Developing Business Information System Solutions Essay - 1

Developing Business Information System Solutions - Essay Example On the other hand in the market, Allocative Efficiency would be reached when the quantity demanded by the consumers equal the quantity supplied by the producer at a market price of Pm. It may be noted that this price is equal to the price at which the individual firm is supplying (Pindyck and Rubinfeld, 2001, p. 424). Here the quantity Q1 is the total quantity supplied by all the identical firms in the market producing homogeneous products. Due to technological progress all the firms modify their production process and may be supplying at a lower cost. Hence any firm that operates in this market has to keep up with the technological progress in order to meet the consumer demand and restrain from being driven out of the market due to competition. This phenomenon is Dynamic Efficiency that is achieved because all the firms continuously upgrade their technology of production. Answer 2 a) In a monopolistically competitive market there are a large number of producers each producing a diff erentiated product and the price and quantity produced is decided by the producers (price makers) entirely based on the cost of production. The demand curve faced by the firm in such a market is downward sloping because the firms can change its price independently. Now in the short run, equilibrium will be reached at a point where MR=MC i.e. at the price P1 the firm will supply the quantity q1 and the cost that will be incurred where the average cost curve cuts the line aq1 i.e. at the price p2. Therefore, the firm earns a super normal profit of p1p2ba which is depicted by the shaded area (Boyes and Melvin, 2012, p.168). In the long run, new firms enter in to the market. This makes the demand curve more elastic. Thus the price of the individuals firms come down eventually. This process continues till the point where all the firms only earn normal profits. At the point E equilibrium is achieved where the AC curve is tangent to the AR=D curve. The price at which the firm supplies is P * and the quantity is q*. Only normal profits are earned in the long run. b) Both in the long run and in the short run, efficiency is not achieved in monopolistic competition. Most firms produce with excess capacity in such a market i.e. output at which profit is maximised is less than the minimum AC output and hence productive efficiency is not achieved. Again the firm charges a P that is greater than MC as the demand curve faced is downward sloping. Hence Allocative Efficiency is not achieved. Answer 3 In a situation of a natural monopoly a particular firm operating in the market has such a cost advantage over the other firms that it is able to provide goods at a price that is much lower than what the other firms are offering. This drives the other firms out of the competition and the single firm remains with the monopolistic control of the market. A situation of natural monopoly is shown above. A monopolist would optimise at the point where MR=MC and would thus charge a very high price of Pm where market demand would be met. Now the perfectly competitive firm would reach equilibrium at the point where P=AR=MC. When the government fixes a price at Pfr, the monopolist is forced to charge a lower price and the firm breaks even at the point where ATC=AR. So if there was no regulation, the monopolist would produce much less and have more producers’ surplus (Hicks, 1939, p. 129). In this case the amount is much less. Answer 4 a) Externality is a situation in which the

Defining Important Terms (Due 7.12.13) Essay Example | Topics and Well Written Essays - 500 words

Defining Important Terms (Due 7.12.13) - Essay Example Thus over all human resource development programs motivates employees and assists individuals in better decision making through enhanced level of acquired skills and knowledge. The basic purpose of human resource development program is to promote fair and positive working environment for employees. It relies on the fact that the success of any organization is dependent on the growth and development of their employees thus these programs play a vital role in growing their organizations. This actually turns out favorable for both the parties that is employees and the organization (Torraco, & Swanson, 1995). Evaluation is the process of systematic assessment of a matter or an object. It is defined as the systematic acquisition and assessment of information to provide useful feedback about some object (Ferguson, & Reio Jr, 2010). It can also be defined as the process of examining the worth, merit or significance of an object (Boselie, Dietz, & Boon, 2005). It includes analyzing strengths and weaknesses of an object. Proper evaluation is aided by sufficient amount of information regarding the object that is taken into consideration. The reason why evaluation is done varies with the type of objective one has. As evaluation is closely related to one’s objectives because evaluation helps as a tool to manage performance so that the intended target of performance can be achieved. Thus to have effective process of evaluation, it is very necessary to know about one’s objectives. There must be clear understanding about what a firm or an organization wants to achieve, otherwise evaluation process will not take place properly and divergence can be observed in achieving goals which can alienate firms from their vision. Mostly evaluation helps in measurement of performance, providing credibility, understanding equity, improvement of upcoming activities and

