Teacher and Lesson Plan

Write a Lesson Plan Guide How to Develop a Lesson Plan We have received several questions regarding how to write a good lesson plan. We went ahead and asked our experts, did some research, and have included some tips and guidelines below. To begin, ask yourself three basic questions: Where are your students going? How are they going to get there? How will you know when they've arrived? Then begin to think about each of the following categories which form the organization of the plan. While planning, use the questions below to guide you during each stage.Goals Goals determine purpose, aim, and rationale for what you and your students will engage in during class time. Use this section to express the intermediate lesson goals that draw upon previous plans and activities and set the stage by preparing students for future activities and further knowledge acquisition. The goals are typically written as broad educational or unit goals adhering to State or National curriculum standards. What are the broader objectives, aims, or goals of the unit plan/curriculum? What are your goals for this unit?What do you expect students to be able to do by the end of this unit? Objectives This section focuses on what your students will do to acquire further knowledge and skills. The objectives for the daily lesson plan are drawn from the broader aims of the unit plan but are achieved over a well defined time period. What will students be able to do during this lesson? Under what conditions will students' performance be accomplished? What is the degree or criterion on the basis of which satisfactory attainment of the objectives will be judged?How will students demonstrate that they have learned and understood the objectives of the lesson? Prerequisites Prerequisites can be useful when considering the readiness state of your students. Prerequisites allow you, and other teachers replicating your lesson plan, to factor in necessary prep activities to make sure that students can meet the lesson objectives. What must students already be able to do before this lesson? What concepts have to be mastered in advance to accomplish the lesson objectives? MaterialsThis section has two functions: it helps other teachers quickly determine a) how much preparation time, resources, and management will be involved in carrying out this plan and b) what materials, books, equipment, and resources they will need to have ready. A complete list of materials, including full citations of textbooks or story books used, worksheets, and any other special considerations are most useful. What materials will be needed? What textbooks or story books are needed? (please include full bibliographic citations) What needs to be prepared in advance? (typical for science classes and cooking or baking activities)Lesson Description This section provides an opportunity for the author of the lesson to share some thoughts, experience, and advice with other teachers. It also provides a general overview of t he lesson in terms of topic focus, activities, and purpose. What is unique about this lesson? How did your students like it? What level of learning is covered by this lesson plan? (Think of Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, or evaluation. ) Lesson Procedure This section provides a detailed, step-by-step description of how to replicate the lesson and achieve lesson plan objectives.This is usually intended for the teacher and provides suggestions on how to proceed with implementation of the lesson plan. It also focuses on what the teacher should have students do during the lesson. This section is basically divided into several components: an introduction, a main activity, and closure. There are several elaborations on this. We have linked to some sample lesson plans to guide you through this stage of planning. ! Introduction How will you introduce the ideas and objectives of this lesson? How will you get students' attention and motivate them in order to hold their attention?How can you tie lesson objectives with student interests and past classroom activities? What will be expected of students? ! Main Activity What is the focus of the lesson? How would you describe the flow of the lesson to another teacher who will replicate it? What does the teacher do to facilitate learning and manage the various activities? What are some good and bad examples to illustrate what you are presenting to students? How can this material be presented to ensure each student will benefit from the learning experience? Rule of Thumb # 1: Take into consideration what students are learning (a ew skill, a rule or formula, a concept/fact/idea, an attitude, or a value). Choose one of the following techniques to plan the lesson content based on what your objectives are: Demonstration ==> list in detail and sequence of the steps to be performed Explanation explained Discussion discussion ! ==> outline the information to be ==> list of key questions t o guide the Closure/Conclusion What will you use to draw the ideas together for students at the end? How will you provide feedback to students to correct their misunderstandings and reinforce their learning? ! Follow up Lessons/ActivitiesWhat activities might you suggest for enrichment and remediation? What lessons might follow as a result of this lesson? Assessment/Evaluation This section focuses on ensuring that your students have arrived at their intended destination. You will need to gather some evidence that they did. This usually is done by gathering students' work and assessing this work using some kind of grading rubric that is based on lesson objectives. You could also replicate some of the activities practiced as part of the lesson, without providing the same level of guidance as during the lesson.You could always quiz students on various concepts and problems as well. How will you evaluate the objectives that were identified? Have students practiced what you are asking th em to do for evaluation? Rule of Thumb # 2: Be sure to provide students with the opportunity to practice what you will be assessing them on. You should never introduce new material during this activity. Also, avoid asking higher level thinking questions if students have not yet engaged in such practice during the lesson. For example, if you expect students to apply knowledge and skills, they should first be provided with the opportunity to practice pplication. Sample Lesson Plans from the Educator's Reference Desk Collection Subject Sample Lesson Plan from the Educator's Reference Desk Collection Arts A Line is a Dot That Went For a Walk Computer Science SimCity and PowerPoint Foreign Language Minimal Pairs Bingo! Health SunSmart Information Literacy Teaching Internet Library Instruction Sessions in the Electronic Classroom: The Adult Learner, the Internet, and Training Skills & Teaching Styles Interdisciplinary Who am I? Language Arts The Sounds of â€Å"EA† Mathematics Find a Pattern with â€Å"One Grain of Rice† Philosophy Plato's Allegory of the Cave Physical EducationBasketball Golf Science The Notion of Motion Social Studies Crisis in the Balkans Vocational Education Theme Meal Please note that there are many other exemplary lesson plans that could not be included here due to space limitations. However, you may access them at the Educator's Reference Desk home page. General Rule of Thumb: Your plan should be detailed and complete enough so that another teacher knowledgeable in your subject matter could deliver the lesson without needing to contact you for further clarifications. Please do not forget to edit and spell check your work before submission to the Educator's Reference Desk Collection.Resources for Lesson Plan Ideas The GatewaySM Collections List http://www. thegateway. org/collections. html PBS TeacherSource A large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and nationa l curriculum standards. http://www. pbs. org/teachersource/ Discovery Channel School http://school. discovery. com/ Best of Education World ® 2002 http://www. education-world. com/best_of/2002/ Education World ® – Lesson Planning Center http://www. education-world. com/a_lesson/ Education World ® – National Standards http://www. education-world. com/standards/national/index. html This guide was written by Manal El-Tigi, Ph. D. , Department of Instructional Design, Development, and Evaluation – Syracuse University. She was one of the principal editors and reviewers of the AskERIC Lesson Plan Collection from 1996 – 2000. References Teacher Education Module Series. Develop a Lesson Plan, Module B-4 of Category B–Instructional Planning (1977). Ohio State Univ. , Columbus. National Center for Research in Vocational Education. ED149062 – An ERIC Document Created December 1, 1999; Last Updated December 20, 2003 Created December 1, 1999; Last Updated December 20, 2003

Importance of Quality in Different Manufacturing Processes

| Importance of Quality in different manufacturing processes| | | | | | | | TERM PAPER ————————————————- ACKNOWLEDGEMENT This term paper would not be accomplished without the generous contributions of individuals and organizations. I am very much grateful to them for their unlimited help and support. Additionally, we thank our course instructor Fateh Pal Singh who believed that I could terminate this term paper on time. His moral guidelines, endless effort, and joyful encouragement made me successful in this paper.Furthermore, I want to show our appreciation to the executives, to the librarians of LPU library, and to the lab-assistants of the computer labs, for their unlimited patience during the time of research writing. Moreover, I are also thankful to our classmates, and friends for their helps and supports. I would like to show our endless gratitude by specifying name o f FATEH PAL SINGH   for her support in this term paper. †¦Mayank Sibal†¦ ROLL NO. :RF4005B37 Contents: 1. Defination of Quality 2. Activities of Quality 3. Quality Control 4.Quality Improvment 5. Steps of Quality Improved in Manufacturing Process 6. Taguchi’s Approach to quality Engineering 7. Robust Design 8. Adverse Performance Shaping Factors DEFINITION OF QUALITY How is quality defined? It is interesting to observe how its definition varies according to the particular emphasis of quality activities. Juran (1964) defines quality as fitness for use. Crosby (1979) describes quality in terms of conformance to requirements. Deming (1986) says that quality is concerned with the present and future needs of the customer.For Feigenbaum (1983) quality is to do with the combined product characteristics of engineering and manufacture that determine the degree to which the product will meet the expectations of the customer. Taguchi (1986) defines quality as the loss a prod uct causes society once it has been shipped, apart from any losses caused by its intrinsic functions. According to ISO 8402 (International Organization for Standardization,1986), quality is the totality of features and characteristics of a product or service that have a bearing on its ability to satisfy stated or implied needs.Recently, the most widely used definition is that of ISO 9001 (2000). It says that a quality is a characteristic that a product or service must have. For example, products much be reliable, useable, and repairable. These are some of the characteristics that a good quality product must have. Similarly, service should becourteous, efficient, and effective. These are some of the characteristics that a good quality service must have. In short, a quality is a desirable characteristic. However, not all qualities are equal. Some are more important than others. The most important qualities are the ones that customers want.These are the qualities that products and serv ices must have. So providing quality products and services is all about meeting customer requirements. ACTIVITIES OF QUALITY In the manufacturing industry, activities concerned with quality can be divided into six stages: 1. Product planning: planning for the function, price, life cycle, etc. of the product concerned. 2. Product design: designing the product to have the functions decided in product planning. 3. Process design: designing the manufacturing process to have the functions decided in the product design. 4.Production: the process of actually making the product so that it is of the designed quality. 5. Sales: activities to sell the manufactured product. 6. After-sales service: customer service activities such as maintenance and product services. * Note that there are three different characteristics of quality in an overall quality system in the manufacturing industry: 1. Quality of design: quality of product planning, product designand process design. 2. Quality of conforma nce: quality of production. 3. Quality of service: quality of sales and after-sales services. Nowadays, these three aspects of quality are equally important in the manufacturing company. If any one of them is not up to the mark, then the overall quality system is unbalanced, and the company will face serious problems. Quality control Quality control is a process by which entities review the quality of all factors involved in production. This approach places an emphasis on three aspects: 1. Elements such as controls, job management, defined and well managed processes performance and integrity criteria, and identification of records 2. Competence, such as knowledge, skills, experience, and qualifications 3.Soft elements, such as, personnel integrity, confidence, organizational culture, motivation, team spirit and quality relationships. 4. The quality of the outputs is at risk if any of these three aspects is deficient in any way. Quality control emphasizes testing of products to uncov er defects, and reporting to management who make the decision to allow or deny the release, whereas quality assurance attempts to improve and stabilize production, and associated processes, to avoid, or at least minimize, issues that led to the defects in the first place. ———————————————— Quality improvement There are many methods for quality improvement. These cover product improvement, process improvement and people based improvement. In the following list are methods of quality management and techniques that incorporate and drive quality improvement: 1. ISO 9004:2008 — guidelines for performance improvement. 2. ISO 15504-4: 2005 — information technology — process assessment — Part 4: Guidance on use for process improvement and process capability determination. 3.QFD — quality function deployment, also known as the house of quality appr oach. 4. Kaizen  Ã¢â‚¬â€ Japanese for change for the better; the common English term is  continuous improvement. 5. Zero Defect Program — created by NEC Corporation of Japan, based upon  statistical process control  and one of the inputs for the inventors of Six Sigma. 6. Six Sigma  Ã¢â‚¬â€ 6? , Six Sigma combines established methods such as statistical process control,  design of experiments  and  FMEA  in an overall framework. 7. PDCA  Ã¢â‚¬â€ plan, do, check, act cycle for quality control purposes. Six Sigma's  DMAIC  method (define, measure, analyze, improve, control) may be viewed as a particular implementation of this. ) 8. Quality circle  Ã¢â‚¬â€ a group (people oriented) approach to improvement. 9. Taguchi methods  Ã¢â‚¬â€ statistical oriented methods including quality robustness, quality loss function, and target specifications. 10. The Toyota Production System — reworked in the west into  lean manufacturing. 11. Kansei Engin eering  Ã¢â‚¬â€ an approach that focuses on capturing customer emotional feedback about products to drive improvement. 12.TQM —  total quality management  is a management strategy aimed at embedding awareness of quality in all organizational processes. First promoted in Japan with the Deming prize which was adopted and adapted in USA as the  Malcolm Baldrige National Quality Award  and in Europe as the  European Foundation for Quality Management  award (each with their own variations). 13. TRIZ  Ã¢â‚¬â€ meaning â€Å"theory of inventive problem solving† 14. BPR —  business process reengineering, a management approach aiming at ‘clean slate' improvements (That is, ignoring existing practices). 5. OQM — Object-oriented Quality Management, a model for quality management. Proponents of each approach have sought to improve them as well as apply them for small, medium and large gains. Simple one is Process Approach, which forms the bas is of ISO 9001:2008 Quality Management System standard, duly driven from the ‘Eight principles of Quality managagement', process approach being one of them. Thareja[4]  writes about the mechanism and benefits: â€Å"The process (proficiency) may be limited in words, but not in its applicability.While it fulfills the criteria of all-round gains: in terms of the competencies augmented by the participants; the organisation seeks newer directions to the business success, the individual brand image of both the people and the organisation, in turn, goes up. The competencies which were hitherto rated as being smaller, are better recognized and now acclaimed to be more potent and fruitful†. [5]  The more complex Quality improvement tools are tailored for enterprise types not originally targeted. For example, Six Sigma was designed for manufacturing but has spread to service enterprises.Each of these approaches and methods has met with success but also with failures. Some of the common differentiators between success and failure include commitment, knowledge and expertise to guide improvement, scope of change/improvement desired (Big Bang type changes tend to fail more often compared to smaller changes) and adaption to enterprise cultures. For example, quality circles do not work well in every enterprise (and are even discouraged by some managers), and relatively few TQM-participating enterprises have won the national quality awards. There have been well publicized failures of BPR, as well as Six Sigma.Enterprises therefore need to consider carefully which quality improvement methods to adopt, and certainly should not adopt all those listed here. It is important not to underestimate the people factors, such as culture, in selecting a quality improvement approach. Any improvement (change) takes time to implement, gain acceptance and stabilize as accepted practice. Improvement must allow pauses between implementing new changes so that the change is stabi lized and assessed as a real improvement, before the next improvement is made (hence continual improvement, not continuous improvement).Seven step quality manufacturing process improvement Improving quality manufacturing processes can result in decreased waste, better quality products, and an overall improvement in customer satisfaction. The following are tips for seven step quality manufacturing process improvement. Before you start, however, you will want to develop a committee that is in charge of overseeing the steps and making sure they come to fruition. It's best to involve the whole company if possible, but in the beginning a committee can help to ensure the steps are completed and taken from beginning to end.Step one: The first step is to define the actual process. This is important as it provides a foundation for improving your processes. During this first step, you should name the process and its purpose, as well as its starting and ending points, inputs and outputs, and y our overall requirements. It would also be a good idea to identify the customers and suppliers who will be affected by this process Step two: The next step involves identifying areas of improvement that are needed. This process is usually done by selecting a random sampling of a particular product that is being manufactured.This product is then tested for a variety of things that will have an impact on the end user and consumer. This can include durability, materials, toxicity, and so forth. There are a number of ways to go about this in manufacturing. Some of the more common areas of improvement in manufacturing include disintegration of parts, loose fasteners, and so forth and should be a main focus. Step three: Identify potential solutions for the problems. Once the problems have been identified, it is important to then find solutions for them. Brainstorm ith the committee, or consult specialists or higher ups in the manufacturing plants that can help you to arrive at the best po ssible solution. Additionally, you will want to get feedback from those who work on or with the process on a daily basis. Step four: After you have identified problem areas and then brainstormed for improvements, step four involves developing a more detailed solution for each problem area. In detailing how to solve the problem, include a budget, determine what personnel are necessary for making the improvements, conduct a projected cost analysis, and a time frame for completing the overall improvements.You will also need to determine how the rest of the manufacturing plant will be affected by this and whether it will slow production at any level. Step five: Put your plan into action. After a detailed plan has been made, it is time to implement it to improve your processes. Now is the time to involve everyone, from the highest levels of management in the manufacturing company down to the workers who utilize the process. Step six: Evaluate. Once you have put your plan into action and have achieved the results from it, you will need to evaluate your improvement process as a whole.Ask yourselves if the process had its desired effect. Was the process successful? Did it fix the problem? Did it eliminate waste? Did you implement the improvements on time and within budget? All of these factors should be taken into consideration. Step seven: Continue to repeat steps two and six as often as necessary to achieve improvement within the manufacturing plant. The overall goal is to decrease the need for a committee, and instead have all members of the plant continually working to improve. TAGUCHI’S APPROACH TO QUALITY ENGINEERINGA product’s cost can be divided into two main parts: before sale and after sale to the customer. The costs incurred before sale are the manufacturing costs, and the costs incurred after sale are those due to quality loss. A defective product which is scrapped or reworked prior to shipment is viewed by Taguchi as a manufacturing cost to the company, but not a quality loss. Qualityengineering is an interdisciplinary science which is concerned with not only producing satisfactory products for customers but also reducing the total loss (manufacturing cost plus quality loss).Hence, quality engineering involved engineering design, process operations, after-sales services, economics and statistics. Taguchi’s impact on the concept of quality control in the manufacturing industry has been far-reaching. His quality engineering system has been used successfully by many companies in Japan, the USA and elsewhere. Recently it is reported that several companies in Korea have used his methods with great success. He emphasizes the importance of designing quality control into the manufacturing processes.Also, he stresses that quality variation is the main enemy of quality engineering and that every effort should be made to reduce the variation in quality characteristics. Taguchi extensively uses experimental design primarily as a tool to design products more robust (which means less sensitive) to noise factors. Robust design is an engineering methodology for optimizing the product and process conditions which are minimally sensitive to the various causes of variation, and which produce high-quality products with low development and manufacturing costs. Taguchi’s parameter design is an important tool for robust design.His tolerance design can be also classified as a robust design. In a narrow sense robust design is identical to parameter design, but in a wider sense parameter design is a subset of robust design. Two major tools used in robust design are: * signal-to-noise ratio, which measures quality with emphasis on variation. * orthogonal arrays, which accommodate many design factors (parameters) simultaneously. References: 1. Internet: www. mitlecture. com www. wikipidia. com www. google. com/books 2. Books: 1. Kalpeak Jain 2. â€Å"Fundamental of Morden Manufacturing† By, Mp Grover

