observed that among 3-4 persons in 1000 within UK suffering with learning disabilities nearly 30% report severe or profound learning problems. Within the group of individuals suffering from severe learning difficulties most also suffer from multiple physical and sensory impairments as also behavioral difficulties. These individuals require lifelong support to maintain themselves and to achieve a level of lifestyle. Emerson et al (2001), have suggested that within UK there are some 230,000-350,000 persons with severe learning disabilities, and around 580,000-1,750,000 persons with mild learning disabilities. They also suggest in their study that there are differences in male and female prevalence rates and incidence of disabilities with males showing higher prevalence than females. Enable et al. (2003) have suggested that the number of people with learning disabilities has increased by 1.2 % a year over the last 35 years and since 1965 the number of people with severe learning disabilities has increased by 50%. There are many controversies on the validity and use of epidemiological data and on prevalence and incidence rates of learning disabilities. All children with learning disabilities are not reported and in most cases it is difficult to understand the symptoms of learning disability until at a much later stage. One of the major problems is the argument that collection of data on disabled individuals invariably leads to labeling and brings in concerns as to whether such discrimination is useful or necessary. However some scholars have argued that labeling helps in identifying the disabled individuals and ensures that special needs of such people are met through adequate care provisions. Incidence rates and prevalence data on learning disabilities are helpful in clinical practice as it provides an estimate of the nature and extent of support that healthcare services should be prepared to provide. LO.3 Describe how people with learning disabilities have been misunderstood in the past and how this may affect contemporary provision of health care for them. Attitudes and beliefs about people with learning disabilities have changed rapidly in the last few decades and have consequently shaped healthcare provisions available to this group of people. Models of social inclusion and community care have replaced traditional models of institutional care and there is more emphatic appreciation of civil and human rights of individuals with learning disabilities. It has been argued that the rate of change in services to disabled individuals has been slow in Scotland as compared to other parts of Britain, but this has also helped enable accurate assessment and greater response to fulfilling needs of people with learning disabilities. Social care policies by the Department of Health, legislative definitions of learning difficulties along with human rights campaigning for such people and increased spread of awareness that learning disability is more of a convenient label, have altogether led to improved conditions and stronger commitments to provide a more person centered approach to care than before. People with severe or moderate learning disabilities were regarded as mentally deficient or retarded and since the implementation of the Mental Deficiency Act in 1913, it was recommended and all mentally retarded be categorized according to the level of disability and by 1929 100, 000 mentally retarded individuals were institutionalized in the UK. Although in the early 19th century, institutional care for patients with learning disabilities aimed at modifying or changing mental defect, this was quickly replaced by a philosophy of control and coercion in custody. The initial institutionalized colonies were changed to long term hospitals following the NHS 1946 Act. By the 1950s and 1960s the concept of custodial institutionalized care for learning disabilities was questioned and there was an eventual introduction of community care. In 1971 the White Paper Better Services for the Mentally Handicapped was introduced in Great Britain and the care philosophy was led by the concept of normalization rather than segregation. This was aimed to increase social participation and greater social roles of individuals with learning disabilities to integrate them in mainstream society. The contemporary provision of health care as set by the Department of Health or NHS gives emphasis to schedules of community care, social inclusion and social participation of individuals with learning disabilities and discourages institutionalization. LO.4 Define the concept of inclusion and identify barriers that serve to exclude people with learning disabilities from mainstream services. Introducing the strategy for services supporting people with learning disabilities in England, the Department of Health (2001) has described social inclusion in the following words:Being part of the mainstream is something most of us take for granted. We go to work, look after our families, visit our GP, use transport, go to the swimming pool or cinema. Inclusion means enabling people with learning disabilities to do those ordinary things, make use of mainstream services and be fully included in the local community.'(p24) People with learning disabilities have long been marginalized and excluded from society not only regarding social issues but also indirectly on decisions about their own lives. The Human Rights Act 2000 has also stressed on the basic fundamental rights of such individuals and this has given them a voice and strength in society. Whether it is choice of career or access to health services, the individuals with learning disabilities now have many options, and varied preferences. According to Jenkins et al (2003), an inclusive approach recognizes that formal and informal elements of the wider society need to change or adapt to enable excluded people to use opportunities and services. This explains the general approach in providing care to individuals with learning disabilities and the aim is to help them adapt and merge with the mainstream society with increased opportunities and special services. Yet there are major barriers to providing such individuals with the advantages of normal provisions and services. Some of these barriers include the nature of the problems that can involve severe physical or mental impairment. Factors identified as impediments to social inclusion of learning disabled individuals can be the process of labeling itself which discriminates socially healthy individuals from the disadvantaged ones. Although labeling has it won advantages, identifying individuals as disabled can lead to special exclusion and discrimination in areas of jobs, lifestyle or social participation. Although the situation has drastically improved after recognition of human rights needs of the learning disabled, the disadvantaged peoples own low levels of motivation, heightened social anxiety, discomfort in social participation, feelings of inferiority and practical problems in not being able to perform normal physical activities are common barriers to a health social life for these individuals. The mindset of people towards disadvantaged individuals may be changing but needs to change even further. Several associated illnesses, physical, visual, language deficiencies, special health needs such as weight problems, requirements in special schools and education needs are also some of the barriers that impede the active participation of such individuals in mainstream society. LO.5 Identify the main additional health problems faced by people with learning disabilities, and the consequent challenges posed to mainstream health services. Some of the associated health problems in people with learning disabilities are Mental illness such as schizophrenia, anxiety and depression and also challenging behavior such as aggression and self-injury. Prevalence rates of mental health illnesses are greater among individuals with learning difficulties than among the general population. Learning-disabled persons are also categorized as mentally deficient or retarded as they may not be able to perform intelligence tests due to their learning problems. Thus such people may be categories as having severe intellectual difficulties resulting in subnormality or abnormality. Abnormal conditions are however more of psychopathic disorders found widely in these individuals. Epilepsy shows higher prevalence rates in persons with learning disabilities than in the normal population. The British Epilepsy Association has estimated that there are nearly 200,000 people with learning disabilities severely affected by the learning disability disorder. (BILD, 2001) Physical and Sensory disabilities are common in people with learning disabilities as visual and auditory impairments are common in such conditions. Hearing impairment is found in individuals with Downs Syndrome and these additional disabilities are also associated with the fact that the persons with learning problems do not get support as far as using other devices are concerned. Complex health needs are common among people with learning disabilities and issues such as weight problems, or lack of a balanced diet are barriers in the betterment of such individuals. Significant numbers of people with such conditions do not engage in required amounts of physical activities and there is also a general lack of awareness about the amount or nature of diet that should be taken for a sedentary life. This leads to further complications such as heart problems, kidney problems etc at a young age. Chronic dental problems, poor oral health and unhealthy teeth and gums are some of the common problems. Such individuals have untreated tooth decay that is prolonged and causes damage, as well as a very poor sense of oral hygiene with irregular or minimal brushing and cleaning of the mouth etc. This aggravates other associated health problems. Facing and consequently overcoming health problems are the major barriers and also the major challenges not only for individuals with learning disabilities but also for social workers, community healthcare professionals and the Department of Health as a whole.The concept of social inclusion necessitates that these related health problems should be considered. LO.6 Discuss the importance of working in partnership with people with learning disabilities, using advanced communication skills, and the concept of capacity to give informed consent, along with the potential impact this may have on professional health care practice. According to Dunbar, working in partnership with people with learning disabilities is an essential first step towards social inclusion of such individuals. He wrote, people with learning disabilities or a mental illness should be treated in the same way as other people, not in side rooms. this lessens the chance of the person being out of sight, out of mind (Dunbar, 2003). This possibility of discrimination of such individuals have led to the recognition of the need for improved training, services and communication skills to effectively support and help these individuals. Health care professionals caring for persons with learning disabilities are required to have positive attitudes towards their patients. However within the healthcare setting negative attitudes and discriminatory practices are common and several studies have reported that such individuals are deprived of health care facilities and do not receive the care they should receive. In certain cases, inappropriate and derogatory language is also used to describe such patients and there have been reports of denied access to aids such as glasses or hearing equipment that can improve the quality of life for such individuals. The NHS Executive (1998) has stated that nursing staff require special training opportunities to face and overcome their fears or prejudices towards people with learning disabilities in order that they may learn to treat them with respect and equally as they treat other normal patients. Nurses and other health professionals should always try to go beyond social obstacles and try to meet or associate with such individuals in normal social situations and recognize their needs and shed any notion of stereotypes. The White Paper The same as you (Scottish Executive, 2000) has placed great emphasis on the needs of individuals with learning disabilities and to treat them equally. These are: being at the centre of decision making and have more control over their care; being included, better understood and supported by the communities in which they live; having information about their needs and the services available, so that they can take part, more fully, in decisions about them; having the same opportunities as others to get a job, develop as individuals, spend time with family and friends, enjoy life and get the extra support they need to do this; and being able to use local services wherever possible and special services if they need them. (Scottish Executive, 2000) It is recommended that specialized training should be provided to nurses to help them explore strategies of care for learning disabled individuals. Assisting in enabling inclusion and stressing on a holistic improvement of health and lifestyle of the individuals are areas of focus in nursing for such people. However as individuals with learning disabilities usually show auditory or speech difficulties, communicating with them effectively is a major challenge for nursing professionals and requires special skills and training. Communication is essential as according to legislative policies informed consent of the individual as to what treatment he should be subjected to and what his decisions are, lie as the primary focus of treatment. This is both an ethical and legal requirement that individuals with learning disabilities should be made aware and be allowed to express their opinions on any treatment or health care procedures (Eldridge, 2003). Conclusion: In this article we discussed 6 learning outcomes related to the health care needs, definitions, legislative policies, social implications and challenges of individuals with learning disabilities. Bibliography Human Rights Act (1998) London: HMSO. Mental Deficiency Act (1913) London: HMSO. Mental Health Act (1959) London: HMSO. Department of Health (2001) Valuing people: a new strategy for learning disability for the 21st century. London: The Stationery Office.Disability Discrimination Act (1995) London: HMSO. Scottish Executive (2002) Promoting health, supporting inclusion. Edinburgh: Stationery Office. National Health Service and Community Care Act (1990) London: HMSO. Department of Health (1999) Once a day. London: NHS Executive. DOH (1998) Signposts for success in commissioning and providing health services for people with learning disabilities. London: NHS Executive. DOH (1989) Caring for people: community care in the next decade and beyond. Cm.849. London: HMSO. DoH (1992) Social care for adults with learning disabilities. (Mental Handicap (LAC (92)15). London. HMSO. Dunbar, I. (2003) Inquiry under the fatal accidents and sudden death inquiry (Scotland) Act1976 into the death of James Mauchland. Sheriffdom of Tayside, Central and Fife at Dundee, Scotland. Emerson, E.; Hatton, C.; Felce, D. and Murphy, G. (2001) Learning disabilities: the fundamental facts. The Foundation for People with Learning Disabilities. London. Jenkins, R.; Mansell, I. and Northway, R. (2003) Specialist learning disability services in the UK. In: Gates, B. Learning disabilities: towards inclusion. Edinburgh: Churchill Livingstone. pp349-367. World Health Organization (1993) Describing developmental disability. Guidelines for a multiaxial scheme for mental retardation (learning disability), 10th revision, Geneva: WHO. Gates, B. (2000) Knowing: the importance of diagnosing learning disability. Journal of Learning Disabilities, 4(1) pp5-6. Enable (7 Oct 2002) Adults with Incapacity Act (2000). Available at, http://www.enable.org.uk/ld/awi/ Also Adults with Incapacity (Scotland) Act (2000) London: HMSO. Eldridge, P. (2003) Ethics and research involving people with learning disabilities. In: Markwick, A. and Parrish, A. Learning disabilities: themes and perspectives. Edinburgh: Elsevier Science pp65-80. Department of Health (2001) Valuing people: a new strategy for learning disability for the 21st century. London: The Stationery Office. Hogenboom, M. (2001) Living with genetic syndromes associated with intellectual disability. London: Jessica Kingsley. Scottish Executive (2000) The same as you? A review of services for people with learning disabilities. Edinburgh: Scottish Executive. Watson, D. (2003) Causes and manifestations of learning disabilities. In: Gates, B. (ed) Learning disabilities: toward inclusion. Edinburgh: Churchill Livingstone. British Institute for Learning Disabilitieshttp://www.bild.org.uk/links/ Department of Healthhttp://www.doh.gov.uk The Scottish Executivehttp://www.scotland.gov.uk/ National Health Servicewww.nhs.uk

