Team C collaborative discussion Ethics in Business Communication Essay

Group C cooperative conversation Ethics in Business Communication Essay Group C cooperative conversation Morals in Business Communication COM/295 September 15, 2014 Group C cooperative conversation Morals in Business Communication I need to concede I was somewhat stressed to start with when I assessed the prerequisite for this task. Leading examination with respect to a subject that isn't based on my personal preference and to be relied upon to work together in a group conversation can in some cases be hard. Particularly when your colleagues are absent in body to work with. All types of correspondence are being dealt with through, email, telephone or even google visit. It has been an intriguing yet effective experience up until this point and I trust thoroughly considered the following three weeks it will keep on being a positive result. Subsequent to directing exploration we as a whole have decided to team up on an article that was found by Sheira, called Wal-Mart's Latest Ethics Controversy (Gogoi, June) A representative who carefully followed the organization's own morals rules may wind up out of a vocation. (Gogoi, June). Lowry (new representative) with the interchanges division willingly volunteered to report another associate whom was the VP of the correspondence office for exchanging her stock dependent on insider data. The VP Mrs. Williams had approached Lowry to duplicate a few papers for her. The papers appeared to Lowry to be duplicates of stock reports in which later in the week Wal-Mart made a declaration that they are thinking about a buyout that is worth $15 billion. So Lowry beginning reasoning that possibly Williams was utilizing this for her own advantage being she recognized what the arrangement was expected to being an insider. At the point when Lowry was employed she needed to go to a meeting tha t instructed her what to look like for exploitative conduct and that it is so essential to report those issues/concerns right away. So that is the thing that Lowery did. In our conversation we as a whole concurred that it was dishonest what Lowry did when taking care of this circumstance. We as a whole concurred that Lowery could have handle the circumstance more on the morally by tending to her anxiety with Williams first before hopping making allegations. Pretty much we all in the group have teamed up with each other during the time as concurred we would do. Lindsey Ballard then again had just tolled in multiple times and principally those remarks were simply on my postings. Out of those four posting Lindsey just had one answer that was genuinely extensive, the others were around two to four sentences. I felt she could have invested the energy somewhat more in reacting then just I consent to a remark that was posted by her partners. Omar and Sheira I thoroughly consider did themselves with association consistently and ensuring they remarked over and past the prerequisite for this task I do accept. By Sunday they were talking about among one another on ways they can research to figure out what moral strategy Lowry could have taken before documenting her report against Williams. I, myself felt I could have applied more in my information and nature of jargon while examining the moral conduct contorted among Lowry and her allegations she made against Williams. Additionally between Wal-Marts choice to excuse Lowry after they made their assurance that Williams didn't disregard Wal-Mart code of morals strategy. However, being we had only seven days to shuffle different class assignments that require my consideration, two employments and a family I give myself a congratulatory gesture that I took an interest as much as I did on this one task. It was a joy working with Omar, Lindsey and Sheira this week and I anticipate our group conversation in the following three weeks to follow. Reference Gogoi, P. (June 13, 2007). Wal-Mart's Latest Ethics Controversy. Recovered from http://businessweek.com/stories/2007-06-13/wal-shops most recent morals controversybusinessweek-business-news-securities exchange and-monetary exhortation

How far were economic factors to blame for the Pilgrimage of Grace? Ess

Taking Care of Yourself

Taking Care of Yourself Step 1: Eat Properly I was having a chat with my friend Matt O. 15 when we both agreed on a few aspects of taking care of yourself we wish we had learned two years ago. MIT has its times of incredible stress and its during those times that these tips are most crucial. Taking care of yourself is incredibly difficult in the face of a three midterm week but these simple steps will make the experience that much more bearable. Step 1: Eat Properly How not to do it. (A dinner from last summer) This is probably the one I struggled with the most. When youre in classes all day and doing psets all night it becomes much too easy to skip meals and rely on fast food. When youre not in a dining hall dorm breakfast becomes a luxury and 1.5-2 meal days become the norm. While the stereotype of the ramen eating college student are only slightly true, microwave meals became a staple and as a consequence the energy I had on a daily basis was limited. I always woke up groggy and felt nauseous on particularly stressful weeks. If I can summarize this section in one sentence it would be the following. Eat three meals a day, minimize salt filled crap food, and diversify your food groups, and for when this fails take your vitamins. Step 2: Take Vitamins Regularly Chances are you wont be following Step 1 as well as your mother would like and for those of us who have an indifference for all things green, there are Vitamins. While Step 1 has definitely made the largest difference in terms of my day to day happiness its not always feasible in the hustle and bustle of college life and as it turns out you get quite a bit out of eating vitamins. What started out as trying a friends gummy vitamins ended up drastically changing my day to day life. A vitamin a day equated to sleeping easier, less groggy mornings and more more energy in the day. So pick up a supply of vitamins from Shaws and make it a daily habit! Step 3: Stay Hydrated This follows the same vein as Step 1, its much too easy to go through the day without enough water. About two semesters ago I found that I was plagued with nightly headaches that was solved by simply carrying a water bottle around and filling a water dispenser in my mini fridge. Step 4: Sleep Ive never really understood why but at MIT theres a sense of honor that accompanies sleepless nights. People will have competitions over whose week is worst. An example Thursday night Student A: Oh man, I have 3 psets and a paper due Friday and I havent even started! Student B: Wow, that stinks. I only have 2 psets and a project, but I also have 2 midterms tomorrow. Winner: Student B Prize: Another all-nighter. whoopee And everyone gets swept up in the competition. But I cant tell you enough how much better everything is with a good nights sleep. With that said though this step isnt for everyone. I actually know quite a few people who function best with minimal sleep but sadly Im not one of those people. What I found works best for me is to do work as early as possible to minimize the late nights and take naps in between classes. The story always go Social Life Sleep Good Grades, pick 2, but what they dont tell you is that a lack of sleep adversely affects your grades AND social life. Having tried all 3C2 combinations, the common denominator for happiness was sleep. It took me two years to realize but following these four steps made life at MIT so much better. And for a lot of you these steps will look painfully obvious but as someone who had never dealt with living alone in stressful situations it took a while to understand how my body functioned. Hopefully you all can learn from my mistakes.

Discussing Emotions in Spanish

Spanish has at least five common ways of referring to emotions or describing how someone feels or becomes emotionally. These include the use of estar and tener; reflexive verbs used for specific emotions; and two verbs that often mean to become, ponerse and volverse. Using Estar With Emotions For English speakers, the most straightforward way to talk about emotions in Spanish is to use estar, one of the verbs for to be, followed by an adjective of emotion. Mi papà ¡ està ¡ feliz de ver su paà ­s. (My father is happy to see his country.) Las autoridades està ¡n preocupados por el incremento de casos de sobredosis. (The authorities are worried about the increase in overdose cases.) Al principio pensaba que estaban enfadados conmigo. (At first I thought they were angry with me.) Va a estar emocionada por conocerte. (She is going to be excited to meet you.) Using Tener With Emotions Although estar can be used with some emotions, Spanish speakers often prefer to use tener, the verb for to have in the sense of to possess, with some emotions. In effect, the idiom is that a person has a particular emotion rather than that the person is in a certain emotional state. For example, although you could say està ¡ asustada to say that a friend of yours is afraid, it would be more common to say, Tiene miedo, literally She has fear. Here some examples of this use of tener: Mi senador no tiene fe en la ciencia. (My senator distrusts science. Literally, my senator doesnt have faith in science.) Antonio le tenà ­a celos a Katarina cuando eran nià ±os. (Antonio was jealous of Katarina when they were children. Literally, Antonio had jealously toward Katarina when they were children.) Si las cosas son diferentes, tendrà © la ilusià ³n de regresar. (If things are different, I will be thrilled to come back. Literally, if things are different, I will have the thrill of coming back.) Reflexive Verbs for Specific Emotions Some reflexive verbs include in their acquiring of an emotion. Perhaps the most common such verb is enojarse, which typically means to become angry or to get angry: Jennifer se enojà ³ cuando la periodista la llamà ³ por telà ©fono. (Jennifer got angry when the newspaper reporter called her on the telephone.) Enfadarse is preferred over enojarse in some regions: Si pierden los llaves, me enfadarà ©. (If they lose the keys, Ill get angry.) Here are some of the reflexive verbs frequently used for other emotions: aburrirse (to get bored with, to get tired of): El abuelo de la actriz  se aburrià ³ de su libertina nieta y la desheredà ³. (The actress grandfather got tired of his wild granddaughter and disinherited her.) asustarse (to become frightened): Vi a la policà ­a y me asustà ©. (I saw the police and I got scared.) alegrarse (to become happy): Se alegrà ³ mucho de recibir la noticia. (She became very happy upon hearing the news.) enamorarse (to fall in love): (Te enamorarà ¡s de los chicos salvadoreà ±os. You will fall in love with the Salvadoran children.) fastidiarse (to become annoyed): Mi decisià ³n se debià ³ sencillamente a que me fastidià © de depender de la nicotina. (My decision came about simply because I became annoyed at depending on nicotine.) irritarse (to become irritated):  ¿Se irrita usted con facilidad? (Do you get irritated easily?) calmarse (to become calm): Durante todo el trayecto estaba preocupado, pero me calmà ³ cuando està ¡bamos aterrizando. (D uring the whole flight I was worried, but I calmed down when we were landing.) entusiasmarse (to get excited): Cuando oyà ³ estas palabras, Paula se entusiasmà ³. (When she heard these words, Paula got excited.) exasperarse (to lose patience): (En ocasiones me exaspero. Sometimes I lose my patience.) preocuparse (to become worried): Nos preocupamos por el nivel acadà ©mico de los alumnos. (We got worried about the academic level of the students.) sorprenderse (to become surprised): Me sorprendà ­ cuando veà ­a que era tan joven. (I became surprised when I saw she was so young.) Using Ponerse and Volverse The reflexive verbs ponerse and volverse are frequently used to refer to changes in emotional state. Although the two can be interchangeable, the difference is that ponerse tends to be used for rapid changes in emotions while volverse tends to be used for more lasting changes. El jugador se puso triste por no ser titular. (The player got sad for not being the champion.) Mi problema es cuando mi amigo se pone indiferente conmigo. (My problem is when my friend becomes indifferent to me.) Los espaà ±oles se volvà ­an felices con la medalla de plata. (The Spanish became happy with the silver medal.) Se ha vuelto carià ±oso y responsable. (He has become caring and responsible.)

