Linux operating system essays

Linux working framework articles The working framework is the most huge principal of all the framework programs, it controls all the PCs assets and gives the base whereupon the application projects can be composed (Tanenbaum, 1992). Accordingly, it is vital for PC clients to choose a hearty, reliable, stable working framework, which can execute programs in an advantageous and effective way. Linux working framework, which is generally utilized lately, has gotten progressively well known in the PC world. The advancement in Linux working framework started in 1991, when a Finnish understudy, Linus Torvald, composed and initiated Linux, a little yet independent part for the 80386 processor, the main genuine 32-piece processor in Intels scope of PC-good CPUs (Silberschatz et al., 2003). Since Linux is free, countless PC clients have been quickly pulled in by it. As per sensible market gauges, there are more than 8,000,000 Linux clients on the planet (Grace and Parker, 2000). This paper will present the parts and attributes of Linux and build up the reasons for its ubiquity in correlation with other working frameworks. Linux looks and feels a lot of like some other UNIX framework; undoubtedly, UNIX similarity has been a significant plan objective of the Linux venture (Silberschatz et al., 2003, p.695). Thusly, the Linux framework has similar segments with UNIX, which incorporates bit, framework libraries and framework utilities (Silberschatz et al., 2003). These three segments can be found in figure 1. Before drawing out the advantages of Linux it is important to comprehend the elements of each part. In any case, the portion is liable for keeping up all the significant reflections of the working framework, including such things as virtual memory and procedures (silberschatz et al., 2003, p.701). In this way, it is the core of the Linux framework. In contrast to other working frameworks, the Linu... <!

Racism essays

Bigotry papers The United States have consistently been tormented with bigotry, regardless of whether racial, sexual orientation or class separations. In the wake of September eleventh, racial partialities have gotten progressively pervasive. Racial pressures have been mixed by these horrendous demonstrations and human instinct has won. There is consistently a need to censure others for one's difficulties and normally towards the gathering identified with the issue. This expanding pressure can be seen from the whole nation to our own schools. Despite the fact that America speaks to a perfect life, bigotry partialities despite everything lie in inconspicuous structures that impact our day by day lives. Americans like to consider themselves to be honest residents who maintain American goals. One of the most principal beliefs American speaks to is the everybody is made equivalent and free. It could be an ideal world if this were in this way, anyway individuals frequently segregate in unpretentious ways. Despite the fact that America highly esteems it's social assorted variety, individuals are not tolerating by and by. For instance, of the considerable number of relationships in the United States, just 21.6% are interracial. (US Census Bureau) People by and by don't prefer to absorb themselves outside of their race. Individuals accept that it is ethically off-base and society avoids upon it. Interracial couples or blended kids are regularly segregated from society since they don't really have a place with a standard race, either dark or white. Guardians don't subterranean insect their youngsters to date outside of their race since they feel it would be socially off-base. These grown-u ps are not really bigot against blacks, yet they show their bias in an unobtrusive manner by disliking interracial connections. Since America's commencement, there has consistently been a hole among Caucasians and minorities individuals. Bondage and the social liberties developments best show how there is a profound wedge between individuals. Minorities individuals were disapproved of in our history and there consistently was a racial strain, even in the present advan ... <! prejudice papers Wherever you go, wherever you look, there is consistently someone extraordinary. The American culture centers around that individual, or gathering of individuals. They caused them to feel useless and they rewarded them like creatures. Envision strolling down the road and having individuals gaze at you or call you names, or talk despite your good faith. Envision not knowing the time since no one will tell you. For what reason wont they reveal to you the time, or extra you some change? Since your dark. All things considered, in light of the fact that your skin is an alternate shading, your in light of the fact that your an alternate sort of religion. In a manner I respect them on the grounds that theyve made due for many years until they were free, and now that theyre free, the advanced white men hassles them and beats them. That is to say, they even had an overall association named for them. The KKK has been around for some time. The KKK or the Ku Klux Klan, was begun to dispose of blacks and Jewish individuals. The creator of A Monument to Racism writes in her article that she was in Flowery Branch, Georgia, and before Danny Carvers house, hes a KKK chief, was at least 8 signs, and on these signs read: A cerebrum is a horrendous thing to squander, that is the reason niggers dont have one. (Style 110). Another sign said NAACP or Niggers, Alligators, Apes, Coons, and Possums. Or on the other hand demanding that blacks dont have cerebrums and that they ought to be dealt with like creatures. Theres a doll before the yard that had 4 youthful dark men sitting on it with 2 KKK hooded individuals by them. To finish it off, Carvers yard was on the Atlantic interstate, the principle path through the capital. I unequivocally concur with Valerie Joseph when she says that she needed to accept that individuals really minded, she needed to accept that there were legal advisors, activists, guardians, church gatherings of all races that were assaulting this man with calls and letters. She trusted that perhaps young people ... <! Prejudice articles As per an ongoing report, prejudice is presently a day by day event in huge numbers of the Vancouver government funded schools. In reality, the line that isolates people groups of various hues despite everything stays noticeable today; nonetheless, the vast majority show little worry on this issue. Truth be told, most are oblivious of the impacts that could result, which incorporate hindrances to progress, a hostile society, and an expansion in brutality acts inside a nation. Prejudice can construct obstructions for a nation on its approach to progress. Bigotry is characterized as the conviction that one race is incomparable and all others are consequently second rate. In light of such, working with individuals of various race as a group, or even essentially with deference for one another, would then be a provoking objective for racists to accomplish. However, it is commonly concurred that achievement is typically increased through cooperation. Along these lines, a supremacist nation may wind up banished away from progress. Bigotry structures dividers between each extraordinary race, along these lines making a hostile society. Warming up to one㠷ã• own race gathering of individuals just explains the fanciful division lines. While numerous simply scorn minorities individuals, for the most part will not cooperate with them, framing antagonistic notorieties for themselves and conceivably impacting more others. It could be difficult to see even a scene of, for instance, on a road, a Caucasian grinning benevolent at a Chinese that just cruised by. At last, it ought not be hard to envision savagery be engaged with bigotry. There have been various genuine stories and reports on bigotry, all of which had brutality as one of the à ¸ssentials of each. Such viciousness could happen usually in schools, between organization laborers, or even in the city. These sorts of brutality acts are regularly in any semblance of the individuals who basically do as such for reasons unknown other than to satisfy their own wants and fulfillment. Prejudice can be obstructive, dangerous, and fierce. It can remove chances for progress, warmth with ... <! Bigotry papers In the course of recent weeks, numerous individuals in Northern Ireland could be pardoned in accepting that the all around recorded supremacist assaults occurring in the Village zone of Belfast have stopped, because of the abrupt end to the medias enthusiasm for covering the story. In any case, this evaluation unfortunately is far expelled from what has really been happening. The truth is that paramilitary associations, just as neo-extremist gatherings, have been compromising ethnic families to leave their homes by a set cutoff time or face the results. Because of the veracity of past supremacist assaults, numerous families have been threatened into moving out of their own homes essentially because of the danger and as no real assaults are occurring, the media have had little enthusiasm for really covering the circumstance. In reality, paramilitaries have been accounted for by families in the zone to have really strolled into houses without greeting, taking things, for example, TVs and CD players from the inhabitants, with the message that you wont require these any longer. Likewise, the White Nationalist Party as of late had a day of activity in Coleraine, appropriating flyers upon vehicles and on the road itself. The WNP have guaranteed that their enrollment is soaring in the zones around Coleraine, for example, Portstewart, Portrush and Ballymoney, however in actuality their participation is comprised of around 30 to 40 individuals in Northern Ireland, some of whom are not even effectively engaged with crafted by the WNP. This may appear to be a modest number, and it is not entirely obvious the exercises of such a gathering thus. Nonetheless, this would be a gullible and perilous mix-up to make. The best way to guarantee that such gatherings don't pick up energy is to wreck them in their origination, with the goal that they don't have the chance to develop into a more grounded and increasingly genuine danger. Move must be made currently so as to destr... <! prejudice papers In the U.S. prejudice has been a notable issue from racial profiling to different issues, for example, governmental policy regarding minorities in society, police fierceness against minorities and the historical backdrop of subjection and the rising hatred against settlers. Now and then the term is utilized to portray the conviction that race is the essential determinant of human limits, or an increasingly broad disposition that people ought to be dealt with diversely as indicated by their race. One gathering who has confronted the most exceedingly terrible barbarities has been African Americans. All through the introduction of our nation minorities have needed to battle to substantiate themselves to the prevalence of whites. Blues Eyes Brown Eyes an activity directed by Jane Elliott depicts the effects of prejudice. Jane Elliott was a fourth grade primary teacher who showed a gathering of advantaged youngsters generalizing and separation. Her examination Blue Eyes Brown Eyes was started so as to show how damaging the legend of White prevalence was over her understudies. Elliott was a primary teacher in an all-White town in Iowa. The month that Dr. Martin Luther King Jr. had been killed, her understudies had named him saint of the month. This confounded her understudies since they didn't comprehend why their saint had been severely killed. Before Elliot started her examination she had asked her fourth grade understudies what they thought about Black individuals. The appropriate responses that were gotten were stunning however to be expected since the town they lived in was an all white town. The understudies reacted with such answers as,They?re filthy,? also, 'my dad says they are not reliable.? These reactions adjusted to Jane Elliott the significance of managing this activity to her fourth grade understudies. Jane Elliot started her examination by partitioning her fourth grade understudies into two gatherings. One gathering contained the kids with blue eyes and the other contained the understudies with earthy colored eyes. The understudies who didn't have both of the eye ... <! prejudice articles Social Psychology: Interpersonal and Group Perspectives In our course book, bias is de

What influenced Georgian style and its features?

