Physics of Avalanches :: physics snow avalanche

Avalanches are just one of many natural disasters that kill people every year. The difference to Alaskans is that this disaster hits a little closer to home than most. The fear of hurricane and tornado are not existent in my region, and even earthquakes are seen more as a little shake then any threat. Physics plays a huge part in avalanches, thermodynamics, statics, and gravity are just a few elements of these disasters. The map above confirms that Alaska is at high risk for avalanche. As a result of this threat, learning about avalanches is a necessity when recreating or working in high avalanche areas. In order to better understand Avalanches, it makes sense to first learn about what avalanches are compose of, snow. Snow forms when atmospheric conditions cause water vapor to condense. However, it is obvious that all snow doesn't have the same structure. The density of fresh snowfall is dependent on both the kind of snow crystal and the air temperature. In cold, calm conditions the snowfall is the lightest. While in warmer climates, where graupel and needle crystals fall, the snowfall is the densest. When looking at a cross section of snowfall it is often evident what weather conditions formed the cross section. This is due to the different densities and structures of the snow layers. The bonds between snow layers are large factor in avalanches. If there is a weak bond between layers, the top layer can easily slide off the bottom layer. When this happens it is called a slab avalanche. Other layering characteristic will create other avalanches and hazards, such as ice avalanches and cornices. Whenever traveling in avalanche country it is important to be aware of your environment. Steep gullies and wide plains are perfect paths for avalanches. Ridges and unconformities in the terrain may help to slow down an avalanches speed. The severity of an avalanche is directly related to the terrain in which it happens. One of the most important factors to consider is the slope of the mountain or hill. Most avalanches occur between 20 and 50 degrees like the diagram above shows. However, the largest avalanches occur between 30 and 45 degrees, and the areas which have the greatest frequency of avalanches are between 35 and 40 degrees.

The Methods And Activities Of Teaching Education Essay

Teaching method is the survey of the methods and activities of instruction ( Cambridge online lexicon ) . This Assignment will look at how we can associate teaching method in learning Applied ICT to a group of Year 11 pupils of assorted ability in a typical interior metropolis Secondary school, to the theories of larning which are the foundations of how we teach and learn. Based on what has been observed during a arrangement in the secondary school, and besides on farther reading it is hard to specify precisely what â€Å" larning † is, but for the intent of this assignment acquisition can be linked to alterations in behavior, apprehension, capableness and the cognition that is acquired by both instructors and students. In a simplistic position it can be said that there are many different theories of acquisition, but the two chief countries that underpin this in instruction are the humanistic attack, looking at what pupils â€Å" want to larn † , and the behavioral attack, concentrating on what â€Å" the instructor is desiring † the student to larn. It was noted that within the schoolroom and whilst on a school visit at that place seemed to be no important behavioral jobs within the group of students. Teaching Applied ICT gives the chance to travel out of the schoolroom environment and visit companies and administrations so that pupils are able to see ICT working in context within the workplace. Giving pupils this chance should assist them derive a broader cognition and apprehension of this topic, but taking pupils out of a schoolroom environment can make alterations in the behavior of pupils, and it is besides of import that the capableness of all the pupils is challenged. The Humanistic position to acquisition is that of ‘natural desire ‘ , where acquisition is student lead and personalized, and the function of the instructor is thought of as more of a facilitator. One of the cardinal premises of this humanistic position harmonizing to Huitt ( 2001 ) is the fact that people act deliberately and with values. Humanists believe that you should look at the person as a whole, and that it is of import to see how an person learns throughout their life as they grow and develop. Smith ( 1999 ) discusses the basic concern for the human potency of growing. It was noted that in some instances in the schoolroom environment pupils are non needfully come ining the schoolroom with the purpose of larning. As pupils have chiefly decided on taking to larn and prosecute in the subject of ICT within the 14-19 course of study, this suggests that at some phase the pupils did hold a natural desire to take up the topic in order to