Defining Power in Physics

Power is the rate at which work is done or energy  is transferred in a unit of time. Power is increased if work is done faster or energy is transferred in less time. Calculating Power The equation for power is P W/t P stands for power (in watts)W stands for the amount of work done (in Joules) or energy expended (in Joules)t stands for the amount of time (in seconds) In calculus terms, power is  the derivative of work  with respect to time. If work is done faster, power is higher. If work is done slower, power is smaller. Since work is force times displacement (WF*d), and velocity is displacement over time (vd/t), power equals force times velocity: P F*v. More power is seen when the system is both strong in force and fast in velocity. Units of Power Power is measured in energy (joules) divided by time. The SI unit of power is the watt (W) or joule per second (J/s).  Power is a scalar quantity, it has no direction. Horsepower is often used to describe the power delivered by a machine. Horsepower is a unit of power in the British system of measurement. It is the power required to lift 550 pounds by one foot in one second and is about 746 watts. The watt is often seen in relation to light bulbs. In this power rating, it is the rate at which the bulb converts electrical energy into light and heat. A bulb with a higher wattage will use more electricity per unit of time. If you know the power of a system, you can find the amount of work that will be produced, as WPt. If a bulb has a power rating of 50 watts, it will produce 50 joules per second. In an hour (3600 seconds) it will produce 180,000 joules. Work and Power When you walk a mile, your motive force is displacing your body, which is measured as the work is done. When you run the same mile, you are doing the same amount of work but in less time. The runner has a higher power rating than the walker, putting out more watts. A car with 80 horsepower can produce faster acceleration than a car with 40 horsepower. In the end, both cars are going 60 miles per hour, but the 80-hp engine can reach that speed faster. In the race between the tortoise and the hare, the hare had more power and accelerated faster, but the tortoise did the same work and covered the same distance in a much longer time. The tortoise showed less power. Average Power When discussing power, people are usually referring to average power, Pavg. It is the amount of work done in a period of time (ΔW/Δt) or the amount of energy transferred in a period of time (ΔE/Δt). Instantaneous Power What is the power at a specific time? When the unit of time approaches zero, calculus is needed to derive an answer, but it is approximated by force times speed.

Mormon Sub-Culture Free Essays

The Mormon can be understood by taking a critical review on their values institution norms and artic-facts [1].   According to the Mormon their value the importance of a family, the reverence of God as well as the appearance of the teaching as taught in the book of Mormons. To the Mormons all that seems important to them is their interconnectedness to God. We will write a custom essay sample on Mormon Sub-Culture or any similar topic only for you Order Now The Mormons value the relationships they maintain with the outside world.   According to them, it is how well they relate with the outside world that will attract more converts to their belief. The norms of the Mormons are very different from that of the mainstream churches.   The Mormons dress and carry themselves around differently.   They have very high expectations of how the society should carry out their affairs. For instance the Mormons would not attend any other religious celebration apart from those strictly recommended for in their religion. According to the Mormons they have laws, which regulate their conduct and determine what is wrong and what is right.   In other words the culture of the Mormons significantly varies from that of other cultures.   According to the Mormons, material possessions and wealth is not very important but what matters is the relationship one has with God. The Mormons have some ideological settings as well as sociological settings that are different from those other cultures.   While the Mormons do not have strong attachment to material things, they have a single way of looking at things, which is different from other cultures.   They have some symbols, which they adore and hold dear to them. for instance, they have the symbol of the cross which they value for they see it as their link to their faith. The Mormons have their kind of music, which defines their belief in worship.   For instance, they do not advocate for the use of musical instruments for they hold that as a way of distracting the attention from worship.   They have their own legacy of commitment, which leads them to view service to God as very crucial. For instance, the Mormon culture calls for a special code of dress for the men, which is aimed at separating them from common cultures.   Their distinct behaviour and belief in the Book of Mormons is a clear attribution of their special sub-culture.   The Mormons do not ascribe to nationalism and they distance themselves from political affairs. According to Mormons the way one interacts with the surrounding world goes a long way in determining the kind and quality of life one is likely to lead. Mormons have a special way of treating members of other religious beliefs.   According to them, anyone can convert to Mormon despite their colour, sex or socio-economic status.  Ã‚   Mormon culture is therefore defined by their commitment to the religion, the distinct code of dressing, the distinct way of talking as well as the distinct manner of reaching out to others. Spirituality is given prominence in Mormonism while Mysticism is less emphasized[2].   Unlike other cultures, the Mormon culture is more spiritual oriented and this makes the life of a Mormon worshipper revolve around the temple, the home and the Mormon community[3].   According to the Mormons, there is nothing wrong with the way other people carry themselves differently but the question is, whether that conduct is in line with the preaching of the Book of Mormons. The Mormons hold the view that paganism is evil and there is no room for it.   Another interesting characteristic of the Mormon sub-culture is the place women are given in the religion. According to the Mormons, women should play a less important role in the running of the church.   Mormons is largely a male-dominated religion, which holds that man is superior to the woman. To the Mormons the woman’s place in the church is considered as that of offering support to enable the spread of their faith.   It therefore emerges that Mormons differ significantly from other mainstream churches in that they have not welcomed the emancipation of the woman.   The Mormons have succeeded in advancing their way of thinking and for centuries have stood up against pressure of influence and calls for the sub-culture to conform to conventional wisdom[4].   It therefore appears that the Mormons have been marginalized as a result of their commitment to adhere to their strict culture although this marginalization has taken the perspective of religious dimension. The Mormons have also been marginalized in terms of political representation as well as in the war against gender discrimination, partly because of their high advocacy for privacy and secrecy.   However, the Mormon sub-culture has some form of freedom of its own especially considering the fact that in the previous centuries it tended to advocate for polygamy, a kind of freedom unheard of in other mainstream religious cultures.   Their efforts to lead a distinct kind of life has earned them respect in some quarters although some critics view that as suppression of fundamental human rights. Therefore Mormon sub-culture is characterized by myth, values such as commitment to the faith of Mormon, ritualism especially in terms of the dressing code, emphasis on secrecy and privacy as well as strict call for every faithful to remain true to the faith upon conversion. Work Cited A. L   Mauss, 1984.   Sociological Perspectives on the Mormon Subculture.   Annual Review of Sociology 10.   pp 436-459 Brook, John. L. 1996. The Refiner’s Fire: The Making of Mormon Osmology, 1644-1844. Cambridge University Press. Pp 78-107 Daugherty, Doe Margaret, Toscono. 2002.   Body, Hearts and Passions: Representing the Divine Feminine in the Mormon Church. Sunstone Symposium Presentation Session, SLO2254. pp. 27 [1]Brook, John. L. 1996. The Refiner’s Fire: The Making of Mormon Osmology, 1644-1844. Cambridge University Press. Pp 78-107 [2] Daugherty, Doe Margaret, Toscono. 2002.   Body, Hearts and Passions: Representing the Divine Feminine in the Mormon Church. Sunstone Symposium Presentation Session,   SLO2254. pp. 27 [3] Brook, John. L. 1996. The Refiner’s Fire: The Making of Mormon Osmology, 1644-1844. Cambridge University Press. Pp 89 [4] A. L   Mauss, 1984.   Sociological Perspectives on the Mormon Subculture.   Annual Review of Sociology 10.   pp 436-459 How to cite Mormon Sub-Culture, Essay examples