What affected Georgian way and its characteristics?ContentIntroduction( page 3 )Early Georgian way: Influence of classicalism( page 3 )Early Georgian way: Influence of Palladinism( page 4 )Early Georgian way: Examples( page 5 )James Stuart ( page 5 )Sir William Chambers ( pages 5-6 )Robert Adam ( page 6 )Late Georgian way( page 7 )Henry Holland ( page 7 )Features of Georgian way( page 8 )Landscape ( page 8 )Architecture ( pages 8-9 )Interior structure and corrective humanistic controls ( page 9 )Decision( page 9 )Bibliography( page 10 )What impacted Georgian Style and its characteristics?Introduction Georgian way is a way in the engineering, inside structure, and restorative humanistic controls of Britain during the 17Thursdayand 18Thursdaycenturies. The term â€Å"Georgian† gets its name from four male rulers of England who reigned in Britain from 1714-1830. Every one of them were named George. ( DesignIntuit,2001) Despite the fact that the George did non hold an effect on the way, they propagated a movement that is not quite the same as the well known Italian and Gallic Baroque way. â€Å"Georgian is a term ordinarily related in the well known head with refined furnishings, exquisite clothes, buildings of deceptive effortlessness, old style music, proper writing, and state houses set in charming parks.† ( Georgian Housestyle, Ingrid Cranfield ) . In bit, Georgian is non a way without anyone else, however an age during that numerous turns of events and modifications occurred in both engineering and inside structure. ( Worldguide,2015) Early Georgian way: Influence of classicalism Every planner or inside decorator has his ain contemplations and single assault. Be that as it may, every one of them had something normal: they were, as it were, impacted by components of antiquated Rome and Greece. At the end of the day, they were driven by the equivalent propelled thought: to vivify the antique traditional universe. Elegance was considered as heavenly: it duplicated the building squares of God’s imaginative action and the understandings of nature. Moreover, this ( Georgian ) period is characterized as â€Å"an age of refined neoclassical trends† . ( Worldguide,2015) As it was referenced before, the Georgian way was incredibly affected by classicalism. Youthful British blue bloods ( including creators, inside decorators and furniture shapers ) in the 17Thursdayand 18Thursdaycenturies took the â€Å"Grand Tour† of European states. These â€Å"Grand Tours† caused the persuasive classifications to follow old style customs of engineering and plan. Be that as it may, the Baroque utilized traditional ornamentation and stylistic theme in a truly detached finished way. ( David Ross,2015) However, the British utilized these thought processes in a firm and unagitated way. ( Worldguide,2015) If Baroque is unnecessarily a lot, Georgian classicalism is an effortlessness. Early Georgian way: Influence of Palladinism Other than classicalism, there was another way that had an extremely solid effect on the Georgian way. It is a Palladinism, â€Å"a tenet of configuration dependent on the Hagiographas and work of Andreas Palladio† . ( David Ross,2015) He is an Italian planner of the 16Thursdaycentury who reproduced the structure and extents of the buildings of old fashioned Rome. ( Worldguide,2015) Famous English planner Inigo Jones got the Georgian way to Britain the 17Thursdaycentury. ( Worldguide,2015) Palladinism was a significant factor in the early Georgian way. There was an extent based Palladian school of plan that ruled British design from the mid-1720s to the mid 1750s. It was rich and agile, and there were Roman sanctuary frontages and columns. In add-on, a numerical articulation was utilized for a building’s extent. In any case, after 1750 ( Dan Cruickshank,2011) or from around 1760 ( Worldguide,2015) , English planners James Stuart, Sir William Chambers and Scottish modeler Robert Adam were presented to a more clear way of classicalism around Britain. They were enlivened by the archeological finds at Pompei and Herculanium. This new data about Greek and Roman engineering achieved a neoclassical unrest in gustatory sensation. This stresses on neoclassicism that turned out to be progressively across the board for plan for the duration of the mid-Georgian time frame, which was until 1800 ( Dan Cruickshank,2011) . Early Georgian way: Examples James Stuart Perhaps the best representation of neoclassicism is James Stuart ( 1713-1788 ) . He went on arranged â€Å"Grand Tours† of numerous European metropoliss like different planners at that cut. While he was examining in Greece, his work was fundamentally affected by clear Grecian thought processes. Due to these surveies, he got the moniker â€Å"Athenian† Stuart. In add-on, he distributed â€Å"Antiquities of Athens† in independent books from 1762. ( Worldguide,2015) On the picture beneath shows an outline of his work: ( St James’s Square, London ) Sir William Chambers Sir William Chambers ( 1723-1796 ) is one of the planners stand foring the mid-Georgian time frame. He was conceived in Sweden to Scottish guardians. His building practice was in London during the 1750s. Besides, Sir William spent clasp in China, which gives a record why his neoclassicism was various with Chinese contacts and components. The name of the procedure is known as chinoiserie, and it delighted in unassuming ubiquity in Britain that cut. He other than indicated Greek and Roman highlights of Gallic neoclassicism. ( Worldguide,2015) ( Chinese Pagoda in Kew Gardens, London and Somerset House, London ) Robert Adam One more outline is Robert Adam ( 1728-1992 ) . He was conceived in Fife, Scotland. He worked with his sibling James on a way airier than the Palladian, using Egyptian and Gothic thought processes with Roman decorations. His graphicss were even however non each piece much as Palladian extents. Moreover, he was referred to demo intentions as â€Å"ribbons, festoons, sphinx and griffins, circles and hexagons etc† . This way was commended as the Adam way. ( Worldguide,2015) ( Syon House, West London ) Late Georgian way Late Georgian way is known as Regency and was well known during the rule of the British Prince Regent from 1811 to 1820. ( The Editors of Britannica,2015and Worldguide,2015) Actually, the Regency way remembered neoclassical components, however it was opened more to Greek, Egyptian, Asian and French impacts than it was before. This way is a lot heavier in ornamentation than prior Georgian habits, and structure frontages were every now and again secured with plaster mortar than perceptible block. Besides, internal parts were increasingly loosened and light, and Windowss expanded. In my own slant, the Regency way ( Late Georgian way ) is related to a range between early Georgian structure and approaching Victorian age. Henry Holland For case, Henry Holland ( 1745-1806 ) was the most prima originator of the late Georgian time frame. ( Worldguide,2015) Holland’s plans was affected by Roman, Greek and Egyptian signifiers and the Empire habits generally 18Thursdaycentury France each piece great. His way is less complex and increasingly scholarly. ( Sloane Street and Sloane Square, West London ) Highlights of Georgian way Scene There are numerous highlights determining the Georgian time frame. One of the main attributes is porch. The 18Thursdaycentury ( David Ross,2015) was a clasp of extraordinary accomplishment of urban turns of events. Houses had an open and private guide. Sadly, it implied that there was an interest to set a group of houses into somewhat interminable. It lead to the inventive movement of the yard. The yard permitted an entire road to hold a feeling of engineering culmination, other than keeping up little sizes of houses. Yards used to take a couple of signifiers ; regularly spread out in continuous lines or in quadrilaterals around a cardinal nursery nation, or in bends or egg-formed â€Å"circuses† . In add-on, these advancements conceived an offspring of the apartments †down to earth dwelling worked in drawn-out, all around requested yards, which made lane articulation like efficient building components. ( Worldguide,2015) These apartments were regularly four degrees in he ight and made of block. In any case, during that period ( 18Thursdaycentury ) the rich were continuously wealthier and as an outcome, they started puting cash into their families. Wealthy proprietors utilized their enormous land to make structured Parkss, and those Parkss were called â€Å"country houses† . ( David Ross,2015) These homes were brimming with multiplications of traditional sanctuaries and extra compositional pieces: grottoes, Bridgess, and that gathering of parts called â€Å"follies† . Fundamentally, these Parkss carried on the old style regulation. Engineering Besides, there are other regular design components, for example, balanced signifier, old style entrywaies, glass transoms, large quadrilateral suites, band Windowss, massive outside even flights of stairs, interior lobby flight of stairs, pediment entryway and geometric adornments. ( DesignIntuit,2001) Shape is a boss significant quality of this way. The square is â€Å"prominent† ( DesignIntuit, 2001 ) , and structures are traditional. The establishment of Georgian extent was regularly geometrical, with the cardinal square of the building â€Å"often increased by dashs and wings† ( Wentworthstudio,2015) Homes were simply balanced. There was non ordinarily an even figure of Windowss ( five across for house ) . This did non let dissymmetry around the in the middle of window of the building. Band Windowss â€â€Å"panes separated by wooden bars† ( Worldguide,2015) †were normal. In add-on, Windowss were four-sided ( DesignIntuit,2001) and had a similar broadness ( Worldguide,2015) . Be that as it may, their stature was varying from the principal floor to the last 1. Second floor Windowss were the tallest 1s, while land floor and third floor Windowss were shorter, an

Poitassium iodide as a radioprotector Research Paper

Poitassium iodide as a radioprotector - Research Paper Example One of the significant wellbeing dangers originates from radioactive types of iodine component, which could be taken up by the thyroid organ, thus causing tumors just as other weakening sicknesses (Robbins and Schneider, 2003). Potassium Iodide (KI) is a crucial segment of any crisis readiness pack and is regularly focused on endurance after the event of a radiological or atomic occasion. Potassium iodide gives stable iodine which serves to neutralize the impacts of radioactive iodine. Radioactive iodine is basically a result of an atomic mishap or an atomic assault (Santen et al., 2003). The human body needs iodine to make just as controlling thyroid hormones. Upon the passage of the radioactive form of the salt into the air or when it dirties food, the thyroid organ will assimilate the toxic and risky compound, and this will prompt sullying inside. Potassium iodide contains stable iodide which could stop the ingestion of radioactive iodine in any event, for the time of an atomic oc casion or radiological occasion. It is vital that the thyroid organ will get loaded up with stable iodine and it would not have the option to process increasingly salt for twenty-four hours. Whist table salt additionally has iodine; it doesn't offer a satisfactory portion that would help in obstructing the ingestion of radioactive iodine (Likhtarev et al., 2002). ... While the compound serves to support the thyroid organ against harming, other body parts stay powerless against damage and injury. Radioactive iodine is only 1 of numerous particles and synthetics transmitted into the air and food after an atomic mishap. Despite the fact that KI is surely useful, individuals must take alert and fuse different drugs and enhancements in their crisis readiness units that are focused on other wellbeing concerns. It is likewise remarkable that following the harm of the thyroid organ by radioactive iodine, KI can't switch the harm (Santen et al., 2003). Regardless of the expanded degrees of radioiodines that were recognized in Poland following the atomic fiasco at Chernobyl in 1986, there were no further events of thyroid diseases in that district. This is principally in light of the fact that the legislature of Poland administered about 18 million measurements of potassium iodide drugs in a way that was all around planned, with essentially no antagonistic or genuine impacts on wellbeing (Santen et al., 2003). Timing of the dissemination of potassium iodide is basic since if organization of KI is held-up by only 4 hours following the presentation to radioiodines, its proficiency and achievement is cut by ?. This reality has significant arrangement implications as it suggests that neighborhood governments need to store the medication inside the nearby network as opposed to depending on the national/bureaucratic or territorial stocks that may take days before arriving at the influenced masses. Iodine131 has a half existence of only 8 hours, and this implies the time required by individuals for assurance is by one way or another tight (Kulinowski, 2011). After an atomic mishap, the benefits of KI far exceed any dangers included. The natural side

Developing of Leadership Skills

Creating of Leadership Skills Solid administration capacities are important to guarantee the accomplishment of any movement performed by a group. Administration alludes to a procedure through which one individual uses the assistance and backing of others towards accomplishing a specific objective or undertaking. For one to be a genuinely viable pioneer, he/she should groups some authority aptitudes. At exactly that point would one be able to communicate better with his supporters and subsequently cultivate efficiency. In this paper, I will break down a portion of the aptitudes expected of a pioneer and assess how they apply in my initiative style.Advertising We will compose a custom exposition test on Developing of Leadership Skills explicitly for you for just $16.05 $11/page Learn More The most significant expertise that a pioneer ought to have is the capacity to recognize his/her group. Group character is critical in light of the fact that it empowers a pioneer to realize who is in a group and the reason for th e group (Adair, 2010). Understanding a team’s method of activity empowers the pioneer to settle on choices that are kind to all individuals need’s subsequently imparting confidence and lift solidarity. Persuasive abilities are among the center qualities that a pioneer must groups. Inspiration is characterized as a â€Å"process of invigorating individuals to activity to achieve wanted goals† (Kondalkar 2002, p.245). Remembering the way that the pioneer is entrusted with marshaling the organization’s assets to achieve some hierarchical objective, it very well may be legitimately expressed that piece of the job of the pioneer is to inspire his staff to accomplish certain ideal objectives. In that capacity, a model chief must have persuasive aptitudes to guarantee that the representatives have a high level of responsibility in their exhibition. Correspondingly, relational abilities are critical to a pioneer. As indicated by Greene and Burleson (2003) corresp ondence is seemingly the foundation on which any fruitful relationship, be it business or individual, is assembled. All things considered, an incredible pioneer ought to have the option to adequately convey the hierarchical objectives, strategic, and guidelines to his/her subordinates. In this manner, the pioneer has an assurance that set assignments will be executed successfully and proficiently. This guarantees the association progresses in the direction of accomplishment. What's more, Adair (2010) affirms that an incredible pioneer ought to have compromise abilities. In all associations, there emerge petulant issues which inspire various responses from the association individuals eventually in time. How these issues are diffused may explain the contrast between the resulting achievement and disappointment of the association. Having compromise aptitudes can assume an essential job in guaranteeing that the emergencies or dispute is overseen in a political way. On a similar note, an extraordinary pioneer ought to be adaptable. By this I imply that a pioneer ought to know about his/her employee’s feelings and attributes and think about them while deciding. Ignoring these viewpoints may constantly prompt the disappointment of a group and along these lines, the organization.Advertising Looking for article on business financial matters? How about we check whether we can support you! Get your first paper with 15% OFF Learn More as to the above aptitudes, I frequently miss the mark with regards to spurring individual associates. This is for the most part because of the way that I don't associate well with others and I can't articulately communicate while under pressure. This is generally upsetting since correspondence and inspiration are center traits that can be utilized to advance cooperation. Notwithstanding these inadequacies, I accept that I can enhance these aptitudes, subsequently guaranteeing that I become a superior chief later on. Administration cla sses are viewed as one of the path through which individuals can be engaged. Peace promotion, correspondence and persuasive abilities can be increased through such courses in this manner outfitting a person with available resources of how to manage issues emerging from working environment associations. Appropriation of a strategy of receptiveness to divergence can additionally act in the benefit of work environment correspondence. This paper set out to explore what successful authority comprises of in business and associations setting. To this end, the paper has featured the aptitudes anticipated from great initiative and along these lines verbalized how the abilities of a compelling pioneer sway on the association. It has been seen that the reception of a successful authority abilities in an association will respect higher efficiency which will in this manner bring about the achievement of the hierarchical objectives of expanded profitability. From the conversations sent in this pa per, it has been noticed that an absence of these authority aptitudes can prompt absence of center and by and large unmotivated specialists thus brings down benefit of the whole association. References Adair, J. (2010). Build up Your Leadership Skills: Develop Yourself as a Leader; Lead at a Strategic Level; Grow Leaders in Your Organization. USA: Kogan Page Publishers. Greene, O., Burleson, R. (2003). Handbook of correspondence and social collaboration aptitudes. New York: Routledge.Advertising We will compose a custom article test on Developing of Leadership Skills explicitly for you for just $16.05 $11/page Learn More Kondalkar, P. (2002). Association viability and change the board. USA: PHI learning Pvt. Ltd.