Greek Independence

For centuries the Greek population was completely under the Ottoman rule. The Greeks’ independence from the Ottoman Turks in 1830 did not come without hardship and suffering. Several other countries including Russia and France took sides with Greece during this fight as they felt close and connected with their culture. A nine year war was fought which eventually resulted in the Greeks gaining independence from the Turks. During this time, the Greeks had to maintain high morale and a strong disposition to be as successful as they were in the end. The circumstances they were under were difficult and harsh. Many people felt as though Greece deserved to break away from the Ottoman Empire, but some believed that the Turkish rule was not too oppressing. Most people believed that the people of Greece had great character and deserved to be free from the brutality of the Ottoman Turks. They were seen as having strong will to be independent and worked together as a country to achieve that goal. Their culture still to this day is being represented in different forms of art, for example architecture. It’s been studied for years because it served as a foundation for several other countries and is being kept alive, as opposed to forgotten. One poet, Alexandros Kalphoglou, described the Greeks as being enlightened, educated, well-rounded people. He went on to say that they were very open to and accepting of other cultures. It’s not surprising that Kalphoglou would’ve felt this way because he was a Greek Christian and most likely would be proud of his own history (Doc 4). Similarly, Percy Shelley was also a poet who believed Greek culture was essential for all other cultures to grow. She, however, was an English romantic poet. It’d be expected for her to praise Greece because romantic poets were all for the Greek revolution and independence (Doc 7). These two weren’t the only people who shared the same point of view on the Greek Revolt. While still under the Ottoman rule, Greek citizens were treated unfairly and poorly. Their living conditions were unstable and were constantly in upheaval due to the massive rebellion. The entire revolution was sparked by the lack of support shown by the Turkish rulers toward the Greeks. The bright, upbeat, and beautiful presence of the Greek culture was robbed by the Turks according to Savary, a French scholar of Greek. As a person who most likely spent a majority of the time studying Greek history, he would be inclined to respect their culture (Doc 3). Sneyd Davis, an English writer, spoke of Athens being deteriorated and everything beautiful that once existed there, vanishing. The events of what happened to the Greeks under the Ottomans can be easily related to this poem because their pride in their past was diminished. Davis is another romantic poet so I would expect to see him pro-Greek revolution (Doc 1). A majority of people were pleased with the fact that Greece did gain its independence from the Ottoman Turkish Empire. They believed that Greeks should have their arts, language, and other forms of culture restored fully so that they could regain pride in themselves. People also thought that Greek revolution would result in more successful nations in the future, which would be based on Greek tradition. A pamphlet called Greek exiles described the rise of Greek ancestors as heroes in history. It talks about how the Ottomans may have once been at power, but years later they didn’t stand a chance against the Greeks (Doc 6). In regards to Mavrocordato, it was a strong act of courage for the Greeks to take their independence and basically create their own government starting with nothing. Basically, he says that they wanted and made peace for themselves, but worked hard to get to that point (Doc 10). In an engraving created in 1828, called Greece Sacrificed, Regnier has depicted a scene where the Turks are attacking the Greeks, but not very successfully due to the fact that the Greeks are holding their ground. They’re standing for what they believe in as strong-minded individuals with a common goal in mind (Doc 11). Although most would agree that the Greek revolution was a positive thing, there are some people that are on the complete opposite side of things. These people think that the Turkish reign was not too overbearing, and that the Greeks could’ve easily stayed under their control. A Turkish sultan named Mustapha III, in 1765 made orders very clear to the governor of northern Greece to try and stop the revolts being made by the Greeks. He went on to describe the problems that the Greek population had been causing such as robberies. He thought that the Greek revolution had caused more problems than it solved, and that it should’ve been stopped early. Because of the fact that he was a sultan of the Ottoman Empire I find it almost obvious that he was against the Greeks in their revolts. Mustapha wanted what was best for his nation and people (Doc 2). In Vahid’s opinion, a Turkish governor, the revolution of the Greeks was driven by what he calls ‘drunkards,’ meaning that he didn’t take the rebellions seriously. Again, being of Turkish government, he would favor the Ottoman side of things (Doc 9). During the eighteenth and nineteenth centuries Greece was driven to rebel against their previous rulers the Ottoman Turks. Their culture and everything they took pride in was meaningless in the Turks’ eyes. They felt they had to start a revolution to gain back the rights they deserved. During this revolt, they living conditions were not as good as they could’ve been. In fact they were difficult to deal with, but this had only been a small hurdle for the Greek population who was determined to gain independence. Nothing could stand in their way, as they were a fearless, courageous nation. Finally, after suffering through nine years of antagonizing war and treachery, the Greeks gained their independence from the Ottoman Turks and started to create a government as a unified country.

Contemporary Issues in Criminal Justice Management Term Paper

Contemporary Issues in Criminal Justice Management - Term Paper Example There has been a 605% increase in violent crimes in U.S.A alone since 1953. Americans view violence and crime as the most significant issue being witnessed in the U.S.A. A good criminal justice system helps to maintain law and order of a country under control. Even though the administration is toothed with an exhaustive power to trace and punish criminals, many procedures have been set out by the American Constitution like the right to engage a counsel, right to remain silent, right to appeal, etc. for an accused. The main intention of a criminal law is to safeguard society. One of the famous maxims about criminal law is that the punishment must fit the crime. Thus, this research study helps to evaluate what a criminal system is, a comparison between traditional and contemporary policing, legal, diversity and ethical issues associated with American Criminal Justice System and about its intricacies in detail. [Summers &Hoffman, 2002, p.173]. Criminal justice system consists of a great number of actors executing different jobs like judges, police officers, probation officers, bondsman, etc. Each player in the criminal justice system requires to gain assistance and cooperation of the other actors by assisting those players to accomplish their objectives. The federal system of the United States is founded on the substratum notion that the states administer the principal responsibility for criminal justice and hence, criminal justice is the nucleus of state and not national responsibility.[Barkow,2003,p.33]. Currently, there is no single criminal justice system in U.S.A as different states follow many systems that are identical but individually distinctive.  

Pilots Flying Fatigued Alertness in the Skies Essay

Pilots Flying Fatigued Alertness in the Skies - Essay Example A National Transportation Safety Board safety study of U.S. major air carrier accidents attributed to flight crew error from 1978 to 1990 found that in half of the flights crews had been awake for more than 12 hours prior to their accidents. "Crews comprising captains and first officers whose time since awake was above the median for their crew position made more errors overall and significantly more procedural and tactical decision errors" (Strauss, 2007). Fatigue has significant physiological and performance consequences. It is essential that all flight crewmembers remain aware and play their role in flight safety by their observations and actions. As fatigue is a safety concern, this discussion will describe the symptoms of fatigue along with its physical and psychological effects specific to airline pilots. Looking into the factor of pilot fatigue and how it affects the aviation industry in the short and long runs is the concern of this study. The paper will research on the extent of fatigued pilots flying in the skies and the hazards it poses to consumers and the aviation industry in general. Factors that lead to this problem and possible solutions will also be discussed. The study will contribute to a better understanding of the risks the aviation industry is facing when pilots fly their airplanes under fatigued conditions. It is important that consumers have closer insights on the limitations of the pilot. Airline owners need to get a better view of pilots as a special human resource with tremendous roles and responsibility. Knowing what causes fatigue will effectively give solutions to problems that can directly be attributed to pilots flying planes under stressed conditions. Pilot fatigue is a national interest in so much as it is the concern of airline clients and owners. Safety in the skies is a multi million dollar industry because besides human lives, transport goods using airplanes has developed ways of business and lifestyles. Disruption does not only cause delays but also loss of business. The study will therefore contribute to the growing research that is urgently needed by regulating bodies. "The National Transportation Safety Board has cited fatigue as a factor in more than 20 aviation accidents. As a result, addressing the issue of pilot fatigue has been on the NTSB's Most Wanted Safety Improvement List for almost a decade.In order to address the issue of pilot fatigue, the FAA does have regulations in place that limit pilots' hours of service. In addition, since December 1995, the FAA has been working on updating and improving the Federal regulations limiting pilots' flight time. The FAA wants to incorporate the latest research on fatigue into regulations, as well as simplify existing rules, making it easier to respond to changing business practices in the aviation industry." (House of Representatives Report, 1999) Studies help private entities and public officials appreciate the effectiveness of existing laws and regulations. However, studies help improve existing regulations that can prevent accidents from happening. In a fast paced environment where people and machines continuously attain twenty-four hour by seven-day operations, studies like this will share valuable information. Pilots Flying Fatigued Documented accidents have shown that pilot error can be attributed to

The Role of Computers in Childhood Essay Example | Topics and Well Written Essays - 5000 words