Academics Scholarships, Awards Other Opportunities free essay sample

5/30/13 Academics Scholarships, Awards Other Opportunities Writing the Scholarship Essay Directory Q uick Link s Library E-Mail Se arch BMC C Panther Distance Learning CUNY portal BMCC Homepage > Student Services > Scholarships, Aw ards Other Opportunities > Writing the Scholarship Essay Scholarship Index Conducting Your Own Search Writing the Scholarship Essay Frequently Asked Questions Success Stories Scholarship Workshops Transfer Scholarships @ CUNY Volunteer @ BMCC List of Volunteer Sites Advanced search FROM BMCC NEWS Writing the Scholarship Essay Writing the Scholarship Essay/Personal StatementThe scholarship essay or personal statement is a very common requirement on scholarship applications. For many people it is also the most dreaded part of the application process. And for some, it is the reason why they will not even bother to apply. We know that many people struggle with the writing process. However, with the following tips and resources, we hope to demystify the scholarship essay and make the process manageable. BMCC Grads Look Forward to Bright Futures Graduates say theyll miss friends, times at college. Getting Started Starting an essay is the most difficult part of the process.This is true even for professional writers, so do not be discouraged if you have trouble with this you are not alone. However, there are a few things you should do before you even start putting pen to paper (or typing): Analyze and break the question down into manageable pieces Are there multiple parts to the question? If so, does it suggest that you should follow a sequence in answering the question? Example: (1)Describe a piece, or pieces, of art, literature, music, or film which you have created or in which you have participated. 2)Why is it meaningful to you? (3)What did you learn? SEARCH SCHOLARSHIPS Search Scholarships IN All Scholarsh ips Hours Contact Info Fall and Spring Semesters: Monday Friday In the above example, we have a question with three parts. By breaking it down from 1-3, you now have your sequence in which you should begin 1/5 www. bmcc. cuny. edu/scholarships/page. jsp? pid=1130=Writing the 9:0Dam 6:30pm When classes are not in session: Monday Friday 9:00am 5:OOpm S350 212-220-8133 answering the question in your essay. Make sure you address each part, giving it the attention that it deserves. Analyze the Organization Take some ime to do a little research on the organization that is awarding the scholarship. You should first find out what the scholarship is about and who founded it. Also, look at the mission of the organization: what do they try to accomplish? Why are they awarding these scholarships, and who do they wish to help with these awards? This insight will prove useful in writing your essay, as it will help you convey to the organization that you are worthy of receiving a scholarship.Start setting goals for your essay There are usually specific points or ideas that you should try to get across in your essay, so it would be est to list those items so that you can start creating an outline. Example: (a) To demonstrate personal traits in you that are similar to the personal traits of the person for whom the scholarship is named. (b) Show how my strong family support contributes to my succes s. Develop a Theme Now that you know more about the organization and have a set of goals that you want to accomplish within your essay, its time to start developing your theme.In some cases, the theme should be obvious from the essay question. In other cases, you may have to come up with your own theme. Many times, your theme may originate from those goals you set prior. Example: Using the goals listed above, one possible theme would be how family appreciation and support can be the foundation for individual success. Create an Outline Now that you have your goals and theme, it is time to create an outline. Write down what you want to say- (This way, you wont forget the point you want to make. ) The outline will be the skeleton of your essay, which you will flesh out later on.Example: l. Introduction (a) Introduce theme. (b) Lead the reader into first body paragraph. II. Body Paragraph 1 (a) Discuss first point, or answer first part of question. Ill. Body Paragraph 2 (a) Discuss second point, or answer second part of question. IV. Body Paragraph 3 (a) Discuss third point, or answer third part of question. V. Conclusion (a) Re-emphasize theme, or tie any lose ends left from intro. Writing the Essay Scholarship Essay 2/5 Now that you have your theme, goals, and outline, it is time to write! Start filling in your outline one step at a time.To avoid writers block, allow yourself to write badly, keeping in mind that the first draft WILL NOT be perfect. Here re some tips for putting things together: Introduction The purpose of the introduction is to invite and entice your reader to continue reading your work. This can be achieved by posing a question, or stating an interesting fact that is relevant to the rest of your essay. Starting with an interesti ng, relevant quote can be a great way to begin as well. You should also introduce your theme at this time. However, do not summarize the piece here. Example: l am a literacy volunteer.I did not decide to do this work because studies report that 21 % of adults (over 40 million) in this country are functionally illiterate or ecause 43% of people with reading deficiencies live in poverty or even because 70% of people with reading deficiencies have no job or only a part time job. My reason for becoming a literacy volunteer was much simpler. My Dad couldnt read. (Taken from ScholarshipHelp. org) The example above is successful because it entices the reader to read further by stating interesting facts, and leading them in to the rest of the story.Also, the author successfully introduces her main point: that she, inspired by her own fathers struggles with illiteracy, seeks to help others who are also illiterate. Body Now its time to craft the bulk of your essay. This is where your outline will come in handy because it is a blueprint of what each paragraph of your body will address. Follow your outline, and be mindful of making transitions from paragraph to paragraph, so that your essay maintains a singular flow. Show your reader where they are going and why.You should try repeating prior thoughts, and connecting them to the next point. Avoid using such standard phrases as Secondly or As a consequence if possible. Example (of a transition): Once learned how to scale rocks on the artificial rock face, eeded to try out my skills on a real mountain. (From ScholarshipHelp. org) Conclusion Since most essays will generally be short in length, there is no need to summarize your entire piece in the conclusion. Rather, you should reiterate your theme/main point, and tie the loop to your introduction.Example: Dad may never read Dostoyevsky but we are both thrilled that he can now read his sisters letters from his hometown in Romania, and doesnt have to pretend to read the newspaper anymore. (From ScholarshipHelp. org) Here, the author ties up any loose ends left over from he introduction while re-iterating his/her main point; without going into a summary of the entire piece. 3/5 Things to Keep in Mind Throughout the Process Here are some things that you will want to think about as you are writing the essay: Am I staying on topic? † When you are asked to write the scholarship essay you will always be provided with a theme or instructions to follow. Read these instructions very carefully AT LEAST TWICE. You want to be sure that you remain consistent with your writing, and that you can always tie your thoughts to the main Idea. The essay is really all about you Although you ay be writing about a given topic, the judges really want to know about you, your ideals, and/or your opinions. Make sure that, ultimately, your own viewpoints come across in whatever you write, so that the judges can get an idea Of who you are and why you deserve the scholarship.Am I writing too much? Too little? There is a common misconception that if you write more than is required by the scholarship application that your essay will be viewed in a more favorable light. Often, that is not the case. When there are set words or page limits, adhere to them strictly. Write an essay of 500 words or ess really means Dont write anything longer than 500 words. Stay within the set guidelines, and your application wont earn a one-way ticket to the rejection pile. Dont thesaurize Simply put, complex words have their place. use them sparingly. Trying to use too many big words in your essay can backfire, as the more obscure your vocabulary becomes, the harder it is to read. Revising the Essay Review After completing your first draft, let the essay sir for a while. Come back to it a little later on, and read through it with a fresh set of eyes. Review the essay for any grammatical and/or spelling errors. Then, look over the content for things you like, and for things that you could improve upon. Use your outline as a guide to make sure that you stuck to your goals and addressed each of your points, but do not be afraid to rearrange things as you see fit to make the essay read better. Have it proof-read Once you have reviewed the essay yourself, have others read it. You may visit the Writing Lab or use your teachers to help you edit your essay. Another set of eyes may catch errors that you missed, and they may provide valuable insight. Make any necessary revisions, and finally RELAX!! Youve just completed the most challenging portion of your application.Give yourself a pat on the back, and enjoy the fact that the most difficult part is over. Now you just have to make sure to complete the rest of your application and submit it on time! Other Resources ScholarshipHelp. org is a great resource for information on how to apply for scholarships. They also have excellent tips on writing the scholarship essay. Christopher S. Penns free e-book, Scholarship Search Secrets, is another excellent source of information on applying for scholarships, as well creating n efficient workflow to decrease the amount of time spent on the application process.