New Mediterranean Restaurant in the Illini Union

New Mediterranean Restaurant in the Illini Union The Illini Union, which is the hub of student life on campus conveniently located right on the famous Main Quad, has an awesome food court in the basement. Currently home to a Sbarro, Wendys, Qdoba, and Einstein Bros Bagel, this week it received a new and amazing Mediterranean  restaurant called Garbanzo. Lots of Illini were asking for a delicious Mediterranean option, and the Illini Union delivered. Source: The Daily Illini The line to Garbanzo was quite long when I visited. People must be eager to try the fast-casual food it is known for. Kind of like Chipotle, Garbanzo allows you to start with an entree like pita or flatbread and to add proteins, meats, and veggies. Its a delicious alternative to the dining hall food youll get used to eating your first year here. Most people take advantage  of the Illini Union basement food court when they have a spare hour or two in between classes. Many of the chains have student specials and discounts to encourage students to take advantage of these awesome places. Source: Eat.Garbazo.com I recommend using the food court to its fullest by using it as a place to study, relax, and eat. There is free WiFi in the basement and plenty of seating available. Theres even a computer lab next to the food court if you need a computer or if you need to print something out for a class. This is convenient because not everyone opts to buy a printer to keep in their dorm. Source: Illini Union When it comes to Garbanzo, Im planning on having some Chicken Pita with a side of rice for a full meal. Expect to pay $7-10 for a great and filling lunch there. If you visit to campus before enrolling, make sure you and your family take a trip down to the basement and play on the Illini Union bowling lanes while youre at it! Source: Flickr Daniel Class of 2018 I’m an Advertising major in the College of Media. I’m from a northwest suburb of Chicago called Buffalo Grove. I chose Illinois because it was the first university in the entire world to offer an Advertising major, which is pretty cool!

The Inevitable Flaw - Literature Essay Samples

The tragedy is perhaps one of the oldest and most captivating forms of literature. While each is unique, nearly all tragedies exhibit certain traditional similarities in content and structure. One of the most defining of these similarities is the presence of a â€Å"tragic hero,† always accompanied by some form of â€Å"tragic flaw,† which ultimately leads to their downfall. In Edmond Rostand’s Cyrano de Bergerac, the eponymous protagonist in many ways identifies with the traditional tragic hero, particularly with regards to the presence of his own tragic flaw. Cyrano’s insecurity about his physical appearance – his nose in particular – forms the tragic flaw that increasingly propels him toward his own kind of downfall. From Cyrano’s first appearance in Act I, his insecurity concerning his nose quickly becomes evident. Cyrano instantly carries himself with great bravado, and then goes on to begin a bit of a public disturbance, starting various arguments with those who attempt to contest him. In the midst of one such argument, Cyrano somewhat gratuitously accuses his opponent of â€Å"†¦staring at [his] nose† (18). Cyrano raises this accusation seemingly only for the purpose of then having reason to defend it, which he does by claiming: â€Å"I’m proudly wedded To this nose I’ve got. A big nose is the sign Of a good, courteous, intelligent, benign, Liberal, courageous man† (19). In making these vast, sweeping assertions that clearly cannot have any logical basis, Cyrano is noticeably overcompensating for his lack of confidence. He then goes on to vehemently attack his opponent, saying, â€Å"That inglorious face on the top of your neck / †¦is as utterly devoid / Of aspiration, lyricism, pride†¦ / As those other cheeks, which now will feel my boot!† (19). In unnecessarily leaping to the defense of his own looks and attacking those of his opponent, Cyrano does little to distract from his insecurity. Rather, he merely manages to make his own vulnerability and obsession with physical appearance glaringly obvious. With the introduction of Cyrano’s love interest – Roxane – Cyrano’s insecurity causes deeper conflict within the play. It initially seems however, that the tragic flaw that separates Cyrano from the object of his affections is his nose itself, as Roxane clearly presents a distinct obsession with physical beauty. She displays this many times throughout the play, such as in Act II, when – faced with the proposition that the object of her own affections, Christian, may be unintelligent – she refuses to entertain the possibility on the basis that, â€Å"He couldn’t. His hair is as golden as Apollo† (47). Cyrano recognizes this, and laments that because of Roxane’s preoccupation with physical appearance, he can never truly win her love, grieving: â€Å"What hope can I ever have / With this protuberance pointing to my grave?† (28). Here, Cyrano himself expresses the belief that his nose is, if not a â€Å"tragic flawâ⠂¬ , at least the source of his struggles. As the plot continues to develop, it eventually becomes clear that Cyrano’s tragic flaw is not his nose in and of itself, but rather Cyrano’s own insecurities regarding that feature. After Roxane falls in love with Christian – based on what is truly the words and personality of Cyrano – she is able to declare, in Act IV, that she would â€Å"love him even– ugly† (123). This assertion encourages the idea that, despite his ill appearance, Cyrano would still have had a fair chance with Roxane from the beginning. This realization gives Cyrano brief hope of achieving his love, however he is prevented by the untimely death of Christian. Nonetheless, Cyrano is once again given the opportunity to declare his love – albeit fourteen years later – in Act Five. However, even when Roxane discovers the truth of her own accord and solidifies the realization that she does and has in fact loved Cyrano, he continues to deny it, finally citing as a reason the idea that, â€Å"When Beauty said ‘I love you’ to the Beast / The prince in him was instantly released. / But, you see, I remain just as I was†¦Ã¢â‚¬  (143). Even though Cyrano is finally in full possession of the love he so desires, he goes to his death refusing it on the grounds that he does not deserve it because of his appearance. Therefore, the true tragedy of the play is not that Cyrano failed in his attempt to win Roxane’s love, or even in his death itself, but rather that he cannot accept the coveted love of Roxane because of the depth of his own insecurity. Hence, this latter weakness proves to be Cyrano’s true tragic flaw, as it leads to his ultimate downfall. Cyrano de Bergerac was in many ways a unique – if not wholly revolutionary – work for its time. In mixing elements of tragedy and comedy, Rostand created a distinctive and original addition to the literary landscape. However, even this singular work is not lacking in many traditional concepts of the literary tragedy. Although Rostand does create some lack of clarity with regards to the exact of nature of Cyrano’s tragic flaw and even his exact downfall, he does eventually yield to the literary convention and ultimately defines them both. Even amidst the numerous individual qualities of the work, Rostand cannot avoid the all too familiar tragic hero, always followed by the daunting presence of his tragic flaw.

The And Trade With The Americas - 1468 Words

Many times the first thing that is equated to the exploration and trade with the Americas is gold. Although it is true, that the conquistadors and explorers were in search of riches, they did not confine themselves to only precious metals. They quickly worked to capitalise on all of the foodstuff that could be found in the New World. Two examples of foods that have shaped our global economy are sugar and salt. Although they have recently become so common that they are frequently ignored, these simple items have helped build empires, established global trades, and in turn has aided in the creation of a world interconnected by food. Before we can look at the impact it has had, it should be discussed why these food items are important. Salt has become equated with commonality in the last century. This was not the case though for the millennia beforehand. As a necessary mineral to maintain life, salt has been hunted and searched for as long as time itself. Mark Kurlansky explained in his writing on the subject that, â€Å"whoever controlled salt was in power.† This statement has been proven correct time, and time again, when those who are attempting to attain sovereignty, often will begin with maintaining control over the salt. Comparatively, sugar is not necessarily essential to human survival. It has other draws for humans though, due to the addictive effects that it has, and its ability to sweeten even the blandest foods. Although sugar has been present in diets before hand, â€Å"byShow MoreRelatedAmerica s Trade Area Of The Americas1494 Words   |  6 PagesHistory Latin America is composed of seventeen countries which was colonized by Spain’s and Portugal. They are large in diverse population with four hundred and ninety million people in total. The percentage of the Indian and African that lives in Latin America is basically seventy-five percent just in the cities. The industrial and development grew since the 1960’s; also the free Trade Area of the Americas (FTAA) proposes to integrate economies of Latin America, North America and the Caribbean (exceptRead MoreThe Free Trade Area Of The Americas935 Words   |  4 PagesThe Free Trade Area of the Americas Introduction The Free Trade Area of the Americas agreement (FTAA), was first introduced in 1994 with intentions of finalizing the deal by 2005. However, the agreement failed to pass due to the backlash of some of the Latin American countries involved, especially Venezuela and its President of the time, Hugo Chavez, who held a strong vocal opposition of the free trade agreement (The Defeat of the FTAA). In this paper I will discuss the history of the FTAA, aboutRead MoreTrade And Manufacturing In America Essay1249 Words   |  5 PagesTrade and Manufacturing in United States and Effects on the Economy The action of buying and selling goods and services in America during the colonial and early republic era helped establish the United States’ economy and found the nation as a world power. Before the founding of European colonies into Northern, America trade was plentiful in the Americas. The Spanish had discovered the New World and during their exploration had brought over and traded with Native Americans. The New and Old WorldsRead MoreCentral America Free Trade Agreement1242 Words   |  5 PagesCentral America Free Trade Agreement and Its Economic Impact Overview Negotiations started in early 2004 on the Central America Free Trade Agreement, later on in the negotiation process the Dominican Republic joined to make CAFTA-DR. The original countries that made up CAFTA were Costa Rica, El Salvador, Guatemala, Honduras, and Nicaragua with the Dominican Republic joining forces later on. CAFTA was coupled together with NAFTA and the Canada-Costa Rica Trade Agreement separating them from theRead MoreProtectionism and Free Trade in America Essay2087 Words   |  9 Pagesregarding protectionism and free trade in America can be traced back to our Founding Fathers. The first significant legislation passed by the First congress in 1789 and signed into law by President Washington on July Fourth was a protectionist tariff that provided for over 90 percent of the revenues to operate the new government and encouraged the building of industries and development of family farms. In contrast, Benjamin Franklin, who understood the danger of trade restrictions s aid, â€Å"No nation isRead MoreAmerica s Trade Organization For Violating Free Trade Agreements923 Words   |  4 Pages2002, the United States of America passed a policy that granted United States farmers access to subsidies, in order to protect the domestic market in agriculture. In retaliation to this policy being passed the Brazilian government sued the United States in the court under the World Trade Organization for violating free trade agreements. The Brazilian government claimed that the United States was liberalizing its trade, making it unfair in a free market. The World Trade Organization enacted punitiveRead MoreTrade Between China And Latin America1162 Words   |  5 PagesIn 1999, trade between China and Latin America totaled approximately $8 billion; by 2009, that number had had grown to $130 billion. Earlier this year, a study by the United Nations’ Economic Commission for Latin America and the Caribbean (ECLAC) concluded that by the year 2016, trade betw een China and Latin America will surpass that between the Eurozone and Latin America, making China Latin America’s second largest trading partner. Most studies of this partnership have focused on: a growing securityRead MoreAmerica s Free Trade Agreement1614 Words   |  7 Pagesuntil when NAFTA, the North America Free Trade Agreement, was implemented between the United States, Mexico, and Canada (The Other Side of Immigration). Urrea states â€Å"you’d think that at least there would be beans to eat, but the great Mexican bean-growing industrial farms sold much of their crop to the United States† (45). Since then, most Mexicans, especially those people from Veracruz, was affected. Even though the primary reason for this agreement was to eliminate trade and investment barriers betweenRead MoreFree Trade During Americas Interest2098 Words   |  9 Pages Free trade in Americas interest â€Å"No nation was ever ruined by trade,† stated Benjamin Franklin in the 18th century. Franklin s maxim is just as true today as it was in the 18th century in that trade is enriching nearly all nations today. In the past ten years free trade has done more to alleviate poverty than any well-intentioned law, regulation, or social policy in history. Even the United States benefits from opening its markets to free trade. Two epochal forces are sweeping the world today:Read MoreEssay on Free Trade Area of the Americas (FTAA)1587 Words   |  7 Pagesthirty-four democratic countries of the Western Hemisphere launched the process of creating a Free Trade Area of the Americas (FTAA). The FTAA will be established by 2010 with the aim of gradually eradicating barriers to trade and investment in the region. The final characteristics of the FTAA will be determined through negotiations by government officials from the thirty-four participating countries. The trade issues that are presently under discussion are: market access; investment; services; government