How to Interpret an Education Essay Question

How to Interpret an Education Essay Question Interpreting education essay questions is a skill that can easily be acquired. The key to doing this is in understanding the variety of expectations that are expressed in a given essay question. Each essay question is specially worded in order to garner a specific response from the student. Understanding how to interpret education essay questions begins with understanding the form of the specific question. Each form will demand a different response and will also give specific cues as to how the question should be answered. It is easy to decipher the form of an essay question if you look for the verb prompt in the question. This verb prompt will tell you what the purpose of the question is and what to do in order to answer it correctly. A verb prompt is an action or instruction word, such as discuss, describe, analyse, explain, contrast or compare. By locating the verb you will know what sort of action to take when responding to the question. Some of the most common verb prompts used in an education essay question, are: Account for: Here you state reasons to support a specific topic or argument. Analyse: When asked to analyse you will need to offer a detailed study of the subject matter, identifying key points and characteristics, critically responding to the subject and giving specific examples to support your case. Argue: Here you are asked to put forward an argument or adopt a position on a given subject. To argue successfully, you will need to consider the pros and cons of the subject and give practical and theoretical examples to illustrate and support your position. Assess: Here you are asked to closely examine a given topic or situation, discuss the pros and cons or strengths and weaknesses, and make a judgement based on what you have written. Clarify: Here you are asked to simplify an argument or proposition in order to shed light on its meaning and significance. Comment: When asked to comment you are being asked for your opinion on the subject matter. You will also have to support your opinion with relevant examples and evidence. Compare: Here you simply place two or more things side by side in order to ascertain the similarities and differences between them. Consider: This word simply asks you to reflect on a given topic, offering thoughts that are informed by practical and theoretical observations. Contrast: In a similar fashion to the compare form of essay question, this one asks you to consider two or more things, but the emphasis is on the differences between them, though there may also be similarities. Six steps towards interpreting an education essay question. Always begin by reading the question in full before you do anything else. This will give you a general idea of the focus of the question. Read again, more closely this time, and locate the key words and phrases. This will help you locate the purpose of the essay and what you need to do in order to answer the question correctly. Look for the verb prompt or instruction word. Circle it. Remember these are words such as, analyse, describe, discuss, compare and examine. Look for the key words. Underline them. These words might refer to an educational theory or method, a theorist, a classroom situation, or a task that you might need to complete, such as a lesson plan. Divide the essay question into parts. An essay question often asks more than one thing. Deciphering the parts of a question will help you structure your response so that each section of your essay responds to and answers a part of the question. Rewrite the question in your own words. This is the final and most important step in interpreting an essay question. Here you will confirm your understanding of the purpose of the question and what you need to do. Phrase your rewritten question as a note to yourself, telling yourself what must be done. For example, In this essay, I must consider the role of the teacher in the contemporary classroom and give examples from theoretical models that Ive studied. Examples of education essay questions. The term â€Å"pedagogy† refers to the methods, styles and strategies used by a teacher to instruct students. One such pedagogical theory is the constructivist teaching method, where students enjoy an active role in the learning process, experiment, make inferences and discoveries of their own and come to their own conclusions. Here the teacher functions as a companion and guide in the learning process. With this in mind write an essay in which you discuss the advantages and disadvantages of constructivist pedagogy. Consider how you could implement constructivist pedagogical theories in the classroom to improve the educational experience of learners. Refer to the work of at least one constructivist theorist in your essay. Socrates once said, â€Å"I cannot teach anybody anything, I can only make them think.† Socrates did this by employing one of the most famous teaching methods in history, the Socratic Method. Write an essay in which you analyse the structure of the Socratic Method and evaluate its usefulness as a pedagogical strategy. State your opinion on whether this method might be useful in a contemporary classroom situation. How might the Socratic Method be used today? Support your response with examples and a lesson plan. â€Å"A teacher is one who makes himself progressively unnecessary.† What might it mean for a teacher to become â€Å"progressively unnecessary?† Do you agree with the above statement? What must occur so that a teacher might become less necessary and learners more independent? Write an essay in which you discuss these questions in light of your understanding of the ideal role of the teacher in the contemporary classroom. Support your argument by referring to one or two pedagogical methods or strategies that might facilitate the role of the teacher in becoming â€Å"progressively unnecessary.† Illustrate your answer with examples. â€Å"A liberal education is at the heart of a civil society, and at the heart of a liberal education is the act of teaching.† In response to the above statement, consider the relationship between society, education and the teacher. If a good educational system is a way of producing good citizens and the teacher is the intermediary between education and society, how does this impact on the role of the teacher? Consider a situation where the community disagrees with what is being taught in school. Should a teacher teach what the community demands or what the teacher believes is correct? In your essay, firstly argue for either the communitys or the teachers position, giving sound reasons, and then assess the implications of such a situation on teaching strategies. Consider Paperts principle which states: â€Å"Some of the most crucial steps in mental growth are based not simply on acquiring new skills, but on acquiring new administrative ways to use what one already knows.† Interpret the above statement in your own words then write an essay in which you explain the implications of Paperts principle in the contemporary classroom. With reference to the use of technology in the classroom, assess how learners may use technology to enrich their learning experience and apply what they have learnt in new and meaningful ways. In your answer refer to the teachers role in this classroom situation. 2/ 4