Indian Culture Vs Western Cultures Essay -- World Culture

A couple of years ago, I had invited my best friend Jenene, to attend an Indian wedding. I thought it might be fun for her to experience the different foods, clothing, personalities, and religious beliefs that were particular to my culture. Later on that evening she had pulled me to the side and told me that the culture that she was raised in was completely different from mine. She was raised in New York all of her life and she had never experienced such a distinct culture. At that time I told her that she did not know half the story! As time went on, she attended more and more Indian functions and realized that the main differences between the western and Indian cultures were religion, marriage, and social interaction.   Ã‚  Ã‚  Ã‚  Ã‚  The western culture is predominantly of the Christian faith praying to one God. Growing up in the Hindu faith, I always wondered why my mother used to pray to many Gods. As I became older, I built up the courage to ask a Pandit (Indian Priest) why we believed in many Gods whereas all the others believed only in one. He had informed me that we only believe in one God, Lord Shiva. It may appear that we are praying to many Gods, but in fact we are praying to the many forms that he appeared to us on earth.   Ã‚  Ã‚  Ã‚  Ã‚  The Hindu and the Christian religious beliefs are predominantly very similar in that they teach individuals to be good and giving people. The main difference between the two religions is our belief in the after-life. Christians believe that after we die, we wait to be judged (Judgement Day) and until that time, your soul remains in an everlasting sleep (purgatory). After Judgement Day Christians believe that they answer for the wrongs that they committed upon the earth. This determines whether they go to Heaven or Hell. Hindus believe in reincarnation, which is life after death. We believe that after you die, your soul is transferred into another body or form. Depending on your dharma (behavior) in your previous life will determine your karma (actions that will affect your next life). If you were a good and giving person, your soul will be transferred into a human, the highest life form. If you were bad, your soul will be transferred into an insect, animal, or a lower life form. In any case, both the Christian and Hindu religion teach good values, beliefs and morals which constitute an ideal individual.   Ã‚  Ã‚  Ã‚  Ã‚  The topic of marr... ...ne is born into. For example if your parents are born Vaishya, then you are automatically a Vaishya for life. The reason for my parents’ migration to the United States was to break out of the caste system. The western society has a type of class system that indicates whether you are upper, middle or lower class depending on your income. This fortunately varies from generation to generation and is not something you are born into. Therefore an individual decides what class they want to fall into. As time goes on more similarities will be seen between the Indian and western cultures. All will reflect the changes that are occurring through assimilation. Indians, who were once thought to be backwards, more like traditionalists, are slowly adapting to the western societies and customs. Some changes can be seen today in the United States where Indians are choosing their own mates, altering their lifestyle from communal to associational, and shifting their classification from Vaishya to upper working class. All areas of life and social interaction are showing a change from traditional to non-traditional while maintaining all the values, beliefs and customs of their old respected ways.

The Beneatha’s Dreams

Hansberry's play â€Å"A Raisin in the Sun† is the story of the Youngers, a poor African- American family in the 1940s. All of the Youngers have important dreams that they wish to realize but due to their economic status and the abundant racism of the time, and they are forced to put aside these dreams. However, due to the insurance money from â€Å"Big Walter†Ã¢â‚¬Ëœs death, they have a chance to overcome these obstacles and achieve their dreams. Beneatha is a good example of a character whose dreams have been deferred. Beneatha dreams of being a doctor and throughout the play, struggles to determine her identity as a well-educated black woman. Beneatha is a collage student and is obviously the best educated member of the Younger family. Her education is very important to her and she hopes to one day become a doctor. Beneatha believes in education as a means to understanding and self-fulfillment through knowledge and wisdom. It was rare at this time to find a poor well-educated black woman with such high ambitions. Beneatha took pride in this fact and often flaunted her intelligence to her family. Mama, knowing how much her education meant to her, instructed Walter to save $3000 for Beneatha's medical schooling. When it was discovered that Walter had invested the money in his liquor store scheme and Willy had run off with all the money, Beneatha was devastated. She had lost all hope and even though her spirits may have been lifted after her talk with Asagai in act III and the chance to move into a new house, it seems that Beneatha will never realize this dream. Another major dream that Beneatha wants is to have her own identity. In the play she does this by trying to gain a better grasp on her cultural identity as an African-American. The rest of her family, after living in America for five generations, seem out of touch with their African heritage, so Beneatha turns to Asagai, a native Nigerian, to see if he can supply the lost part of herself. Beneatha dresses in Nigerian garb, dances to African music, and lets her hair grow naturally in an attempt to become more African. Beneatha does this in part because she sincerely wants to identify herself as an Africa-American but she also does it in protest of what she calls an â€Å"oppressive† white culture. Beneatha also dreamed of overcoming not only the prejudice against blacks, but also the prejudice against women. In the 1940s, it was common belief that a woman's place was at home and it was very rare for any woman to become a doctor. Even Walter suggests that she become a nurse, a traditionally woman's job, instead. Beneatha was an early feminist and did not take the traditionally submissive role of a woman. Instead, she spoke up against anything she perceived as an injustice. She became particularly passionate about freeing the Africans from French and English colonizers after talking to Asagai. In the play â€Å"A Raisin in the Sun,† all of the main characters were guided by their dreams, and the same is true for Beneatha. In the play, Beneatha struggles to create her own identity while battling against the abundant prejudice of the day. While she partially succeeds at creating her own identity, her dreams of becoming a doctor fall short when Walter losses the necessary money. However, Beneatha is a strong, intelligent woman and will most likely succeed later in life.