The 2050 Food Security Challenge - 1292 Words

The 2050 Food Security Challenge, is one of the most widely known and concerning issues of the 21st century due to its vast potential of impacting the entire earth. In an analysis titled â€Å"Solutions for a Cultivated Planet,† Foley et al. (2011) note that it as â€Å"one of the greatest challenges of the twenty-first century† (p. 1). In summary, the issue addresses the need for massive expansion of food production in order to accommodate our ever-growing population. By 2050, the world population is expected to reach 9-10 billion people, an increase of approximately 35% in 33 years (FAO, p. 2). As a result, a large increase in food production is required, while using less land, less water, decreasing the overall environmental impact, improving†¦show more content†¦83-84). Currently certified organic land is approximately 37 million hectares or 91.4 million acres, accounting for 0.9% of all agricultural land (Niggli, 2014, p. 84). Although relatively small in comparison to conventional farming, Niggli emphasises the importance of organic production in feeding the growing population. Overall, he supports his claim with three major points; the lower environmental impacts, the environmental benefits and the potential for growth. Niggli (2014) begins by stressing the multi-functionality of organic production and states, â€Å"Organic agriculture produces both commodity and non-commodity outputs and addresses ethical concerns such as animal welfare and the livelihoods of farmers† (p. 84). He continues by discussing the how organic production allows for natural growth and biodiversity due to regular crop rotation, as well as restrictions on pesticides and herbicides. Additionally, bans on chemical fertilizers decrease nitrogen leaches by 35-65%, all of which help maintain soil and drinking water quality (Niggli, 2014, p.84). In general, the natural methods that are pursued through organic production have a si gnificantly lower environmental impact. In addition to the lowered environmental impact, Niggli discusses the environmental benefits.Show MoreRelatedFood Production And Its Effects On The World Essay1542 Words   |  7 PagesFood Production At this moment around one billion individuals experience the ill effects of unending appetite. the world s agriculturists develop enough sustenance to bolster them, however it is not legitimately circulated and, regardless of the fact that it were, numerous can t bear the cost of it, since costs are heightening. However, another test looms. 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Meat production is predicted to double within the same amount, as demand grows from rising wealth. Pastures and fodder already deplete seventy percent of all agricultural land, therefore increasing livestock production would need increasing agricultural land area at the expense of rain forests and different natural lands. Officers at the United Nations Food associated AgricultureRead MoreThe World in 20501467 Words   |  6 PagesThe World in 2050 Futurism is an Italian fine arts movement that was founded in 1909. Poet Filippo Tommaso Marinetti began the movement to celebrate modern technology and to free Italian art from the psychology of the past. Futurism influenced the 20th century’s art and design, which opened doors for the movements related to sculpture, theater, architecture, fashion, and music. Futurist principles value the science of computer programming; they believe that computers will make a significantRead MoreIs Food Production A Growing Concern?1473 Words   |  6 Pagespopulation is predicted to reach 9 billion by 2050. Will we be able to feed everyone, what are the problems likely to be and what do we need to overcome these problems?† Undoubtedly food production is becoming a growing concern as factors such as the rapidly growing global population and changing diets within developing countries stretch current production techniques to the limit. The total global human population is expected to increase by 34% by 2050 with this growth occurring predominately inRead MoreThe Dangers Of Hunger And Malnutrition1432 Words   |  6 PagesPROBLEM: Food security is said to be attained when â€Å"all people are able to access enough safe and nutritious food to meet their requirements for a healthy life†. 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This essay will discuss the consequences of the globes meat consumption and the challenge it posesRead MoreSanger Automotive Companies: the Fisker Franchise Decision631 Words   |  3 PagesNational Agro-Food Policy (2011-2020) in Agriculture Sector In Malaysia, agriculture remains an important sector and it plays role as food providers, create employments and generate earnings from export products. The development of the agricultural sector is generally governed by a comprehensive and market driven agricultural policies. The agricultural policies were formulated and have enabled the agricultural sector to grow sustainably and also contributed to economy development in Malaysia. TheRead MoreMaintaining Agricultural Farmlands for the Worlds Growing Population1736 Words   |  7 Pages This has also led to many shortages of food, due to high demand because of the increasing population. Demographists worry that if this growing issue continues to hurt food consumption of povertized countries, than there will be more deaths because the population is increasing, but the food levels are staying the same, or even decreasing. Some of these demographists believe that this is occurring, because the developed countries are intaking too mu ch food. Others believe that this is because of theRead MoreEssay Agriculture in The rural areas of Madhya Pradesh1432 Words   |  6 Pagesfor livelihood. Due to climate change, these natural-resource based livelihood sources are expected to be impacted more than the other sectors. Water is a critical resource in the state because several regions such as Bundelkhand suffer the dual challenges of scanty rainfalls and high run-off rates. The state is drained by rain-fed rivers and receives 1160 mm average rainfall annually (MP Resource Atlas 2007, MPCST). The climate data analyzed by IITM Pune indicates a declining trend for rainfall over

The Catcher in the Rye Themes, Symbols, and Literary Devices

J.D. Salinger’s The Catcher in the Rye is a classic coming-of-age story. Narrated by sixteen-year-old Holden Caulfield, the novel paints a portrait of a struggling teenage boy as he attempts to hide his emotional pain behind cynicism and false worldliness. Through the use of symbolism, slang, and an unreliable narrator, Salinger explores themes of innocence vs. phoniness, alienation, and death. Innocence vs. Phoniness If you had to choose one word to represent The Catcher in the Rye, it would be phony, Holden Caufield’s insult of choice and a word he uses to describe most of the people he meets and much of the world he encounters. For Holden, the word implies artifice, a lack of authenticity—pretension. He views phoniness as a sign of growing up, as if adulthood were a disease and phoniness its most obvious symptom. He has moments of faith in younger people, but invariably condemns all the adults as phonies. The flip side of this is the value Holden puts on innocence, on being unspoiled. Innocence is typically assigned to children, and Holden is no exception, regarding his younger siblings as worthy of his affection and respect. His younger sister Phoebe is his ideal—she is intelligent and perceptive, talented and willful, but innocent of the terrible knowledge that Holden himself has gained with his extra six years (most notably concerning sex, which Holden wishes to protect Phoebe from). Holden’s dead brother, Allie, haunts him precisely because Allie will always be this innocent, being deceased. Part of Holden’s torment is his own phoniness. While he does not consciously indict himself, he engages in many phony behaviors that he would abhor if he were to observe them in himself. Ironically, this prevents him from being innocent himself, which explains to some degree Holden’s self-loathing and mental instability. Alienation Holden is isolated and alienated throughout the entire novel. There are hints that he is telling his story from a hospital where he is recovering from his breakdown, and throughout the story his adventures are consistently focused on making some sort of human connection. Holden self-sabotages constantly. He feels lonely and isolated at school, but one of the first things he tells us is that he’s not going to the football game everyone else is attending. He makes arrangements to see people, and then insults them and drives them away. Holden uses alienation to protect himself from mockery and rejection, but his loneliness drives him to keep trying to connect. As a result, Holden’s sense of confusion and alarm grows because he has no true anchor to the world around him. Since the reader is tied to Holden’s point-of-view, that terrifying sense of being completely cut off from everything, of everything in the world not making sense, becomes a visceral part of reading the book. Death Death is the thread that runs through the story. For Holden, death is abstract; he’s not primarily afraid of the physical facts of the end of life, because at 16 he can’t truly understand it. What Holden fears about death is the change that it brings. Holden continuously wishes for things to remain unchanged, and to be able to go back to better times—a time when Allie was alive. For Holden, Allie’s death was a shocking, unwanted change in his life, and he is terrified of more change—more death—especially when it comes to Phoebe. Symbols The Catcher in the Rye. There’s a reason this is the title of the book. The song Holden hears contains the lyric if a body meet a body, coming through the rye that Holden mishears as if a body catch a body. He later tells Phoebe that this is what he wishes to be in life, someone who catches the innocent if they slip and fall. The ultimate irony is that the song is about two people meeting for a sexual encounter, and Holden himself is too innocent to understand that. The Red Hunting Hat. Holden wears a hunting cap that he frankly admits is kind of ridiculous. For Holden it is a sign of his otherness and his uniqueness—his isolation from others. Notably, he removes the hat whenever he is meeting someone he wants to connect with; Holden knows full well the hat is part of his protective coloring. The Carousel. The carousel is the moment in the story when Holden lets go of his sadness and decides he will stop running and grow up. Watching Phoebe ride it, he is happy for the first time in the book, and part of his happiness is imagining Phoebe grabbing for the gold ring—a risky maneuver that could get a kid a prize. Holden’s admission that sometimes you have to let kids take risks like that is his surrender to the inevitability of becoming an adult—and leaving childhood behind. Literary Devices Unreliable Narrator. Holden tells you he is the most terrific liar you ever saw. Holden lies constantly throughout the story, making up identities and masking the fact that he’s been kicked out of school. As a result, the reader can’t necessarily trust Holden’s descriptions. Are the people he calls phonies really bad, or is it just how Holden wants you to see them? Slang. The story’s slang and teenage vernacular are out of date today, but the tone and style were remarkable when it was published for the way Salinger captured the way a teenager sees and thinks about things. The result is a novel that still feels authentic and confessional despite the passage of time. Holden’s style of telling the story also underscores his character—he uses profanities and slang words very self-consciously to shock and to demonstrate his jaded and worldly ways. Salinger also employs the use of filler phrases in Holden’s story, which gives the narrative the feeling of being spoken, as if Holden were actually telling you this story in person.

Summary of Where are you going where have you been by...

Fallen Angel We all have been there. After a long days work, all we are thinking about is getting home. As you head towards your car, you notice the darkness around you and suddenly feel that you are not alone. Your pace increases and you begin to sweat mildly. If you could just get there, you’d be safe. Suddenly, you hear a noise and decide the best thing for you to do is ignore it. As you approach you car and unlock it, you sigh with relief that you’ve finally have made it. For many, our minds play tricks on us when we feel a moment of fear, however for others it may turn out to be their worst nightmare. In the story, â€Å"Where Are You Going, Where Have You Been?† by Joyce Carol Oates, a young girl is forced to make a decision†¦show more content†¦Whereas Connie is considered beautiful, June is seen as â€Å"plain and chunky† (496). Regardless of their differences, both girls have one thing in common, they both love to spend time with friends and Connie uses this to her advantage. On several occasions, a friend’s father has left them off at the mall, however once they arrive, Connie travels across the street â€Å" to a drive-in restaurant where older kids hung out† ( 497). It is here that she comes into contact with her future assailant, but at the time she ignored his attention. As the story progresses, it is Sunday morning and her family is getting ready to attend a family bar-b-queue. However, Connie insists on not attending and is left alone at home. As she is washing her hair, she hears an unfamiliar car driving up to her house and her heart begins to pound for she does not want the visitor to see her undone. When Arnold Friend, a man she has seen at the restaurant before, but has never spoken to, shows up on her doorstep, she is someone curious as to why he is visiting her. Throughout the scene, he is attempting to persuade Connie into taking a ride with him and his friend Ellie. The m ore he speaks to her, he reveals to her that he knows many things about her such as her friends, her name, and family and where they are currently at. As the scene develops, Connie no longer has interest in Arnold for she now is scared and is fearful of what his intentions are. In the end, Arnold threatens ConnieShow MoreRelatedSummary and Continuation of the story: â€Å"Where Are You Going, Where Have You Been† By Joyce Carol Oates1461 Words   |  6 PagesErika Villanueva â€Å"Where Are You Going, Where Have You Been† By Joyce Carol Oates There are things that happen when we are growing up that change us when we are grown. There are things that change us forever. Every human being is different, and there is a reason why . All of us had a childhood and all kinds of experiences some good, some bad, some full of joy but also others very painful. Eventually we grow childhood and mature depending of what we have gone through. The way we are able to handleRead MoreSummary Of Where Are You Going, Where Have You Been?854 Words   |  4 PagesSummary: According to Barstow, Connie represents American innocence and powerlessness. Connie has a hard time defending herself against Arnold Friend because of her lack of knowledge and the impact of American culture. The mother-daughter relationship plays a significant role in the story because had Connie and her mother communicated better, Connie, who is still a child, would have be protected from the evil of the world. Barstow also points out that the modern American is unable to di stinguishRead MoreThe Journey to Adulthood in Where Are You Going, Where Have You Been by Joyce Carol Oates1119 Words   |  5 Pages â€Å"Where Are You Going, Where Have You Been?† Analysis In the American society, when individuals reach adolescence, they begin to search for their identity by exploring their interests and opening their mind to new notions and ideas. This is the psychological and physical human development that ultimately leads them to their adulthood. Joyce Carol Oates short story depicts a fifteen year old girl with typical teenage concerns. She has to face the realization of the meaning of maturity in the AmericanRead MoreNotes On The Novel Fences And Pied Piper Of Tucson 1080 Words   |  5 PagesStudents examine the ways in which mystery, tension, and surprise are used in informational and literary texts to engage and intrigue readers. First, students read short stories and poetry, including a close reading of Joyce Carol Oates’ short story, â€Å"Where Are You Going, Where Have You Been?† and Mara Bovsun’s article, â€Å"Pied Piper of Tucson;† they identify and describe ways authors ‘hook and hold’ readers with specific choices. 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The names of Schmid’s victims were Alleen Rowe whom he killed on May 31, 1964, with the help of twoRead MoreAmerican Youth in the 1960s1593 Words   |  6 PagesAmerica has in a short time been established as a nation that symbolizes acceptance and change. It has progressed into a country of equality that finds its foundation in its personal freedoms and the progressive movement of technology, politics, economics, social views, ethics and so forth since the American Revolution. It has been changing rapidly since the influx of immigrants that came here before the Revolution. The 1950s were a happy time. I Love Lucy and Leave It To Beaver were on televisionRead MoreEudora Welty a Worn Path12166 Words   |  49 Pagesretrieval s ystems without the written permission of the publisher. For complete copyright information on these eNotes please visit: http://www.enotes.com/worn−path/copyright Table of Contents 1. A Worn Path: Introduction 2. Eudora Welty Biography 3. Summary 4. Characters 5. Themes 6. Style 7. Historical Context 8. Critical Overview 9. Essays and Criticism 10. Compare and Contrast 11. Topics for Further Study 12. Media Adaptations 13. What Do I Read Next? 14. Bibliography and Further Reading 15. Copyright Read MoreEudora Welty a Worn Path12173 Words   |  49 Pagesretrieval systems without the written permission of the publisher. For complete copyright information on these eNotes please visit: http://www.enotes.com/worn−path/copyright Table of Contents 1. A Worn Path: Introduction 2. Eudora Welty Biography 3. Summary 4. Characters 5. Themes 6. Style 7. Historical Context 8. Critical Overview 9. Essays and Criticism 10. Compare and Contrast 11. Topics for Further Study 12. Media Adaptations 13. What Do I Read Next? 14. Bibliography and Further Reading 15. Copyright