The Lying Jay Gatsby of The Great Gatsby Essay -- The Great Gatsby F.

The Lying Jay Gatsby of The Great Gatsby   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the novel, Jay Gatsby explains the type of character he is, through his lies. Gatsby acts out to be a man who has it all. The only item missing from Gatsby’s life is love. Love is the only true key to happiness with out it you are lost. Gatsby goes all out to be loved even if it means lying.   Ã‚  Ã‚  Ã‚  Ã‚  Gatsby shows his love, to the love of his life Daisy, who is in love with another man named Tom. Tom and Daisy are married, but Tom is having an affair with another woman. With this on going problem, Daisy tries to get back at Tom by returning the favor of cheating on one another. With this Gatsby fall in love with Daisy, but Daisy is still in love with Tom. The love web involved becomes so twisted that Gatsby ends up losing his life. Gatsby’s love for Daisy causes him to make false statements about how he got his money.   Ã‚  Ã‚  Ã‚  Ã‚  Gatsby tells about two different stories about how he got his money. Gatsby said that all his money was inherited by a wealthy man that he came to be good friends. He also said that his parents had died and he was all-alone. All the lies were to empress the people of the upper class how cool he is now. These lies were brought forth to indicate to the reader the reason for his lying was to win the love of Daisy. Gatsby is shown as a man who will screw you over in the end for his benefit.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the novel Gatsby personality is negative, but loving and caring when Daisy is around. His ...

Easter Rising 1916

There can be no doubt that the response of the British government to the Rising contributed measurably to the further alienation of Irish public opinion. On 26th April 1916, it had introduced martial law and next day appointed Major-General Sir John Maxwell as Commander-in-Chief of troops, Ireland. He had full authority to restore order, put down the rebellion, and punished its participants. Maxwell never doubted that its leaders should be court-martialled and those most prominent executed.General Maxwell was also determined that, in order to crush militant nationalism, those who had surrendered with them, and their suspected supporters, should be arrested and their arms seized in a nationwide sweep by soldiers, supported by police. General Maxwell quickly signalled his intention â€Å"to arrest all dangerous Sinn Feiners†(1), including â€Å"those who have taken an active part in the movement although not in the present rebellion†(2), reflecting the popular belief that Sinn Fein, a separatist organisation that was neither militant nor republican, was behind the Rising.In total, the security forces arrested 3,430 men and 79 women and of these 1,841 were sent to England and interned there. Meanwhile, those thought to have organised the insurrection had been held back in Ireland for trial 190 men and 1 woman named Countess Markievicz. In 90 cases the court’s verdict was ‘Death by being shot’. All signatories of the proclamation were executed. The executions started on May 3rd in Kilmainham Jail with the execution of Patrick Pearse was the first to be singled out for execution, he was not allowed to see his mother or brother before his execution, Thomas MacDonagh and Thomas Clarke .The second day is the executions of William Pearse brother of Patrick Pearse, Edward Daly, Michael O'Hanrahan, and Joseph Plunkett whom married Grace Gifford in the prison chapel hours before his execution. On the following day John McBride was executed alone refused to be blindfolded before his execution. Then on May 8th Eamonn Ceannt,  Michael Mallin,  Sean Heuston  and  Conn Colbert were executed. On the last day of execution May 12th Sean MacDiarmada and James Connolly who is tied to a chair due to his broken ankle were executed. Sir Roger Casement was tried in London for high treason and hanged at Pentonville Prison on 3 August.In addition to the 15 executed, 97 others of those tried by court-martial were sentenced to death. Alarmed by the shift taking place in public opinion in Ireland and by the outrage expressed in the House of Commons by members of the Irish Parliament Party, most notably Lawrence Ginnel and John Dillion, Prime Minister Asquith travelled to Dublin on 12 May the day where James Connolly and Sean MacDiarmada were executed, in spite of a telegram from Asquith to General Maxwell saying that there were to be no further executions except under special and exceptional circumstances.Maxwell, presumably, c onsidered that MacDiarmada and Connolly had played such leading roles that they could not be reprieved. There were no further executions, the sentences of the other 97 being commuted to terms of imprisonment. The predictable effect of these measures was to increase public sympathy, both for the rebels and their goals. During May, the police authorities noted even amongst moderate nationalists a growing ‘wave of resentment,’ prompted by the feeling that ‘unnecessary severity had been deployed’.Symptoms of the change in attitudes included the following: the increasing frequency of memorial masses for the executed rebels; the growing sales of photographs of them; the setting up of aid funds for their families; the appearance of songs and ballads celebrating their actions; the ubiquity of republican flags and badges; the sight of young men marching military style at Gaelic football matches, and the shouting of rebel slogans anywhere people gathered anonymously together, such as at railway stations.Moreover, there were ominous signs that militant nationalists were reorganising, reflected in a rise in arms thefts and hardening of attitudes towards the police. The release of many who had been interned after the Rising – far from earning public gratitude – fuelled resentment, as it was seen as providing evidence that the arrests had been made ‘without just cause’. Already in mid-June 1916, Maxwell predicted that in a General Election the moderate nationalist Irish Parliamentary Party would probably be replaced.He was right; in December 1918, it was swept aside by Sinn Fein. Some survivors of the Rising went on to become leaders of the independent Irish state and those who died were venerated by many as martyrs. Their graves in the former military prison of Arbour Hill in Dublin became a national monument and the text of the Proclamation was taught in schools. ‘I and my fellow signatories believe we have struck the first successful blow for Irish freedom. The next blow, which we have no doubt Ireland will strike, will win through. In this belief, we die happy. ‘