=================================================================== WI

=================================================================== WIRED HANDS - A Brief Look at Robotics NEWSCIENCE ------------------------------------------------------------------- Two years ago, the Chrysler corporation completely gutted its Windsor, Ontario, car assembly plant and within six weeks had installed an entirely new factory inside the building. It was a marvel of engineering. When it came time to go to work, a whole new work force marched onto the assembly line. There on opening day was a crew of 150 industrial robots. Industrial robots don't look anything like the androids from sci-fi books and movies. They don't act like the evil Daleks or a fusspot C-3P0. If anything, the industrial robots toiling on the Chrysler line resemble elegant swans or baby brontosauruses with their fat, squat bodies, long arched necks and small heads. An industrial robot is essentially a long manipulator arm that holds tools such as welding guns or motorized screwdrivers or grip pers for picking up objects. The robots working at Chrysler and in numerous other modern factories are extremely adept at performing highly specialized tasks - one robot may spray paint car parts while another does spots welds while another pours radioactive chemicals. Robots are ideal workers: they never get bored and they work around the clock. What's even more important, they're flexible. By altering its programming you can instruct a robot to take on different tasks. This is largely what sets robots apart from other machines; try as you might you can't make your washing machine do the dishes. Although some critics complain that robots are stealing much-needed jobs away from people, so far they've been given only the dreariest, dirtiest, most soul-destroying work. The word robot is Slav in origin and is related to the words for work and worker. Robots first appeared in a play, Rossum's Universal Robots, written in 1920 by the Czech playwright, Karel Capek. The play tells of an en gineer who designs man-like machines that have no human weakness and become immensely popular. However, when the robots are used for war they rebel against their human masters. Though industrial robots do dull, dehumanizing work, they are nevertheless a delight to watch as they crane their long necks, swivel their heads and poke about the area where they work. They satisfy "that vague longing to see the human body reflected in a machine, to see a living function translated into mechanical parts", as one writer has said. Just as much fun are the numerous "personal" robots now on the market, the most popular of which is HERO, manufactured by Heathkit. Looking like a plastic step-stool on wheels, HERO can lift objects with its one clawed arm and utter computer-synthesized speech. There's Hubot, too, which comes with a television screen face, flashing lights and a computer keyboard that pulls out from its stomach. Hubot moves at a pace of 30 cm per second and can function as a burglar a larm and a wake up service. Several years ago, the swank department store Neiman-Marcus sold a robot pet, named Wires. When you boil all the feathers out of the hype, HERO, Hubot, Wires et. al. are really just super toys. You may dream of living like a slothful sultan surrounded by a coterie of metal maids, but any further automation in your home will instead include things like lights that switch on automatically when the natural light dims or carpets with permanent suction systems built into them. One of the earliest attempts at a robot design was a machine, nicknamed Shakey by its inventor because it was so wobbly on its feet. Today, poor Shakey is a rusting pile of metal sitting in the corner of a California laboratory. Robot engineers have since realized that the greater challenge is not in putting together the nuts and bolts, but rather in devising the lists of instructions - the "software - that tell robots what to do". Software has indeed become increasingly sophisticated year by year. The Canadian weather service now employs a program called METEO which translates weather reports from English to French. There are computer programs that diagnose medical ailments and locate valuable ore deposits. Still other computer programs play and win at chess, checkers and go. As a results, robots are undoubtedly getting "smarter".

Struthiomimus - Facts and Figures

Struthiomimus - Facts and Figures Name: Struthiomimus (Greek for ostrich mimic); pronounced STROO-thee-oh-MIME-us Habitat: Plains of western North America Historical Period: Late Cretaceous (75 million years ago) Size and Weight: About 10 feet long and 300 pounds Diet: Plants and meat Distinguishing Characteristics: Ostrich-like posture; long tail and hind legs About Struthiomimus A close relative of Ornithomimus, which it closely resembled, Struthiomimus (ostrich mimic) galloped across the plains of western North America during the late Cretaceous period. This ornithomimid (bird mimic) dinosaur was distinguished from its more famous cousin by its slightly longer arms and stronger fingers, but because of the position of its thumbs it couldnt grasp food quite as easily. Like other ornithomimids, Struthiomimus likely pursued an opportunistic diet, feeding on plants, small animals, insects, fish or even carrion (when a kill was left unattended by other, larger theropods). This dinosaur may have been capable of short sprints of 50 miles per hour, but had a less taxing cruising speed in the 30 to 40 mph range.

Path Of Light Lab Report Example | Topics and Well Written Essays - 250 words

Path Of Light - Lab Report Example A flash light is placed at the end of the row of the index cards and lit, after switching off the lights in the experimental room. The light can be seen passing through all the holes. It can be concluded that light travels in a straight line. In the same way, the holes are in alignment and that since light travels in a straight line; it was observed passing through all the holes. The property of light travelling in a straight line is known as rectilinear propagation. Considering that the sizes of the holes are to be reduces, the light will continue travelling in a straight line but in a more restricted. When the cards were shifted a shadow is formed since the path of light is a straight line and does not bend around the object (Avison 2). Another direct effect of light’s path being a straight line is the casting of shadows by opaque objects. The concept of the path of light being a straight line is applicable in various areas including the manufacture of mirrors both for domestic and industrial use, movie theaters that use projectors where light is restricted, cameras, human vision, and the casting of a shadow by light on opaque objects explains the formation of day and nights, as well as

Environment impact and health risk assessment Essay

Environment impact and health risk assessment - Essay Example The problem of air pollution has increased rapidly since the onset of the industrial revolution. Factories, trains, automobiles, and planes produce tons of emissions that damage both the environment and effect the health of the general population. There is little doubt that the environment has been effected by the corrosive nature of air pollution, for example recent studies have shown that holes in the ozone layer has occurred over the Antarctic and Arctic. The effect on health is even more dramatic. The 1952 London killer smog made headlines throughout the globe. It was estimated that air pollution caused about 4,000 deaths. Carbon monoxide emissions cause apathy, fatigue, headache, disorientation and decreased muscular coordination and visual acuity. Research is underway to assess the long-term effects of chronic exposure to low levels of air pollution most people are exposed to, especially in developed countries. There may well be a link between air pollution and cancer, birth de fects, and genetic mutations. The Columbia Electronic Encyclopedia â€Å"Air Pollution: Effects† Acid Rain Acid rain (and snow) impacts the environment is several ways including water, land, infrastructure and forest ecology. In lakes and rivers, acidic precipitation lowers the ph level affecting fish and other aquatic life. It also facilitates the erosion of rocks and increases metal, mostly lead in the water. People who walk in and swim in water with a relatively low ph generally suffer no ill effects. Similar to water, acid precipitation lowers the ph in soil. Some plants and crops are adversely affected by a low ph. In addition soil nutrients can leach out of the topsoil and into the groundwater and eventually into the water table. In the United States acid rain occurs virtually everywhere and is especially prevalent in industrial areas. The infrastructure is also affected by acid rain. Recently in the U. S. there have been numerous bridge and highway failures. One of the main causes is corrosion. Acid rain is a major contributor to this phenomenon. Structures of cement, limestone and marble are also susceptible to weathering enhanced by acid precipitation. Acid rain damages trees especially at high elevations. Wildlife is affected negatively. Answers.com â€Å"how does acid† There are also negative effects on human health. The pollutants that cause acid rain are the culprits. Sulfur dioxide and nitric oxides cause a myriad of health problems in humans (and animals). The sulfate and nitrate particles are inhaled and can cause lung inflammation, asthma and emphysema. Fortunately the Acid Rain Program is working toward reducing acid rain and lowering the mortality rate and hospital visits due to this pollution. EPA Home â€Å"Effects of Acid Rain† Global Warming Some people question whether there actually is global warming. It is my opinion that there definitely is. If nothing is done to stop this trend the results will be devastating an d probably irreversible. Even the skeptics cannot argue that ice is melting at the poles. Continued melting will cause an increase in the sea level. There will be other unpleasant consequences. The melting arctic tundra may be causing an increase in methane levels in the atmosphere. A mysterious spike in the methane level in the atmosphere was measured in 2007. Have you noticed the increase in severe storms? I have. Effects of Global Warming â€Å"Global Warming Effects†