Introduction Part Chapter Free Essays

string(112) " the national economy and the global economy of the choices that individuals, businesses, and governments make\." INTRODUCTION PART CHAPTER Getting Started CHAPTER 1 1 CHECKLIST When you have completed your study of this chapter, you will be able to 1 Define economics, distinguish between microeconomics and macroeconomics, and explain the questions of microeconomics. 2 Describe the work of economists as social scientists. 3 Explain five core ideas that define the economic way of thinking. We will write a custom essay sample on Introduction Part Chapter or any similar topic only for you Order Now 4 Explain why economics is worth studying. You are studying microeconomics at a time of enormous change. After a decade of technological change that brought e-commerce, MP3 music, DVD movies, cell phones, Palm Pilots, and host of other gadgets and toys that have transformed the way we work and play, our lives were changed by the terrorist attacks of September 11, 2001. The shock waves from that day will pulsate through our economy for many years. They have shrunk our airlines, expanded our security and defense industries, and created huge uncertainty about the future. Outside the United States, more than 1 billion of the world’s 6. 3 billion people survive on $1 a day or less. Disturbed by the combination of increasing wealth and persistent poverty, some people are pointing to globalization as the source of growing economic inequality. Your course in microeconomics will help you to understand the powerful forces that are shaping our economic world and help you to navigate it in your everyday life and work. 1 2 Part 1 †¢ INTRODUCTION 1 . 1 DEFINITIONS AND QUESTIONS Scarcity The condition that arises because the available resources are insufficient to satisfy wants. Incentive A reward or a penalty—a â€Å"carrot† or a â€Å"stick†Ã¢â‚¬â€that encourages or discourages an action. All economic questions and problems arise because human wants exceed the resources available to satisfy them. We want good health and long lives. We ant spacious and comfortable homes. We want a huge range of sports and recreational equipment from running shoes to jet skis. We want the time to enjoy our favorite sports, video games, novels, music, and movies; to travel to exotic places; and to just hang out with friends. In the world of politics, it is easy to get carried away with the idea that we can have it all. P oliticians tell us they will provide all the extra public services that we want, and at the same time, they will cut our taxes so that we can spend more on the things that we enjoy. Despite the promises of politicians, we cannot have it all. The ability of each of us to satisfy our wants is limited by time and by the incomes we earn and the prices we pay for the things we buy. These limits mean that everyone has unsatisfied wants. Our ability as a society to satisfy our wants is limited by the productive resources that exist. These resources include the gifts of nature, our own labor and ingenuity, and tools and equipment that we have produced. Our inability to satisfy all our wants is called scarcity. The poor and the rich alike face scarcity. A child wants a $1. 00 can of soda and two 50? packs of gum but has only $1. 0 in his pocket. He faces scarcity. A millionaire wants to spend the weekend playing golf and spend the same weekend at the office attending a business strategy meeting. She faces scarcity. A society wants to provide vastly improved health care, install an Internet connection in every classroom, explore space, clean polluted lakes and rivers, and so on. Society also faces scarcity. Faced with scarcity, we must make choices. We must choose among the available alternatives. The child must choose the soda or the gum. The millionaire must choose the golf game or the meeting. As a society, we must choose among health care, computers, space exploration, the environment, and so on. The choices we make depend on the incentives we face. An incentive is a reward or a penalty—a â€Å"carrot† or a â€Å"stick†Ã¢â‚¬â€that encourages or discourages an action. If the price of gum rises and the price of soda falls, the child has an incentive Even parrots face scarcity! Not only do I want a cracker—we all want a cracker!  ©The New Yorker Collection 1985 Frank Modell from cartoonbank. com. All Rights Reserved. Chapter 1 †¢ Getting Started to choose less gum and more soda. If a profit of $10 million is at stake, the millionaire has an incentive to attend the meeting and skip the golf game. As computer prices tumble, school boards have a stronger incentive to connect more classrooms to the Internet. Economics is the social science that studies the choices that we make as we cope with scarcity and the incentives that influence and reconcile our choices. The subject divides into two main parts: †¢ Microeconomics †¢ Macroeconomics 3 Economics The social science that studies the choices that we make as we cope with scarcity and the incentives that influence and reconcile our choices. Microeconomics Microeconomics is the study of the choices that individuals and businesses make and the way these choices respond to incentives, interact, and are influenced by governments. Some examples of microeconomic questions are: Why are more people buying SUVs and fewer people buying minivans? How will a cut in the price of the Sony PlayStation and Microsoft Xbox affect the quantities of these items that people buy? Microeconomics The study of the choices that individuals and businesses make and the way these choices respond to incentives, interact, and are influenced by governments. Macroeconomics Macroeconomics is the study of the aggregate (or total) effects on the national economy and the global economy of the choices that individuals, businesses, and governments make. You read "Introduction Part Chapter" in category "Essay examples" Some examples of macroeconomic questions are: Why did production and jobs expand so rapidly in the United States during the 1990s? Why has Japan been in a long period of economic stagnation? Why did the Federal Reserve cut interest rates during 2001 and keep them low through 2002? Macroeconomics The study of the aggregate (or total) effects on the national economy and the global economy of the choices that individuals, businesses, and overnments make. Microeconomic Questions The economic choices that individuals, businesses, and governments make and the interactions of those choices answer the three major questions: †¢ What? †¢ How? †¢ For whom? The distinction between microeconomics and macroeconomics is similar to the distincti on between two views of a display of national flags in an Olympic stadium. The micro view (left) is of a single participant and the actions he or she is taking. The macro view (right) is the patterns formed by the joint actions of all the people participating in the entire display. 4 Part 1 †¢ INTRODUCTION What? Goods and services The objects that people value and produce to satisfy human wants. Goods are physical objects and services are tasks performed for people. What goods and services get produced and in what quantities? Goods and services are the objects that people value and produce to satisfy human wants. Goods are physical objects such as golf balls. Services are tasks performed for people such as haircuts. The nation’s farms, factories, construction sites, shops, and offices produce a dazzling array of goods and services that range from necessities such as food, houses, and apartments to leisure items such ocean cruises, SUVs, and DVD players. What determines the quantities of corn we grow, homes we build, and DVD players we produce? How do these quantities change over time? And how are they affected by the ongoing changes in technology that make an ever-wider array of goods and services available to us? How? How are goods and services produced? In a vineyard in France, basket-carrying workers pick the annual grape crop by hand. In a vineyard in California, a huge machine and a few workers do the same job that a hundred French grape pickers do. Look around you and you will see many examples of this phenomenon? he same job being done in different ways. In some supermarkets, checkout clerks key in prices. In others, they use a laser scanner. One farmer keeps track of his livestock feeding schedules and inventories by using paper-and-pencil records, while another uses a personal computer. GM hires workers to weld auto bodies in some of its plants and uses robots to do the job in others. Why do we use machines in some cases an d people in others? Do mechanization and technological change destroy more jobs than they create? Do they make us better off or worse off? For Whom? In a California vineyard a machine and a few workers do the same job as a hundred French grape pickers. A doctor gets more of the goods and services produced than a nurse or a medical assistant gets. For whom are goods and services produced? The answer to this question depends on the incomes that people earn and the prices they pay for the goods and services they buy. At given prices, a person who has a high income is able to buy more goods and services than a person who has a low income. Doctors earn much higher incomes than do nurses and medical assistants. So doctors get more of the goods and services produced than nurses and medical assistants get. You probably know about many other persistent differences in incomes. Men, on the average, earn more than women. Whites, on the average, earn more than minorities. College graduates, on the average, earn more than high school graduates. Americans, on the average, earn more than Europeans, who in turn earn more, on the average, than Asians and Africans earn. But there are some significant exceptions. The people of Japan and Hong Kong now earn an average income similar to that of Americans. And there is a lot of income inequality throughout the world. What determines the incomes we earn? Why do doctors earn larger incomes than nurses? Why do white male college graduates earn more than minority female high school graduates? Why do Americans earn more, on the average, than Africans? Microeconomics explains how the economic choices that individuals, businesses, and governments make and the interactions of those choices end up determining what, how, and for whom goods and services get produced. Chapter 1 †¢ Getting Started CHECKPOINT 1 5 1. 1 Define economics, distinguish between microeconomics and macroeconomics, and explain the questions of microeconomics. Study Guide pp. 2–5 Practice Online 1. 1 Practice Problems 1. 1 1. Economics studies choices that arise from one fact. What is that fact? 2. Provide three examples of wants in the United States today that are especially pressing but not satisfied. 3. Provide an example of an incentive that is like a carrot and one that is like a stick. 4. Sort the following issues into microeconomic and macroeconomic issues: a. People must install catalytic converters in their cars. . U. S. unemployment should be much lower. c. Your local county opens a neighborhood gym for teenagers. 5. Match the following headlines with the What, How, and For whom questions: a. With more research, we will cure cancer. b. A good education is the right of every child. c. What will the government do with its budget surplus? Exercises 1. 1 1. 2. 3. 4. 5. Every day, we make many choices. Why canâ €™t we avoid having to make choices? Look at today’s newspaper and find an example of a want that is not satisfied. What is the incentive that Venus Williams and Tiger Woods face each day? Check your local media for headlines that concern three microeconomic issues and three macroeconomic issues. Check your local media for headlines that ask two of each of the What, How, and For whom questions. Solutions to Practice Problems 1. 1 1. The fact is scarcity—human wants exceed the resources available. 2. Security from international terrorism, cleaner air in our cities, and better public schools. (You can perhaps think of some more. ) 3. If your economics instructor offers you an opportunity to earn 5 bonus points by completing an assignment on time, your incentive is a carrot. If your economics instructor warns you that there is a 5-point penalty for a late assignment, your incentive is a stick. 4a. Microeconomic issue because it deals with the choices made by individual people. 4b. Macroeconomic issue because it refers to the national economy. 4c. Microeconomic issue because the government’s decision interacts with teenagers’ decisions. 5a. More research is a How question, and a cure for cancer is a What question. 5b. Good education is a What question, and every child is a For whom question. 5c. Who will get the budget surplus is a For whom question. 6 Part 1 †¢ INTRODUCTION 1 . ECONOMICS: A SOCIAL SCIENCE We’ve defined economics as the social science that studies the choices that individuals and societies make as they cope with scarcity. We’re now going to look at the way economists go about their work as social scientists and at some of the problems they encounter. The major goal of economists is to discover how the econ omic world works. In pursuit of this goal, economists (like all scientists) distinguish between two types of statements: †¢ What is †¢ What ought to be Statements about what is are called positive statements. They say what is currently understood about the way the world operates. A positive statement might be right or wrong. And we can test a positive statement by checking it against the data. When a chemist does an experiment in her laboratory, she is attempting to check a positive statement against the facts. Statements about what ought to be are called normative statements. These statements depend on values and cannot be tested. When Congress debates a motion, it is ultimately trying to decide what ought to be. It is making a normative statement. To see the distinction between positive and normative statements, consider the controversy about global warming. Some scientists believe that 200 years of industrial activity and the large quantities of coal and oil that we burn are increasing the carbon dioxide content of the earth’s atmosphere with devastating consequences for life on this planet. Other scientists disagree. The statement â€Å"Our planet is warming because of an increased carbon dioxide buildup in the atmosphere† is a positive statement. It can (in principle and with sufficient data) be tested. The statement â€Å"We should cut back on our use of carbon-based fuels such as coal and oil† is a normative statement. You may agree with or disagree with this statement, but you can’t test it. It is based on values. Health-care reform provides another economic example of the distinction. â€Å"Universal health care will cut the amount of work time lost to illness† is a positive statement. â€Å"Every American should have equal access to health care† is a normative statement. The task of economic science is to discover and catalog positive statements that are consistent with what we observe in the world and that enable us to understand how the economic world works. This task is a large one that can be broken into three steps: Observing and measuring †¢ Model building †¢ Testing Observing and Measuring The first step toward understanding how the economic world works is to observe and measure it. Economists keep track of huge amounts of economic data. Some examples are the amounts and locations of natural and human resources; wages and work hours; the prices and quantitie s of the different goods and services