The Role of Computers in Childhood - Essay Example The possible negative impacts of computer on each component discussed also have been stated. A general recommendation for the optimization of the impact of computer on each factor has also been added. The essay has been concluded by stating the steps required in further research in the field and it also puts forward the suggestions so as the maximise the boons of computers on childhood while minimising the banes. Every realms of every day routine are increasingly getting affected by the innovations of computer technology. The interaction between the man and the machine, the role of automated commands in facilitating and regulating the professional and personal routines of the day, all has since last few decades turned to be an inevitable reality. Let it be the field of education, science or communication, computers is becoming an integral factor in facilitating the easiness of approach to any utility. The macro and micro level of utilities of computers and its applications has in a broader level made life easier. The equity and improvisation in the access to knowledge as provided by the use of computers have made many of the opportunities of the modern world more sociable. Commerce, Banking, Politics, Media, Industry, Education and the list of facilitated fields in the world by the ever improvising innovation involving computers and its applications are envisaged to increase in the days to c ome. The role of computers and related technology on today’s children and childhood has had interesting developments in the recent years. The parental society of today while envisaging the hilarious impact that computers are going to have over the world in the future, are encouraging the access of the children of today to computers and its numerous applications. The society in that context is of the general view that for children to involve in this new and different world socially, economically, and politically they must acquire a

Nursing articles on HIV Annotated Bibliography Example | Topics and Well Written Essays - 2500 words

Nursing articles on HIV - Annotated Bibliography Example In this article he has discussed in detail that not human immunodeficiency virus is a virus that can be present not only in young people but is increasingly being present in older aged people. In this article a research has been shown which states that HIV positive cases in people over fifty years are dangerously raising and this particular trend have been extensively observed in UK and US. As human immunodeficiency virus is increasing in older aged people it is giving birth to a new challenge in the field of health care for nurses. It is definitely an extremely difficult task to handle aged patients. Through a research conducted in UK it has been concluded that nurses are facing an extremely difficult time handling the aged patients. The article then discusses that although it is a challenging task to handle aged patients but it is necessary that nurses must be trained such that they can handle all sorts of cases and provide every patient with high quality care, attention and devoti on. Nurses cannot neglect any patient or pay less attention towards any patient. It is her duty to pay equal and high quality care and attention towards each and every patient. In the article it has been clearly mentioned, the age of people who are referred to as aged. The article also explains that aged people are morally weak and they need more attention and care and it is the duty of nurses to provide them with such care. He has concluded by mentioning new researches that are being carried out for HIV patients and that more awareness needs to be created in nurses regarding health care roles. Walsh, E. C., Horvath, K. J., Fisher, H., & Courtenay-Quirk, C. (January 01,... This essay stresses that as human immunodeficiency virus is increasing in older aged people it is giving birth to a new challenge in the field of health care for nurses. It is definitely an extremely difficult task to handle aged patients. Through a research conducted in UK it has been concluded that nurses are facing an extremely difficult time handling the aged patients. The article then discusses that although it is a challenging task to handle aged patients but it is necessary that nurses must be trained such that they can handle all sorts of cases and provide every patient with high quality care, attention and devotion. Nurses cannot neglect any patient or pay less attention towards any patient. It is her duty to pay equal and high quality care and attention towards each and every patient. This paper declares that human immunodeficiency virus/ acquired immune deficiency syndrome are becoming an epidemic in most parts of the world. The articles discusses that through research it has been observed that in countries where the cases of human immunodeficiency virus/acquired immune deficiency syndrome were minimal in the past years, now are a place of rapidly increasing cases of HIV/ AIDS and in those countries where the cases of HIV/ AIDS were already high, human immunodeficiency virus have become an epidemic in those areas. Certain modifications were made in the policy so as to help the nurses to properly manage, interfere, and ink out the results of HIV rapid testing.

Community health services Assignment Example | Topics and Well Written Essays - 750 words

Community health services - Assignment Example Top of this list are the aged in the society who form the majority of residents at the home. These can be admitted for either short term or long term stay depending on their individual conditions. Another group of individuals accommodated at the center are the elderly who require memory care such as those suffering from Alzheimer’s. The main goal of this facility is to ensure that the aged in the society live a quality life. Presently, the residents come from a range of cultural backgrounds but the majority is white males. Patients have to book in advance before they are admitted. The facility is well equipped with trained medical personnel who are on call on a 24 hour basis to cater for the needs of the clients and ensure they get the care that they need throughout the day and night. Payment in this facility is by the use of personal cheques while payment through insurance agencies can be arranged. In case of any emergencies, the facility has working relationships with nearby hospitals and patients can be transferred at no extra cost although it operates as a stand-alone facility. This facility caters for war veterans. These are individuals who served in the military, air service or the naval forces. These people have the right to access these services as long as they were not discharged dishonorably from the force. As such, this clinic comprises of patient s from a wide range of cultural background. The members of the National Guard are also eligible to access these health services. All the patients are screened before admission at the clinic. The facility provides care that is personalized to their specific needs. Attached to this center is a list of physicians, nurses and dentists who ensure that the patients get the best possible care while they are at this center, ranging from dental to therapeutic services.The facility is closely connected to other veteran care centers around the country. In this facility payment is by both Medicare and

Significance Of Training And Development In Employee Retention Research Paper

Significance Of Training And Development In Employee Retention - Research Paper Example Development of employee capacity can also include involvement of employees in developing organizational policies (Shields 2007). It promotes goal ownership among the employees and reduces overreliance on the management regarding the accomplishment of day to day tasks. Johnson (2001) observes, people usually desire to have autonomy in their day to day activities, which is significant in encouraging them to remain in the organization. With such empowerment, democracy is established in the workplace whereby the employees' views are taken into consideration and integrated into to the organization’s strategic plan. Employees are allowed to attend and contribute to significant meetings, which makes them feel desirable and appreciated and hence feel that they are part and parcel of the organization (Colling 1995).Career Development McConnell (2003) argues that provision of up-to-date training and development opportunities to employees enhances their value in the labor market and henc e increased career mobility. This positively affects their job security since they keep in mind that their skills are in line with the current demand for human resources within the organization. The employees’ security comes from the realization that they remain equivalent with employees in other organizations. Competent employees view stagnation in a particular position as a potential cause of redundancy thus they stay in the organization where career development is guaranteed (Startups 2006).... The employees’ security comes from the realization that they remain equivalent with employees in other organizations. Competent employees view stagnation in a particular position as a potential cause of redundancy thus they stay in the organization where career development is guaranteed (Startups 2006). How Training and Development Increases Revenues and Productivity Empowerment Strategies for training and development empower employees to accomplish tasks effectively. The need to continuously acquire knowledge is important especially for the constantly changing business environments (McConnell 2003). Schrader & Lawless (2004) observe that new technologies that require skilled workers can not be applied if an organization fails to train its employees. The alternative is to hire skilled workers, which is a move that might be costly for the organization especially in the long run due to the constant technological advancements and market changes. Capacity Building Workplace learni ng involves constant skills upgrading to help employees improve their performance. Coaching is among the workplace learning strategies that are focused on giving the employees additional skills to improve their competence. For example, when new employees are engaged in a company, they usually possess some skills but have little experience in the organizational operations. Coaching them is necessary to improve their knowledge regarding the organization. It helps them to apply the skills acquired through studies in real practice (Colling 1995). The result is usually positive and the employees can perform better, thereby increasing productivity among the employees. Coaching motivates the weaker employees to perform better and also facilitates the

The Future of Nursing Essay Example for Free

The Future of Nursing Essay With the current trends and changes that are eminent in the healthcare delivery system in the United States of America and due to the additional needs required for the implementation of the Affordable Care Act (ACA) many alterations in nursing will be required in order to meet the needs of the patients. According to the Institute of Medicine’s (IOM) report The Future of Nursing: Leading Change, Advancing Health, changes in the education, practice, and leadership of nurses will be required to make available accessible, high quality, high value care for patients in the health care system (Institute of Medicine [IOM], 2011, p. 85). Although these changes will affect all registered nurses the greatest volume of these modifications will be in the policies, restrictions, and regulations regarding scope of practice for advanced practice registered nurses (APRN). With the diploma, ADN, and BSN avenues to becoming a registered nurse there are many different options for those desiring to enter the nursing field. However, there are many barriers as well including cost, availability and location of nursing schools (IOM, 2011, p. 166). With the recommendations for nursing detailed in the IOM report many changes will need to be implemented in the education of nurses and also to ease the transition of the graduate nurse into practice (IOM, 2011). In order for nurses to fulfill the full scope of their capabilities in will be essential for them to achieve higher levels of education both before and after licensure. The need for baccalaureate educated nurses will rise significantly as a result of the increasing demand placed on nurses due to the implementation of the ACA. With an increased number of patients entering a health care system that is already exhibiting a shortage of nurses and physicians in many areas of the country it will be necessary for nurses to expand their practice and encompass more tasks and skills to provide the needed high quality care each patient deserves. These changes will require additional education and an evolution to lifelong learning on the part of both the up and coming nurses as well as those already in practice. The educational system for nursing needs to make modifications to provide for an easier and seamless transition to allow for academic advancement. According to the IOM nursing care is linked to higher quality care and increased patient safety. The reliance on nurses to assist in the transformation of the health care system is of the utmost importance  however there are many barriers that impact this ability. The fragmented health care system also makes the nursing practice difficult with regards to completing tasks such as discharge planning and implementation of home health. Regulatory policies are so diverse across the country that it will be critical to revise and standardize nursing scope of practice across the states. It is particularly imperative for APRNs to be allowed to practice independently to the full scope of their education and a capability to provide care for those living in states with vast rural areas that are severely underserved in primary care (IOM, 2011, p. 107 ). The advancement of APRNs scope of practice has also been met with much resistance from physicians and the American Medical Association (AMA). In addition there is also opposition in relation to prescriptive privileges for APRNs; however the contention that APRNs are less able than physicians to deliver care that is safe, effective, and efficient is not supported by research (IOM, 2011, p. 111). It is also very difficult to determine the actual value that nurses can bring to the health care system as, â€Å"The accounting systems of most hospitals and health care organizations are not designed to capture or differentiate the economic value provided by nurses.† (IOM, 2011, p. 115). With the execution of the ACA it will be vital for nurses to be knowledgeable about cultural and ethnic diversity to implement the patient centered medical home model of healthcare. I believe the patient centered medical home model will be the most plausible tool to accomplish the evolution of the hea lth care system. It has been put into practice within the Military and Veteran’s Administration hospitals and clinics and has been very successful thus far. To make the essential changes in the United States healthcare system however a change in the leadership roles nurses play will be of utmost importance to bring about the necessary restructuring required. Leadership roles which in the past have been those in upper level position handing down commands will need to be reformed into a form of â€Å"leadership which flows in all directions and levels† (IOM, 2011, p. 223). The competencies and expertise of those nurses in practice will be imperative in leading the regulatory policies to contribute to the care and safety of the patients (IOM, 2011). Although nurses have never been viewed in a leadership role, and are more commonly viewed as the doers rather than the leaders a change in these views will be required not only in a  collaborative situation with other members of the health ca re team but on all levels. It is therefore crucial that current nurses and those of the future are equipped with the competencies not only to give high value, high quality and safe care to the patient population but also an intimate knowledge of health care delivery, ethics, and innovative ideas with the ability to provide effective patient advocacy (IOM, 2011, p. 224). Mentorship, leadership programs, and fellowship programs are the key in preparing nurses to answer the call to collaborate and lead not only the committees, and established boards but also our country in the innovation and reformation of the healthcare system (IOM, 2011). In conclusion the role of nurses will be forced to undergo radical changes in the areas of education, practice and leadership in the transformation of our health care system. Higher education will be required to produce individuals that are better prepared to practice at the full scope of their ability and will continue to promote lifelong learning. The action of nurses in the field both in the patient centered home model as well as assuming a role of leadership in the patient care environment and in the board room will be fundamental in the future of nursing in the United States. References Institute of Medicine. (2011). The Future of Nursing: Leading Change, Advancing Health. http://books.nap.edu/openbook.php?record_id=12956page=R2