Effectiveness of a Direct Adaptive Control Algorithm

Effectiveness of a Direct Adaptive Control Algorithm In this research, the authors study the effectiveness of applying a direct adaptive control algorithm for both vibration suppression and damage detection. Combining vibration suppression and damage detection in civil engineering structures allows the implementation of a more effective control system since the model reference represents more accurately the real structure. The adaptive algorithm chosen in this study is the sliding mode and model reference control algorithm, with an online identification procedure based on tracking error. In order to test the effectiveness of the method, a numerical investigation is presented, performed to a MDOF shear building. The study successfully uses the adaptive control algorithm to damage detection and vibration suppression of the MDOF shear-type structure aforementioned. The study first presents the governing relations of a general structural system, such as the equations of motion and its state space representation. Then, it presents the control canonical forms and the transformations that are useful to the application of the model reference adaptive control. These canonical form allow the separation from assignable dynamics and internal dynamics that are not affected from control input, and are applicable to both SISO and MIMO cases. It shows that a correct selection of a reduced measure of the state variables can guarantee exact output reference tracking. After this, the control strategy via sliding mode control and model reference control are presented. The reference model is defined in a way that the system response approaches or tracks the desired reference response. The slide mode control objective is to make the output to track a desired behavior, which means that the output error zero. This goal is achieved by sliding along a line, defined b y a weighting parameter that defines the convergence rate. The control law is therefore defined in a way that the states in canonical form match the sliding line. In this study, the online identification procedure is based on the asymptotic convergence to zero of the tracking errors and the stability of the method is proved by showing asymptotic stability convergence based on Lyapunov function. The numerical investigation performed in a 3DOF shear type structure. The reference model and the actual model differ in damping ratio values. Not much detail is given regarding the tools used during the numerical investigation. In the numerical investigation it is evaluated the performance of collocated and noncollocated control cases. It is concluded that the model reference control is accurate in the output tracking and is successful in suppressing the excessive vibrations, and is effective in the identification of changes in the model, showing it can deal with changes in the plant due to damage. The numerical stability of the method is verified, and the on-line identification effectiveness is evaluated. It is concluded that large control efforts are required during abrupt changes in the plant parameters. The results are not compared to any other adaptive algorithm, so it is difficult to measure its effectiveness. The research is important in the sense that brings the concept of adaptive control by applying model reference adaptive algorithm with sliding mode control to civil engineering structures. It confirms the effectiveness of the method in tracking the system parameters, even after abrupt changes happen, and it is successful in controlling the response while remaining numerical stable. However, that are some weaknesses in this paper, such as: the loading type/duration/scheme applied to the structure is not presented. Therefore, the results of the research are difficult to be reproduced in order to expand the knowledge in the area. The results obtained by this algorithm implementation are not compared to others non-adaptive and adaptive methods. Consequently, it is difficult to assess the extent of the effectiveness of the method. The model reference adaptive control and the sliding mode control theoretical aspect is somehow confusing and lacking completeness, with too many direct citatio ns that introduce a fragmentation in the text.