prosecute in the acquisition and hopefully come on onto makings. The possibility is that the existent desire of pupils on a twenty-four hours to twenty-four hours degree may be greatly different to the desire that they have to larn over a longer period of clip. Abraham Maslow ‘s Hierarchy of demands argues that people aim to run into basic demands first, and so they seek to run into in turn higher demands in the signifier of a hierarchy until they reach self-actualization, or self fulfillment. Behavior and acquisition is motivated by an persons desire for personal growing an the demand to go all the things that a individual is capable of going ( Maslow,1970 ) . Although non straight linked to the instruction of ICT within the schoolroom it is really important that pupils are likely to hold other demands other than that of larning in order to accomplish their true potency. I have noted on several occasions that pupils have non been concentrating during the beginning of lessons, even when the starting motor exercising has been accessed by the bulk of pupils. When these pupils were questioned, particularly during forenoon periods, the reply given was that they could non concentrate and they were hungry, which coincides with the lowest degree on the hierarchy. Maslow foremost introduced his construct of hierarchy in 1943 in his paper â€Å" A Theory of Human Motivation † , which was closely followed by his book â€Å" Motivation and Personality † . There are many facets of this theory that can be linked to the person ‘s motive either within the parturiencies of a lesson, or over a period of clip. These hierarchies are closely linked to the construct of ECM which is now high on the authorities ‘s docket for schools. There is nevertheless a few exclusions that often occur within this theoretical account, such as persons when questioned did experience safe and secure in the schoolroom environment even when they have non had breakfast. In the theoretical account it is merely possible to seek the safety of a secure environment when the physiological demands are met, hence another issue with this theoretical account is that there are no clip limits set. An person could perchance drop to the underside of the hierarchy within a lesson if a student has forgotten a jammed tiffin or their dinner money. They may get down to merely believe of where they are traveling to acquire their following repast. Closely linked with the humanistic attack theoretician David A. Kolb suggests â€Å" acquisition is the procedure whereby cognition is created through the transmutation of experience † Kolb, ( 1984, p. 38 ) . The theory consists of a rhythm which is in four phases, where you are able to get down at any one phase, but so each phase must follow in sequence: â€Å" Make † or Concrete experience â€Å" OBSERVE † or Brooding observation â€Å" Think † or Abstract conceptualisation â€Å" Plan † or Active experimentation Along with the larning rhythm Kolb besides offers a manner into understanding the single people ‘s acquisition manners. Within Applied ICT it is really helpful taking pupils out of the schoolroom and into organisations where they can ‘observe ‘ ICT working. Rather than learn pupils how and why the ICT is being used it was found to be more productive to allow the pupils experience the ICT working in the normal environment of an organisation before inquiring the pupils to organize sentiments on what the engineering may be used for. In the instance of detecting a working eating house, pupils were able to see restaurant staff taking orders and so walking back to the order desk to put the orders on a touch screen. Once observed the pupils reflected on why the staff were continually traveling towards the same computing machine terminus after taking orders, organizing an sentiment as to why they must be inputting the information into an ordination system for the kitchens. The pupils besides noted that it would besides be possible to utilize the same ordination system to associate the drinks orders to the saloon staff. All of this information was so confirmed by allowing pupils really taking an order themselves and come ining it into the order database, where they gained a concrete experience. Looking at how the pupils really learned, Kolb ‘s acquisition manners can get down to go understood. Some pupils found it much easier to understand the usage of engineering by come ining the order, and so reflecting on how this would be utile when watching the servers ( diverging ) . Assimilator scholars found that it was easier to gestate how the ordination would take topographic point before watching the order pickings and so reflecting on how this wasaˆÂ ¦aˆÂ ¦ Learners who had conceptualized the order pickings, but had non truly understood how and why the ordination worked through observations started understand more when they started to believe how it would work if they had really witnessed a drinks order being processed ( meeting ) . Finally the scholars who