Dtlls †Enabling Learning and Assessment Essay

Coursework 1 – Reflective Account of Peer Assessment Activity Within this piece of work I will be reflecting on an assessment activity used by a peer whilst I was observing their lesson for A-level psychology. The learners were all aged 17-19 and the lesson was on theories of depression and was a revision session for learners before their exams the following month. The assessment activity was an informal formative assessment where the students were placed into groups of two or three learners and were then given an area of the subject matter, the learners then had to create revision notes as a group on a piece of flipchart paper using their own notes and text books. The learners were then given 15 minutes to revise these notes, once this time was up the tutor then asked the learners to all find a new partner and then teach their revised notes to their peer. The ‘tutor’ peer would try to give all their key notes without looking at the flipchart, but some learners we re allowed when they got stuck on certain points. The ‘student’ peer would have to take written notes to aid with their revision. The learners would then swap in their pairs and the roles would be reversed, after both learners had shared their revision notes they would then swap again to find a new learner to pair with, this process continued until all learners had a full set of revision notes for the subject. Brown et al on the subject of assessment ‘validity’ state ‘It is often described as the match between what is intended to be measured and what is measured.’ (Brown et al., 1997, p.239). I believe this activity was very valid as it allowed the tutor to assess the notes the learners would be revising from for a summative exam in the future. The aims of this assessment were explained in full detail and the learners understood what was expected of them from this activity. The point of the activity was for peer learning to take place to aid revision in the subject of theories of depression; this was definitely achieved by the end of the lesson as every learner had a full set of revision notes on each aspect of the subject confirming the validity of the assessment. The students were in charge of creating their own notes in each group and then passing these notes onto their peers, this does cause some reliability issues as with all learners some students may have put more effort into their revision notes than others. Therefore you may get a learner who has put as much information into his or hers notes as possible giving a vast amount of knowledge on a certain area of the subject and they may then  receive from a peer basic knowledge of another area of the subject. Reece and Walker talk of ‘reliability’ as ‘the ability of a test to consistently measure what it is supposed to measure.’ (Reece and Walker, 2007, p.348), I believe this method of assessment does not consistently measure but the tutor did circulate the classroom at all times aiding learners if they were finding it hard to put key points down on paper. This method does however aid differentiation as less able learners were given the chance to gain knowledge of the subject from more able learners. The more able learners also had the chance to practice and develop their subject knowledge aiding revision in the class. Word Count: 520 References Brown, G., Bull, J. and Pendlebury, M. (1997) Assessing Students Learning in Higher Education. Oxon, p.239. Reece, I. and Walker, S. (2007) Teaching, Training and Learning: A Practical Guide. 6th ed. Sunderland: Business Education Publishers Ltd, p.321. Coursework 2 – Assessment Information within own Organisation Assessment information within my own organisation is recorded from the beginning of a learner joining the college. Every potential student as part of the interview stage takes part in a minimum core assessment; this is a basic screening test to assess the student’s literacy and numeracy skills. This initial assessment allows us to correctly place the learner on the right level of course. These results are placed in the college database, following the enrolment of each learner the minimum core results form a group differentiation profile for each class; put together by the course leader. This profile is used by the tutor so they can differentiate learning tasks and understand individual learner’s needs from the very beginning. Once the course commences formative assessments are created by the tutor and used in each lesson. Each learner receives feedback from these assessments and if needed, targets can be set so the learner is clear on what is expected of them. Validity and reliability of assessments used during a course are checked at regular standardisation meetings within curriculum teams, these take place to sample marking of formative and summative theory assessments. Allowing tutors to internally verify samples of learners work so all tutors  in the department are consistent in their marking. Reece and Walker explain ‘validity’ as ‘how well the test measures what it is supposed to measure† (Reece and Walker, 2007, p.321). Within these meetings the team will also evaluate and create formative and summative assessments for future use; a chance to share good practice. The meetings are also used to discuss practical assessments as different tutors can have differing views on as sessment criteria; this aids the reliability of the assessments. Summative assessments are entered on a standardised tracking document which every tutor in the department can access. Updating this tracking document then enables each tutor or the head of department to see the progress of every learner helping to identify any ‘at risk’ students who may need more attention or end up not completing the course. This document is shared with the learners; they can see what still needs to be achieved to gain their qualification and how far they have come in terms of progression, this aids motivation in the classroom and also a sense of achievement to see how much they have already completed. The learners have logbooks provided by the awarding body VTCT, this is where tutors record all practical summative assessment and sign off to say they have met the criteria set by VTCT. The logbook is used by the learner to build a portfolio of consultations forms and photographs from practical’s, written assignments and any online tests the learner has to complete during the course. The college also uses Pro-Monitor a computerised package which tutors can record individual learner progress and set targets for learners to achieve by a certain time. Learners can access Pro-Monitor and input individual targets they wish to achieve, it can also show them graphs and visual aids on how much of their qualification they have achieved, this is brilliant for more visual learners who may find written feedback harder to understand. These different ways of recording assessment information are vital in enabling tutors to identify when students are falling behind and planning for future development, a side effect of not using these implements could be learners nearing the end of their course without completing assessments that are mandatory. References Reece, I. and Walker, S. (2007) Teaching, Training and Learning- a Practical Guide. 6th ed. Sunderland: Business Edition Publishers, p.321. Coursework 3 – Evaluation of Assessment Activities Assessment is defined by Gravells and Simpson as ‘a measure of learning, at a given point in time. Relevant skills, knowledge and/or attitudes can be measured towards a subject or qualification.’ (Gravells and Simpson, 2008). There are three main types of assessment; initial, formative and summative; these types of assessment can then be informal in the way of crosswords, gapped hand-outs, quizzes, discussions and journals or they can be formal in the way of exams, assignments, tests and observations. Formative assessment, used properly, is such an integral part of the teaching and learning process that it could be argued that it shouldn’t even be called assessment. When we consider teaching and learning methods, many of them – questioning, case studies, and projects – are also assessment methods used as learning checks. Scales states ‘Assessment for learning is based on the belief that everyone can learn and formative assessment is a key strat egy to help learners improve and develop’ (Scales, 2010) With this in mind the first assessment activity to be evaluated is a crossword used as an informal summative assessment. Crosswords are a simple and easy way of assessing learner’s knowledge during a unit. Crosswords can be uploaded to the college interactive website ‘cloud’, learners can then download the activity as a form of homework or as an extension task during directed studies. These can then be handed in to the tutor for marking. A more effective method is to use a crossword as learning check during a lesson; once the learners have completed the crossword they can then discuss as a group the answers. The tutor can also use extended questioning, asking more able learners to explain in more depth an answer to help aid differentiation. Feedback from learners suggests that crosswords are a challenging way of testing knowledge and encourages the learners to look at subject matter in different ways without having to sit tests all the time, which can be very daunting for certain learners. Something gained from feedback from a group of level 1’s, is that because a majority of the learners have learning needs which affects their literacy; they find the crossword in itself challenging to complete. To overcome this it has been noted that providing learners with a word bank of key words for each unit has helped in completing such tasks as  crosswords, as the learner still needs to know which word they are looking for but aids in developing their spelling for the future. Feedback is the most important part of formative assessment; research suggests that immediate oral feedback is the most effective, whether this is done by one on ones or as a group discussion. The feedback provided should be developmental and make the learners extend their thinking and learning to a higher level and should also focus on positive points first before moving onto more ‘developmental’ area’s for the learner to consider. By conducting formative assessment it can ensure that the teacher gains a full understanding of the learners existing capabilities so that realistic goals can then be set and additional support if needed can be organised. With this feedback individual targets can then be created for each learner and placed on the college Pro-Monitor system where the learners can access their targets as and when needed to see how they are developing in the course. Learners are also encouraged to create their own personal targets on Pro-Monitor, using feedback from formative assessments it allows learners to realise key strengths and weaknesses to help in creating these targets. The use of this feedback is very much like the idea of ‘scaffolding’, Bruner (Wood et al., 1976) coined this term in the 1950’s and believed using a more knowledgeable other to challenge the learner to achieve more by providing ‘scaffolding’ to help them climb to higher levels. Learners in dialogue with teachers can see where they want to reach but initially may need help in the form of questions, prompts and pointers to get there. Summative assessment is the assessment of learning and it leads to the gaining of qualifications and grades. Weeden suggests ‘Summative assessment is a snapshot judgement that records what a learner can do at a particular time.’ (Weeden et al., 2002, p.19) This process of qualification is important for learners and it is good to keep in mind the emotional aspects and design of assessment in relation to validity and reliability. With this in mind the second assessment activity to be evaluated is a practical observation used as a formal summative assessment. Practical observations are used throughout all 3 NVQ levels in beauty therapy as the subject is extremely vocationally based. Beauty therapy NVQ’s are broken down into units, for each unit there will be practical assessments that have to be completed at the end of the unit, where the learner is observed and assessed by the teacher. VTCT are  the awarding body for the beauty therapy NVQ’s and they set out the practical assessment criteria for each unit, this criteria is printed in the learners logbooks which is where each assessment is signed off if a pass has been achieved. To aid the reliability of the practical assessments all beauty lecturers at the college come together at standardisation meetings where the criteria is discussed in detail and a learner marking sheet is created which includes each of the areas the learner has to meet to gain a pass in the assessment. If this was not done each teacher could interpret the assessment criteria in different ways therefore learners would not be assessed fairly and reliably. Petty states ‘the same examiner should give the same mark if they unknowingly mark a script twice on different days’ (Petty, 2009), using standardisation this means that even with practical based assessments the results should always be the same. To help learners during practical assessments learning outcomes are written on the whiteboard to highlight key points they will need to show competency in or do to achieve a pass in the assessment. During the observation the teacher will also ask questions to the learners to help achieve the unit criteria, this is also where differentiation of the learners can take place as more able learners will be asked more open-ended and higher order questions then less able learners who will be asked standard criteria questions. The use of cameras in practical assessments is something that is still fairly new and is being experimented with but does seem to show some success. As part of the observation learners have to keep their working area clean and tidy and show due regard for health and safety, the teacher can now take pictures of each learners working area before the assessment takes place and then at the commencement of the assessment. With regards to practical assessments like nail art, make-up and face painting the finished article can also be documented by a photo that the learner can then be used in their own portfolio to be sent to the awarding body. From these pictures the teacher can then feedback to the learner at the end of the assessment any positive points of the practical and also any areas that the learner would need to further develop, the learner can then have these pictures as a visual aid to understand how they can improve for the next assessment and also works as a good revision aid for the future. Another approach to embrace ICT in assessments is to video learners assessments so they can themselves evaluate  and feedback on client care and professionalism during their observation. It has been noted that using cameras in practical observations has been received well by the learners, they have commented that it brings a new dimension to receiving feedback and allows them to visualise areas they need to focus on improving and reinforces the assessment criteria for them too. Feedback from practical observation is given individually immediately after the learners assessment, feedback is given verbally with key points both positive and ones for development are written on the bottom of the consultation form the learner completed during the assessment (these consultation forms also go into the learners portfolio). Practical assessments can leave a lot to interpretation by the teacher so it is important the practical marking sheet is filled in during the observations and a pass or fail is determined by how many of the boxes the learner showed competence in, depending on which level the learner is currently studying determines the number of criteria they need to meet. Learners can feel very nervous and daunted by practical assessments at the beginning of the year as it the proverbial ‘unknown’, formative practical assessments do help to calm learners worries as they are a ‘trial run’ of the summative assessment, also setting out some time to explain and discuss the unit assessment criteria and what will be expected of them from this. During the practical observations themselves the use of cameras also seems to help learners forget the formalness of the observation and relax into the assessment. In conclusion all assessment methods should be a positive contribution to learning and good assessment activities are important to aiding teaching. However assessments are only worthwhile if they assist the learner and teacher to move through the learning outcomes of the unit, otherwise it is irrelevant. Designing assessment activities which stretch the learner’s abilities and promotes their development is a skill that comes with experience and understanding of the current learners on your course and it is definitely something that will always be tweaked and changed throughout your career. Word Count: 1,594 References Gravells, A. and Simpson, S. (2008) Planning and enabling Learning in the Lifelonf Learning Sector. Exeter: Learning matters, p.50. Petty, G. (2009) Teaching Today – A practical guide. 4th ed. Cheltenham: Nelson Thornes. Scales, P. (2010) Teaching in the Lifelong Learning Sector. Berkshire: McGraw-Hill Education, p.180. Weeden, P., Winter, J. and Broadfoot, P. (2002) Assessment: What’s in it for schools?. London: Routledge Falmer, p.19. Wood, D., Bruner, J. and Ross, G. (1976) The role of tutoring in problem solving. In: Journal of child psychology and psychiatry., pp.89-100.

The feud between East and West Coast Hip Hop Culture.