Effect of The Human Rights Act 1998

Effect of The Human Rights Act 1998 Section 3(1) of the Human Rights Act 1998 provides that: â€Å"So far as it is possible to do so, primary legislation and subordinate legislation must be read and given effect in a way which is compatible with the Convention rights.† Whilst this does not â€Å"affect the validity, continuing operation or enforcement of any incompatible primary legislation,† or â€Å"affect the validity, continuing operation or enforcement of any incompatible subordinate legislation,† national legislation must be completely incapable of being compatible with the European Convention on Human Rights for the Courts in the UK to deliver a ‘declaration of incompatibility, rather than to construe the legislation in favour of the party relying upon a Convention right. Regarding the interpretation of the Convention rights, section 2(1) of the Human Rights Act 1998 states: â€Å"A court or tribunal determining a question which has arisen in connection with a Convention right must take into account any (a) judgment, decision, declaration or advisory opinion of the European Court of Human Rights, (b) opinion of the Commission given in a report adopted under Article 31 of the Convention, (c) decision of the Commission in connection with Article 26 or 27(2) of the Convention, or (d) decision of the Committee of Ministers taken under Article 46 of the Convention, whenever made or given, so far as, in the opinion of the court or tribunal, it is relevant to the proceedings in which that question has arisen.† The Court has held that, when scrutinizing executive decisions and determining their complience with the Human Rights Act, section 2 of this Act compels them to take into account the jurisprudence of the European Court of Human Rights. However, it has been made clear that â€Å"The [courts] are not bound by the decisions of the European Court.† This was confirmed in the case of Boyd v The Army Prosecuting Authority. However, in the case of R v Secretary of the State for the Home Department, a case concerning an alledged breach of Article 8 of the ECHR; it was held, in reliance on the cases of Campbell v United Kingdom and R. v Secretary of the State for the Home Department (Ex p. Leech), that when assessing the validity of an executive action, the court must rule on the proportionality of the executive decision in question. Article 8(2) of the ECHR states: â€Å"There shall be no interference by a public authority with the exercise of this right except such as is in accordance with the law and is necessary in a democratic society in the interests of national security, public safety or the economic well-being of the country, for the prevention of disorder or crime, for the protection of health or morals, or for the protection of the rights and freedoms of others.† The Queens Bench held that where an executive decision sought to infringe Article 8(1) of the ECHR, that an investigation into the proportionality of that decision is required by virtue of Article 8(2) of that Convention. From these recent case decisions it is immediately clear that the Human Rights Act 1998 has had a major impact on the pre-existing public law framework of the United Kingdom. The Courts are bound to interpret national legislation in accordance with the rights contained in the ECHR, even where this means that national legislation has to be interpreted beyond its literal or purposive scope, and the Courts have show increasing willingness to be influenced by European jurisprudence when interpreting the Convention. On top of this, it seems that the case of R v Secretary of the State for the Home Department has introduced ‘proportionality as a new grounds for commencing a judicial review of an exectuive decision. To this extent, the Human Rights Act 1998 must be considered a tenet of the constitution of the United Kingdom, at least to the extent that it impacts upon the scope of the legitimate powers of the executive. However, that being said, section 3(2) of the Human Rights Act and the interpretation of this section by the House of Lords in the case of R v A (No.2) does suggest that where the legislative enact legislation which purports to expressly limit the scope of a Convention right, the Courts are not entitled to rules in favour of a claimant, by reinterpreting that provision. Let us now ask ourselves an important question: For an Act to be constitutional surely it must be the case that the legislature cannot bypass its provisions, while it remains in force, simply by indicating its intent to do so, or acknowledging that it does so? Let us therefore turn to examine how the Courts deal with cases where legislation is completely incompatible with the rights conferred under the ECHR, or where the government have acknowledged that a new Bill is incompatible with the ECHR: In regards to incompatible legislation, section 4(2) of the Human Rights Act 1998 states: â€Å"If the court is satisfied that [a] provision is incompatible with a Convention right, it may make a declaration of that incompatibility.† Section 4(4) of the Act goes on to provide that: â€Å"If the court is satisfied- (a) that the provision is incompatible with a Convention right, and (b) that (disregarding any possibility of revocation) the primary legislation concerned prevents removal of the incompatibility, it may make a declaration of that incompatibility.† The effect of such a declaration, however, is neither to render that legislation invalid and ineffective, nor to provide the parties in the case with a form of redress, but rather to alert the executive that the legislation in question is incompatibe. Despite the fact that the Courts have made it clear that a declaration of incompatibility is a â€Å"last resort†, in order to argue that the Human Rights Act 1998 is a constitutional enactment, it must be shown that where the legislative have introduced legislation which is incompatible with its provisions, that they have acted beyond their constitutional powers. In regards to ‘statements of compatibility, it is clear that the legislature are legally entitled to enact a Bill without such a statement, as per s19(1)(b) of the 1998 Act. An example of such an Act is the Sexual Offences Act 2005. This must be deemed to undermine the UKs commitment to abiding by the rights enshrined in the ECHR. Earlier in this essay we have asked the question: For an Act to be constitutional surely it must be the case that the legislature cannot bypass its provisions, while it remains in force, simply by indicating its intent to do so, or acknowledging that it does so? In light of the fact that the Act does not impose any duty of action on the executive to amend incompatible legislation, nor to make sure legislation is compatible before it is enacted, it cannot be said to undermine the constitutional nature of this Act because the legislature are not acting outside of the scope of their powers in the legislation. If this argument is correct, then we must ask ourselves what characteristics of the Human Rights Act 1998 suggests that it ‘has found a place at the heart of the constitution of the United Kingdom? In the case of Thoburn v Sunderland City Council, Lord Justice Laws defined a ‘constitutional statute in the following terms: â€Å"In my opinion a constitutional statute is one which (a) conditions the legal relationship between citizen and State in some general, overarching manner, or (b) enlarges or diminishes the scope of what we would now regard as fundamental constitutional rights. (a) and (b) are of necessity closely related: it is difficult to think of an instance of (a) that is not also an instance of (b).† We have already seen how the Courts have used the Act to give significant force to the ECHR, interpreting legislation widely to give effect to the Convention rights, allowing decisions by public bodies to be challenged for being a disproportionate breach of Convention rights and only issuing declarations of incompatibility as a ‘last resort. These features of the Human Rights Act 1998 and the way it has been applied by the Courts certainly satisfies Lord Justice Laws definition. This supports the contention that the Human Rights Act 1998 is part of the constitution of the UK, but does not confirm whether it has truly found a place at the heart of the constitution. Let us now look at recent political developments that serve to undermine this assertion: In England there is currently much talk about the possibility of repealing the Human Rights Act. For example, in 2006 David Cameron made a public statement that the Conservatives would scrap, reform or replace the Human Rights Act unless the government [could] reach a memorandum of understanding to enable foreign criminals to be deported to their countries of origin†. [Guardian, May 12 2006]. Likewise, a recent Review of the Implementation of the Human Rights Act, stated: â€Å"it is worth considering briefly an option which has been subject to recent comment. This would be the option of repealing the Human Rights Act and enacting a separate set of fundamental rights which would not, in law, be connected to the European Convention on Human Rights. The suggestion is that these rights could be given some sort of entrenched or superior status in our constitution.† [DCA, 2006, p5]. These sources strongly imply that the Human Rights Act 1998 has not found a place in the heart of our constitution, despite there being little doubt about its constitutional nature. In the final section of this paper, let us turn our attention to the place of the Human Rights Act 1998 in the constitution of Scotland, and its prospects for the future in this devolved jurisdiction: In Scotland, the purposes of the Human Rights Act 1998 were given greater force by the introduction of the Scotland Act 1998. Section 29 of this Act states: â€Å"(1) An Act of the Scottish Parliament is not law so far as any provision of the Act is outside the legislative competence of the Parliament. (2) A provision is outside that competence so far as any of the following paragraphs apply (d) it is incompatible with any of the Convention rights or with Community law.† This goes much further than the Human Rights Act 1998 which allows UK Parliament to enact incompatible provisions as long as an assessment has been made in accordence with s19(1)(b) of the Act. Coupled with the recent enactment of the Scottish Commission for Human Rights Act 2006, which established the Scottish Commission for Human Rights, it seems clear that the ECHR has found a central place in the constitution of the devolved jurisdiction of Scotland. However, in response to the statement at the top of this paper, we can hardly say that these developments put the Human Rights Act at the heart of the constitution of the United Kingdom; after all, these developments do not pertain to the Human Rights Act 1998, except in so far as this Act is used to define the Convention rights which are to be adhered to by the Scottish executive. Conclusion In conclusion, whilst the Human Risghts Act 1998 can certainly be described as a constitution enactment, recent political developments in the UK which suggest that this Act might soon be repealed undermine the contention that the 1998 is ‘at the heart of the constitution of the United Kingdom. In Scotland, the Human Rights Act 1998 can only be said to be at the heart of the constitution to the extent that this Act is referred to by the Scotland Act 1998, an Act which goes much further in granting legal protection to scotish citizens for breaches of Convention rights than the 1998 Act.

Gender Inequality In Family

Gender Inequality In Family In this essay I would like to demonstrate that achieving a greater equality in terms of reconciliation of professional and family life requires policies that not only introduce changes in labour market patterns, but also within the private sphere of family. This is to say, the reconceptualisation of womens and mens roles cannot be achieved without the political will descending from above and common social agreement emanating from below. Further along the essay, I am going to complement the theoretical arguments with some practical examples from the European context in order to discuss to what extent family policies enhance or diminish equality between men and women. Demographic changes towards new family patterns One of numerous attributes of the post-industrial era could be defined in terms of feminist claims for gender equality. Indeed, women demands have been part of policy arena in most post-industrial countries. As individuals, women firstly demanded the detachment from their traditional roles of housewives. Later on, due to demographic changes such as low fertility, womens issues became one of the top priorities on political agenda. This time, however, women reclaimed their rights not only as workers, but also as mothers. This political turn shouldnt be regarded as nostalgia for the male bread-winner model. In effect, tough conditions of labour market and economic hardship put women under pressure in terms of making a trade-off between having a family and pursuing a professional career. Subsequently, since a large proportion of women opted for stability employment rather than precariousness providing free care, the fertility rate has started dropping rapidly. Since the societys reprod uction buttresses future states economy, it remains highly questionable if national policies, originally purported to tackle gender inequality, are not more likely to be driven by political preoccupation of deleterious consequences of low fertility on productivity, profitability and competitivity of a country. The fact that until today most of the political effort to eradicate gender equality concentrated on labour market adjustments rather than finding real answers in the core of the problem in family patterns confirms the hypothesis of governments hypocrisy. From the theoretical perspective Although welfare regimes have been more or less successful in equalizing men and women in the labour market, the fact that women still perform the bulk of domestic work gives evidence about the ineffectiveness of these policies in terms of gender equity. In the theoretical field, scholars positions towards the relationship between family and gender have been rather convergent. According to Daly and Lewis (2000) the relationship between family and state has used to be defined in terms of level of contribution of individual to the labour market. Taking this criterion as a universal measure of human ´s contribution, the non-remunerated care giving activities would be therefore omitted since their social value would be considered as negligible. Although this definition would probably more likely correspond to the definition traditional society of industrial era, residues do persist in Western countries persist in form of assigning women to the private sphere of family, while stressing the duties of men as the bread-winners and therefore, the only actors in the public sphere. In tandem with the disproportional relationship between men and women, Lewis (2002:332), for instance, highlights the unequal relationship between women and labour market. She contends that women are only taken into account when working, whereas women that stay at home and care for child ren have not being recognized as legitimate enough to the contribution to the society. This is to say that despite the fact that female participation on the labour market increased steadily during the last twenty years, no considerable change has been achieved at the household level, where the majority of domestic tasks, including cleaning and child rearing activities, continues to be performed by women (Lewis, 2002). On a similar note, Fraser(1994) tries to define the post-industrial welfare regimes through two models. The universal caregiver model (1994:593) assumes men and women as autonomous individuals and aims to attain the gender equity through the guarantee of equal opportunities and equal treatment in the labour market. The other one Caregiver parity model (1994:593) aims to reach gender equity through the support of informal care and generous caregiver allowances. However, because both models are in some aspect discriminating, they fail to alter the gendered conditions of employment and reproduction and therefore, to respond to womens demands. Fraser thus deems that gender equity can only be achieved through the dismantlement of gender opposition between breadwinning and caregiving (Fraser, 1994:611). In other words, the key to achieving gender equity in a postindustrial welfare state is to make womens current patterns the norm (Ibid.). Frasers universal caregiver approach considers ch ildcare responsibilities as the alpha omega of persistent gender inequalities of current welfare systems. Peter McDonald (2002) suggests that in societies where women are treated as autonomous individuals in education and labour market, but as inferior beings in other social male dominated institutions, they are more likely to opt to not to have children. This argument would reinforce his hypothesis that low fertility rate in industrialized countries is most probably due to a persistent gender inequalities since the women willingness to have children didnt change. Surveys such as those conducted my McDonald and Fraser place the issues of childcare at the centre of recent policy making interest. For the reasons discussed above, challenges Western societies are facing since the last two decades specifically the low birth rate, longevity risk and ageing population problem have become more pronounced and have force the policy- making authorities to introduce changes not only in the public sphere, but also in the private sphere. In the second part of my essay, I am going to provide some empirical support from Netherlands and Sweden which tried to tackle the low fertility with gender neutral policies premised on reconciliation of family and work lives. Reconciliation policies in EU In 1997, the Dutch government launched the Combination Scenario programme aimed to promote equal sharing of time between paid and unpaid work among men and women. Since the Dutch culture is based on strong attachment to private and informal care (Platenga et al., 1999), the policy goal was to be achieved through widening employment patterns rather than providing extensive childcare services. Long male and short female working hours were supposed to be equalized through policies such as shorter working week. Nonetheless, whereas public opinion hailed new measures, outcomes of the latter remained far from the initial goal. Part-time contract did not diminish mens working hours, but moreover, it even pronounced the inequality of labour market since women (and not men) continued to opt for part-time contracts in order to care for their children. Platenga et al. therefore conclude: an increase in the amount of time spent in the market without any corresponding change in the organization of unpaid work will not only slow down any progress made towards gender equality, but will also have detrimental effects on the quality of our lives. (1999:109) Here again, the failure of Dutch initiative could be a consequence of putting too much emphasis into the promotion of changes in employment patterns rather than in equal distribution of care time. Some authors suggest that such working-time regimes can either promote or diminish gender equality (Rubery et al, 1998 in Platenga et al, 1999). This would depend on to what extent the institutions and political environment are favourable toward these changes. In the Dutch case, despite the public willingness of change, part-time work continued to be considered as a deviation from full-time norm as well as the care work persisted to be understood as womens responsibility and was therefore, undervalued (Platenga et al., 1999) Unlike other EU countries, Sweden, for instance, has a long history of active women participation in public sphere. Since 1970 women represented up to 50% of elected representatives at all levels of governance (Hantrais, 2000). The women -friendliness of Nordic welfare systems is supposed to be premised on this active female participation in politics. The Nordic model, also called the dual-breadwinner model is women-friendly in the sense of allowing women to participate in public life and on the same time, allowing the reconciliation of motherhood and paid work. Moreover, in 1974 the maternity leave had been replaced by gender neutral parental leave that hitherto enabled men to actively participate in child rearing (Ibid). Although the generosity of Nordic child subventions cant be disputed, Scandinavian welfare system can be also discriminating for some women. Shalev (2008) claims that mother friendly state interventions can have detrimental effects for the labour market attainments of high class women by relegating their type of employment to the public sector and subsequently, limiting their access to high managerial positions. Premised on the idea that childhood determines peoples lifecourse, the post-industrial societies should consider the investment in children as a sine qua non for sustainable development of knowledge economy (Esping-Andersen, 2002). However, due to the cultural differences, the debate about whether support for childcare should be provided through childcare allowances (Netherlands) or whether families should rather benefit from childcare facilities (Sweden) dominates the European agenda. Lewis (2006) contends that increasing attention to children in the political agenda is a result of their future role as adult citizens rather than their role as child qua child (Lewis, 2006:43). As a counter-argument , Esping-Andersen concludes that there is no empirical evidence that mothers work could have detrimental impact on childrens development (Esping-Andersen, 2002). Other authors, however, suggest that key success of equal gender treatment consists in concentrating in private sphere instead o f putting too much effort into the public sphere (Lewis 2006, McDonald 2002). In opposition to the Nordic model, where parents benefit from extensive childcare facilities, some authors deem that care provided by parents themselves cannot be substituted by any public service no matter how good it is (Folbre and Nelson, 2000). In addition to this, Etzioni (1993) deems that the transmission of informal values and norms is more likely to happen in private sphere of family. Subsequently, children socialized in childcare facilities would suffer from lack of so-called parental deficit (Ibid). From the theoretical debate it is difficult and inappropriate to make generalizations about what kind of care is more suitable for children. On the other hand, Lewis argues convincingly that evidence shows a shift in parents opinion about time spent with children from being assumed as a duty to as an important part of self-fulfilment (Lewis, 2006). This is also to say that more fathers have begun to consider their involvement in rearing activities. In Sweden, the fathers month, designed to convince more fathers to take up the parental insurance benefit, was backed up by important political support of so-called fathers group that campaigned for men to perform their role as fathers in taking the parental leave (Hantrais, 2000: 170-1). Successful strategies to tackle gender equality and reconcile work and family life, need to include combined strategies (Esping-Andersen, 2002:66) that would guarantee security through income assurance for those who want to take parental leave and also, measures to provide a stable support for mothers employment, since unemployed and single mothers face the highest poverty risk (European Commission, 2007). Monoparental families at the edge of poverty Despite measures intended to secure access to women into the labour market, solo mothers and lone-parent households continue to be the most vulnerable cohort in term of facing the risk of poverty and unemployment. By the same means, exclusion and poverty in lone-parents household is more likely to become a long-term phenomenon, since childrens development depends on parental and social investment and is very likely to be reproduced (Esping-Andersen, 2002). Following the Report enacted by European Commission, women constitute almost totality of lone parents with an exception of United Kingdom, Denmark, Poland and Germany, where the percentage of young fathers under age 35 varies from 17% (United Kingdom ) up to 25% (in Denmark) (EC, 2007:3). The singleness of lone mothers makes their position in society extremely vulnerable: unlike other forms of family, solo mothers face the double pressure to combine child care and breadwinner responsibilities on the same time. Although some critique could be raised towards Scandinavian welfare systems, Nordic countries occupy the top positions of international rankings and this is unconditionally of the type of conducted survey. However, the application of this model to the rest of European countries would require deep structural changes, especially in terms of more generous budget. Ergo, in the European continental context of scarce budget resources, lone mothers that opt for childcare benefits instead of paid employment, condemn themselves to be more vulnerable to poverty. The key issue to avoid this scenario stems from securing enough flexibility of labour market, so that lone mothers can combine the pleasure of motherhood with a decent employment. Conclusion In this essay I tried to demonstrate that increased individualization which considers men and women as autonomous individuals freed from their family and gender responsibilities does not suffice to guarantee equal conditions for every individual. Subsequently, women become more vulnerable and risk either exclusion from welfare either pressure from labour market. From the theoretical perspective, most of the authors agree that assuring reliable security net requires adjustments of social and working structures to the family, and not to the market. For example, one of the positive outcomes of the Netherlands Combination Scenario had been the application of legal minimum wage to all employees regardless of the amount of working hours (Platenga et al., 1999). This is to say that in order to avoid mens and womens occupational segregation, policy-making authorities should guarantee sufficient adjustment of child care allowances and employment policies so both, men and women can equally con tribute to paid and unpaid work.