were ‘Accommodating ‘ merely understood truly what was traveling on when they non merely entered the orders themselves, but started to believe about which other types of orders could be placed on the system. The whole work of Kolb underpins the course of study and how it may be delivered in schools today, although readying for the trip was non simple as one of the issues with Kolb ‘s work is that vitamin E does non take into history the different attainment degrees to which the pupils are working at, therefore it was necessary to fix resources for the pupils at different degrees so that all pupils could prosecute with the acquisition and develop their cognition. The theory of multiple intelligences was developed by Howard Gardiner in 1983. He suggests that persons possess a figure of different independent intelligences ( at least seven ) , and that these can be acquired at different degrees. Gardner besides suggests that if persons have an ability to larn in a certain mode, they should be encouraged to develop their acquisition utilizing this endowment. Gardner material During instruction, the thought of pupils being able to develop their abilities to larn focussed planning on the single pupils and how to include and develop all pupils within the category. This attack closely links back to the Every Child Matters docket and how to develop the cognition of all persons within the schoolroom. Although concentrating on certain facets of Gardner ‘s intelligences, such as the verbal-linguistic and logical-mathematical abilities of pupils within the schoolroom it is besides of import to see the overall interpersonal and intrapersonal abilities of pupils more to supply a more rounded and balanced course of study. There is a demand to provide for pupils at different abilities, whether within the schoolroom, the twelvemonth group, or the cardinal phases. Depending on how pupils are grouped should impact the manner in which lessons are planned and delivered. Although some of the thoughts behind the theory of Gardner are used within the schoolroom the overall footing of the theory is non adequate to alter the manner in which persons are grouped, as at that place seems to be stronger influences that bind persons larning together, such as those described by Maslow. It is possible to distinguish within lessons so that an effort is made to assist the pupils to larn to the best of their ability. How far you can continue with this construct whilst taking into history that pupils are on the whole grouped together in age instead than overall ability, and besides sing the ability of the instructors to develop the lessons with the equipment and resources available makes it hard to do a judgement on whether each kid is larning to the best of their ability. No affair what the ability of pupils there is a theory that suggests that by detecting and copying behaviour, this can take pupils to ‘think for themselves ‘ , which is cardinal to a pupil ‘s patterned advance throughout their instruction. The Social Learning Theory developed by Bandura ( 1977 ) stresses closely the nexus between pupils detecting behaviours that may hold been modeled and copying these, taking to larning. Bandura ( 1977 ) provides a elaborate description on acquisition. For him Learning would be extremely arduous, non to advert risky, if people had to trust entirely on the effects of their ain actions to inform them what to make. Fortunately, most human behaviour is learned observationally through mold: from detecting others one forms an thought of how new behaviours are performed, and on ulterior occasions this coded information serves as a usher for action. ( Bandura 1977, p.22 ) Within the schoolroom environment it was noted that it is really utile to pattern undertakings to pupils as they will so hold a higher and better apprehension of the undertaking and what they need in order to finish the activity. Outside the environment of the schoolroom, whilst engaged in larning within an organisation that the pupils were analyzing it was noted that pupils responded in several different ways. The behaviour of pupils, instead than going more riotous became more professional and respected. This may hold been the fact that they were in a professional environment with other members of the populace in attending. One other facet of the pupils ‘ behaviour became noticeable when they met the usher demoing them around the edifice. It was obvious that pupils accidentally copied the idiosyncrasy of the usher, which can be attributed to the positive attitude and attributes that were seen by the students on what they perceived as a function theoretical account. Although whilst pupils are acting right in and out of the schoolroom, there are times that pupils do non prosecute with lessons and get down to misconduct. Piaget ( 1932 ) discussed the moral development of persons and an apprehension of others. It can be noted that morally pupils should truly cognize they are at school to larn, and non