The feud between East and West Coast Hip Hop Culture. Hip-Hop's Greatest RivalryHip-hop is a term recognized by many, but understood by few. To mainstream audiences today, the term has become a synonym for rap music; however, hip-hop in actuality is a relatively new cultural movement that "began amongst urban (primarily, but not entirely, African American) youth in New York [City]" ("Hip-Hop"). Soon after the birth of hip-hop in the mid 1970s, the cultural movement quickly spread throughout the United States and today has come to be known to the entire world. Hip-hop is constantly changing and although it has mainly appealed to the youth, its audience is continually growing. Hip-hop culture has four elements - graffiti art, breakdancing, DJing, and MCing/rapping (Ayazi-Hashjin 6,7). A main cause of the birth of hip-hop was the civil rights movement in the United States.Black consciousness and pride swept the streets among African Americans, especially those living in cities after the start of the civil rights movement.English: Photo of the front of 1520 Sedgwick Avenu...Prior to the birth of hip-hop, the Black Panthers were a powerful group, and The Nation of Islam was beginning to organize. Black culture was becoming better known through outlets such as magazines and jazz. As Black Americans were identifying with each other more and more, many other closely-knit black communities were forming, especially in New York City. An important consequence of this was the formation of gang culture (Ogg 23). In the 70s, street gangs became very popular among the Black American youth. Gangs became a way of representing Black pride for many. Young Black Americans looked to join gangs because of the kinship they could form with others who lived in a similar lifestyle. As the number of gangs grew, however, gang rivalry intensified to violence. The Bronx area of New York City in 1970s was thought of to be one of the...

Show Tables Command in SQL

Show Tables Command in SQL MySQL is open-source relational database management software that website owners and others use to organize and retrieve data from databases. A database consists of one or more tables with several columns, each containing information. In relational databases, the tables can cross-reference one another. If you run a website and use MySQL, you may need to view a complete list of tables in the database. Using the MySQL Command Line Client Connect to your web server and log in to your database. Pick the database you want to use if you have more than one. In this example, the database is named Pizza Store. $ mysql -u root -pmysql USE pizza_store; Now use the MySQL SHOW TABLES command to list the tables in the chosen database. mysql SHOW TABLES; This command returns a list of all the tables in the chosen database. MySQL Tips Every MySQL command ends with a semicolon. If it is missing, the command does not execute.The MySQL command line is not case sensitive, but commands are usually written in uppercase, while  tables, databases, usernames, and text are usually in lowercase to make them easier to identify. When to Use a Database A database is a structured collection of data. Occasions when a database  might come in handy when you are working on your website include: If you have an online store, a database stores the products you sell, the customer information, and the orders.A database for an online forum stores member names, forums, topics, and posts.A blog uses a database to store blog posts, categories, comments, and tags. WhyUse MySQL Because it is open-source software, it is free to everybody.MySQL can be installed on lots of different platforms.MySQL is usually included in most web-hosting packages.Its easy to use.It works well with PHP to add functionality to your website.

June Themes and Activities for Elementary Students

June Themes and Activities for Elementary Students If youre still in the classroom when summer starts,  use these ideas for inspiration to create your own lessons and activities or use the ideas provided. Here is a list of June themes, events, and holidays with correlating activities to go with them.   Celebrate Month-Long June Themes and Events National Safety Month - Celebrate safety by teaching your students tips about fire safety, how to avoid strangers, or other safety topics. National Fresh Fruit and Vegetable Month - Celebrate National Fruits and Vegetable month by teaching your students about the importance of nutrition. Dairy Month - This is the time of the month when we are all reminded of the great importance of everything dairy. During this month try this milk paint recipe with your students. Great Outdoors Month - June is a special time to celebrate the great outdoors! Plan a field trip with your class and dont forget to set the rules for a successful trip! Zoo and Aquarium Month - Teach students about the zoo with a few animal crafts, and all about the aquarium by having students create an ecosystem. June Holidays and Events June 1st Donut Day - Whats a better way to celebrate Donut Day than to eat them! But, before you do that, first have students use a plastic knife to try and cut the donut into different sections to reinforce fraction skills.Flip a Coin Day - Sounds like a silly day to celebrate, but there are endless opportunities for students to learn from just flipping a coin! Students can learn probability, or you can have a coin toss challenge. The ideas are endless.Oscar the Grouchs Birthday - Kindergarten classes will love celebrating Oscar the Grouchs birthday! Celebrate by having students make birthday cards and sing Sesame Street songs.Stand for Children Day - Honor Stand for Children Day by making sure they will be college ready. June 3rd First U.S. Spacewalk - Celebrate Ed Whites spacewalk by having students participate in space-related activities.Egg Day - National Egg Day is a fun day to promote eggs. Use this day as an opportunity to teach your students the importance of eggs. Egg carton crafts would also go perfectly on World Egg Day!Repeat Day - Repeat Day can be a fun opportunity for students to review what they have learned. On this day have students repeat everything they did the day before. From wearing the same clothes to eating the same lunch, and learning the same things. June 4th Aesops Birthday - This is a day for students to discover all about Aesop by reading his famous fables.Cheese Day - Celebrate Cheese Day by having students bring in different cheese snacks and singing the Cheese song.First Ford Made - In 1896 Henry Ford made his first operational car. On this day have students discuss what life would be like if we didnt have cars. Then have students write a story about their ideas. Use an essay rubric to assess their work. June 5th First Hot Air Balloon Flight - In 1783 Montgolfier brothers were the first to take a hot air balloon flight. Celebrate the Montgolfier brothers great accomplishment by teaching students the history of balloons.National Gingerbread Day - Celebrate this yummy food by having students create gingerbread crafts.Richard Scarrys Birthday - Richard Scarry, born in 1919 is a famous author of childrens books. Celebrate this magnificent author by reading his book, The Best Christmas Book Ever.World Environment Day - Celebrate World Environment Day by learning unique ways for reusing and recycling items in your classroom. Plus, teach your students about how to take care of our earth with these activities. June 6th D-Day - Discuss the history and show pictures, as well as read some personal stories about that day.National Yo-Yo Day - Buy enough Yo-Yos for students to have a contest. The first person to keep it going the longest wins! June 7th National Chocolate Ice Cream Day - Celebrate this fun day by eating ice cream during snack time. June 8th   Frank Lloyd Wrights Birthday - Celebrate this special birthday by having students make an airplane craft.World Oceans Day - Take a field trip to your local Aquarium to celebrate this day. June 10th Judy Garlands Birthday - Judy Garland was a singer and actress who starred in the Wizard of Oz. Honor her great accomplishments by viewing the movie she was best known for.Ballpoint Pen Day - This may sound like a silly day to celebrate, but students will love being able to write with different color pens throughout the day instead of the same old boring pencil. June 12th Anne Franks Birthday - Born in 1929 in Frankfurt am Main, Germany, Anne Frank was a true inspiration to all. Honor this beautiful girls heroism, by reading the book Anne Franks Story: Her Life Retold for Children.The Baseball Was Invented - What is a better way to celebrate the day the baseball was invented then by having students participate in a class baseball game! June 14th   Caldecott Medal First Awarded - In 1937 the Caldecott Medal was first awarded. Honor the winners of this award by reading your students the books that won.Flag Day - Celebrate this day with Flag Day activities. June 15th Fly a Kite Day - This is a special day to celebrate with your students because it is the anniversary of Ben Franklins Kite Experiment in 1752. Celebrate this day by making a kite with your students. June 16th Fathers Day- Every third Sunday of June we celebrate Fathers Day. On this day have students write a poem, make him a craft, or write a card and tell him how special he is. June 17th Eat Your Vegetables Day - Its important to eat healthily. On this day have students bring in a healthy snack, and discuss the importance of healthy eating and getting enough sleep. June 18th International Picnic Day - Have a class picnic to celebrate International Picnic Day! June 19th Juneteenth - A day to celebrate the commemoration of the ending of slavery in the United States. Discuss famous women in history, and slavery statistics. June 21st First Day of Summer - If you are still in school you can celebrate the end of school with fun Summer activities.World Handshake Day - Have students describe their ideal world and draw a picture of their interpretation of World Handshake Day.United Nations Public Service Day - Help students recognize the importance of giving back by taking a field trip to your local food shelter or hospital. June 24th International Fairy Day - Have students write a fairy tale to honor this special day. June 25th Eric Carles Birthday - This beloved author should be celebrated every day. Honor Eric Carles birthday by reading some of his famous stories. June 26th Bicycle Patented - Where would our world be if we didnt have the bicycle? Use that question as a writing prompt for your students. June 27th Helen Kellers Birthday- Born in 1880, Helen Keller was deaf and blind but still seemed to accomplish a great deal. Read a collection of inspiring quotes by Helen Keller while teaching your students her back-story.Melody for Happy Birthday Song - Have students use the melody of the Happy Birthday song to re-write their own version of the famous song. June 28th Paul Bunyan Day - Celebrate this fun-loving giant lumberjack by reading the story The Tall Tale of Paul Bunyan. June 29th Camera Day - On Camera Day have students take turns taking photographs of each other and turn their photos into a class book. June 30th Meteor Day - Show students how a meteor shower  actually works.