Ecn 204 Final Exam Notes

Macro Final Exam Chapter 10: The Money Systems What assets are considered â€Å"Money†? What are the functions of money and the types of money? * W/o money, trade would require barter > Exchanging one good/service for another * unlikely occurrence that two people e/ have a good that other wants * 3 functions * Medium of exchange: an item buyers give to sellers when they want to purchase g/s * Unit of account: the yardstick ppl use to post prices & record debts * Store of value: an item ppl can use to transfer purchasing power from the present to the future * 2 kinds Commodity money: commodity with intrinsic value, i. e. gold coins * Fiat money: money w/o intrinsic value, used as money b/c of gov’t decree, i. e. dollar bills * Money in Can’n economy * Money supply (Money stock): the quantity of money available in the economy * Two assets should be considers: * Currency: the paper bills & coins in the hands of the general public * Demand deposits: balances in bank accounts that despositors can access on demand by writing a cheque/using debit card * Money Supply = currency + depositsWhat is the bank of Canada and its role? How do Banks create money? * Central Bank: an institution designed to regulate the money supply in the economy * Bank of Canada: the central bank of Canada * Established in 1935, nationalized in 1938, owned by Can’n gov’t * Managed by board of directors appointed by minister of Finance, composed of: governor, the senior deputy governor (7 yr terms), 12 directors (3 yr terms) * Four primary functions: * Issue currency, act as banker to commercial banks & Can’n gov’t, control money supply * Commercial Banks and Money Supply Although Bank of Canada alone is responsible for Canadian monetary policy, the central bank can control the supply of money only through its influence on the entire banking system * Commercial banks include credit unions, caisses populaires, and trust companies * Commercial banks can influence the quantity of demand deposits in economy and money supply * Reserves: cash that commercial banks hold * Fractional banking system > Keeps fraction of deposits as reserves, rest is loaned * Banks may hold more than this minimum amt if they choose * The reserve ratio, R Fraction of deposits that banks hold as reserves * Total reserves as % of total deposits * Bank T-account * T-account – simplified accounting statement that shows bank’s Assets & liabilities * Banks liabilities: deposits(what we put in the bank), Assets: Loans and reserves(What bank keeps) * R= Reserves/Deposits * Banks & money supply * $100 of currency is in circulation, determining impact on money supply: Calculate in 3 different cases * No banking system Public holds the $100 as currency; Money supply= $100 * 100% reserves banking system: banks hold 100% of deposits as reserves make no loans * MS = Currency (loans) + deposits = 0 +100 = 100 * Bank does not affect size of money supply * Fractional reserve banking system * R=10%: Reserves: 10, Loans: 90, Deposits: 100 * MS= $190 * When banks make loans > create money * Borrower gets: 90 in currency(asset), 90 in new debt/loan (liability) * Money Multiplier: The amt of money the banking system generates with each dollar of reserves * Money multiplier = 1/R R =10, 1/R = 10, 100 x 10 = 1000 * The Bank of Canada’s tools of Monetary Control * 1. Open-market operations * When it buys gov’t bonds from/ sells to the public * Foreign exchange market operations: when it buy/sells foreign currencies * MS increase when bank of Canada buys foreign currency with Canadian Currency; and decrease when BoC sells foreign currency * 2. Changing the overnight rate * Central banks act as bankers to commercial banks Bank rate : interest rate charged by bank of Canada on loans to the commercial banks * Since 1998 Bank of Canada as allowed commercial banks to borrow freely at the bank rate, paid commercial banks the bank rate , minus half percent, on their deposits at bank of Canada * Commercial banks never need to pay more than bank rate for short term loans, b/c they can always borrow from the Bank of Canada instead * Conversely, commercial banks never need to accept less than the bank rate, minus half a percent, when they make short-term loans, because they can always lend to the bank of Canada instead * Overnight rate: the interest rate on very short-term loans between commercial banks * Bank of Canada can alter the money supply by changing the bank rate, which in turn causes an equal change in overnight rate * A higher bank rate discourages commercial banks from borrowing from the Bank of Canada * A higher overnight rate discourages commercial banks from borrowing from other commercial banks * An increase in the overnight rate reduces the quantity of reserves in the banking system, which in turn reduces the money supply * Bank of Canada’s control of MS is not precise * Bank of Canada must wre stle w/ 2 problems that come from fractional-reserve banking * Does not control amt of money that: * Household choose to hold as deposits in banks * Commercial bankers choose to lend Chapter 11: Money Growth and Inflation How does the money supply affect the inflation & nominal interest rates? * Quantity theory of money: Price rises when gov’t prints too much money * Most economists believe the quantity theory is a good explanation of the long run behavior of inflation * Asserts that quantity of money determines value * 2 approaches: * Supply demand diagram MS determined by bank of Canada, banking system, consuers * In model, assume that BoC precisely controls MS & sets it at some fixed amt * MD (money demand) how much wealth ppl want to hold in liquid form * Depends on P: an increase in P reduces the value of money, so more money is required to buy goods & services * Thus: Quantity of money demanded is –vely related to the value of money +vely related to P, other thin gs equal (real income, interest rates, availability of ATMs) * * Results from Graph: Increasing MS causes P to rise * How does this work? Short version: * AT the initial P, an increase in MS causes excess supply of money * People get rid of their excess money by spending it on goods & services/ by loaning it to others who spent it * Result: increased demand of goods But supply of goods does not increase, so prices must rise * Other things happen in the short run, which we will study in later chapters) * Equation * Nominal Variables: are measured in monetary units * i. e. Nominal GDP, nominal interest rates (rate of return measured in $) nominal wage($ per/hour worked) * Real Variables: are measured in physical units * i. e. real GDP real interest rate (measured in output) real wage (measured in output) * Real vs. Nominal * Prices are normally measured in terms of money * Price of a compact disc: $15/cd * Price of a pepperoni pizza: $10/pizza A relative price: price of one good relat ive (divided by) another: * Relative price of CDs in terms of pizza: * Price of CD/Price of pizza = 15/10 = 1. 5 pizzas per cd * Relative prices are measured in physical units so they are real variables * Real vs. Nominal Wage * An important relative price is the real wage * W= nominal wage= price of labour $15/hr * P = price level = price of g&s $5/unit of output * Real wage is price of labour relative to price of output * W/P = 15/5 = 3 units output per hour * Classical theory of inflation: * Increase in overall level of prices * Over past 60 yrs, prices risen on avg of 4%/yr Deflation: people will wait for prices to drop on big ticketed items, dropped in the 20th century * In 1970s prices rose by 7%/yr * During 1990s, price rose at 2%/yr * Hyperinflation: extraordinary high rate * Quantity theory of money: explain long-run determinants of price lvl and inflation rate * Inflation is an economy-wide phenomenon that concerns the value of the economy’s medium of exchange * Whe n the overall price level rises, value of money falls * Inverse relationship b/w price & value of money * Value of money: * P = Price lvl (CPI/ GDP deflator) * P = price of basket of goods measured in money * 1/P is value of $1, measured in goods * Example: basket contains one candy bar, P = $2, Value of $1 is ? candy bar * The Classical Dichotomy Classical dichotomy: theoretical separation of nominal & real variables * Hume & the classical economists suggested that monetary developments affect nominal variables but not real variables * If the central bank doubles the MS, Hume & classical thinkers contend * All nom variables (including prices) will double * All real variables (Including relative prices) will remain unchanged * The neutrality of Money * Monetary neutrality: the proposition that changes in the MS do not affect real variables * Doubling money supply causes all nominal prices to double, what happens to relative prices? * Initially, relative price of cd in terms of pizza is * Price of cd/price of pizza = 15/10 = 1. pizzas per cd * After nominal prices double * 30/20 = 1. 5 pizza per cd * Relative price is unchanged * Monetary neutrality: proposition that changes in the MS do not affect real variables * Similarly, the real wage W/P remains unchanged, so†¦ * Quantity of labour supplied/demanded, total employment does not change * The same applies to employment of capital & other resources * Since employment of all resources in unchanged, total output is also unchanged by the MS * Most economists believe the classical dichotomy & neutrality of money describe the economy in the long run Does the money supply affect real variables like real GDP or the real interest rate? The velocity of Money: the rate at which money changes hands * Notation: * PxY = nominal GDP = price level x real GDP * M = money supply * V = velocity * Velocity formula: V = PXY/M * Pizza, Y = real GDP = 3000 pizzas, P= price of pizza = $10, P*Y = $30,0000, M = $10,000 * V=30,000 /10,000= 3, avg dollar was used in 3 transactions * Quantity Equation * M*V = P*Y * V = stable * So, a change in M causes nominal GDP (P*Y) to change by the same % * A change in M does not affect Y: money is neutral, Y is determined by tech & resources * So, P changes by the same % as P*Y and M * Rapid money supply growth causes rapid inflation How is inflation like a tax? Hyperinflation is generally defined as inflation exceeding 50%/month * Excessive growth in the MS always causes hyperinflation * Inflation tax: * When tax revenue is inadequate and ability to borrow is ltd, gov’t may print money to pay for its spending * Almost all hyperinflations start this way * The revenue from printing money is the inflation tax: printing money causes inflation, which is like a tax on everyone who holds money * The Fischer Effect * Rearrange definition of real interest rate: * Nominal interest rate = Inflation rate + real interest rate * Real interest rate is determined by saving & inve stment in the loanable funds market * MS growth determines inflation rate This equation shows how the nominal interest rate is determined * In long run, money is neutral, so a change in the money growth rate affects the inflation rate but not the real interest rate * So, nominal interest rate adjusts one-for-one with changes in the inflation rate * The inflation tax applies to people’s holdings of money, not their holdings of wreath * Fishcher effect: an increase in inflation causes an equal increase in the nominal interest rate, so the real interest rate is unchanged What are the costs of inflation? How serious are they? * The inflation fallacy: most ppl think inflation erodes real income * Inflation is a general increase in price of the things ppl buy & the things they sell (i. e. labour) * In long run, real incomes are determined by real variables, not inflation rate * Shoeleather costs: the resources wasted when inflation encourages ppl to reduce their money holdings * In cludes the time & transactions costs of more frequent bank withdrawals * Menu costs: the costs of changing prices Printing new menus, mailing new catalogs * Misallocation of resources from relative-price variability: Firms don’t all raise prices @ the same time, so relative prices can vary which distorts the allocation of resources * Confusion & inconvenience: inflation changes the yardstick we use to measure transactions, complicates long-range planning & the comparison of dollar amts over time * Tax distortions: inflation makes nominal income grow faster than real income, taxes are based on nominal income, & some are not adjusted for inflation, so†¦ inflation causes ppl to pay more taxes even when their real incomes don’t increase * Arbitrary redistributions of wealth Higher-than-expected inflation transfers purchasing power from creditors to debtors: debtors get to repay their debt w/ dollars that aren’t worth as much * Lower-than-expected inflation tran sfers purchasing power from debtors to creditors * High inflation is more variable & less predictable than low inflation * So, these arbitrary redistributions are frequent when inflation is high * Costs are high for economies experiencing hyperinflation * For economies w/ low inflation ( 0, â€Å"Capital outflow†, domestic purchases of foreign assets exceed foreign purchases of domestic assets * Capital is flowing out of country * When NCO < 0, â€Å"Capital inflow†, foreign purchases of domestic assets exceed domestic purchases of foreign assets * Capital is flowing into the country * Variables that Influence NCO * Real interest rates paid on foreign assets or domestic assets * Perceived risks of holding foreign assets * Gov’t policies affecting foreign ownership of domestic assets * The equality of NX & NCO * An accounting identity: NCO = NX * Arises b/c every transactions that affects NX also affects NCO by the same amt (And vice versa) * When a foreigner pur chases a good from Canada, * Can’n exports & NX increase The foreigner pay w/ currency or assets, so the Can’n acquires some foreign assets, causing NCO to rise * An accounting identity: NCO=NX * Arises b/c every transaction that affects NX also affects NCO the same amt ( & vice versa) * When a Can’n citizen buys foreign goods, * Can’n imports rise, NX falls * The Can’n buyer pays w/ Can’n dollars or assets, so the other country acquires Can’n assets, causing Can’n NCO to fall * Saving, Investment, & international Flows of Goods & Assets * Y = C + I + G + NX accounting identity * Y – C – G = I + NX rearranging terms * S = I + NX since S = Y – C – G * S = I + NCO since NX = NCO * When S > I, the excess loanable funds flow abroad in the form of positive net capital outflow, NCO >0 * When S e =P*/P implies that the nom exchange rate between 2 countries should equal the ratio of price lvls * If the 2 cou ntries have diff inflation rates, then e will change over time: * If inflation is higher in Mexico than in Canada, Then P* rises faster than P, so e rises – the dollar appreciates against the peso * If inflation is higher in Canada than in Japan, then P rises faster than P*, so e falls- the dollar depreciates against the yen * Limitations of PPP theory, why exchange rates do not always adjust to equalize prices across countries: * Many goods cannot easily be traded: * i. e. haircuts, going to movies * Price differences on such goods cannot be arbitraged away * Foreign, domestic goods not perfect substitutes: * i. e. some Can’n consumers prefer Toyatos over Chevys * Price differences reflect taste differences * Nonetheless, PPP works well in many cases, especially as an explanation of