interrupt the schoolroom. Further work by Piaget ( 1952 ) , produced by decennaries of detecting immature kids lead to his theory of cognitive development. The footing of the theory of cognitive development is that there is a displacement of kids ‘s thought over certain phases of their ripening, as they are turning up. These phases were split into four, with the concluding phase, when a pupil is in adolescence they should be able to ground hypothetically and infer results, hence actively build their ain cognition and understand results, believing for themselves. In instruction it is clear that persons are grouped in phases, therefore miming theory of Piaget. Year groups are grouped into Key Stages for development, but although pupils still receive lessons in their twelvemonth groups it is obvious that non all students develop at the same rate. Within the schoolroom environment and besides whilst taking visits it is still really of import to distinguish lessons so that all students are able to entree the lesson, and besides supply extension undertakings where students have completed work to a satisfactory degree within the clip and have no other work to finish. The theory behind cognitive development does non associate to â€Å" how † a pupil can be cleverer with relation to their knowledge harmonizing to their age. There is besides small or no grounds of other factors such as societal or emotional facets which may act upon larning. Similarly at that place seems to be no nexus towards unnatural development or development upsets that may be present in a pupil. Unlike Piaget where it is considered that the development of a kid must predate their acquisition, the sociocultural position of Vygotsky ( 1978 ) argued that â€Å" acquisition is a necessary and cosmopolitan facet of the procedure of developing culturally organized, specifically human psychological map † ( Vygotsky 1978, p.90 ) . This position suggests that in existent fact that societal acquisition would predate the development of an person. Therefore whereas Piaget would reason that the development of a student is due to them being actively funny and desiring to be involved in the acquisition taking topographic point, Vygotsky would reason that the societal part and interaction, for illustration with the usher on the visit, helped the procedure of development of the students. Taking the thoughts of Vygotsky into the schoolroom it has been noted that pupils working collaboratively, when they are socially interacting either with their equals or instructors, or whether working in braces or groups, will bring forth a high degree of work if kept on undertaking. This cooperation Vygotsky argues leads to cognitive development. Vygotsky ( 1978 ) besides viewed the Zone of Proximal Development as an country where counsel or instructions can be given, leting students to work on their ain to develop higher mental maps. Within the planning and instruction of a lesson it is clear that aims and success standards have been planned and shown to the students. This clearly develops the ability to finish undertakings to different degrees of accomplishment for the students, and allows them to progress their acquisition in a manner that is clear and concise. In kernel, on an single footing, a pupil needs to understand how they can ‘learn to larn ‘ in order to derive the best instruction they can accomplish. Students have to take duty for their ain acquisition, with the aid of instructors, parents and as many resources as possible that will profit them overall. The pupils single acquisition manners must besides be noted down by instructors in order for them to be after, develop and present lessons in a individualized manner, for as many persons as possible in each lesson. Taking into history that pupils are grouped in cardinal phases and in twelvemonth groups, and even possibly in sets, there will ever be a scope of pupils within the schoolroom that have to be catered for. It is of import for instructors to encompass as many instruction and acquisition manners as possible if they are appropriate to travel any of the single scholars in the schoolroom forward. In Applied ICT although the pupils may understand the theory of the existent ICT, it may be hard for the pupils to set the existent application of the usage of the ICT into context. Timetabling deductions mean that it is impossible to wholly personalise the acquisition of an person at present as the resources are clearly non available for this to go on. As this is the instance personalization has mostly got to take topographic point within lessons associating in with the humanistic attack to distinguishing for the person or groups. This attack will besides assist with the multiple intelligences within the schoolroom and cater for different ability pupils, scaffolding lessons so that all pupils engage within the acquisition environment and are able to come on in a safe environment.A

The African American Portrayal Of The Film Genre, Big...