Analysis Of Amy Lowells Poem A Decade :: essays research papers fc

Analysis of Amy Lowell’s Poem “A Decade';   Ã‚  Ã‚  Ã‚  Ã‚  In “A Decade,'; a poem by Amy Lowell, the reader is shown how a lover’s attitude can go from infatuation at first to just predictability and love. In this poem Lowell uses imagery and similes to elaborate on the feelings of the speaker towards his/her lover. In the beginning of the relationship the speaker is infatuated with the lover, and Lowell expresses this infatuation through the use of a simile in line one when comparing the lover to “red wine and honey';. As the relationship goes on deeper into the decade a comparison between the lover and “morning bread'; is made in line three, showing the reader that instead of being like “red wine and honey'; in the beginning, which burnt the speaker’s mouth with sweetness, now the lover is perceived as being “smooth and pleasant';.   Ã‚  Ã‚  Ã‚  Ã‚  The speaker of the poem could either be male or female, who is in love with someone and has been with that person for a decade. The speaker is telling the one that he/she loves how the feelings have gone from just being infatuated with them to being “nourished'; by them. The tone of the poem is hard to describe; it is actually the “lovey dovey'; feeling that should come to the reader while reading this poem. The poem has no set rhyme scheme, and is six lines long in one stanza.   Ã‚  Ã‚  Ã‚  Ã‚  Following, is my paraphrase of the poem. When we first met you were sharp and sweet And when we kissed it burnt my mouth because I wanted you so. Now that it has been a few years you are still pleasant and smooth. I really don’t pay attention to how you taste, now I know you too well. You complete me. Thorne 3   Ã‚  Ã‚  Ã‚  Ã‚  In the poem “A Decade'; by Amy Lowell, she tells the reader how feelings go from being wild and crazy to being second nature to the speaker.

The Abortion Dispute Essay -- Pregnancy Ethics Essays

The Abortion Question The morality of induced abortion is one of the most controversial moral issues of our time. Abortion has grown to be one, if no the most, debated argument of modern times. In the following web-page, we will be discussing abortion in three of its major aspects: Public Opinion, Congress and Courts, and Interest groups. Abortion is the ending of a pregnancy before birth, resulting in the death of the embryo or fetus. Abortion is an issue in which most people have an opinion on. Whether it is pro-life or pro-choice, most opinions do reflect the individual and their personal opinions in life. As will be discussed further on, there is a great dividend in the population concerning their sides in this matter. Both the Legislative and Judiciary branches of government have played an important role in the history and present time on this issue. Policies and other actions have been taken throughout legislature to either prevent or encourage abortion. Interest Groups have also played an important role in influencing legislature with their votes. Today, there exist a great number of both pro-life and pro-choice activist groups who try to change policies reflecting their opinions. For more general information regarding abortion:On Abortion: A Lincolnian Position Public Opinion Abortion is an issue, both politically and socially, that has been debated and discussed throughout a number of decades. The disagreement have lead to a number of policies, and other causes of action. Abortion has become such an important dilemna, that some people find it as a major contributor in their political ideologies and preferences. Public opinion, therefore, is the root to many of these changes and ideas of thinking. Publ... ... Supreme Court usurp the legislative role of the government? Are the privacy rights created by Roe V. Wade in the Bill of Rights? One thing is certain. Although this ruling was made 25 years ago, the legacy of Roe V. Wade is stronger today than ever before. Supreme Court Decisions Concerning Reproductive Rights: NARAL Factsheets Bibliography Janda. Berry. Goldman. The Challenge of Democracy. Houghton Mifflin Company. Boston. New york. Fifth Ed. Mitchell, Alison. Both Sides Rally to Mark Abortion Ruling." The New York Times 23 January 1998: 19. Rodame, Hyman. Betty Sarvis. Joy Walker Bonar. The Abortion Question. Columbia University Press, New York 1987 Seelye, Katharine. " Advocates of Abortion Rights Report a Rise in Restrictions". The New York Times 15 Jan. 1998:16. Singer, Peter. Rethinking Life And Death. St. Martin's Griffin, New York.

Central Locking System Essay

Power door locks (also known as electric door locks or central locking) allow the driver or front passenger to simultaneously lock or unlock all the doors of an automobile or truck, by pressing a button or flipping a switch. Power door locks were introduced on the luxury Scripps-Booth in 1914, but were not common on luxury cars until Packard reintroduced them in 1956. Nearly every car model today offers this feature as at least optional equipment. Early systems locked and unlocked only the car doors. Many cars today also feature systems which can unlock such things as the luggage compartment or fuel filler cap door. It is also common on modern cars for the locks to activate automatically when the car is put into gear or reaches a certain speed. Remote and handsfree In 1980, Ford Motor Company introduced an external keypad-type keyless entry system, wherein the driver entered a numeric combination —either pre-programmed at the factory or one programmed by the owner— to unlock the car without the key. Early- to mid-1980s Nissan Maximas could also be installed with a keypad, which would also retract the windows and moonroof once the car was successfully unlocked by pushing a specific button on the keypad. During the 1990s the Subaru Legacy could also be opened by pulling the drivers external door handle a specific number of times to enter a passcode number that would unlock the driver’s door only. Today, many cars with power door locks also have a radio frequency remote keyless system, which allows a person to press a button on a remote control key fob, the first being available on the French made Renault Fuego in 1982. [1] Currently, many luxury makers also allow the windows to be opened or closed by pressing and holding a button on the remote control key fob, or by inserting the ignition key and holding it in the lock or unlock osition in the external driver’s door lock. The remote locking system confirms successful locking and unlocking through either a light or a horn signal, and usually offers an option to switch easily between these two variants. Both provide almost the same functionality, though light signals are more discreet while horn signals might create a nuisance in residential neighborhoods and other busy parking areas (e. g. short-term parking lots). Some manufacturers offer the ability to adjust the horn signal volume. Other cars have a proximity system that is triggered if a keylike transducer (Advanced Key or handsfree) is within a certain distance of the car. How Stuff Works Between the keypads, keyless entry systems and conventional locks, some cars today have four or five different ways to unlock the doors. How do cars keep track of all those different methods, and what exactly happens when the doors unlock? The mechanism that unlocks your car doors is actually quite interesting. It has to be very reliable because it is going to unlock your doors tens of thousands of times over the life of your car. In this edition of HowStuffWorks, we’ll learn just what’s inside your door that makes it unlock. We’ll take apart the actuator that does the work, and then we’ll learn how the lock can be forced open. But first, let’s see how the car keeps all its signals straight. Locking and Unlocking Here are some of the ways that you can unlock cardoors: †¢ With a key †¢ By pressing the unlock button inside the car †¢ By using the combination lock on the outside of the door †¢ By pulling up the knob on the inside of the door †¢ With a keyless-entry remote control †¢ By a signal from a control center In some cars that have power door locks, the lock/unlock switch actually sends power to the actuators that unlock the door. But in more complicated systems that have several ways to lock and unlock the doors, the body controller decides when to do the unlocking. The body controller is a computer in your car. It takes care of a lot of the little things that make your car friendlier — for instance, it makes sure the interior lights stay on until you start the car, and it beeps at you if you leave your headlights on or leave the keys in the ignition. In the case of power door locks, the body controller monitors all of the possible sources of an â€Å"unlock† or â€Å"lock† signal. It monitors a door-mounted touchpad and unlocks the doors when the correct code is entered. It monitors a radio frequency and unlocks the doors when it receives the correct digital code from the radio transmitter in your key fob, and also monitors the switches inside the car. When it receives a signal from any of these sources, it provides power to the actuator that unlocks or locks the doors. Now, let’s take a look inside an actual car door and see how everything is hooked up. Inside a Car Door In this car, the power-door-lock actuator is positioned below the latch. A rod connects the actuator to the latch, and another rod connects the latch to the knob that sticks up out of the top of the door. When the actuator moves the latch up, it connects the outside door handle to the opening mechanism. When the latch is down, the outside door handle is disconnected from the mechanism so that it cannot be opened. To unlock the door, the body controller supplies power to the door-lock actuator for a timed interval. Let’s take a look inside the actuator. Inside the Actuator The power-door-lock actuator is a pretty straightforward device. [pic] Inside the power-door-lock actuator This system is quite simple. A smallelectric motor turns a series of spur gears that serve as a gear reduction. The last gear drives a rack-and-pinion gearset that is connected to the actuator rod. The rack converts therotational motion of the motor into the linear motion needed to move the lock. One interesting thing about this mechanism is that while the motor can turn the gears and move the latch, if you move the latch it will not turn the motor. This is accomplished by a neatcentrifugal clutch that is connected to the gear and engaged by the motor. [pic] Centrifugal clutch on the drive gear When the motor spins the gear, the clutch swings out and locks the small metal gear to the larger plastic gear, allowing the motor to drive the door latch. If you move the door latch yourself, all of the gears will turn except for the plastic gear with the clutch on it. Forcing the Lock If you have ever locked yourself out of your car and called the police or AAA to help you get back in, you know that the tool used is a thin metal strip with a flat hook on it. From this article you can now see how this strip works. A simple vertical motion from either the knob on the door or the power-lock actuator is all that’s needed to turn the lock and open the door. What the officer is doing with the metal strip is fishing around until he or she hooks onto the point that the knob and actuator connect to. A quick pull on this point and the door is unlocked! For more information on power door locks and related topics, see the links on the next page.