long-run trends * i. e.PPP implies: the greater a country’s inflation rate, the faster its currency should depreciate (relative to a low-inflation country like Canada) * Interest ra te determination in a small open economy w/ perfect Capital mobility * Why do interest rates in Canada & the U. S. tend to move up & down together? * Canada is a small open economy w/ perfect capital mobility * â€Å"small† = small part of the world economy * Canada is an economy w/ perfect capital mobility b/c * Can’ns have full access to world financial markets, * And the rest of the world has full access to the Can’n fin’l market * This means that the real interest rate in Canada should equal the real rate prevailing in the world U. S. r= r^w * Perfect Capital mobility: theory that real interest rate in Canada should equal that in the rest of the world is known as interest rate parity * Limitations: real interest rate in Canada is not always = to the real interest rate in the rest of the world b/c†¦ * Fin’l assets carry w/ them the possibility of default * Fin’l assets offered for sale in different Chapter 13: Macroeconomic theory of the open economy In an open economy, what determines the real interest rate? The real exchange rate? * Market of loanable Funds S=I + NCO * Supply of loanable funds = saving * A dollar of saving can be used to finance * The purchase of domestic capital * The purchase of foreign asset * So, demand for loanable funds=I + NCO * S depends +vely on the real interest rate, r * I depends –vely on r * Real interest rate, is the real return on domestic assets * A fall in r makes domestic assets less attractive relative to foreign assets * Can’ns purchase more foreign assets * Can’ns purchase fewer domestic assets * NCO rises * The supply & demand for loanable funds depend on the real interest rate * A higher real interest rate encourages ppl to save & raises the quantity of loanable funds supplied * The interest rate adjusts to bring the supply & demand for loanable funds into balance * At eq’m interest rate, the amt that ppl want to save exactly balances the des ired quantities of domestic investment & foreign investment * Loanable funds market diagram * R adjusts to balance supply & demand in the LF market * Both I & NCO depend –vely on r, so the D curve is downward-sloping * * In small open economy w/ perfect capital mobility, i. e. Canada, the domestic interest rate = world interst rate * As a result, the quantity of loanable funds made available by the savings of Can’ns does not have to equal the quantity of loanable funds demanded for domestic investment * The difference between these two amts is NCO * * How are the markets for loanable funds & foreign-currency exchange connected? The market for foreign-currency exchange exists b/c ppl want to trade w/ ppl in other countries, but they want to be paid in their own currency * 2 side of foreign-currency exchange market are represented by NCO & NX * NCO represents the imbalance between the purchases & sales of capital assets * NX represents the imbalance b/w exports & imports of goods & services * Another identity from preceding chapter: NCO = NX * In the market for foreign-currency exchange, * NX is the demand for dollars: foreigners need dollars to buy Can’n NX * NCO is the supply of dollars: Can’n residents provide/give dollars when they buy foreign assets * S=I + NCO > S – I =NX * What price balances the supply & demand in the market for foreign-currency exchange? * The real exchange rate (E) = e*P/P* The Can’n exchange rate(E) measures the quantity of foreign g/s that trade for one unit of Can’n g/s * E is the real value of a dollar in the market for foreign-currency exchange * The demand curve for dollars (NX) is downward sloping b/c a higher exchange rate makes domestic goods more expensive * The supply curve (NCO) is vertical b/c the quantity of dollars supplied for NCO is unrelated to the real exchange rate * Increase in E makes Can’n goods more expensive to foreigners, reduces foreign demand for Canâ⠂¬â„¢n goods & dollars, does not affect NCO/supply of dollars * The real E adjusts to balance the S & D for dollars * At Eq’m E, the demand for dollars to buy NX exactly balances the supply of dollars to be exchanged into foreign currency to buy assets abroad * Disentangling S&D When can’n resident buys imported goods does the transaction affect s/d in foreign exchange market? * The demand for dollars decrease * The increase in imports reduce NX which we think of as demand for dollars (NX= net demand for dollars) * When foreigner buys Can’n asset, does the transaction affect supply/ demand in the foreign exchange market * The supply of dollars falls * NCO = Net supply of dollars How do gov’t budget deficits affect exchange rate & trade balance? * The effects of a budget deficit * National saving falls * The real interest rate rises * Domestic investment & net capital outflow both fall * The real exchange rate appreciates * Net export fall (or the trade de ficit increases) * Eq’m in the Open Economy NCO is the variable that links these two markets: S = I + NCO, NCO =NX * In the market for loanable funds, supply comes from national saving & demand comes from domestic investment & NCO * In the market for foreign-currency exchange, suplly comes from NCO & demand comes from BX * * * Eq’m in the open economy * Prices in the loanable funds market & the foreign-currency exchange market adjust simultaneously to balance supply & demand in these two markets * As they, they determine the macroeconomic variables of national saving, domestic investment, NCO, and NX How do other policies or events affect the interest rate, exchange rate, and trade balance? The magnitude & variation in important macroeconomic variables depend on the following: * Increase in world interest rates * Gov’t budget deficits & surpluses * Trade policies * Political & economic stability * Three steps in using the model to analyze these events * Determin e which of the s/d curves e/ event effects * Determine which way the curves shift * Examine how these shifts alter the economy’s equilibrium * * * Increase in world interest rates * Events outside Canada that cause world interest rates to change can have important effects on the Can’n economy * In a small open economy w/ perfect mobility, an increase in the world interest rate†¦ * Crowds out domestic investment, * Cause NCO to increase & * Causes the dollar to depreciate * The effects of an increase in the gov’t budget deficit * * Gov’t budget deficits & surpluses * b/c a gov’t budget deficit represents negative public saving, it reduces national saving, and therefore reduces†¦ * the supply of loanable funds * NCO * The supply of Can’n dollars in the market for foreign-currency exchange * Trade Policy: is a gov’t policy that directly influences the quantity of goods @ services that a country imports/exports * Tariff: a tax o n imported goods * Imported quota: a limit on quantity of a good produces abroad and sold domestically * Initial impact is on imports – which affects NX NX are the sources of demand for dollars in the foreign-currency exchange market * Imports are reduced at any exchange rate, & NX will rise * This increases the demand for dollars in the foreign currency exchange market * * * There is no change in the market for loanable funds, and therefore, no change in NCO * B/c foreigners need dollars to buy Can’n NX, there is an increased demand for dollars in the market for foreign-currency * This leads to an appreciation of the real exchange rate * Effect of an import quota * An appreciation of the dollar in the foreign exchange market discourages exports * This offsets the initial increase in NX due to import quota * Trade policies do not affect the trade balance Political Instability & Capital Flight * Capital flight * Is large & sudden reduction in demand for assets located i n a country * Has its largest impact on the country from which the capital is fleeing, but it also affects other countries * If investors become concerned about the safety of their investments, capital can quickly leave an economy * Interest rates increase & the domestic currency depreciates * When investors around the world observed political problems in Mexico in 1994, they sold some of their Mexican assets and used the proceeds to by assets of the other countries * This increased Mexican NCO An increased demand for loanable funds in the loanable funds market leads the interest rate to increase * This increased the supply of pesos in the foreign-currency exchange market * * Chapter 14: Aggregate Demand & Supply What are economic fluctuations? What are their characteristics? * Over LR, Real GDP grows about 2%/yr on avg * In SR, GDP fluctuates around its trend * Recessions: falling real incomes & rising unemployment * Depressions: severe recessions (very rare) * SR economic fluctuat ions are often called business cycles * 3 facts about economic fluctuations * Are irregular & unpredictable * Most macro’c quantities fluctuate together * As output falls, unemployment rises Use mode of AD & AS to study fluctuations * Short run, changes in nominal variables (Ms or P) can affect real variables (Y/U-rate) How does the model aggregate demand & supply explain economic fluctuations? * Aggregate-demand curve – shows the quantity of goods & services that households, firms, & the gov’t want to buy @ each price level * Aggregate-supply curve- shows the quantity of goods & services that firms choose to produce and sell at each price level * Why does the aggregate-demand curve slope downward? What shifts the AD curve? * AD curve shows quantity of g/s demanded in the economy at any given P * Y=C+I+G+NX * Assume G fixed by gov’t policy Increase in P reduces the quantity of g/s demanded b/c: * The wealth effect (c falls) * The dollars ppl hold buy fewe r g/s so real wealth is lower * Ppl feel poorer * i. e. a stock market boom makes households feel wealthier, C rises, the AD curve shifts right; preferences: consumption, saving tradeoff; tax hikes/cuts * Interest rate effect (I falls) * Buying g/s requires more dollars * To get these dollars, ppl borrow more * Drives up interest rates * i. e. firms buy new computers; expectations, optimism/pessimism; Interest rates, monetary policy; investment tax credit/other tax incentives * The exchange rate effect (NX falls) * Real exchange rate= exP/P* Increase real exchange rate, Can’n exchange rate appreciates * Can’n exports more expensive to ppl abroad, imports cheaper to Can’n residents * i. e. booms/recessions in countries that buy our exports (recession in the U. S. ); appreciation/depreciation resulting from int’l speculation in foreign exchange market * Changes in G * Federal spending i. e defense; provincial & municipal spending i. e roads, schools What is the slope of the aggregate-supply curve in the short run? Long run? What shifts AS curve? * AS curve shows the total quantity of g/s firms produce & sell at any given P * Upward-sloping in short run * Vertical in long run Natural rate of output (Yn) us the amt of output the economy produces when unemployment is at its natural rate * Yn is also called potential output/full-employment output * Yn determined by the economy’s labour (L) capital (K), and natural resources(N), and on the lvl of tech(A) * Changes in L/Natural rate unemployment: immigration, Baby-boomers retire, gov’t policies reduce natural u-rate * Changes in K/H: Investment in factories, more ppl get college degrees, factories destroyed by a hurricane * Changes in natural resources(N): discovery of new mineral deposits, reduction in supply of imported oil, changing weather patterns that affect agricultural production * Changes in tech (A): productivity improvements from technological progress * An increase in P does not affect any of these, it does not affect Yn (Classical dichotomy) * Any even that changes any of the determinants of Yn will shift LRAS * i. e. immigration increases L, causing Yn to rise * Over the LR, tech progress shifts LRAS to the right & growth in the MS shifts AD to the right * Ongoing inflation & growth in output * The SRAs curves is upward sloping: * Over the period of 1-2 yrs, an increase in P causes an increase in quantity of g/s supplied * If AS is vertical, fluctuations in AD do ot cause fluctuations in output/employment * If AS slopes up, then shifts in AD do affect output & employment * Three theories: * Sticky wage theory, Imperfection- nominal wages are sticky in the short run, they adjust sluggishly, due to labour contracts; firms & workers set the nominal wage in advance based on Pe, the price lvl expected to prevail * If P>Pe, revenue is higher, but labour cost is not. Productions is more profitable, so firms increase output & employment * Hence, hi gh P causes higher Y, so the SRAS curve slopes upward * Sticky price theory, Imperfection- many prices are sticky in the short run: due to menu costs, the costs of adjusting prices, i. e. ost of printing new menus, the time required to change price tags * Firms set sticky prices in advance based on Pe * Suppose the BoC increases the MS unexpectedly, in LR P will rise * In SR, firms w/o menu costs can raise their P immediately * Firms w/ menu costs wait to raise prices, meantime , their prices are relatively low, which increase demand for their products, so they increase output & employment * Hence, higher P is associated w/ higher Y, so the SRAS curve slopes upward * Misperceptions- imperfection: firms may confuse changes in P with changes in the relative price of the products they sell, if P rises above Pe- a firm sees its price rise before realizing all prices are rising. The firms may believe its relative price is rising & may increase output & employment, * An increase in P can cause an increase in Y, making the SRAS curve upward-sloping * What 3 theories have in common: Y deviates from Yn, when P deviates from Pe * Y(Output) = Yn + a(P-Pe) * Yn-Natural rate of output (LR) * a>0, measures how much Y responds to unexpected changes in P * P, actually price lvl; Pe, expected price lvl * SRAS & LRAS The imperfections in these theories are temp, over time†¦ * Sticky wages & prices become flexible * Misperceptions are corrected * In LR†¦ * Pe = P, Y=Yn, AS is vertical * Unemployment is at its natural rate * Why the SRAS curve might shift * Everything that shifts LRAS shifts SRAS too * Also, Pe shifts SRAS: * If Pe rises, workers & firms set higher wages * At e/ P production is less profitable, Y falls, SRAS shifts left * * Economic fluctuations * Caused by events that shift the AD/AS curves * 4 steps to analyzing economic fluctuations: * Determine whether the event shifts AD & AS * Determine whether curve shifts left/right Use AD-AS diagram to see how the shift changes Y & P in the short run * Use AD-AS diagram to see how economy moves from new SR eq’m to new LR eq’m * I. e. Stock market crash : C falls, so AD shifts left; SR eq’m at B, P & Y lower, unemp higher; Over time Pe fals, SRAS shifts right, until LR eq’m at C, Y and unemp back at initial lvls * * i. e. oil prices rises: increases costs, shifts SRAS Left, SR eq’m at point B, P higher, Y lower, unemp higher; from A to B, stagflation: a period of falling output & rising prices; if policymakers do nothing: low employment causes wages to fall SRAS shifts right until LR eq’m at A, or policymakers could use fiscal/ monetary policy to increase Ad & accommodate AS shift: Y back to Yn, but P permanently higher