produced; taxes and government spending; and the volume of international trade. Chapter 1 †¢ Getting Started 7 Model Building The second step is to build models. An economic model is a description of some aspect of the economic world that includes only those features of the world that are needed for the purpose at hand. A model is simpler than the reality it describes. What a model includes and what it leaves out result from assumptions about what are essential and what are inessential details. You can see how ignoring details is useful—even essential—to our understanding by thinking about a model that you see every day: the TV weather map. The weather map is a model that helps to predict the temperature, wind speed and direction, and precipitation over a future period. The weather map shows lines called isobars? lines of equal barometric pressure. It doesn’t show the interstate highways. The reason is that we think the location of the highways has no influence on the weather but the air pressure patterns do have an influence. An economic model is similar to a weather map. It tells us how a number of variables are determined by a number of other variables. For example, an economic model of Boston’s â€Å"Big Dig†Ã¢â‚¬â€a $15 billion project to place the city’s major highways underground—might tell us the impact of the project on house prices, apartment rents, jobs, and commuting times. Economists use a variety of methods to describe their economic models. Most commonly, the method is mathematical. And if you plan on a career in economics, you will study a good deal of math. But the basic ideas of all economic models can be described using words and pictures or diagrams. That is how economic models are described in this text. A rare exception is a model called the Phillips Economic Hydraulic Computer, shown here. Bill Phillips, a New Zealand-born engineer-turned-economist, created this model using plastic tubes and Plexiglas tanks at the London School of Economics in 1949. The model still works today in a London museum. Testing The third step is testing models. A model’s predictions might correspond to or conflict with the data. If there is a conflict, the model needs to be modified or rejected. A model that has repeatedly passed the test of corresponding well with real-world data is the basis of an economic theory. An economic theory is a generalization that summarizes what we understand about the economic choices that people make and the economic performance of industries and nations. The process of building and testing models creates theories. For example, meteorologists have a theory that if the isobars form a particular pattern at a particular time of the year (a model), then it will snow (reality). They have developed this theory by repeated observation and by carefully recording the weather that follows specific patterns of isobars. Economics is a young science. Although philosophers have written about economic issues since the time of the ancient Greeks, it is generally agreed that as a modern social science, economics was born in 1776 with the publication of Adam Smith’s The Wealth of Nations. Over the years since then, economists have discovered many useful theories. But in many areas, economists are still looking for answers. The gradual accumulation of economic knowledge gives most economists some faith that their methods will eventually provide usable answers. But progress in economics comes slowly. A major reason is that it is difficult in economics to unscramble cause and effect. Economic model A description of some aspect of the economic world that includes only those features of the world that are needed for the purpose at hand. The Phillips Economic Hydraulic Computer: Colored water in plastic tubes and Plexiglas tanks illustrates the effects of overnment actions on incomes and expenditures. This model economy is in a London museum. Economic theory A generalization that summarizes what we understand about the economic choices that people make and the economic performance of industries and nations based on models that have repeatedly passed the test of corresponding well with real-world data. Eye on the Past Adam Smith and the Birth of Eco nomics as a Modern Social Science Many people had written about economics before Adam Smith, but he made economics a social science. Born in 1723 in Kirkcaldy, a small ishing town near Edinburgh, Scotland, Smith was the only child of the town’s customs officer. Lured from his professorship (he was a full professor at 28) by a wealthy Scottish duke who gave him a pension of ? 300 a year— ten times the average income at that time—he devoted ten years to writing his masterpiece, An Inquiry into the Nature and Causes of the Wealth of Nations, published in 1776. Why, Adam Smith asked in that book, are some nations wealthy while others are poor? He was pondering these questions at the height of the Industrial Revolution. During these ears, new technologies were applied to the manufacture of textiles, iron, transportation, and agriculture. Adam Smith answered his questions by emphasizing the role of the division of labor and free markets. To illustrate his argument, he used the example of a pin factory. He guessed that one person, using the hand tools available in the 1770s, might make 20 pins a day. Yet, he observed, by using those same hand tools but breaking the process into a number of individually small operations in which people specialize—by the division of labor—ten people could make a staggering 48,000 pins a day. One draws out the wire, another straightens it, a third cuts it, a fourth points it, a fifth grinds it. Three specialists make the head, and a fourth attaches it. Finally, the pin is polished and packaged. But a large market is needed to support the division of labor: One factory employing ten workers would need to sell more than 15 million pins a year to stay in business! Unscrambling Cause and Effect Are computers getting cheaper because people are buying them in greater quantities? Or are people buying computers in greater quantities because they are getting cheaper? Or is some third factor causing both the price of a computer to fall and the quantity of computers to increase? Economists want to answer questions like these, but doing so is often difficult. The central idea that economists (and all scientists) use to unscramble cause and effect is ceteris paribus. Ceteris Paribus Ceteris paribus Other things remaining the same (often abbreviated as cet. par. ). 8 Ceteris paribus is a Latin term (often abbreviated as cet. par. ) that means â€Å"other things being equal† or â€Å"if all other relevant things remain the same. Ensuring that other things are equal is crucial in many activities, and all successful attempts to make scientific progress use this device. By changing one factor at a time and holding all the other relevant factors constant, we isolate the factor of interest and are able to investigate its effects in the clearest possible way. Economic models, like the models in all other sciences, enable the influence of one factor a t a time to be isolated in the imaginary world of the model. When we use a model, we are able to imagine what would happen if only one factor changed. But ceteris paribus can be a problem in economics when we try to test a model. Chapter 1 †¢ Getting Started 9 Laboratory scientists, such as chemists and physicists, perform controlled experiments by holding all the relevant factors constant except for the one under investigation. In economics, we observe the outcomes of the simultaneous operation of many factors. Consequently, it is hard to sort out the effects of each individual factor and to compare the effects with what a model predicts. To cope with this problem, economists take three complementary approaches: †¢ Natural experiments Statistical investigations †¢ Economic experiments Natural Experiments A natural experiment is a situation that arises in the ordinary course of economic life in which the one factor of interest is different and other things are equal (or similar). For example, Canada has higher unemployment benefits than the United States, but the people in the two nations are similar. So to study the effects of unemployment benefits on the unemployment rate, economists might compare the United States with Canada. Statistical Investigations Statistical investigations look for correlations. Correlation is the tendency for the values of two variables to move in a predictable and related way. For example, there is a correlation between the amount of cigarette smoking and the incidence of lung cancer. There is also a correlation between the size of a city’s police force and the city’s crime rate. Two economic examples are the correlation between household income and spending and the correlation between the price of a telephone call and the number of calls made. We must be careful to interpret a correlation correctly. Sometimes a correlation shows the strength of a causal influence of one variable on the other. For example, smoking causes lung cancer, and higher incomes cause higher spending. Sometimes the direction of causation is hard to determine. For example, does a larger police force detect more crimes or does a higher crime rate cause a larger police force to be hired? And sometimes a third factor causes both correlated variables. For example, advances in communication technology have caused both a fall in the price of phone calls and an increase in the quantity of calls. So the correlation between the price and quantity of phone calls has a deeper cause. Sometimes, the direction of cause and effect can be determined by looking at the timing of events. But this method must be handled with care because of a problem known as the post hoc fallacy. Post Hoc Fallacy Another Latin phrase—post hoc ergo propter hoc—means â€Å"after this, therefore because of this. † The post hoc fallacy is the error of reasoning that a first event causes a second event because the first occurred before the second. Suppose you are a visitor from a far-off world. You observe lots of people shopping in early December, and then you see them opening gifts and celebrating on Christmas Day. Does the shopping cause Christmas, you wonder? After a deeper study, you discover that Christmas causes the shopping. A later event causes an earlier event. Just looking at the timing of events often doesn’t help to unravel cause and effect in economics. For example, the stock market booms, and some months later Correlation The tendency for the values of two variables to move in a predictable and related way. Post hoc fallacy The error of reasoning that a first event causes a second event because the first occurred before the second. 10 Part 1 †¢ INTRODUCTION the economy expands—jobs and incomes grow. Did the stock market boom cause the economy to expand? Possibly, but perhaps businesses started to plan the expansion of production because a new technology that lowered costs had become available. As knowledge of the plans spread, the stock market reacted to anticipate the economic expansion. To disentangle cause and effect, economists use economic models to interpret correlations. And when they can do so, economists perform experiments. Economic Experiments Economic experiments put real subjects in a decision-making situation and vary the influence of interest to discover how the subjects respond to one factor at a time. Most economic experiments are done using students as the subjects. But some use the actual people whose behavior economists want to understand and predict. An example of an economic experiment on actual subjects is one designed to discover the effects of changing the way welfare benefits are paid in New Jersey. Another experiment was conducted to discover how telecommunications companies would bid in different types of auctions for the airwave frequencies they use to transmit cellular telephone messages. Governments have made billions of dollars using the results of this experiment. CHECKPOINT Study Guide pp. 5–6 Practice Online 1. 2 2 1. 2 Describe the work of economists as social scientists. Practice Problems 1. 2 1. Classify each of the following statements as positive or normative: a. There is too much poverty in the United States. b. An increase in the gas tax will cut pollution. c. Cuts to social security in the United States have been too deep. 2. Provide two examples of the post hoc fallacy. Exercises 1. 2 1. Classify each of the following statements as positive or normative: a. More scholarships to students from poor families will reduce U. S. overty. b. Free trade will harm developing countries. c. Cuts to public education in the United States have been too high. 2. How might an economist test one of the positive statements in exercise 1? Solutions to Practice Problems 1. 2 1a. A normative statement. It cannot be tested. 1b. A positive statement. An experiment will test it. 1c. A normative statement. It cannot be tested. 2. Examples are: New Yea r celebrations cause January sales. A booming stock market causes a Republican president to be elected. Chapter 1 †¢ Getting Started 11 1. 3 THE ECONOMIC WAY OF THINKING You’ve seen that to understand what, how, and for whom goods and services are produced, economists build and test models of peoples’ choices and the interactions of those choices. Five core ideas summarize the economic way of thinking about people’s choices, and these ideas form the basis of all microeconomic models. The ideas are †¢ People make rational choices by comparing costs and benefits. †¢ Cost is what you must give up to get something. †¢ Benefit is what you gain when you get something and is measured by what you are willing to give up to get it. †¢ A rational choice is made on the margin. People respond to incentives. Rational Choice The most basic idea of economics is that in making choices, people act rationally. A rational choice is one that uses the available resources to most effectively satisfy the wants of the person making the choice. Only the wants and preferences of the person making a choice are relevant to determine its r ationality. For example, you might like chocolate ice cream more than vanilla ice cream, but your friend prefers vanilla. So it is rational for you to choose chocolate and for your friend to choose vanilla. A rational choice might turn out to have been not the best choice after the event. A farmer might decide to plant wheat rather than soybeans. Then, when the crop comes to market, the price of soybeans might be much higher than the price of wheat. The farmer’s choice was rational when it was made, but subsequent events made it less profitable than a different choice. The idea of rational choice provides an answer to the first question: What goods and services will get produced and in what quantities? The answer is: Those that people rationally choose to produce! But how do people choose rationally? Why have we chosen to build an interstate highway system and not an interstate high-speed railroad system? Why have most people chosen to use Microsoft’s Windows operating system rather than another? Why do more people today choose to drink bottled water and sports energy drinks than in the past? We make rational choices by comparing costs and benefits. But economists think about costs and benefits in a special and revealing way. Let’s look at the economic concepts of cost and benefit. Rational choice A choice that uses the available resources to most effectively satisfy he wants of the person making the choice. Cost:What You Must Give Up Whatever you choose