Economics Test Bank Chapter 14

Chapter 14 Firms in Competitive Markets Multiple Choice 1. A FIRM HAS MARKET POWER IF IT CAN |a. |maximize profits. | |b. |minimize costs. | |c. |influence the market price of the good it sells. | |d. |hire as many workers as it needs at the prevailing wage rate. | ANS:CPTS:1DIF:1REF:14-0 NAT:AnalyticLOC:Perfect competitionTOP:Market power MSC:Definitional 2. A book store that has market power can |a. |influence the market price for the books it sells. | |b. |minimize costs more efficiently than its competitors. | |c. |reduce its advertising budget more so than its competitors. | |d. ignore profit-maximizing strategies when setting the price for its books. | ANS:APTS:1DIF:1REF:14-0 NAT:AnalyticLOC:Perfect competitionTOP:Market power MSC:Applicative 3. The analysis of competitive firms sheds light on the decisions that lie behind the |a. |demand curve. | |b. |supply curve. | |c. |way firms make pricing decisions in the not-for-profit sector of the economy. | |d. |way financial markets set interest rates. | ANS:BPTS:1DIF:1REF:14-0 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 4. For any competitive market, the supply curve is closely related to the |a. preferences of consumers who purchase products in that market. | |b. |income tax rates of consumers in that market. | |c. |firms’ costs of production in that market. | |d. |interest rates on government bonds. | ANS:CPTS:1DIF:1REF:14-0 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 5. Suppose a firm in each of the two markets listed below were to increase its price by 20 percent. In which pair would the firm in the first market listed experience a dramatic decline in sales, but the firm in the second market listed would not? |a. |corn and soybeans | |b. gasoline and restaurants | |c. |water and cable television | |d. |spiral notebooks and college textbooks | ANS:DPTS:1DIF:2REF:14-0 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Applica tive 6. Suppose a firm in each of the two markets listed below were to increase its price by 30 percent.In which pair would the firm in the first market listed experience a dramatic decline in sales, but the firm in the second market listed would not? |a. |oil and natural gas | |b. |cable television and gasoline | |c. |restaurants and MP3 players | |d. |movie theaters and ballpoint pens | ANS:BPTS:1DIF:2REF:14-0NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Applicative What is a Competitive Market? 1. A KEY CHARACTERISTIC OF A COMPETITIVE MARKET IS THAT |a. |government antitrust laws regulate competition. | |b. |producers sell nearly identical products. | |c. |firms minimize total costs. | |d. |firms have price setting power. | ANS:BPTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Definitional 2. Which of the following is not a characteristic of a competitive market? |a. |Buyers and sellers are price takers. | |b. |Each firm sells a virtually identical product. |c. |Entry is limited. | |d. |Each firm chooses an output level that maximizes profits. | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Definitional 3. Which of the following is a characteristic of a competitive market? |a. |There are many buyers but few sellers. | |b. |Firms sell differentiated products. | |c. |There are many barriers to entry. | |d. |Buyers and sellers are price takers. | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Definitional 4. Who is a price taker in a competitive market? |a. buyers only | |b. |sellers only | |c. |both buyers and sellers | |d. |neither buyers nor sellers | ANS:CPTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Definitional 5. Competitive markets are characterized by |a. |a small number of buyers and sellers. | |b. |unique products. | |c. the interdependence of firms. | |d. |free entry and exit by fi rms. | ANS:DPTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Definitional 6. A market is competitive if |(i) |firms have the flexibility to price their own product. | |(ii) |each buyer is small compared to the market. | |(iii) |each seller is small compared to the market. | |a. |(i) and (ii) only | |b. |(i) and (iii) only | |c. (ii) and (iii) only | |d. |(i), (ii), and (iii) | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 7. A firm that has little ability to influence market prices operates in a |a. |competitive market. | |b. |strategic market. | |c. |thin market. | |d. |power market. | ANS:APTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Definitional 8. In a competitive market, the actions of any single buyer or seller will |a. have a negligible impact on the market price. | |b. |have little effect on market equilibrium quantity but will affect market equilibr ium price. | |c. |affect marginal revenue and average revenue but not price. | |d. |adversely affect the profitability of more than one firm in the market. | ANS:APTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 9. In a competitive market, the actions of any single buyer or seller will |a. |discourage entry by competitors. | |b. |influence the profits of other firms in the market. | |c. |have a negligible impact on the market price. | |d. None of the above is correct. | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 10. Because the goods offered for sale in a competitive market are largely the same, |a. |there will be few sellers in the market. | |b. |there will be few buyers in the market. | |c. |only a few buyers will have market power. | |d. |sellers will have little reason to charge less than the going market price. | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:C ompetitive markets MSC:Interpretive 11. Which of the following is not a characteristic of a perfectly competitive market? a. |Firms are price takers. | |b. |Firms have difficulty entering the market. | |c. |There are many sellers in the market. | |d. |Goods offered for sale are largely the same. | ANS:BPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 12. Which of the following is not a characteristic of a perfectly competitive market? |a. |Firms are price takers. | |b. |Firms can freely enter the market. | |c. |Many firms have market power. | |d. |Goods offered for sale are largely the same. | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 3. Free entry means that |a. |the government pays any entry costs for individual firms. | |b. |no legal barriers prevent a firm from entering an industry. | |c. |a firm's marginal cost is zero. | |d. |a firm has no fixed costs in the short run. | ANS :BPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 14. Which of the following industries is most likely to exhibit the characteristic of free entry? |a. |nuclear power | |b. |municipal water and sewer | |c. dairy farming | |d. |airport security | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Applicative 15. Which of the following industries is most likely to exhibit the characteristic of free entry? |a. |cable television | |b. |satellite radio | |c. |mineral mining | |d. t-shirt silkscreening | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Applicative 16. Which of the following industries is least likely to exhibit the characteristic of free entry? |a. |restaurants | |b. |municipal water and sewer | |c. |soybean farming | |d. |selling running apparel | ANS:BPTS:1DIF:2REF:14-1NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Applicative 17. Which of the following industries is least likely to exhibit the characteristic of free entry? |a. |selling running apparel | |b. |wheat farming | |c. |yoga studios | |d. |satellite radio | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Applicative 8. When buyers in a competitive market take the selling price as given, they are said to be |a. |market entrants. | |b. |monopolists. | |c. |free riders. | |d. |price takers. | ANS:DPTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Definitional 19. When firms are said to be price takers, it implies that if a firm raises its price, |a. |buyers will go elsewhere. | |b. |buyers will pay the higher price in the short run. | |c. |competitors will also raise their prices. | |d. |firms in the industry will exercise market power. | ANS:APTS:1DIF:2REF:14-1NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 20. Which of the following statements best re flects a price-taking firm? |a. |If the firm were to charge more than the going price, it would sell none of its goods. | |b. |The firm has an incentive to charge less than the market price to earn higher revenue. | |c. |The firm can sell only a limited amount of output at the market price before the market price will fall. | |d. |Price-taking firms maximize profits by charging a price above marginal cost. | ANS:APTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 1. Why does a firm in a competitive industry charge the market price? |a. |If a firm charges less than the market price, it loses potential revenue. | |b. |If a firm charges more than the market price, it loses all its customers to other firms. | |c. |The firm can sell as many units of output as it wants to at the market price. | |d. |All of the above are correct. | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 22. In a competi tive market, no single producer can influence the market price because |a. |many other sellers are offering a product that is ssentially identical. | |b. |consumers have more influence over the market price than producers do. | |c. |government intervention prevents firms from influencing price. | |d. |producers agree not to change the price. | ANS:APTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 23. A competitive firm would benefit from charging a price below the market price because the firm would achieve |(i) |higher average revenue. | |(ii) |higher profits. | |(iii) |lower total costs. | |a. |(i) only | |b. (ii) and (iii) only | |c. |(i), (ii), and (iii) | |d. |None of the above is correct. | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 24. Which of the following characteristics of competitive markets is necessary for firms to be price takers? |(i) |There are many sellers. | |(i i) |Firms can freely enter or exit the market. | |(iii) |Goods offered for sale are largely the same. |a. |(i) and (ii) only | |b. |(i) and (iii) only | |c. |(ii) only | |d. |(i), (ii), and (iii) | ANS:BPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 25. Suppose a firm in a competitive market reduces its output by 20 percent. As a result, the price of its output is likely to |a. |increase. | |b. |remain unchanged. | |c. decrease by less than 20 percent. | |d. |decrease by more than 20 percent. | ANS:BPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Analytical 26. The Doris Dairy Farm sells milk to a dairy broker in Prairie du Chien, Wisconsin. Because the market for milk is generally considered to be competitive, the Doris Dairy Farm does not |a. |choose the quantity of milk to produce. | |b. |choose the price at which it sells its milk. | |c. |have any fixed costs of production. | |d. |set marginal re venue equal to marginal cost to maximize profit. | ANS:BPTS:1DIF:2REF:14-1NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 27. The Doris Dairy Farm sells milk to a dairy broker in Prairie du Chien, Wisconsin. Because the market for milk is generally considered to be competitive, the Doris Dairy Farm does not choose the |a. |quantity of milk to produce. | |b. |price at which it sells its milk. | |c. |profits it earns. | |d. |All of the above are correct. | ANS:BPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 28. In a competitive market, |a. |no single buyer or seller can influence the price of the product. |b. |there are only a small number of sellers. | |c. |the goods offered by the different sellers are unique. | |d. |accounting profit is driven to zero as firms freely enter and exit the market. | ANS:APTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 29. Which of the following statements regarding a competitive market is not correct? |a. |There are many buyers and many sellers in the market. | |b. |Because of firm location or product differences, some firms can charge a higher price than other firms and still | | |maintain their sales volume. | |c. Price and average revenue are equal. | |d. |Price and marginal revenue are equal. | ANS:BPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 30. Which of the following statements regarding a competitive market is not correct? |a. |There are many buyers and many sellers in the market. | |b. |Firms can freely enter or exit the market. | |c. |Price equals average revenue. | |d. |Price exceeds marginal revenue. | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 31. One of the defining characteristics of a perfectly competitive market is |a. a small number of sellers. | |b. |a large number of buyers and a smal l number of sellers. | |c. |a similar product. | |d. |significant advertising by firms to promote their products. | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Definitional 32. Which of the following firms is the closest to being a perfectly competitive firm? |a. |a hot dog vendor in New York | |b. |Microsoft Corporation | |c. |Ford Motor Company | |d. the campus bookstore | ANS:APTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Applicative 33. Which of the following firms is the closest to being a perfectly competitive firm? |a. |the New York Yankees | |b. |Apple, Inc. | |c. |DeBeers diamond wholesalers | |d. |a wheat farmer in Kansas |ANS:DPTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Applicative 34. Firms that operate in perfectly competitive markets try to |a. |maximize revenues. | |b. |maximize profits. | |c. |equate marginal revenue with average total cost. | |d. |A ll of the above are correct. | ANS:BPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 35. A seller in a competitive market can |a. |sell all he wants at the going price, so he has little reason to charge less. | |b. |influence the market price by adjusting his output. | |c. influence the profits earned by competing firms by adjusting his output. | |d. |All of the above are correct. | ANS:APTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 36. A seller in a competitive market |a. |can sell all he wants at the going price, so he has little reason to charge less. | |b. |will lose all his customers to other sellers if he raises his price. | |c. |considers the market price to be a â€Å"take it or leave it† price. | |d. |All of the above are correct. | ANS:DPTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 7. In a perfectly competitive market, |a. | no one seller can influence the price of the product. | |b. |price exceeds marginal revenue for each unit sold. | |c. |average revenue exceeds marginal revenue for each unit sold. | |d. |All of the above are correct. | ANS:APTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 38. For a firm in a competitive market, an increase in the quantity produced by the firm will result in |a. |a decrease in the product’s market price. | |b. |an increase in the product’s market price. | |c. |no change in the product’s market price. |d. |either an increase or no change in the product’s market price depending on the number of firms in the market. | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive 39. If Cathy’s Coffee Emporium sells its product in a competitive market, then |a. |the price of that product depends on the quantity of the product that Cathy’s Coffee E mporium produces and sells | | |because Cathy’s Coffee Emporium’s demand curve is downward sloping. | |b. |Cathy’s Coffee Emporium's total revenue must be proportional to its quantity of output. | |c. Cathy’s Coffee Emporium's total cost must be a constant multiple of its quantity of output. | |d. |Cathy’s Coffee Emporium's total revenue must be equal to its average revenue. | ANS:BPTS:1DIF:3REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Total revenue MSC:Analytical 40. Changes in the output of a perfectly