How do generic conventions inform your understanding of Macbeth? Essay

The tragedy of Macbeth is his â€Å"Vaulting ambition, which o’erleaps itself and fallson th’other.† In this famous play, William Shakespeare positions the audience to feel pity towards the protagonist involved, and potentially the protagonist is the tragic hero. But in the play, Macbeth, how does he do this? Shakespeare positions us to feel pity for Macbeth, the protagonist, by using generic, dramatic and theatrical conventions such as soliloquies, hamartia and symbolism. My understanding of the play Macbeth, is shaped by Shakespeare’s use of generic conventions to represent the characters inner turmoil and through this, their tragic flaws. Specifically, soliloquies are used to reveal Macbeth and Lady Macbeth’s inner turmoil as they lose their sanity for power. The first soliloquy in Macbeth is said by Lady Macbeth which reveals her inner turmoil about the letter she receives from Macbeth, as she worries that he may not be strong enough to kill Duncan, and through this her tragic flaw is revealed . As the witches prediction about Macbeth to become â€Å"Thane of Glamis and Cawdor† comes true, she is lured into the trap of believing that he will become king however worries that he is too much of a coward to make it happen. Act 1 Scene 5, line 6, â€Å"Yet do thy nature; It is too full o’ milk of human nature†. It’s evident that through the term â€Å"o’milk of human nature† symbolises the milk of a human and the only kind of human that produces milk is a female. Milk only comes from the female when she is a mother and mothers are traditionally nurturing and kind. So Lady Macbeth is saying that Macbeth is quite feminine in the way of his kindness. Furthermore, Lady Macbeth thinks Macbeth doesn’t have the ruthless nature like she does to strike aggressively at a first opportunity to have power and even though he wants power, his â€Å"nature† is too kind to be king in the evil way that she plans to do it. When receiving news that the king is going to stay at the Macbeth castle, she feels she must be the one to kill Duncan in order for Macbeth to become king and her to be queen, however in the soliloquy after she received the news, she talks to the â€Å"spirits† about how willing she is to do the deed to get the power and seize the throne. Although at the same time, it touches on the theme of masculinity, â€Å"tend on mortal thoughts, unsex me here,† Act 1 Scene 5, line 31. â€Å"Come to my woman’s breasts, And take my milk for gall,† Act 1 Scene 5, line 38. Both quotes suggest the different sex, â€Å"unsex me here†, by changing sex Lady Macbeth feels she would be more masculine, than she is now, as a man. With the second quote mentioning â€Å"milk†, this suggests womanhood, represented by milk and breasts, symbolising nurture and compassion and she says she has this as well as her ruthlessness but wants to be more cruel, â€Å"of direct cruelty! Make thick my blood† Act 1 Scene 5, line 33. When all of her plans and inner turmoil is revealed to us, her hamartia suddenly becomes clearer – her flaw is that she is extremely power hungry and will do anything to feed it, however this results in her downfall as she turns insane from her guilty conscience of manipulating Macbeth, simply because she is too cowardice to do her own business. Macbeth’s first soliloquy in the play portrays him to be his sane self, making the agonizing decision of whether he should go through with the evil deed of assassinating King Duncan. In his decision he puts into account King Duncan’s qualities, â€Å"this Duncan, hath borne his faculties so meek,† Act 1 Scene 7, line 16, and his loyalty and faith towards the king, â€Å"He is here in bought trust†¦as I am his kinsman†¦then as his host, who should against his murderer shut the door, not bear the knife himself† Act 1 Scene 7, line 12, which represents the kind nature of Macbeth, not wanting to go through with seizing the throne by murdering Duncan because he likes Duncan as he is a strong and humble leader. He also describes that his death would be showered with, â€Å"angels, trumpet-tongued,† Act 1 Scene 