to do, you could have done something else instead. You could have done lots of things other than what you actually did. But one of these other things is the best alternative given up. This alternative that you must give up to get something is the opportunity cost of the thing that you get. The thing that you could h ave chosen—the highest-valued alternative forgone—is the cost of the thing that you did choose. â€Å"There’s no such thing as a free lunch† is not a clever but empty saying. It expresses the central idea of economics: that every choice involves a cost. Opportunity cost The opportunity cost of something is the best thing you must give up to get it. 12 Part 1 †¢ INTRODUCTION Sunk cost A previously incurred and irreversible cost. We use the term opportunity cost to emphasize that when we make a choice in the face of scarcity, we give up an opportunity to do something else. You can quit school right now, or you can remain in school. Suppose that if you quit school, the best job you can get is at McDonald’s, where you can earn $10,000 during the year. The opportunity cost of remaining in school includes the things that you could have bought with this $10,000. The opportunity cost also includes the value of the leisure time that you must forgo to study. Opportunity cost is only the alternative forgone. It does not include all the expenditures that you make. For example, when you contemplate whether to remain in school, your expenditure on tuition is part of the opportunity cost of remaining in school. But the cost of your school meal voucher is not part of the opportunity cost of remaining in school. You must buy food whether you remain in school or not. Also, past expenditures that cannot be reversed are not part of opportunity cost. Suppose you’ve paid your term’s tuition and it is nonrefundable. If you now contemplate quitting school, the paid tuition is irrelevant. It is called a sunk cost. A sunk cost is a previously incurred and irreversible cost. Whether you remain in school or quit school, having paid the tuition, the tuition is not part of the opportunity cost of remaining in school. Benefit: Gain Measured by What You Are Willing to Give Up Benefit The benefit of something is the gain or pleasure that it brings. The benefit of something is the gain or pleasure that it brings. Benefit is how a person feels about something. You might be extremely anxious to get the latest version of a video game. It will bring you a large benefit. And you might have almost no interest in the latest Yo Yo Ma cello concerto CD. It will bring you a small benefit. Economists measure the benefit of something by what a person is willing to give up to get it. You can buy CDs, sodas, or magazines. The sodas or magazines that you are willing to give up to get a CD measure the benefit you get from a CD. For these students, the opportunity cost of being in school is worth bearing. For the fast-food worker, the opportunity cost of remaining in school is too high. Chapter 1 †¢ Getting Started 13 On the Margin A choice on the margin is a choice that is made by comparing all the relevant alternatives systematically and incrementally. For example, you must choose how to divide the next hour between studying and e-mailing your friends. To make this choice, you must evaluate the costs and benefits of the alternative possible allocations of your next hour. You choose on the margin by considering whether you will be better off or worse off if you spend an extra few minutes studying or an extra few minutes e-mailing. The margin might involve a small change, as it does when you’re deciding how to divide an hour between studying and e-mailing friends. Or it might involve a large change, as it does, for example, when you’re deciding whether to remain in school for another year. Attending school for part of the year is no better (and might be worse) than not attending at all—it is not a relevant alternative. So you likely will want to commit the entire year to school or to something else. But you still choose on the margin. It is just that the marginal change is now a change for one year rather than a change for a few minutes. Margin A choice on the margin is a choice that is made by comparing all the relevant alternatives systematically and incrementally. Marginal Cost The opportunity cost of a one-unit increase in an activity is called marginal cost. Marginal cost is what you must give up to get one more unit of something. Think about your marginal cost of going to the movies for a third time in a week. Your marginal cost is what you must give up to see that one additional movie. It is not what you give up to see all three movies. The reason is that you’ve already given up something for two movies, so you don’t count this cost as resulting from the decision to see the third movie. The marginal cost of any activity usually increases as you do more of it. You know that going to the movies decreases your study time and lowers your grade. Suppose that seeing a second movie in a week lowers your grade by five percentage points. Seeing a third movie will lower your grade by more than five additional percentage points. Your marginal cost of moviegoing is increasing. Marginal cost The opportunity cost that arises from a one-unit increase in an activity. The marginal cost of something is what you must give up to get one more unit of it. Marginal Benefit The benefit of a one-unit increase in an activity is called marginal benefit. Marginal benefit is what you gain when you get one more unit of something. Think about your marginal benefit from the movies. You’ve been to the movies twice this week, and you’re contemplating going for a third time. Your marginal benefit is the benefit you will get from the one additional movie. It is not the benefit you get from all three movies. The reason is that you already have had the benefit from two movies, so you don’t count this benefit as resulting from the third movie. Marginal benefit is measured by the most you are willing to give up to get one more unit of something. And a fundamental feature of marginal benefit is that it usually diminishes. The benefit from seeing the first movie in the week is greater than the benefit from seeing the second movie in the week. Because the marginal benefit decreases as you see more movies in the week, you are willing to give up less to see one more movie. You know that going to the movies decreases your study time and lowers your grade. Suppose that you were willing to give up ten percentage points to see your second movie. You won’t be willing to take such a big hit on your grades to see the third movie in a week. Your marginal benefit of moviegoing is decreasing. Marginal benefit The benefit that arises from a oneunit increase in an activity. The marginal benefit of something is measured by what you are willing to give up to get one more unit of it. 14 Part 1 †¢ INTRODUCTION Making a Rational Choice So will you go to the movies for that third time in a week? If the marginal cost is less than the marginal benefit, your rational choice will be to see the third movie. If the marginal cost exceeds the marginal benefit, your rational choice will be to spend the evening studying. We make a rational choice and use our scarce resources in the way that makes us as well off as possible when we take those actions for which marginal cost is less than or equal to marginal benefit. Responding to Incentives Changes in marginal benefit and marginal cost change the incentive to study or to enjoy a movie. In making our choices, we respond to incentives—we respond to â€Å"carrots† and â€Å"sticks. † The carrots that we face are marginal benefits. The sticks are marginal costs. A change in marginal benefit or a change in marginal cost brings a change in the incentives that we face and leads us to change our actions. Most students believe that the payoff from studying just before a test is greater than the payoff from studying a month before a test. In other words, as a test date approaches, the marginal benefit of studying increases and the incentive to study becomes stronger. For this reason, we bserve an increase in study time and a decrease in leisure pursuits during the last few days before a test. And the more important the test, the greater is this effect. A change in marginal cost also changes incentives. For example, suppose that last week, you found your course work easy. You scored 100 percent on all your practice quizzes. The marginal cost of taking off an evening to enjoy a movie was low. Your grade on this week’s test will not suffer. So you have an incentive to enjoy a movie feast. But this week, suddenly, the going has gotten tough. You are just not getting it. Your practice test scores are low, and you know that if you take off even one evening, your grade on next week’s test will suffer. The marginal cost of seeing a movie is higher this week than last week. So you now have an incentive to give the movies a miss and study. The central idea of economics is that we can measure changes in incentives, and these measurements enable us to predict the choices that people make as their circumstances change. Chapter 1 †¢ Getting Started CHECKPOINT 3 15 1. 3 Explain five core ideas that define the economic way of thinking. Practice Problem 1. 3 Kate usually plays tennis for two hours a week, and her grade on each math test is usually 70 percent. Last week, after playing two hours of tennis, Kate thought long and hard about playing for another hour. She decided to play another hour of tennis and cut her study time by one additional hour. But the grade on last week’s math test was 60 percent. a. What was Kate’s opportunity cost of the third hour of tennis? b. Given that Kate made the decision to play the third hour of tennis, what can you conclude about the comparison of her marginal benefit and marginal cost of the second hour of tennis? . Was Kate’s decision to play the third hour of tennis rational? d. Did Kate make her decision on the margin? Exercises 1. 3 1. Bill Gates gives away a lot of money: $200 million to put computers in libraries that can’t afford them and $135 million to universities, cancer research, a children’s hospital, and the Seattle Symphony. Doesn’t Bill Gates e xperience scarcity? Are his donations rational? In making these donations, might Bill Gates have responded to any incentive? 2. Steve Fossett spent a lot of money trying to be the first person to circumnavigate the world in a hot-air balloon. Anheuser-Busch offered a prize of $1 million for the first balloonist to do so in 15 days nonstop. What was the opportunity cost of Steve Fossett’s adventure? But Steve Fossett was not the first person to circumnavigate the world in a balloon, so did he get any benefits? Why did Anheuser-Busch offer the prize? 3. Tony is an engineering student, and he is considering taking an extra course in history. List the things that might be part of his costs and benefits of the history course. Think of an incentive that might encourage him to take the course. Solution to Practice Problem 1. 3 a. Kate’s opportunity cost of the third hour of tennis was the ten percentage point drop in her grade. If Kate had not played tennis for the third hour, she would have studied and her grade would not have dropped. The best alternative forgone is her opportunity cost of the third hour of tennis. b. The marginal benefit from the second hour of tennis must have exceeded the marginal cost of the second hour because Kate chose to play tennis for the third hour. If the marginal benefit did not exceed the marginal cost, she would have chosen to study and not play tennis for the third hour. c. If for Kate marginal benefit exceeded marginal cost, her decision was rational. d. Kate made her decision on the margin because she considered the benefit and cost of one additional hour. Study Guide pp. 7–9 Practice Online 1. 3 16 Part 1 †¢ INTRODUCTION 1. 4 WHY ECONOMICS IS WORTH STUDYING In 1961, Mick Jagger, then the 19-year-old lead singer with a group that would become the Rolling Stones, enrolled in an economics degree program at the London School of Economics. During the day, he was learning about opportunity cost, and each night, his rock group was earning today’s equivalent of $120. Mick soon realized that his opportunity cost of remaining in school was too high, and so he dropped out. (A faculty advisor is reputed to have told Mick that he would not make much money in a rock band. But within a few months, the Rolling Stones, along with the Beatles, shot to international stardom and multimilliondollar recording contracts! ) Mick Jagger used one of the big ideas of economics to make his own rational decision. And you can do the same. Let’s look at the benefits and costs of studying economics and check that the benefits outweigh the costs. Two main benefits from studying economics are Understanding †¢ Expanded career opportunities Understanding George Bernard Shaw, the great Irish dramatist and thinker, wrote, â€Å"Economy is the art of making the most of life. † Life is certainly full of economic problems, some global or national in scope and some personal. Every day, on television, on the Internet, and in newspapers and magazines, we hear and read about global or national economic issues: Should Nike pay higher wages to its workers in Asia? Is there too much economic inequality in the world today? How can we improve health care, welfare, and education? Are taxes too high or too low? Will the Federal Reserve increase interest rates next week? And every day in your own life, you’re confronted with personal economic choices: Will you buy pizza or pasta? Will you skip class today? Will you put your summer earnings in the bank or the stock market? Studying economics equips you with tools and insights that help you to understand the world’s problems, to participate in the political debate that surrounds them, and to understand and solve your personal economic problems. John Maynard Keynes, a famous British economist of the twentieth century, wrote, â€Å"The ideas of economists . . , both when they are right and when they are wrong, are more powerful than is commonly understood. Indeed the world is ruled by little else. Practical men [and women, he would have written today], who believe themselves to be quite exempt from any intellectual influences, are usually the slaves of some defunct economist. † Keynes was correct. You can’t ignore eco nomic ideas. They are all around you. You use them every day in your personal life and in your work. You use them when you vote and when you argue with your friends. But you don’t need to be the slave of some defunct economist. By studying economics, you will learn how to develop your own ideas and to test them against the ideas of others. As you progress with your study of economics, you will start to listen to the news and read your newspaper with a deeper understanding of what’s going on. You will also find yourself increasingly using the economics that you are learning when you make your own economic choices. Chapter 1 †¢ Getting Started 17 Expanded Career Opportunities Robert Reich, a former U. S. Secretary of Labor, predicts that the three big jobs of the twenty-first century will be what he calls problem identifying, problem solving, and strategic brokering. The people who are good at these tasks command soaring incomes. And there is no better way to train yourself in these skills than to study economics. You can think of economics as a workout regimen for your brain. Almost everything that you study in economics is practice at thinking abstractly and rigorously about concrete things. You will constantly be asking, â€Å"What if? † Although students of economics learn many useful economic concepts, it is the training and practice in abstract thinking that really pays off. Most students of economics don’t go on to major in the subject. And even those who do major in economics don’t usually go on to become economists. Rather, they work in fields such as banking, business, management, finance, insurance, real estate, marketing, law, government, journalism, health care, and the arts. A course in economics is a very good choice for a pre-med, pre-law, or pre-MBA student. Economics graduates are not the highest-paid professionals. But they are close to the top, as you can see in Figure 1. 