competitive firm, without any change in the price of the product, will change the firm's |a. |total revenue. | |b. |marginal revenue. | |c. |average revenue. | |d. |All of the above are correct. | ANS:APTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Total revenue MSC:Analytical 41.If a firm in a perfectly competitive market triples the quantity of output sold, then total revenue will |a. |more than triple. | |b. |less than triple. | |c . |exactly triple. | |d. |Any of the above may be true depending on the firm’s labor productivity. | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Total revenue MSC:Analytical 42. When a competitive firm doubles the quantity of output it sells, its |a. |total revenue doubles. | |b. |average revenue doubles. | |c. |marginal revenue doubles. | |d. |profits must increase. | ANS:APTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Total revenueMSC:Analytical 43. If a firm in a competitive market doubles its number of units sold, total revenue for the firm will |a. |more than double. | |b. |double. | |c. |increase but by less than double. | |d. |may increase or decrease depending on the price elasticity of demand. | ANS:BPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Total revenue MSC:Analytical Table 14-1 |Quantity |Price | |0 |$5 | |1 |$5 | |2 |$5 | |3 |$5 | 4 |$5 | |5 |$5 | |6 |$5 | |7 |$5 | |8 |$5 | |9 |$5 | 44. Refer to Table 14-1. The price and quantity relationship in the table is most likely a demand curve faced by a firm in a |a. |monopoly. | |b. |concentrated market. | |c. |competitive market. | |d. |strategic market. | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Analytical 45. Refer to Table 14-1.Over which range of output is average revenue equal to price? |a. |1 to 5 units | |b. |3 to 7 units | |c. |5 to 9 units | |d. |Average revenue is equal to price over the entire range of output. | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Average revenue MSC:Analytical 46. Refer to Table 14-1. Over what range of output is marginal revenue declining? |a. 1 to 6 units | |b. |3 to 7 units | |c. |7 to 9 units | |d. |Marginal revenue is constant over the entire range of output. | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Marginal revenue MSC:Analytical 47. Refer to Table 14-1. If the firm doubles its output from 3 to 6 units, total revenue will |a. |increase by less than $15. | |b. |increase by exactly $15. |c. |increase by more than $15. | |d. |Total revenue cannot be determined from the information provided. | ANS:BPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Total revenue MSC:Applicative Table 14-2 The table represents a demand curve faced by a firm in a competitive market. |Price |Quantity | |$4 |0 | |$4 |1 | |$4 |2 | |$4 |3 | |$4 |4 | |$4 |5 | 48. Refer to Table 14-2. A firm operating in a competitive market maximizes total revenue by producing |a. |2 units. |b. |3 units. | |c. |4 units. | |d. |as many units as possible. | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Total revenue MSC:Applicative 49. Refer to Table 14-2. For a firm operating in a competitive market, the average revenue from selling 3 units is |a. |$12. | |b. |$4. | |c. |$3. | |d. |$1. 25. | ANS:BPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Average revenue MSC:Applicative 50. Refer to Table 14-2. For a f irm operating in a competitive market, the marginal revenue from selling the 3rd unit is |a. |$12. | |b. |$4. | |c. |$3. | |d. |$1. 25. | ANS:BPTS:1DIF:3REF:14-1NAT:AnalyticLOC:Perfect competitionTOP:Marginal revenue MSC:Applicative Table 14-3 |Quantity |Total Revenue | |0 |$0 | |1 |$7 | |2 |$14 | |3 |$21 | |4 |$28 | 51. Refer to Table 14-3. For a firm operating in a competitive market, the price is |a. |$0. | |b. |$7. | |c. |$14. | |d. |$21. | ANS:BPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Applicative 52.Refer to Table 14-3. For a firm operating in a competitive market, the marginal revenue is |a. |$0. | |b. |$7. | |c. |$14. | |d. |$21. | ANS:BPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Marginal revenue MSC:Applicative 53. Refer to Table 14-3. For a firm operating in a competitive market, the average revenue is |a. |$21. | |b. |$14. | |c. |$7. | |d. |$0. | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Average re venue MSC:Applicative Table 14-4 |Quantity |Total Revenue | |0 |$0 | |1 |$15 | 2 |$30 | |3 |$45 | |4 |$60 | 54. Refer to Table 14-4. For a firm operating in a competitive market, the price is |a. |$45. | |b. |$30. | |c. |$15. | |d. |$0. | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Applicative 55. Refer to Table 14-4. For a firm operating in a competitive market, the marginal revenue is |a. |$45. | |b. |$30. | |c. |$15. | |d. |$0. | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Marginal revenue MSC:Applicative 56.Refer to Table 14-4. For a firm operating in a competitive market, the average revenue is |a. |$45. | |b. |$30. | |c. |$15. | |d. |$0. | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Average revenue MSC:Applicative Table 14-5 |Quantity |Total Revenue | |12 |$132 | |13 |$143 | |14 |$154 | |15 |$165 | |16 |$176 | 57. Refer to Table 14-5.The price of the product is |a. |$9. | |b. |$11. | |c. |$13. | | d. |$15. | ANS:BPTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Competitive markets MSC:Applicative 58. Refer to Table 14-5. The average revenue when 14 units are produced and sold is |a. |$9. | |b. |$11. | |c. |$13. | |d. |$15. | ANS:BPTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Average revenue MSC:Analytical 59. Refer to Table 14-5. The marginal revenue of the 12th unit is |a. |$9. | |b. |$10. | |c. |$11 | |d. The marginal revenue cannot be determined without knowing the total revenue when 11 units are sold. | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Marginal revenue MSC:Analytical Table 14-6 The following table presents cost and revenue information for a firm operating in a competitive industry. |COSTS |REVENUES | |Quantity |Total |Marginal |Quantity |Price |Total |Marginal | |Produced |Cost |Cost |Demanded | Revenue |Revenue | |  0 |$100 |  Ã¢â‚¬â€ |  0 |  $120 | |  Ã¢â‚¬â€ | |  1 |$150 | |  1 |  $120 | | | |  2 |$202 | |  2 |  $120 | | | |  3 |$257 | |  3 |  $120 | | | |  4 |$317 | |  4 |  $120 | | | |  5 |$385 | |  5 |  $120 | | | |  6 |$465 | |  6 |  $120 | | | |  7 |$562 | |  7 |  $120 | | | |  8 |$682 | |  8 |  $120 | | | 60. Refer to Table 14-6. What is the total revenue from selling 7 units? |a. $120 | |b. |$490 | |c. |$562 | |d. |$840 | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Total revenue MSC:Applicative 61. Refer to Table 14-6. What is the total revenue from selling 4 units? |a. |$120 | |b. |$257 | |c. $317 | |d. |$480 | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Total revenue MSC:Applicative 62. Refer to Table 14-6. What is the marginal revenue from selling the 3rd unit? |a. |$55 | |b. |$120 | |c. |$137 | |d. |$140 | ANS:BPTS:1DIF:2REF:14-1NAT:AnalyticLOC:Perfect competitionTOP:Marginal revenue MSC:Applicative 63. Refer to Table 14-6. What is the average revenue when 4 units are sold? |a. |$60 | |b. |$120 | |c. |$125 | |d. |$197 | ANS:BPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Average revenue MSC:Applicative 64. Which of the following statements is correct? a. |For all firms, marginal revenue equals the price of the good. | |b. |Only for competitive firms does average revenue equal the price of the good. | |c. |Marginal revenue can be calculated as total revenue divided by the quantity sold. | |d. |Only for competitive firms does average revenue equal marginal revenue. | ANS:DPTS:1DIF:3REF:14-1 NAT:AnalyticLOC:Perfect competition TOP:Average revenue | Marginal revenueMSC:Interpretive 65. Suppose a firm in a competitive market earned $1,000 in total revenue and had a marginal revenue of $10 for the last unit produced and sold. What is the average revenue per unit, and how many units were sold? |a. $5 and 50 units | |b. |$5 and 100 units | |c. |$10 and 50 units | |d. |$10 and 100 units | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionT OP:Average revenue MSC:Applicative 66. Which of the following statements regarding a competitive firm is correct? |a. |Because demand is downward sloping, if a firm increases its level of output, the firm will have to charge a lower | | |price to sell the additional output. | |b. If a firm raises its price, the firm may be able to increase its total revenue even though it will sell fewer units. | |c. |By lowering its price below the market price, the firm will benefit from selling more units at the lower price than | | |it could have sold by charging the market price. | |d. |For all firms, average revenue equals the price of the good. | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Average revenue MSC:Analytical 67. Suppose a firm in a competitive market produces and sells 150 units of output and earns $1,800 in total revenue from the sales. If the firm increases its output to 200 units, the average revenue of the 200th unit will be |a. less than $12. | |b. |more th an $12. | |c. |$12. | |d. |Any of the above may be correct depending on the price elasticity of demand for the product. | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Average revenue MSC:Analytical 68. Suppose a firm in a competitive market produces and sells 150 units of output and earns $1,800 in total revenue from the sales. If the firm increases its output to 200 units, total revenue will be |a. |$2,000. | |b. |$2,400. | |c. |$4,200. | |d. |We do not have enough information to answer the question. | ANS:BPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Total revenue MSC:Analytical 69.Firms operating in competitive markets produce output levels where marginal revenue equals |a. |price. | |b. |average revenue. | |c. |total revenue divided by output. | |d. |All of the above are correct. | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competition TOP:Marginal revenue | Average revenueMSC:Applicative 70. For a competitive firm, |a. |total revenue equals a verage revenue. | |b. |total revenue equals marginal revenue. | |c. |total cost equals marginal revenue. | |d. |average revenue equals marginal revenue. | ANS:DPTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competition TOP:Marginal revenue | Average revenueMSC:Definitional 71.Suppose that a firm operating in perfectly competitive market sells 100 units of output. Its total revenues from the sale are $500. Which of the following statements is correct? |(i) |Marginal revenue equals $5. | |(ii) |Average revenue equals $5. | |(iii) |Price equals $5. | |a. |(i) only | |b. |(iii) only | |c. |(i) and (ii) only | |d. |(i), (ii), and (iii) | ANS:DPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Marginal revenue | Average revenueMSC:Analytical 72. Suppose that a firm operating in perfectly competitive market sells 200 units of output at a price of $3 each. Which of the following statements is correct? |(i) |Marginal revenue equals $3. | |(ii) |Average revenue equals $600. | |(iii) |Ave rage revenue exceeds marginal revenue, but we don’t know by how much. | |a. |(i) only | |b. |(iii) only | |c. |(i) and (ii) only | |d. (i), (ii), and (iii) | ANS:APTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competition TOP:Marginal revenue | Average revenueMSC:Analytical 73. Suppose that a firm operating in perfectly competitive market sells 300 units of output at a price of $3 each. Which of the following statements is correct? |(i) |Marginal revenue equals $3. | |(ii) |Average revenue equals $100. | |(iii) |Total revenue equals $300. | |a. |(i) only | |b. |(iii) only | |c. (i) and (ii) only | |d. |(i), (ii), and (iii) | ANS:APTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competition TOP:Marginal revenue | Average revenueMSC:Analytical 74. Suppose that a firm operating in perfectly competitive market sells 400 units of output at a price of $4 each. Which of the following statements is correct? |(i) |Marginal revenue equals $4. | |(ii) |Average revenue equals $100. | |(iii) |Total revenue equals $1,600. | |a. |(i) only | |b. (iii) only | |c. |(i) and (iii) only | |d. |(i), (ii), and (iii) | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competition TOP:Marginal revenue | Average revenueMSC:Analytical 75. For a firm operating in a competitive industry, which of the following statements is not correct? |a. |Price equals average revenue. | |b. |Price equals marginal revenue. | |c. |Total revenue is constant. | |d. |Marginal revenue is constant. | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Marginal revenue | Average revenueMSC:Interpretive 76. For a firm in a perfectly competitive market, the price of the good is always |a. |equal to marginal revenue. | |b. |equal to total revenue. | |c. |greater than average revenue. | |d. |equal to the firm’s efficient scale of output. | ANS:APTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Marginal revenue MSC:Interpretive 77. Suppose a firm in a competitive market produces and se lls 8 units of output and has a marginal revenue of $8. 00. What would be the firm's total revenue if it instead produced and sold 4 units of output? |a. |$4 | |b. |$8 | |c. $32 | |d. |$64 | ANS:CPTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Marginal revenue MSC:Applicative 78. Whenever a perfectly competitive firm chooses to change its level of output, its marginal revenue |a. |increases if MR < ATC and decreases if MR > ATC. | |b. |does not change. | |c. |increases. | |d. |decreases. | ANS:BPTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Marginal revenue MSC:Interpretive 79. Suppose that in a competitive market the equilibrium price is $2. 50.What is marginal revenue for the last unit sold by the typical firm in this market? |a. |less than $2. 50 | |b. |more than $2. 50 | |c. |exactly $2. 50 | |d. |The marginal revenue cannot be determined without knowing the actual quantity sold by the typical firm. | ANS:CPTS:1DIF:1REF:14-1 NAT:AnalyticLOC:Perfect competi tionTOP:Marginal revenue MSC:Interpretive 80. For an individual firm operating in a competitive market, marginal revenue equals |a. |average revenue and the price for all levels of output. | |b. |average revenue, which is greater than the price for all levels of output. | |c. average revenue, the price, and marginal cost for all levels of output. | |d. |marginal cost, which is greater than average revenue for all levels of output. | ANS:APTS:1DIF:2REF:14-1 NAT:AnalyticLOC:Perfect competition TOP:Marginal revenue | Average revenueMSC:Interpretive 81. If the market elasticity of demand for potatoes is -0. 3 in a perfectly competitive market, then the individual farmer's elasticity of demand |a. |will also be -0. 3. | |b. |depends on how large a crop the farmer produces. | |c. |will range between -0. 3 and -1. 