American Cultural Mythologies Essay Example | Topics and Well Written Essays - 1250 words

American Cultural Mythologies - Essay Example Rhetorical strategies majorly take the form of questions. Their speeches entailed logos, ethos and pathos in their rhetorical techniques. Rhetorical questions do not necessarily require an answer from the audience. They just offer a platform of sharpening and cognitive reflections of the audience. Audiences ponder on the implications of the questions and detect the bias presented by the author or presenter. Therefore, the answers of the questions are already disseminated by the course of the speech. The stand of the author or presenter produces the answer to a rhetorical question. This is an apparent implication that the answers of the questions are already set by the authors and presenters of the speech. This is an evident phenomenon in the speeches by Frederick, Truth and Jefferson. Regardless of the position of the audience, the answer of the rhetorical question remains static during the speech. Therefore, this appeals to the wits of the audience and it possesses a substantial con vincing power. Audiences mostly take the positions of the author or presenter due to the conveyance of the bias through the rhetorical strategies. In this case, authors and presenters have the liberty of capitalize on rhetorical strategies to convey a message to the audience. Rhetorical strategies have a basic role of persuading the audience. ... In this case, his speech starts with a rhetorical question. A rhetorical question is a strategy that has an immense contribution to the persuasive power of the speech. His speech has the title â€Å"What to the Slave is the 4th of July?† Definitely, this qualifies to be a rhetorical question. It does not require an immediate answer from the audience. It also spells the stand of the author or presenter vividly. Therefore, the answer for this question is already set. It spells a definite feeling within the slaves upon the existence of the 4th July date. Ideal expectations of the slaves are major consequences of this day’s existence (Douglass, 7). Frederick appeals to the cognitive reflections of his audience during his presentation of the speech. Ethos is an evident rhetorical strategy in this speech. This speech entails a substantial ethical appeal towards the audience. Through the ethical appeal, Frederick gains a convincing capacity to the audience of his speech. Socie ty has a high tendency to listen and adopt ideas from trustworthy icons. In this case, Frederick’s speech gains much persuasion to the audience due to the ethos technique. Pathos is a rhetorical technique that appeals to emotions of the audience. Frederick uses this rhetorical technique to facilitate his persuasive capacity to his audience. The title of the speech appeals to the emotions of the audience (Douglass, 4). All rhetorical questions also have a substantial emotional appeal, and therefore they facilitate the persuasiveness of the speech. Frederick appeals to the emotions of the audience through the exploration of historical experiences of America’s forefathers (Douglass, 7). By revealing their painful encounters, he convinces his audience to retain their historical glory. Logos

Journal ad Essay Example | Topics and Well Written Essays - 250 words

Journal ad - Essay Example o the importance of the journal, its outspoken authority among world economy contributors who use the journal to reach the world in various economic topics makes it a popular tool on the shelf, table and mailbox in different publication formats. Its editorial environment has a consistent theme that captures the business world as a rare spectacle worth a keen following. This journal has a consistent package of features in terms of its coverage which is mainly focused on business and economy. However, a number of topics presented in the journal are highly varied. To illustrate this point, the above advert contained in the Wall Street Journal aims at reaching the properties market for possible buyers of the property named therein. Property market is a discrete segment with a highly competitive environment, perhaps making the reason why the advert features in a leading journal in the US and world market. In this advert, the reader is convinced to consider buying the house with a brightened exterior, indoor pool, good floors and space at only $639,000. In the wall Street journal, there are a number of related offers worth looking at for comparison since it is a competitive platform. It is a good investment by the owners since it has captured the market in a significant way across the globe. Cheema, Sushil â€Å"House of the Day: Massachusetts Colonial Holliston, MA† Wall Street Journal, 9 July 2011. Web. http://online.wsj.com/article/SB10001424053111904537404576554651535585940.html?mod=WSJ_RealEstate_LEADTopNews (accessed 8 September

Business Policy Case Study Example | Topics and Well Written Essays - 3000 words

Business Policy - Case Study Example ort tries to identify the challenging environment that the company is facing in its operating environment in the recent months, along with that it gives an outline about the future strategic directions that the company might pursue. The report is based on three principal issues -1) The External Environment Analysis, 2) The Internal Capability Analysis, 3) Recommendation and Conclusion. According to the International Air Transport Association, the industry lost up to $8 billion in 2008 which is even greater than what was forecasted previously. The report uses a PESTEL analysis (See PESTEL Analysis: Appendix D) to scan the external environmental structure of the company. The business cycle of British Airways includes several parameters. This is due to the fact that airline industry is characterized by longer business cycle resulting from the lower profitability and for the lower shareholder returns. (Liehr, Nd, page 1). The marketing environment is constantly changing and with every change in the last few years airlines industry is being affected. The demand for the airline industry is highly income elastic. (â€Å"An analysis of British Airways Marketing Environment†, 2008) Thus the rise in the fuel prices last year and recent economic turmoil has affected the airlines industry in huge way as the passengers are avoiding more expensive air travels. According to a report by Air Transport association of America, the revenue generated from passenger travels for all airlines fell by 19 % during the month of February, 2009 when compared to February 2008. This is the forth consecutive month where loss is being recorded. The business sector, hit badly by the economic crisis are cutting back on their airline trips. British airways having ten flights operating daily between London and New York is among the worst hit. (â€Å"Lucrative Business class air travel hit by crisis†, 2009) The company saw a decline in 8.6 percent in premium traffic and 4.1 percent in non premium.

Terrorism in the Middle East Essay Example | Topics and Well Written Essays - 750 words

Terrorism in the Middle East - Essay Example The author has also held tenure as visiting professor at New York University and Columbia University. In the author's own words, the " purpose of the book is to shed light on the second effect [of 9/11that of mobilizing the support of Muslims the world over through an example of victory won by violence], by placing these recent events in a historical perspective that covers the unfolding of the Islamic movement over the last twenty five years of the twentieth century" (page 2). The author expands on this theme by suggesting that the terrorist act of September 11, 2001 had at its core the primary aim of engendering solidarity amongst Muslims. It was presumed by the perpetrators, that an attack on the very symbols of US supremacy would surely invite military action resulting in unacceptable civilian casualties in the target country, [in this case Afghanistan], leading to a collective sense of outrage in the Muslim world. The perpetrators of the act hoped, that this would give impetus to the Jihad (Holy War) which was running out of steam. The last quarter of the twentieth century saw the radicalization of Islam in the form of Islamic Political Movements. From the early 1970s, radical factions in various countries revolted against the incumbent regimes and, in some cases, seized power thereby upsetting the prevailing world order leading to regional instability. In the early days, the aim of Jihad was not to wage war against the West, but to establish a global Islamic state, with the Koran as its fountainhead (page 27). During those initial days of the Islamic Political Movement, religious ideology proved to be an excellent binding factor, bringing together people from all walks of life - from students to professionals, urban poor and well settled bourgeoisie under one banner (page 67). However, as Kepel points out, Islamic Fundamentalists do not subscribe to the concept of separation of religion (Church) and political power (State). It is these fundamentalist factions that are propagating Jihad with terrorism as its m anifestation wherever Western nations have in the past dominated on account of their conventional superiority. This trend according to the author has its roots in Afghanistan and the Sudan. After the initial success of Islamic radicals in Iran, Radical Islamic Movements failed to seize political power elsewhere. Even in Afghanistan (post the Soviet withdrawal) and in Sudan, Islamists could not consolidate their gains and the situation in both countries slipped into chaos and anarchy. This failure led to a split. The moderates wanted to develop new concepts of democracy in sync with Muslim ideology. The fundamentalists of the other hand, for whom the Koran itself was unquestionable, gravitated towards large-scale terrorist attacks across the world. What Kepels brings out is that contrary to popular belief, far from being a 'clash of civilizations' [as propounded by Huntington], the targeting of the West is only a tool being used by radical terrorist factions to gain political power over their fellow Muslims. This is a very unique and original hypothesis expounded by the author. In this context the author brings out that the "attack on

Mormonism in Tony Kushner's play Angels in America Research Paper

Mormonism in Tony Kushner's play Angels in America - Research Paper Example The relationships between Louis and Joe are in focus while talking on the contradiction between Judaism referring to Louis and Mormonism relevant to Joe. There is something more interesting in the play which designates the place of Mormon religion. Tony Kushner was accurate in choosing these two religions reflected on the reactions by two characters in the play. The question is that the religion of Jews is among the oldest on earth whereas Mormonism was created and established by Joseph Smith at the early ages of the American sovereignty. This is why it is a so-called controversy between the tradition and an isolated devotion toward something new. That is to say, homosexuality is opposed to the mainstream ideas. It is well illustrated on how Louis reacts on Joe’s confession in that he is a Mormon: â€Å"I cannot believe I have spent a month in bed with a Mormon† (Kushner 201). This is where the conflict starts and where it has all chances to progress in the future. A gr eat contribution by Kushner is that he once had realized the potential of the contemporary social issues and concerns. Then he incorporated them into the realistic and unique talk on the problem through the art of drama, as the â€Å"lines between gay and straight become very blurred† as of today (Meyer 1249). Thus, the way in which the play signifies the lives of two couples and how they interact is all about the realistic picture of people’s anxiety in their search for real identity. It is well supported by the idea of being gay among cruel individuals around. Back to Mormonism, it is necessary to note that it has less popularity among the privileged Catholic and Protestant churches in America. This is why there is a straight-forward connection to how the society perceives the idea of close relationships between two men especially when one of them abandons his wife for a new male-partner who, in turn, abandons his boyfriend for the sake of such union. Thus, in its se paration from the larger society, Mormon religion is symbolically set by Tony Kushner so as to lay emphasis on its American decent notwithstanding less popularity. It is the same for homosexuals. Along with their sexual prerogatives, homosexuals are not void of the rights and freedoms once proclaimed by the Founding Fathers which follow the genuine standards of a democratic society. Furthermore, Kushner masterly embodies the â€Å"national themes† with the idea of status, race, gender, sexuality, and political affiliation of the characters. Once again, Mormon religion is set to demonstrate why people become closeted or latent in their likes and priorities in life. Joe tried to find out a good moment to confess before Louis, but it was in vain, as the national stereotypes seem bigger in minds of individuals, even though they are of minor sexuality. The liberated gay movement got through the tremendous change due to the advent of AIDS and them to be automatically listed in the risk group (Longolius 3). It is another motive to speculate on why gay relationships suffer. Louis would never abandon Prior, if everything went great. Judging from Louis’s impulsive state of mind, religious preferences of Joe, as a