1. Engineers and computer scientists, for example, earn up to 20 percent more than economics graduates. Economics graduates earn more than most others, and significantly, they earn more than business graduates. FIGURE 1. 1 Practice Online Average Incomes Graduates in disciplines that teach problem identifying, problem solving, and strategic brokering (engineering, computer science, and economics) are at the top of the earnings distribution. Engineering Agriculture and forestry Computer science Chemistry Economics Mathematics and statistics Accounting Business administration Biology Physical and earth sciences Liberal arts Psychology Social sciences Health sciences English and journalism Education 0 20 40 60 0 100 120 Average income (percent of economist’s income) SOURCES: U. S. Department of Commerce, Bureau of the Census, Current Population Reports, Series P-70, No. 32, â€Å"Educational Background and Economic Status: Spring 1990,† and Statistical Abstract of the United States, 1994, Table 246, and authors’ calculations. 18 Part 1 †¢ INTRODUCTION The Costs o f Studying Economics Regardless of what you study, you must buy textbooks and supplies and pay tuition. So these expenses are not part of the opportunity cost of studying economics. One cost of studying economics is forgone knowledge of some other subject. If you work hard at studying economics, you must forgo learning some other subject. You can’t study everything. Another cost, and the main cost of studying economics, is forgone leisure time. Economics is a demanding subject, and it takes time to master. Most students say that they find it difficult. They often complain that they understand the subject when they read the textbook or listen to their instructor but then, when they take an exam, they just can’t figure out the correct answers. The trick is practice, or learning-by-doing. Economics is not a subject that you learn by memorizing things. You must memorize definitions and technical terms. But beyond that, memory is not your main mental tool. Working problems and learning how to analyze and solve problems are the key. And this activity is time consuming. Benefits Versus Costs So which is larger: the benefit or the cost? Economics says that only you can decide. You are the judge of value or benefit to yourself. So you must weigh the benefits and the costs that we’ve identified (and consider any others that are important to you). If you’re clear that the benefits outweigh the costs, you’re well on your way to having a good time in your economics course. If the costs outweigh the benefits, don’t waste your time. Life is too short. If you’re on the fence, try to get more information. But if you remain on the fence, complete this one course in economics and then decide. CHECKPOINT Study Guide pp. 9–10 Practice Online 1. 4 4 1. 4 Explain why economics is worth studying. Practice Problem 1. 4 A student is choosing between an economics course and a popular music course. List two opportunity costs and two benefits from taking a course in economics. Exercise 1. 4 Why did Mick Jagger quit his economics course? What are some of the benefits that Mick Jagger might have given up? Solution to Practice Problem 1. 4 Opportunity costs include the leisure forgone and forgone appreciation of popular music. Benefits include expanded career opportunities, better understanding of the world, and better problem-solving skills. Chapter 1 †¢ Getting Started CHAPTER CHECKPOINT Key Points 1 Define economics, distinguish between microeconomics and macroeconomics, and explain the questions of microeconomics. †¢ Economics is the social science that studies the choices that we make as we cope with scarcity and the incentives that influence and reconcile our choices. Microeconomics is the study of the choices that individuals and businesses make and the way these choices respond to incentives, interact, and are influenced by governments. †¢ Macroeconomics is the study of the aggregate effects on the national economy and the global economy of the choices that individuals, businesses, and governments make. †¢ Choices that individuals, businesses, and government s make and the interactions of those choices end up determining what goods and services get produced, how they get produced, and for whom they get produced. 2 Describe the work of economists as social scientists. Positive statements are about what is, and they can be tested. Normative statements are about what ought to be, and they cannot be tested. †¢ To explain the economic world, economists build and test economic models. †¢ Economists use the ceteris paribus assumption to try to disentangle cause and effect, and they use natural experiments, statistical investigations, and economic experiments. 3 Explain five core ideas that define the economic way of thinking. †¢ People make rational choices by comparing costs and benefits. †¢ Cost is what you must give up to get something. Benefit is what you gain when you get something and is measured by what you are willing to give up to get it. †¢ A rational choice is made on the margin. †¢ People respond to in centives. 4 Explain why economics is worth studying. †¢ The benefits of studying economics are understanding of the economic world and expanded career opportunities. †¢ The costs of studying economics are forgone knowledge of some other subject and leisure time. Key Terms Practice Online Benefit, 12 Ceteris paribus, 8 Correlation, 9 Economic model, 7 Economic theory, 7 Economics, 3 Goods and services, 4 Incentive, 2 Macroeconomics, 3 Margin, 13 Marginal benefit, 13 Marginal cost, 13 Microeconomics, 3 Opportunity cost, 11 Post hoc fallacy, 9 Rational choice, 11 Scarcity, 2 Sunk cost, 12 19 20 Part 1 †¢ INTRODUCTION Exercises 1. Provide three examples of scarcity that illustrate why even the wealthiest people who live in the most lavish luxury still face scarcity. 2. Provide two examples of incentives, one a carrot and the other a stick, that have influenced major government decisions during the past few years. 3. Think about the following news items and label each one as involving a microeconomic or macroeconomic issue: a. An increase in the tax on cigarettes will decrease teenage smoking. b. It would be better if the United States spent more on cleaning up the environment and less on space exploration. c. A government scheme called â€Å"work for welfare† will reduce the number of people who are unemployed. d. An increase in the number of police on inner-city streets will reduce the crime rate. 4. Think about the following news items and label each one as involving a What, How, or For whom question: a. Today most stores use computers to keep their inventory records, whereas 20 years ago most stores used paper records. b. Health care professionals and drug companies say that Medicaid drug rebates should be available to everyone in need. c. A doubling of the gas tax might lead to a better public transit system. 5. Think about the following news items and label each one as a positive or a normative statement. In the United States, a. The poor pay too much for housing. b. The number of farms has decreased over the last 50 years. c. The population in rural areas has remained constant over the past decade. 6. Explain how economists try to unscramble cause and effect. Explain why economists use the ceteris paribus assumption. 7. What is correlation? What approaches do economists use to try to sort out the cause and effect relationship that correlation might indicate? Describe each of these approaches. 8. What is the post hoc fallacy? Provide two examples of the post hoc fallacy. 9. Pam, Pru, and Pat are deciding how they will celebrate the New Year. Pam prefers to go on a cruise, is happy to go to Hawaii, but does not want to go skiing. Pru prefers to go skiing, is happy to go to Hawaii, but does not want to go on a cruise. Pat prefers to go to Hawaii or to take a cruise but does not want to go skiing. Their decision is to go to Hawaii. Is this decision rational? What is the opportunity cost of the trip to Hawaii for each of them? What is the benefit each person gets? 10. Your school has decided to increase the intake of new students next year. What economic concepts would your school consider in reaching its decision? Would the school make its decision at the margin? 11. In California, most vineyards use machines and a few workers to pick grapes, while some vineyards use no machines and many workers. Which vineyards have made a rational choice? Explain. Chapter 1 †¢ Getting Started Critical Thinking 12. The largest lottery jackpot prizes in U. S. history were $363 million and $331 million, both won in the Big Game Jackpot. a. Do the people who buy lottery tickets face scarcity? b. Do the winners of big prizes face scarcity after receiving their winners’ checks? c. Do you think lotteries have both microeconomic effects and macroeconomic effects or only microeconomic effects? Explain. d. How do you think lotteries change what and for whom goods and services are produced? e. Think about the statement â€Å"Lotteries create more problems than they solve and should be banned. † Which part of this statement is positive and how might it be tested? Which part of this statement is normative? f. Do people face a marginal cost and a marginal benefit when they decide to buy a lottery ticket? g. Does a person who buys a lottery ticket make a rational choice? h. Do the people who buy lottery tickets respond to incentives? i. How do you think the size of the jackpot affects the number of lottery tickets sold? What role do incentives play in this response? 13. â€Å"Spider-Man† was the most successful movie of 2002, with box office receipts of more than $400 million. Creating a successful movie brings pleasure to millions, generates work for thousands, and makes a few people rich. . What contribution does a movie like â€Å"Spider-Man† make to coping with scarcity? b. Does the decision to make a blockbuster movie mean that some other, more desirable activities get fewer resources than they deserve? c. Was your answer to part b a positive or a normative answer? Explain. d. Who decides whether a movie is going to be a block buster? e. How do you think the creation of a blockbuster movie influences what, how, and for whom goods and services are produced? f. What do you think are some of the marginal costs and marginal benefits that the producer of a movie faces? g. Suppose that Tobey Maguire had been offered a bigger and better part in another movie and that to hire him for â€Å"Spider-Man,† the producer had to double Tobey’s pay. What incentives were changed? How might the changed incentives have changed the choices that people made? 14. Think about each of the following situations and explain how they affect incentives and might change the choices that people make. a. Drought hits the Midwest. b. The World Series begins tonight, and there is a thunderstorm warning in effect for the stadium. c. The price of a personal computer falls to $50. d. Political instability in the Middle East cuts world oil production and sends the price of gasoline to $2 a gallon. e. Your school builds a new parking garage that increases the number of parking places available but doubles the price of parking on campus. f. A math professor awards grades based on the percentage of questions answered correctly and an economics professor awards grades based on rank in class—the top 10 percent get As, the bottom 10 percent get Cs, and the rest of the class get Bs regardless of the percentage of questions answered correctly. 21 22 Part 1 †¢ INTRODUCTION Practice Online Web Exercises If you haven’t already done so, take a few minutes to visit your Foundations Web site, sign in, and obtain your username and password. Browse the site and become familiar with its structure and content. You’ll soon appreciate that this Web site is a very useful and powerful learning tool. For each chapter, you will find quizzes, e-text, e-study guide, interactive tutorials and graphics, and animations of your textbook figures. You will also find the links you need to work the Web exercises. Use the links on your Foundations Web site to work the following exercises. 5. Visit some news Web sites and review today’s economic news. Summarize a news article that deals with an economic issue that interests you. Say whether the story deals with a microeconomic or a macroeconomic issue. 16. Visit the Campaign for Tobacco-Free Kids. Obtain data on changes in state tobacco taxes and changes in state tobacco consumption. a. Calculate the percent age change in tobacco taxes in each of the states for which you have data. b. Make a graph that plots the percentage change in the tobacco tax on the x-axis and the percentage change in state tobacco consumption on the y-axis. . Describe the relationship between these two variables. (Look at pages 23, 24, and 25 if you need help with making and interpreting your graph. ) d. How would you expect a rise in the tobacco tax to influence the incentive for a young person to smoke cigarettes? e. Do the data that you’ve obtained confirm what you expected or were you surprised by the data? Explain your answer. f. What can you infer about cause and effect in the data on tobacco taxes and tobacco consumption? g. What is the main obstacle to drawing a strong conclusion about the effect of tobacco taxes on tobacco consumption? 17. Visit the Statistical Abstract of the United States and obtain data on the levels of average annual pay and the percentage of persons with a bachelor’s degree in each of the states. a. Which state has the highest average pay and which has the lowest? b. Where in the ranking of average pay does your state stand? c. Which state has the highest percentage of people with a bachelor’s degree and which has the lowest? d. Where in the ranking of people with a bachelor’s degree does your state stand? e. What do you think these numbers tell us about what, how, or for whom goods and services are produced? f. What is the difficulty in using these numbers to determine whether education levels influence pay levels? APPENDIX: MAKING AND USING GRAPHS When you have completed your study of this appendix, you will be able to 1 Interpret a scatter diagram, a time-series graph, and a cross-section graph. 2 Interpret the graphs used in economic models. 3 Define and calculate slope. 4 Graph relationships among more than two variables. Basic Idea A graph represents a quantity as a distance and enables us to visualize the relationship between two variables. To make a graph, we set two lines called axes perpendicular to each other, like those in Figure A1. . The vertical line is called the y-axis, and the horizontal line is called the x-axis. The common zero point is called the origin. In Figure A1. 1, the x-axis measures temperature in degrees Fa How to cite Introduction Part Chapter, Essay examples