Humanities are not useless Essay

Humanities are the subjects such as history, philosophy, and literature which are concerned with human ideas and behaviors. This is only a general idea. The deeper meaning of studying humanities is that it is an academic approach to understanding people better, a way to enable us to develop better not only through four years university life but also in one’s entire life. Some people may say that humanities are useless because people cannot make considerable money with them. However, that is not the truth. Once someone has realized the value of studying humanities, this will be beneficial for his or her life. I study humanities because I believe I will gain plenty of meanings of life through the learning process. Most people think that humanities are useless, my mother is one of those people. She is always asking me that why would you waste our money and your time on such useless stuff. However, my father does not think so, he believes that everything has its own value, even humanities. In this case, I strongly agree with my father. The reason why my mother thinks that humanities are useless is that people cannot make good money with them; the jobs related to humanities are not well-paid. Actually this is a generalization which people have commonly. Nevertheless, people who think so are wrong. The truth is opposite. According to the article â€Å"Liberal Arts and the Advantages of Being Useless†, the author explains that even people with Liberal Arts degree have pretty much the same chance as other majors to end up making good money. Although humanities are useless for maximal one’s salary immediately after graduation, and bring a slightly greater risk of unemployment immediately after graduation, there is good evidence that Liberal Arts majors tend to earn higher salaries by midcareer. Besides, life is short, and it should not be all about money. There are other intangible things to pursue. â€Å"There are lessons to be learned from the humanities that were not available anywhere else† said by Julia T. Cadenhead(2001). According to the Syllabus of ACMA01, courses in humanities explore such fundamental questions as how we use language, how our ideas and thoughts on the human experience are expressed and interpreted, how we determine value of meaning, how we define ideas such as †truth† â€Å"beauty†, and â€Å"arts†. They consider ideas about meaning of life, the reasons for our thoughts and actions, and the values and principles that inform our laws, norms and customs those written and unwritten. Unlike science, there are not standard answers to these questions. Furthermore, different people grew up in different environments, they have various cultures, backgrounds, and languages. Studying humanities make people think in different ways and experience a journey that they have never taken before. In addition, people who are studying humanities are becoming more comprehensive and compassionate about one’s self and one’s community. Different from other subjects such as medicine and law which make people useful for specific purposes, humanities make people better citizens. During the learning process, people gain self-improvements because studying humanities can make people think meaningful questions that somehow change people’s life in a good way. For example, many prisoners do not have religions before they go to prison, but some of these people are found through religions. When they are not only learning religions but studying humanities as a whole, they reflect what they have done. They can tell the rights from wrongs. They are becoming better. After they are released from prison, they behave well, they become useful citizens. This is beneficial for both society and individuals. Humanities are not useless. They can make you earn considerable money; they can make you gain self-improvements; they can make you question things that may change your life. Once someone has discovered the value of studying humanities, his or her life will change. Reference: Jones, Nichlaos. â€Å"Liberal Arts, and the Advantages of Being Useless. † Academia. edu. n. p. n. d. Web. 5 Sept. 2013.

The Constitutionality of Prayer in Public Schools Essay

Many people agree against prayer in public schools, while others think that people should be able to express their religion in their own ways. In public schools, they are not allowed to hold prayers at all during the school day due to the mixed religion students that are attending the school. Over the past few years, this has become an extremely controversial issue in our nation. Many people find it proper to pray in school but many people also agree that it is extremely wrong and that if there is going to be pray in school, every religion should be addressed. The government cannot make a law about having a certain religion banned or allowed in a school setting. Children are allowed to pray on their own time as long as it does not†¦show more content†¦One major reason why prayer is not allowed in public schools is because people may find it offensive to them if they do not belong to they religion that the prayer is being said in. This has been an ongoing argument for many d ecades and it has not come to a conclusion yet. Everyone has their own beliefs and usually they do not affect others unless they are directed towards someone of another religion. If prayer is going to be formally present in public schools, that school should say a prayer in every religion. They could do this by having someone of each religion in that school come up with a new prayer each day. Another thing they could do is have a special prayer for each religion present whether it’s a Catholic, Jewish, Islamic, or even Buddhist prayer. If you want your child to pray and learn a religion in school, send them to a private school that follows a certain religion and that have certain religious beliefs. A major reason why I’m against prayer in public schools is because the public school system is created for all students and is paid for by tax payers and fellow citizens. 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