Movie Report over Good Fellas for Organized Crime class Essay

Movie Report over Good Fellas for Organized Crime class - Essay Example Plot summary The protagonist, Henry Hill ignores his father’s advice and decides to lead the life of a gangster. Henry joins a gang and his life as a gangster helped him to be independent. Paul "Paulie" Cicero (leader), Jimmy "The Gent" Conway and Tommy DeVito (associate members) are the members of Henry’s gang. Air France Robbery (1967) was Henry’s first robbery in his life as a criminal. Henry’s relationship with Karen (his wife) and Janice Rossi proves to be unsuccessful. Henry’s life as a criminal includes the murder of Billy Batts. Later, Henry’s gang leader asks him to conduct a crime in Florida but almost all the members got arrested. Gradually, Henry began to ignore the leader and indulged in more serious crimes. Later, Henry was imprisoned for his involvement in drug trade. This incident deeply influenced him and he decided to change his life. But other members of Henry’s gang (Paul Cicero and Jimmy) were not ready to change a ccording to the situation. Discussion: The discussion includes theme, message, genre and portrayal of life in the film. A. Theme As pointed out, the film’s theme is interconnected with organized crime and it’s after effects. ... To be specific, Henry was able to identify that imprisonment and drug addiction were the byproducts of organized crime. This deeply influenced him and his decision to keep away from the life of a gangster was based upon this self-realization. On the other side, other members of Henry’s gang were not ready to realize their mistake and were forced to be imprisoned. This is the basic difference between Henry and the other members of his gang. B. Message The director makes use of the protagonist (Henry Hill) as a mouthpiece to communicate with the viewers and to convey his message on criminal instinct and organized crime. The director portrays Henry’s life through the perspective of an onlooker. Within this context, one can easily identify that Henry’s life is symbolic of criminal instinct and redemption in the end. In the beginning of the film, Henry’s decision to join the gang changes his life. His decision was based on his attraction towards the life of a g angster, especially a life with independence and thrill. Gradually, he came to realize that the drawbacks in his life are interconnected with his decision. For instance, he was not able to maintain his relationship with Karen (his wife) and Janice Rossi and was forced to face imprisonment for a number of times. In short, the protagonist’s life represents the director’s opinion on criminal instinct and organized crime. C. Genre One can easily identify that the film Good Fellas by Martin Scorsese represents gangster movie genre. To be specific, gangster movies portray the life of gangsters who represent the darker side of human life with criminal instinct. Besides, gangster movies provide ample importance to violence and crime. In the film, the director provides ample

Mormonism in Tony Kushner's play Angels in America Research Paper

Mormonism in Tony Kushner's play Angels in America - Research Paper Example The relationships between Louis and Joe are in focus while talking on the contradiction between Judaism referring to Louis and Mormonism relevant to Joe. There is something more interesting in the play which designates the place of Mormon religion. Tony Kushner was accurate in choosing these two religions reflected on the reactions by two characters in the play. The question is that the religion of Jews is among the oldest on earth whereas Mormonism was created and established by Joseph Smith at the early ages of the American sovereignty. This is why it is a so-called controversy between the tradition and an isolated devotion toward something new. That is to say, homosexuality is opposed to the mainstream ideas. It is well illustrated on how Louis reacts on Joe’s confession in that he is a Mormon: â€Å"I cannot believe I have spent a month in bed with a Mormon† (Kushner 201). This is where the conflict starts and where it has all chances to progress in the future. A gr eat contribution by Kushner is that he once had realized the potential of the contemporary social issues and concerns. Then he incorporated them into the realistic and unique talk on the problem through the art of drama, as the â€Å"lines between gay and straight become very blurred† as of today (Meyer 1249). Thus, the way in which the play signifies the lives of two couples and how they interact is all about the realistic picture of people’s anxiety in their search for real identity. It is well supported by the idea of being gay among cruel individuals around. Back to Mormonism, it is necessary to note that it has less popularity among the privileged Catholic and Protestant churches in America. This is why there is a straight-forward connection to how the society perceives the idea of close relationships between two men especially when one of them abandons his wife for a new male-partner who, in turn, abandons his boyfriend for the sake of such union. Thus, in its se paration from the larger society, Mormon religion is symbolically set by Tony Kushner so as to lay emphasis on its American decent notwithstanding less popularity. It is the same for homosexuals. Along with their sexual prerogatives, homosexuals are not void of the rights and freedoms once proclaimed by the Founding Fathers which follow the genuine standards of a democratic society. Furthermore, Kushner masterly embodies the â€Å"national themes† with the idea of status, race, gender, sexuality, and political affiliation of the characters. Once again, Mormon religion is set to demonstrate why people become closeted or latent in their likes and priorities in life. Joe tried to find out a good moment to confess before Louis, but it was in vain, as the national stereotypes seem bigger in minds of individuals, even though they are of minor sexuality. The liberated gay movement got through the tremendous change due to the advent of AIDS and them to be automatically listed in the risk group (Longolius 3). It is another motive to speculate on why gay relationships suffer. Louis would never abandon Prior, if everything went great. Judging from Louis’s impulsive state of mind, religious preferences of Joe, as a

Great Expectations Essay Example for Free

Great Expectations Essay What Picture Of Childhood Does Charles Dickens Create In The First Section of Great Expectations?  In 1861, when Dickens embarked upon telling the novel Great Expectations, the country was riveted. Theyd hasten to read the next weekly instalment which was full of drama and, more importantly, the issues which Dickens urged to convey throughout the novel. Strong feelings were rooted to his childhood where he was forced to work in a blacking factory and even give up his education at one point. When he did receive an education it was poorly taught, like Pips own experience. In comparison, our society today and its compulsory education is a striking contrast to Victorian childrens life. Treatment during childhood is also an important theme and most interestingly how Pip is treated by his sister Mrs Joe and her husband Joe Gargery. Whereas Joe supports and encourages Pip, Astonishing! You ARE a scholar, he remarks when Pip writes something on the chalkboard to him, Mrs Joe treats Pip extremely differently. Despite being only a sister to Pip, Mrs Joe acts as his mother as she has raised him by hand. Literally this describes how she raised him alone, but also symbolises how Pip seemed to be raised by Mrs Joes violence. She is firm and cruel and uses the tickler, a whip, on Pip when she sees that he has misbehaved. This sounds childish and fun to our ears, which is ironic seeing as it causes Pip so much pain throughout his childhood. Another severe and strict method of control is force feeding a disgusting dose of tar water. This treatment for a naughty child, which is used on Pip, was also used on Joe. This could be a possible reason for why Joe and Pip act brotherly and are on equal terms as seen here: get behind the door old chap, as they are united against Mrs Joes cruel punishments and severity despite the social rules that your elders are your betters. Therefore, although Joes behaviour towards Pip seems more natural to us nowadays, it is in fact Mrs Joes treatment of Pip, which Dickens writes to give us a picture of childhood, which was more common in Victorian times. The classic seen and not heard view of children, which was meant quite literally at the dinner table on Christmas day where Pip was not allowed to speak., is also portrayed in the character of Mr Pumblechook. He tells Pip over dinner he should be grateful to them which brought you up by hand, because if he had been born a Squeaker he would not have received such care. Mr Pumblechook uses every chance, like testing his arithmetic, to belittle and insult Pip. However, when Pip gains his fortune Mr Pumblechook hypocritically claims that it was well deserved and they have always been old friends. We can see that Mr Pumblechook, in seeing that Pip is now of a higher status and so has to respect and try to gain favour of him, whereas before young Pip as a child was of a very low status. Miss Havisham looks down on Pip for another reason as her wealth makes Pip feel even more common. She invites him to play in Satis House, which has been neglected since her failed wedding day. She is blunt with Pip, for example: I hope you want nothing. Youll get nothing. She has a frighteningly manipulative influence on those around her. She teaches Estella to break mens hearts and encourages Pip to think she is his mysterious benefactor. It could be because she spends too much time alone with her bitter thoughts, which allows her to be so cunningly manipulative. She expects people to follow her wishes, especially Pip as he is common. You are unwilling to play, then are you willing to work? In contrast, Magwitchs treatment towards Pip is regardless of class. When he first meets him he is desperate, shaking, ill and in pain. We can see that this makes him desperate, and even threatening to Pip. However, later on in the novel we can see that Magwitch treats Pip with great respect in affection in return for his help seeing himself as Pips second-father, whereas Mr Pumblechook tries to leech of Pip when hes older. It is difficult to tell whether Pips deed or Magwitchs nature lead Magwitch to treat someone so kindly like Pip, but as he was desperate on the marshes we can assume he isnt only kind to Pip. Friends on the desolate marshes are a fortune Pip does not possess in his childhood. Interacting with children your own age plays a vital role in growing up as we can see from Pips reactions to his meetings with Estella. Her condescending manner is very apparent in the scornful tone she refers to Pip as boy despite being the same age as him. Once again, it is because of class that she mocks him. She laughs at him for calling the Knaves Jacks. However, Pip falls in love with her even more despite her cruel actions and wishes to change and better his life in the hope of wooing Estella. She has caused a huge impact on Pips life because of the way she has been brought up to break their hearts and because she is the first pretty girl Pip has set his eyes upon. Pip first meets Herbert Pocket in the grounds of Satis House where he is challenged to a fight. Not knowing his name, Pip refers to him as the pale young gentleman. He was secretly afraid of him despite that he did not look very healthy. It could be that his fear is from being treated badly by those of higher status; however, Herbert treats him as an equal by playing and even returning Pips good will by saying same to you. This shows how he treats Pip more fairly unlike Estella. This gives us an insight that class is not an issue to all children. Another person similar to Pips age is Biddy. She comes to look after Joe, Mrs Joe and Pip and at once Pip recognises her intelligence. However, we can see a slight snobbery in the way Pip looks at her. He does not understand how she can learn quicker than Pip. From this we can see he acknowledges Biddys intelligence, but is also confused why he is not superior in that aspect which is rather snobbish. Although Pip and Biddy do not see each other in the same way (Pip did not know back then that Biddy loved Pip), Pip trusts Biddy immensely and tells her that he wants to be a gentleman on Estellas account. He has told no one else this, but still looks down on Biddy and thinks she is envious and grudging of his new wealth. He does not treat her as an equal in this aspect so it is difficult to see if we could call her a true friend. And as friends are important in childhood, its clear to see that Dickens is saying that Pip did not have much of one. Unlike today, Pip doesnt play any games nor is he allowed as much freedom to go out. He is whipped for visiting the graveyard, so he certainly wouldnt be able to go out with friends like children his age today. He is expected to learn from Joe in the forge and become apprenticed (PRENGTD) to him. Before receiving the fortune he has no choice, and at the beginning wants no other career; however we are now encouraged to consider many career options from a young age. This may have been because back then, you didnt have much chance other than to follow the family trade unless you had money. In Satis House he is expected to play in front of Miss Havisham, walk her and keep her company. Even though he is there to play, it is not by choice and he does not have fun by it. His games, for example cards, are very formal whereas today children would play informally and with children their own age, and so once again Dickens shows Pips lack of fun in childhood.