0. | |d. |will be infinite. | ANS:DPTS:1DIF:3REF:14-1 NAT:AnalyticLOC:Perfect competitionTOP:Elasticity MSC:AnalyticalProfit Maximization and the Competitive Firm's Supply Curve 1. IF A COMPETITIVE FIRM IS CURRENTLY PRODUCING A LEVEL OF OUTPUT AT WHICH MARGINAL REVENUE EXCEEDS MARGINAL COST, THEN |a. |a one-unit increase in output will increase the firm's profit. | |b. |a one-unit decrease in output will increase the firm's profit. | |c. |total revenue exceeds total cost. | |d. |total cost exceeds total revenue. | ANS:APTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Analytical 2. If a competitive firm is currently producing a level of output at which marginal cost exceeds marginal revenue, then |a. |a one-unit increase in output will increase the firm's profit. | |b. a one-unit decrease in output will increase the firm's profit. | |c. |total revenue exceeds total cost. | |d. |total cost exceeds total revenue. | ANS:BPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Analytical 3. If a competitive firm is currently producing a level of output at which marginal cost exceeds marginal revenue, then |a . |average revenue exceeds marginal cost. | |b. |the firm is earning a positive profit. | |c. |decreasing output would increase the firm's profit. | |d. |All of the above are correct. | ANS:CPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Analytical 4. Comparing marginal revenue to marginal cost (i) |reveals the contribution of the last unit of production to total profit. | |(ii) |is helpful in making profit-maximizing production decisions. | |(iii) |tells a firm whether its fixed costs are too high. | |a. |(i) only | |b. |(i) and (ii) only | |c. |(ii) and (iii) only | |d. |(i) and (iii) only | ANS:BPTS:1DIF:2REF:14-2NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Interpretive 5. At the profit-maximizing level of output, |a. |marginal revenue equals average total cost. | |b. |marginal revenue equals average variable cost. | |c. |marginal revenue equals marginal cost. | |d. |average revenue equals average total cost. | ANS:CPTS:1DIF:2RE F:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Interpretive 6. The intersection of a firm's marginal revenue and marginal cost curves determines the level of output at which |a. |total revenue is equal to variable cost. | |b. |total revenue is equal to fixed cost. | |c. |total revenue is equal to total cost. | |d. |profit is maximized. | ANS:DPTS:1DIF:2REF:14-2NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Interpretive 7. For a certain firm, the 100th unit of output that the firm produces has a marginal revenue of $10 and a marginal cost of $7. It follows that the |a. |production of the 100th unit of output increases the firm's profit by $3. | |b. |production of the 100th unit of output increases the firm's average total cost by $7. | |c. |firm's profit-maximizing level of output is less than 100 units. | |d. |production of the 99th unit of output must increase the firm’s profit by less than $3. | ANS:APTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perf ect competitionTOP:Competitive firms MSC:Analytical 8.For a certain firm, the 100th unit of output that the firm produces has a marginal revenue of $10 and a marginal cost of $11. It follows that the |a. |production of the 100th unit of output increases the firm's profit by $1. | |b. |production of the 100th unit of output increases the firm's average total cost by $1. | |c. |firm's profit-maximizing level of output is less than 100 units. | |d. |production of the 110th unit of output must increase the firm’s profit but by less than $1. | ANS:CPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Analytical 9. A certain competitive firm sells its output for $20 per unit. The 50th unit of output that the firm produces has a marginal cost of $22.Production of the 50th unit of output does not necessarily |a. |increase the firm's total revenue by $20. | |b. |increase the firm's total cost by $22. | |c. |decrease the firm's profit by $2. | |d. |increase t he firm’s average variable cost by $0. 44. | ANS:DPTS:1DIF:3REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Analytical 10. Sam sells soybeans to a broker in Chicago, Illinois. Because the market for soybeans is generally considered to be competitive, Sam maximizes his profit by choosing |a. |to produce the quantity at which average variable cost is minimized. | |b. |to produce the quantity at which average fixed cost is minimized. |c. |to sell at a price where marginal cost is equal to average total cost. | |d. |the quantity at which market price is equal to Sam's marginal cost of production. | ANS:DPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Analytical 11. If a competitive firm is selling 1,000 units of its product at a price of $9 per unit and earning a positive profit, then |a. |its total cost is less than $9,000. | |b. |its marginal revenue is less than $9. | |c. |its average revenue is greater than $9. | |d. |the firm cannot be a competitive firm because competitive firms cannot earn positive profits. | ANS:APTS:1DIF:2REF:14-2NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Analytical 12. If a competitive firm is selling 1,000 units of its product at a price of $8 per unit and earning a positive profit, then |a. |its average revenue is greater than $8. | |b. |its marginal revenue is less than $8. | |c. |its total cost is less than $8,000. | |d. |All of the above are correct. | ANS:CPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Analytical 13. Max sells maps. The map industry is competitive. Max hires a business consultant to analyze his company’s financial records. The consultant recommends that Max increase his production. The consultant must have concluded that Max’s |a. total revenues exceed his total accounting costs. | |b. |marginal revenue exceeds his total cost. | |c. |marginal revenue exceeds his marginal cost. | |d. |margina l cost exceeds his marginal revenue. | ANS:CPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Interpretive 14. Christopher is a professional tennis player who gives tennis lessons. The industry is competitive. Christopher hires a business consultant to analyze his financial records. The consultant recommends that Christopher give fewer tennis lessons. The consultant must have concluded that Christopher’s |a. |total revenues exceed his total accounting costs. | |b. marginal revenue exceeds his total cost. | |c. |marginal revenue exceeds his marginal cost. | |d. |marginal cost exceeds his marginal revenue. | ANS:DPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Interpretive 15. Laura is a gourmet chef who runs a small catering business in a competitive industry. Laura specializes in making wedding cakes. Laura sells 20 wedding cakes per month. Her monthly total revenue is $5,000. The marginal cost of making a wedding cake is $300. In order to maximize profits, Laura should |a. |make more than 20 wedding cakes per month. | |b. |make fewer than 20 wedding cakes per month. | |c. continue to make 20 wedding cakes per month. | |d. |We do not have enough information with which to answer the question. | ANS:BPTS:1DIF:3REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Analytical 16. Laura is a gourmet chef who runs a small catering business in a competitive industry. Laura specializes in making wedding cakes. Laura sells 20 wedding cakes per month. Her monthly total revenue is $5,000. The marginal cost of making a wedding cake is $200. In order to maximize profits, Laura should |a. |make more than 20 wedding cakes per month. | |b. |make fewer than 20 wedding cakes per month. | |c. |continue to make 20 wedding cakes per month. | |d. We do not have enough information with which to answer the question. | ANS:APTS:1DIF:3REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MS C:Analytical 17. Marcia is a fashion designer who runs a small clothing business in a competitive industry. Marcia specializes in making designer dresses. Marcia sells 10 dresses per month. Her monthly total revenue is $5,000. The marginal cost of making a dress is $400. In order to maximize profits, Marcia should |a. |make more than 10 dresses per month. | |b. |make fewer than 10 dresses per month. | |c. |continue to make 10 dresses per month. | |d. |We do not have enough information with which to answer the question. | ANS:APTS:1DIF:3REF:14-2NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Analytical 18. Marcia is a fashion designer who runs a small clothing business in a competitive industry. Marcia specializes in making designer dresses. Marcia sells 10 dresses per month. Her monthly total revenue is $5,000. The marginal cost of making a dress is $500. In order to maximize profits, Marcia should |a. |make more than 10 dresses per month. | |b. |make fewer than 10 dres ses per month. | |c. |continue to make 10 dresses per month. | |d. |We do not have enough information with which to answer the question. | ANS:CPTS:1DIF:3REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Analytical 19.Marcia is a fashion designer who runs a small clothing business in a competitive industry. Marcia specializes in making designer dresses. Marcia sells 10 dresses per month. Her monthly total revenue is $5,000. The marginal cost of making a dress is $600. In order to maximize profits, Marcia should |a. |make more than 10 dresses per month. | |b. |make fewer than 10 dresses per month. | |c. |continue to make 10 dresses per month. | |d. |We do not have enough information with which to answer the question. | ANS:BPTS:1DIF:3REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Analytical 20. A competitive firm has been selling its output for $20 per unit and has been maximizing its profit, which is positive.Then, the price rises to $25, a nd the firm makes whatever adjustments are necessary to maximize its profit at the now-higher price. Once the firm has adjusted, its |a. |quantity of output is higher than it was previously. | |b. |average total cost is higher than it was previously. | |c. |marginal revenue is higher than it was previously. | |d. |All of the above are correct. | ANS:DPTS:1DIF:3REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Interpretive 21. A competitive firm has been selling its output for $20 per unit and has been maximizing its profit, which is positive. Then, the price falls to $18, and the firm makes whatever adjustments are necessary to maximize its profit at the now-lower price. Once the firm has adjusted, its |a. quantity of output is lower than it was previously. | |b. |average total cost is lower than it was previously. | |c. |marginal cost is higher than it was previously. | |d. |All of the above are correct. | ANS:APTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competit ionTOP:Competitive firms MSC:Interpretive 22. A competitive firm has been selling its output for $10 per unit and has been maximizing its profit. Then, the price rises to $14, and the firm makes whatever adjustments are necessary to maximize its profit at the now-higher price. Once the firm has adjusted, its |a. |marginal revenue is lower than it was previously. | |b. |marginal cost is lower than it was previously. | |c. quantity of output is higher than it was previously. | |d. |All of the above are correct. | ANS:CPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Interpretive 23. When profit-maximizing firms in competitive markets are earning profits, |a. |market demand must exceed market supply at the market equilibrium price. | |b. |market supply must exceed market demand at the market equilibrium price. | |c. |new firms will enter the market. | |d. |the most inefficient firms will be encouraged to leave the market. | ANS:CPTS:1DIF:2REF:14-2 NAT:Ana lyticLOC:Perfect competitionTOP:Competitive markets MSC:Interpretive Table 14-7Suppose that a firm in a competitive market faces the following revenues and costs: | |Marginal |Marginal | |Quantity |Cost |Revenue | |12 |$5 |$9 | |13 |$6 |$9 | |14 |$7 |$9 | |15 |$8 |$9 | |16 |$9 |$9 | |17 |$10   |$9 | 24. Refer to Table 14-7. If the firm is currently producing 14 units, what would you advise the owners? |a. |decrease quantity to 13 units | |b. |increase quantity to 17 units | |c. |continue to operate at 14 units | |d. increase quantity to 16 units | ANS:DPTS:1DIF:1REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Profit maximization MSC:Applicative 25. Refer to Table 14-7. If the firm is maximizing profit, how much profit is it earning? |a. |$0 | |b. |$1 | |c. |$10 | |d. |There is insufficient data to determine the firm’s profit. | ANS:DPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Profit MSC:Applicative Table 14-8Suppose that a firm in a competitive market faces the following revenues and costs: |Quantity |Total Revenue |Total Cost | |0 |$0 |$3 | |1 |$7 |$5 | |2 |$14 |$8 | |3 |$21 |$12 | |4 |$28 |$17 | |5 |$35 |$23 | |6 |$42 |$30 | |7 |$49 |$38 | 26. Refer to Table 14-8.The firm will not produce an output level beyond |a. |4 units. | |b. |5 units. | |c. |6 units. | |d. |7 units. | ANS:CPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Profit maximization MSC:Applicative 27. Refer to Table 14-8. The firm will produce a quantity greater than 4 because at 4 units of output, marginal cost |a. |is less than marginal revenue. | |b. |equals marginal revenue. | |c. |is greater than marginal revenue. | |d. |is minimized. | ANS:APTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Profit maximization MSC:Applicative 28. Refer to Table 14-8. In order to maximize profits, the firm will produce |a. |1 unit of output because marginal cost is minimized. | |b. 4 units of output because marginal revenue exceeds marginal cost. | |c. |6 units of output because marginal revenue equals marginal cost. | |d. |8 units of output because total revenue is maximized. | ANS:CPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Profit maximization MSC:Applicative Table 14-9 Suppose that a firm in a competitive market faces the following revenues and costs: |Quantity |Total Revenue |Total Cost | |0 |$0 |$10 | |1 | $9 | $14 | |2 $18 | $19 | |3 |$27 | $25 | |4 |$36 | $32 | |5 |$45 | $40 | |6 |$54 | $49 | |7 |$63 | $59 | |8 |$72 | $70 | |9 |$81 | $82 | 29. Refer to Table 14-9. If the firm produces 4 units of output, |a. |marginal cost is $4. | |b. |total revenue is greater than variable cost. | |c. |marginal revenue is less than marginal cost. | |d. |the firm is maximizing profit. | ANS:BPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Competitive firms MSC:Analytical 30. Refer to Table 14-9. At which quantity of output is marginal revenue equal to marginal cost? |a. 3 units | |b. |6 units | |c. |8 units | |d. |9 units | ANS:BPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Profit maximization MSC:Applicative 31. Refer to Table 14-9. In order to maximize profit, the firm will produce a level of output where marginal revenue is equal to |a. |$6. | |b. |$7. | |c. |$8. | |d. |$9. | ANS:DPTS:1DIF:2REF:14-2NAT:AnalyticLOC:Perfect competitionTOP:Profit maximization MSC:Applicative 32. Refer to Table 14-9. In order to maximize profit, the firm will produce a level of output where marginal cost is equal to |a. |$5. | |b. |$7. | |c. |$9. | |d. |$10. | ANS:CPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Profit maximization MSC:Applicative 33. Refer to Table 14-9. The maximum profit available to the firm is |a. |$2. | |b. |$3. | |c. |$4. | |d. |$5. | ANS:DPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Profit maximization MSC:Applicative 34. Refer to Table 14-9. If the firm’s marginal cost is $11, it should |a. |increase production to maximize profit. | |b. increase the pri ce of the product to maximize profit. | |c. |advertise to attract additional buyers to maximize profit. | |d. |reduce production to increase profit. | ANS:DPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Profit maximization MSC:Analytical 35. Refer to Table 14-9. If the firm’s marginal cost is $5, it should |a. |reduce fixed costs by lowering production. | |b. |increase production to maximize profit. | |c. |decrease production to maximize profit. | |d. |maintain its current level of production to maximize profit. | ANS:BPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Profit maximization MSC:Analytical Table 14-10Suppose that a firm in a competitive market faces the following revenues and costs: |Quantity |Total Revenue |Total Cost | |0 |$0 |$3 | |1 |$7 |$5 | |2 |$14 |$9 | |3 |$21 |$15 | |4 |$28 |$23 | |5 |$35 |$33 | |6 |$42 |$45 | |7 |$49 |$59 | 36. Refer to Table 14-10. The marginal cost of producing the 4th unit is |a. |$7. | |b. |$8. | |c. |$10. | |d. | $23. | ANS:BPTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Marginal cost MSC:Applicative 37. Refer to Table 14-10. At which level of production will the firm maximize profit? |a. |3 units | |b. |4 units | |c. |5 units | |d. 6 units | ANS:APTS:1DIF:2REF:14-2 NAT:AnalyticLOC:Perfect competitionTOP:Profit maximization MSC:Applicative 38. Refer to Table 14-10. If the firm produces the profit-maximizing level of production, how much profit will the firm earn? |a. |$2 | |b. |$4 | |c. |$6 | |d. |$8 | ANS:CPTS:1DIF:2REF:14-2