7. Angels are a representation of heaven and heaven is symbolised as good which means Duncan will go to heaven if he dies because of his goodness. This reminds us how severe and alarming it is to kill a human being just for power and Macbeth realises this also, this is seen through the use of language, â€Å"Bloody instructions† and â€Å"our poisoned chalice† and â€Å"deep damnation† and through this, an image of darkness is made which makes it clear to us that Macbeth knows what he could do is wrong and if he does it he will be forever in a world of sin. At the same time, the one only reason Macbeth wants to proceed in the deed is his ambition to become powerful, â€Å"but only vaulting ambition, which o’erleaps itself and fallson th’other.† Act 1 Scene 7, line 27. The only thing motivating him is his ambition, however Macbeth knows ambition could lead him on towards disaster, (coincidentally it did) therefore decides not to go along with his wife’s plans. Although after his soliloquy when he admits to Lady Macbeth he doesn’t want to carry on with the plan, Lady Macbeth threatens Macbeth that he will no longer be a man in her eyes but a coward and that she might never love him again if he doesn’t kill Duncan. This affects Macbeth’s inner turmoil because as a man, he like to show his bravery and have courage and by going against his wife could damage his masculinity and so carries on with the play. My understanding of Macbeth’s tragic flaw, as evidenced in this soliloquy, is that he doesn’t want to damage his pride, his masculinity or his ambition and this, then, leads to his downfall. The next soliloquy used by Macbeth reveals to the audience that the pressure of killing the king is finally taking a turn on his mind. In his speech, Macbeth makes accusations of seeing a dagger, identical to his, in front of him however he becomes confused when he can’t decide what is happening. At first, when the dagger appears he believes it to be a â€Å"false creation† which is a hallucination, as he has already tried to grab it but failed, caused by a â€Å"Heat- oppressà ¨d brain†, in other words, he’s ill. Then just after saying this, he believes that it’s something different, â€Å"Thou marshall’st me the way that I was going,† Act 2 Scene 1. The meaning for this quote is that the dagger is pointing him in the direction that he is going and this symbolises and proves that his decision to kill the king is already set in motion. The direction of the dagger may have been just his mind but could have been witchcraft also†¦ 3â€Å"Witchcraft celebrates, Pale Hecate’s offerings,† Since Macbeth already believes the witches, there is no other reasons not to disagree with them. Macbeth’s tragic flaw of his self-pride of masculinity, ambition and lust for power ends up in his downfall of insanity from confusion and stress and later on in the play he metaphorically â€Å"plummets to his death† as he loses control of his paranoia. Shakespeare positions the audience, with monologues like this, to see that Macbeth is stressed, scared and confused about the act he is about to commit, this slowly leads him to lose his sanity just so he can please his wife, achieve his goal of ambition and protect his pride and masculinity. My understanding of Macbeth is greatly shaped by generic conventions such a soliloquies. Throughout the play soliloquies were used to explain the main character’s inner turmoil. Macbeth appeared to be a power greed murder that stopped at nothing to be the king of Scotland. However through soliloquies, it was clear to me that this was his hamartia and his tragic flaw, which made him this way, was that he was ambitious, proud of his masculinity and courage. So when Lady Macbeth threatens him and names him a coward for not killing Duncan, he want does it to protect his pride. This makes us pity him as he had no choice and becomes insane from the paranoia and guilty conscience. In my opinion, I think Shakespeare had a message of purpose of Macbeth and that was to show the audience that ambition and desire is destructive and no matter how much a person wants power, they should never let it overcome them.