A Look At Three Types Of Price Searchers Economics Essay

A Look At Three Types Of Price Searchers Economics Essay A monopoly is a firm producing a commodity for which there is no close substitute. There are usually some forms of barriers of entry. It is difficult to define a pure monopoly as close substitutes are difficult to define. For example, there are no close substitutes for cigarettes, but there are many substitutes for Marlboro. 1.1 Characteristics à ¢Ã¢â€š ¬Ã‚ ¢ Features (a) Only one seller. (b) Restricted entry by barriers. (c) Market information is not free and perfect. à ¢Ã¢â€š ¬Ã‚ ¢ Barriers to entry (a) Legal barriers create legal monopolies. (i) Public franchise: exclusive right to run a business, e.g. TVB. (ii) Government licence: exclusive right to entry into a business, e.g. taxi licence. (iii) Patent: exclusive right to use an invention, e.g. right to produce a drug. (b) Natural barriers create natural monopolies. (i) The average cost falls over a large volume of output before it rises. LRAC would be lower if an industry were under monopoly than if it was shared between two or more competitors. (ii) Control the supply of an essential raw material, e.g. most diamond mines in the world are controlled by De Beers Ltd. (iii) Economies of scale: The large fixed cost of production requires a large output to pull down the average cost, e.g. electricity generated by China Light Power Ltd. 1.2 Output And Price Decisions Definition A single-price monopoly is one that charges the same price for every unit of output it sells. The monopoly must decide how much to produce and what price to charge. It is a price-searcher. Definition A price searcher is a seller with sufficient market power to set its price by adjusting supply. Since there is only one firm in the industry, the demand curve of the firm is also the demand curve of the industry, and the seller faces a downward sloping demand curve. Table 1 illustrates the demand function of a petrol station. The marginal revenue is less than and falls faster than the price charged. The price is also equal to average revenue (AR). Table 1: Demand and marginal revenue Price (P, $/Litre) Quantity Demanded (Q) Total Revenue (TR = P x Q, $) Marginal Revenue (MR = ΆTR = ΆQ) ($/Extra Litre) 18 0 0 16 1 16 16 14 2 28 12 12 3 36 8 10 4 40 4 The monopoly maximises its profit by producing the level of output to MR = MC. Given the total cost as in Table 2, we can find that the best output level to maximise profit is at three litres, where both MC and MR are equal. The price charged is $12. Table 2: Demand and marginal cost Price (P, $/Litre) Quantity Demanded (Q) Total Revenue (TR=P x Q, $) Marginal revenue (MR = ΆTR / ΆQ, $/Extra Litre) Total Cost (TC, $) Marginal Cost ($/Extra Liter) 18 0 0 15 16 1 16 16 18 3 14 2 28 12 22 4 12 3 36 8 30 8 10 4 40 4 41 11 Graphically, the same conclusion can be derived in Figure 1. Figure 1 A monopolys output and price The price is determined by demand curve corresponding to the equilibrium quantity at which the MR equals to MC. The profit or loss is again determined by the ATC with reference to the quantity sold and the price charged. Owing to barriers to entry, economic profits will not be eliminated away in the long run. The only difference between short-run and long-run equilibrium is that in the long run, the firm will produce where MR = LRMC. 1.3 Single-price Monopoly Versus Perfect Competition A monopoly and perfect competition are two completely different market structures leading to different price and output decisions. We can summarise their differences as follows: Perfect Competition Monopoly à ¢Ã¢â€š ¬Ã‚ ¢ Price-taker à ¢Ã¢â€š ¬Ã‚ ¢ Monopoly influences its price à ¢Ã¢â€š ¬Ã‚ ¢ Produce where MR = MC à ¢Ã¢â€š ¬Ã‚ ¢ Produce where MR = MC à ¢Ã¢â€š ¬Ã‚ ¢ P = MR = MC à ¢Ã¢â€š ¬Ã‚ ¢ P > MC; P > MR à ¢Ã¢â€š ¬Ã‚ ¢ No barriers to entry à ¢Ã¢â€š ¬Ã‚ ¢ Restricts output, charges a higher price In terms of output, a monopoly is always accused of restricting output in order to push the price above the marginal cost. This is known as allocative inefficiency, leading to loss in social welfare. In Figure 2, PM and QM are the price and output decisions of a monopoly, which are less than the corresponding output and price decisions in perfect competition. We can see that the PC and PM for perfect competition are set at P = AR = MR = MC. Figure 2 Price and output decisions in a monopoly and in perfect competition Similarly, the output level is reduced from QC to QM, which will hurt both consumers and producers in terms of loss in consumer surplus and producer surplus. The sum of such loss is known as deadweight loss. Definition A deadweight loss is a loss to society that cannot be recovered. Figure 3 Inefficiency of a monopoly In Figure 3, some of the losses of consumers have been captured by the producer as monopoly gain. However, there is still deadweight loss as illustrated by the area of the triangle. In this respect, a monopoly reduces the potential gain to society in term of social welfare. 1.4 Shortcomings Of A Monopoly A monopoly has the following shortcomings: à ¢Ã¢â€š ¬Ã‚ ¢ Higher price and lower output than under perfect competition in both short run and long run. à ¢Ã¢â€š ¬Ã‚ ¢ Possibility of higher cost due to lack of competition. à ¢Ã¢â€š ¬Ã‚ ¢ Unequal distribution of income as income concentrates on monopolies. à ¢Ã¢â€š ¬Ã‚ ¢ Lack of incentive in invention and innovation. 1.5 Advantages Of A Monopoly A monopoly has the following advantages: à ¢Ã¢â€š ¬Ã‚ ¢ Economies of scale. à ¢Ã¢â€š ¬Ã‚ ¢ Possibility of lower cost curve due to more research and development and more incentives. à ¢Ã¢â€š ¬Ã‚ ¢ I nnovation and new products. 2. Monopolistic Competition The second type of price-searcher is monopolistic competition. Definition Monopolistic competition consists of features of perfect competition and monopoly. A firm in such a market structure is also referred to as open market price-searcher as it is not protected by barriers. 2.1 Characteristics à ¢Ã¢â€š ¬Ã‚ ¢ Large number of sellers (a) Each firm has a small market share. (b) This implies independence of firms. à ¢Ã¢â€š ¬Ã‚ ¢ Freedom of entry à ¢Ã¢â€š ¬Ã‚ ¢ Product differentiation Each firm has some market power over its loyal customer. à ¢Ã¢â€š ¬Ã‚ ¢ Each sellers product is a close substitute for many other sellers products (a) Products are made slightly different from others, i.e. differentiation. Definition In differentiation, products are made slightly different from others by brand, packaging, sales location and services. (b) Non-price competition is common. 2.2 Demand Curve Because of product differentiation, a firm can raise its price without losing all its customers. Therefore, the demand curve is downward sloping because a price rise results in the loss of some, but not all customers. The demand curve is relatively elastic because of substitutes from other firms. However, the actual elasticity depends on the degree of product differentiation. Generally, the less differentiated the product is, the more elastic the demand will be, and vice versa. 2.3 Price And Output Determination 2.3.1 Short run A firm in monopolistic competition faces a downward sloping demand curve. The marginal revenue (MR) curve of the firm in monopolistic competition is downward sloping. The profit is maximised where marginal revenue equals marginal cost. The profit-maximising output level is determined by the intersection of MR and MC curves. The profit-maximising price is determined by the demand curve. The firm can make a normal profit, an economic profit or a loss, depending on the difference between the price and the average total cost. Since each firm is small and has market power, no single firm can effectively influence what other firms do. If one firm changes its price, this action has no effect on the actions of the other firms. Figure 4 Monopolistic competition in the short run 2.3.2 Long run Economic profits in the short run will attract new entrants. When new firms enter, they share the market demand. The existing firms demand curve shifts inwards, representing less demand. This process continues until all economic profits are exhausted. When only normal profits remain, there is no incentive for new entrants. In Figure 5, the price and quantity are $140 and 60 units respectively. As the price is just equal to ATC, there is no economic profit. Figure 5 Monopolistic competition in the long run The long-run equilibrium will be a position where the downward sloping demand curve is tangent to the LRAC curve. However, the demand curve will never be tangent to the bottom of LRAC because it is downward sloping. The profit-maximising output is 60 units and price is $140. The firm in monopolistic competition has excess capacity as it does not produce at the optimum level of output where the LRAC is the lowest. Figure 6 Excess capacity in monopolistic competition 2.4 Shortcomings Monopolistic competition has the following disadvantages: à ¢Ã¢â€š ¬Ã‚ ¢ Owing to monopoly power, long-run equilibrium brings a higher price and lower output than perfect competition. à ¢Ã¢â€š ¬Ã‚ ¢ Owing to downward sloping demand curve, the firms demand curve will never be tangent to the bottom of the LRAC curve, implying that it will not produce at the least-cost point. Therefore, product differentiation in monopolistic competition creates excess capacity (i.e. creates inefficiency). à ¢Ã¢â€š ¬Ã‚ ¢ Less scope for economies of scale as share among many sellers. à ¢Ã¢â€š ¬Ã‚ ¢ Lack of economic profits in the long run for research and development. 2.5 Advantages Monopolistic competition has the following advantages: à ¢Ã¢â€š ¬Ã‚ ¢ Demand curve is highly elastic due to the large number of substitutes. à ¢Ã¢â€š ¬Ã‚ ¢ Diversity of products is available. (However, it has been argued that the cost of diversity is excess capacity which is a type of inefficiency.) à ¢Ã¢â€š ¬Ã‚ ¢ Greater freedom of entry when compared with monopoly. à ¢Ã¢â€š ¬Ã‚ ¢ Absence of economic profits in the long run helps to keep prices down for consumers. 3. Oligopoly Definition An oligopoly occurs when only a few firms share a large proportion of the industry. 3.1 Characteristics à ¢Ã¢â€š ¬Ã‚ ¢ Few number of sellers Competition among a few, e.g. two to 20. à ¢Ã¢â€š ¬Ã‚ ¢ Products may be identical or differentiated à ¢Ã¢â€š ¬Ã‚ ¢ Barriers to entry Entry may be relatively difficult or impossible (e.g. petroleum). à ¢Ã¢â€š ¬Ã‚ ¢ Interdependence of firms Oligopolists react to the pricing policy of rivals. The outcome is that there is no single generally accepted theory of oligopoly. Firms may react differently and unpredictably. A firms policy will depend on how it thinks its competitors will react to its move and the consequence depends on how its competitors really react. 3.2 Collusion And Competition The interdependence of firms in an oligopoly drives firms into one of the following two incompatible policies: à ¢Ã¢â€š ¬Ã‚ ¢ Collusive oligopoly: Oligopolists have formal or tacit agreement to limit competition among themselves to reduce uncertainty. For example, they may set output quotas, fix prices and limit product promotion. The typical collusive oligopoly is a cartel price leadership. à ¢Ã¢â€š ¬Ã‚ ¢ Non-collusive oligopoly: There is no formal agreement among oligopolists. Firms compete for bigger shares of industry profits. 3.3 Collusive Oligopoly A typical collusive oligopoly has these features: à ¢Ã¢â€š ¬Ã‚ ¢ Cartel Firms acts like a monopoly to maximise industry profits. (a) Cartel by non-price competition: Market price is set by joint profit maximisation and each firm observes that price. However, they compete for customers in the form of non-price competition. (b) Cartel by quotas: Another way is to set the price by joint profit maximisation. Each firm observes that price, but each firm will take its share or quota of the total quantity demanded at the controlled price. Thus, both cases require adherence to the price-setting by joint profit-maximisation among oligopolists. The only difference is whether the quantity demanded at the controlled price is competed among the firms in the form of non-price competition or is divided among themselves in the form of quotas. à ¢Ã¢â€š ¬Ã‚ ¢ Price leadership The demand curve of price leader represents the market share of the leader. The leader first maximises its profits at the point where leaders MC = MR. The corresponding price of leaders demand curve becomes the market price which every other firm has to follow. The leader supplies at its equilibrium quantity and the followers supply the rest representing the difference between market demand and leaders supply. 3.4 Kinked Demand Curve Model There are many theories to explain different kinds of phenomena in oligopoly. One such theory, the kinked demand curve, is put forward by Paul M. Sweezy to explain the price rigidity or sticky price in an oligopoly industry. Assumptions: à ¢Ã¢â€š ¬Ã‚ ¢ If a firm raises its price, others will not follow. Thus, the demand curve will be more elastic in this range. à ¢Ã¢â€š ¬Ã‚ ¢ If a firm cuts its price, so will the other firms. The demand curve in this range will be less elastic. These assumptions result in the kinked demand curve. In Figure 7, because the demand curve has kinked, the MR has broken as is illustrated by the gap between a and b on the graph. And the output and price would be the same even though the MC rises due to the same level by the equality of MR and MC. Thus, the price will be sticky when the cost increases within a certain range. Figure 7 The kinked demand curve 3.5 Shortcomings An oligopoly has the following disadvantages: à ¢Ã¢â€š ¬Ã‚ ¢ Shares all the same disadvantages of monopoly, as discussed earlier in this chapter. à ¢Ã¢â€š ¬Ã‚ ¢ Less scope for economies of scale than monopoly. à ¢Ã¢â€š ¬Ã‚ ¢ More extensive advertising than monopoly, e.g. non-price competition. 3.6 Advantages An oligopoly has the following advantages: à ¢Ã¢â€š ¬Ã‚ ¢ Economic profits: returns for research and development. à ¢Ã¢â€š ¬Ã‚ ¢ Incentive for innovation: for capturing larger market share. à ¢Ã¢â€š ¬Ã‚ ¢ Greater choice: non-price competition through product differentiation. 4. FACTOR MARKET For the production of goods and services, a firm has to acquire factors of production. The markets for factors of production are similar to those of the product market, as they can be categorised into perfect or imperfect markets. The demand for a factor of production is dependent upon the demand of goods that use the factor. Hence, the demand for factors of production is a derived demand. Definition Derived demand is demand for a productive resource that results from the demand for the goods and services produced by the resource. Figure 8 Illustration of the factor and product markets Factor payment is the income for the owner of the factor of production for use of the factor over a period of time. The factor income for labour, land, capital and entrepreneurship are wages, rent, interest and normal profit respectively. In a perfectly competitive factor market, the factor payment is determined by the forces of demand and supply. Figure 9 Demand and supply in the factor market 5. MARGINAL PRODUCTIVITY THEORY This theory explains that the demand for a factor depends on the marginal revenue product (MRP) of the factor. Definition Marginal revenue product (MRP) is the additional sales revenue resulting from employing an additional worker. Marginal product (MP) is the extra output produced by the additional worker. The MP curve is downward sloping because of the law of diminishing returns. MRP = MP (factor) x MR (goods) The MRP curve is downward sloping from left to right. It is identical in shape to the MP curve because MR (i.e. price of a good) is constant under perfect competition in the product market. Figure 10 Marginal product for labour and marginal revenue product 6. DEMAND FOR A FACTOR Marginal cost (MC) is the extra cost of employing an additional unit of factor of production. In a perfectly competitive factor market, a firms MC graph for a factor is horizontal because the firm is facing a perfectly elastic supply of the factor. Therefore, MC = Price of the factor (i.e. MC of labour = Wages) 6.1 Profit Maximisation The firm maximises profits when: Marginal cost of hiring an extra unit of labour = Marginal revenue from the labours output to the firm In equilibrium, MC (labour) / Wages (factor price) = MRP Hence, the firms demand curve for labour is identical to its MRP curve. Figure 11 Demand for labour The market demand curve for labour is the sum of quantities of labour demanded by all firms at each wage rate. Chapter Review à ¢Ã¢â€š ¬Ã‚ ¢ A monopoly is a price-searcher who is a seller with sufficient market power to set his price by adjusting supply. à ¢Ã¢â€š ¬Ã‚ ¢ The monopoly maximises its profit by producing the level of output to MR = MC. à ¢Ã¢â€š ¬Ã‚ ¢ A monopoly restricts output in order to push price above the marginal cost. Such allocative inefficiency leads to a loss in social welfare. à ¢Ã¢â€š ¬Ã‚ ¢ Because of product differentiation, a firm in monopolistic competition can raise its price without losing all its customers. à ¢Ã¢â€š ¬Ã‚ ¢ The firm in monopolistic competition has excess capacity as it does not produce at the optimum level of output where the LRAC is the lowest. à ¢Ã¢â€š ¬Ã‚ ¢ Due to the interdependence of firms, oligopolists react to the pricing policy of their rivals. à ¢Ã¢â€š ¬Ã‚ ¢ The kinked demand curve explains that the price will be sticky when the cost increases within a certain range. à ¢Ã¢â€š ¬Ã‚ ¢ A firm will maximise profits when the marginal cost of hiring an extra unit of labour = the marginal revenue from the labours output to the firm What You Need To Know à ¢Ã¢â€š ¬Ã‚ ¢ Monopoly: A firm producing a commodity for which there is no close substitute. à ¢Ã¢â€š ¬Ã‚ ¢ Deadweight loss: Loss to society that cannot be recovered. à ¢Ã¢â€š ¬Ã‚ ¢ Single-price monopoly: Monopoly that charges the same price for every unit of output it sells. à ¢Ã¢â€š ¬Ã‚ ¢ Monopolistic competition: This market structure consists of features of perfect competition and monopoly. à ¢Ã¢â€š ¬Ã‚ ¢ Differentiation: Products are made slightly different from others by brand, packaging, sales location and services. à ¢Ã¢â€š ¬Ã‚ ¢ Oligopoly: Only a few firms share a large proportion of the industry. à ¢Ã¢â€š ¬Ã‚ ¢ Derived demand: Demand for a productive resource that results from the demand for the goods and services produced by the resource. Work Them Out 1. Which of the following is NOT a characteristic of a monopoly? A The monopolist faces an inelastic demand for its product B There is only one seller in the market C Barriers of entry exist D The monopolist can influence the price 2. Which of the following statements is NOT true? A As an oligopolist responds to competitors actions, it can be considered a perfectly competitive firm. B Products in an oligopoly may be differentiated. C A cartel is like a monopolist with power to maximise industry profit. D Oligopoly is a market structure favourable to collusion. 3. The characteristic of a monopoly is A its large scale of production B the existence of barriers to entry C the huge initial investment D the necessity for a large market 4. A natural monopoly exists when A a franchise is granted to a firm B economies of scale are necessary C a firm can prevent the entry of competitors D a firm specialises in natural resources extraction 5. The monopolist can make economic profits because A entry is prevented B it charges a high product price C it has low promotion costs D it has a large market share 6. Economic profits earned by a monopolist are most likely due to A barriers of entry B an unexpected rise in the price of its product C good luck D the rate of return allowed by the government 7. Which of the following is NOT a feature of oligopoly? A Only a few firms dominate the industry. B There are no barriers to entry into the industry. C The product may be either homogeneous or differentiated. D Firms in an oligopoly face downward-sloping demand curves. 8. Which of the following is NOT a characteristic of monopolistic competition? A A single price exists for similar goods. B Only normal profit exists in the long run. C Products are differentiated. D Excess capacity exists in the long run. 9. Which of the following statements is NOT true? A There are numerous sellers in perfect competition. B Products are differentiated in monopolistic competition. C Firms in perfect competition maximise profits. D Information is perfect in monopolistic competition. 10. What is the likely market structure of coffee shops in Hong Kong? A Monopoly B Oligopoly C Monopolistic competition D Perfect competition SHORT QUESTIONS What factor(s) enable(s) a monopoly to earn economic profits in the long run? Why do perfectly competitive firms maximise their profits by producing so that their marginal cost equals the price, but monopolists maximise their profits by setting a price that is greater than marginal costs? What are the characteristics of a market that allows a monopolist to successfully price discriminate between groups? Explain how a firm in an oligopoly can differentiate its product. ESSAY QUESTIONS 1. Peters Toy Factory, a single-price monopoly, has the following demand schedule and total cost for luxury toys: Quantity (Toys) Price ($/Toy) Total Cost ($) 0 10 1 1 8 3 2 6 7 3 4 13 4 2 21 5 0 31 Calculate Peters total revenue schedule. Calculate Peters marginal revenue schedule. Calculate Peters profit-maximising levels of : (i) output (ii) price (iii) marginal cost (iv) marginal revenue (v) profit 2. Mr Ma started a recycling business in Hong Kong this month. He employs students to sort and collect bottles, paying 10 cents for each bottle collected. The students can sort the following number of bottles in an hour. Number Of Students Number Of Bottles 1 200 2 450 3 750 4 1,150 5 1,450 6 1,700 7 1,900 8 2,050 9 2,150 (a) Why does the students marginal product decline? (b) If all other firms pay the students $25 an hour to collect bottles, how many students will Mr Ma hire? If the fee for each collected bottle rises to 12.5 cents and the students wages increases to $37.50 an hour, (c) Calculate and show the changes to the students marginal revenue product in a table. (d) How many students will Mr Ma hire?