The African American portrayal in white-American entertainment, especially in films has produced malicious and ignorant beliefs of the everyday Black person. Entertainment venues such as minstrel shows and silent films are causes to today’s stereotypical views of African Americans. The African American community along with other American ethnic cultures had enough; therefore, between 1915 and 1950, the race film genre began its movement to increase positive cultural awareness to the world. This paper will examine three key elements (Keywords, Unspoken Cues, and Threads) from the films, Big Timers (1945) and Dirty Gertie from Harlem U.S.A. (1946) in explaining their significance impact and their fitting into the paradigm of race film genre. The race film genre is a source of important material highlighting the African American culture. The genre not only focused on culture, but also emphasized African American talent, Black’s ability to film, produce, and direct a motion picture, and most importantly, the genre exposed the world to the â€Å"real† African American individual and family. Although many of these films were only shown and marketed to â€Å"colored only† theaters, films like Harlem of Prairie (1937) and The Blood of Jesus (1941) are notable films that struck a core with both White and Black Americans. These are a few of the forgotten race films that have provided today’s African Americans with a sense of encouragement and confidence to continue to fight the struggle of

Populations at Risk - Free Essay Example

Sample details Pages: 6 Words: 1689 Downloads: 2 Date added: 2019/10/10 Did you like this example? Introduction Based on the internal medicine journal, the section on the Population at risk shows the length of issues similar to these groups.   Population at risk is mainly grouped into three sections namely, description of differences in the access of care, the amount of care and the results, the inducements and the reduction of the disparities.   Population at risk defines the poor, abuse subjects, people with social risk features such as isolation and persecution. Teens as population, depression and eating disorders The population at risk on the eating disorders is the athletes.   This is because they easily lose focus and sometimes find themselves comparing their physical bodies to those at the highest point of their sports career.   Involvement of comparing bodies does not only hurt but also act to enforce the completely toxic characteristic of the body disgrace. As a result, the Olympic athletes are engaged to the focused results about their outlook.   Just as athletes are not subjects of body’s disgrace, it is vital to acknowledge a perfect athletes body does not cause a perfect body health. As people look at the television to acknowledge the athletes, we support them and ourselves by having a less attention on their physical outlook and focus more on their hard work and successful accomplishments of the best athletes.   This makes the Olympic sections powerful but different (Jacobi, et.al, 2004). Don’t waste time! Our writers will create an original "Populations at Risk" essay for you Create order Population at risk of the disorder is the younger adults who face serious results of it.   Suicide rates in the elderly are currently declining but the rates are still higher in the younger adults who are more depressed.   The risk factors that lead to the growth of late life depression include complicated connections among the generic weaknesses, age connected changes and stressful matters.   Insomnia is one of the known risk factors of the disorder.   The suggested way to heal the depression in older adults despite the predisposing risks may be the limitation of the day-to-day activities.   Preventive engagements include education for persons with chronic disease, problem solving abilities and life review (Jacobi, et.al, 2004). The body preoccupation of the teens and the societal pressure are the major risk factors for the growth of the eating disorders and depression in teens.   Some other Hispanic groups are at risk of adopting eating disorders.   Forces to lessen peer, civil and other sources of weak body obsession can be vital to prevent these disorders (Jacobi, et.al, 2004). The research findings on the risk factors and the population show the importance of the possible risk factors for eating and depression disorders.   During the research, there was a large connection between the Hispanics and higher scores on the feature measuring thin body weakness and social forces in prediction the onset of these disorders.   An increase of negative life matters also predicted the cause of depression.   In most cases, only the thin body weakness and social forces predicted the cause of these two disorders.   Many teens that diagnosed with eating disorders have an account of depression.   Depression moves to these people with anorexia and eating disorders (Jacobi, et.al, 2004). Lifestyle and behavior decisions mainly affect health to the teens .These behavioral influences include the emotions of the teens, beliefs, attitudes.   The health of the teens determines the connection of the many influences that shows complicated processes. Biological effects such as the genetic features, biological forces are all features influencing the health conditions in the population. The roles and the effects of biological and the environmental changes affect the health of the children as they grow.   For instance, the connection to a caring teen mainly during i9nfancy and their influences grow steadily from childhood to adulthood. With the childhood, health affects acts in different ways due to the difference in cultural awareness that families get the children in.   While the biology and the environmental sections are important, it is also vital to understand that healthy growth is not the outcome of lone, discriminated effects.   Proper parenting is an important family effect, which makes children, fails to respond to the earlier nurturing of the mother (Melnyk, et.al, 2006). Health connected behaviors may increase the possibility of future health such as balanced diet and exercise.   These behaviors development describes the role of the family adults and social environment in shaping the developmental process of the children.   While manners such as smoking, drinking affects future health, it is not known how these behaviors develop in children.   These health behaviors are health proxies though they do not comprise health features.   Some health rules try to change teen behaviors that affect health.   Behavioral effects on the teen’s health influence and influenced by parents, children and other family members (Melnyk, et.al, 2006). According to the research, policies and rules made at the national levels in America affects the health of the children.   Advancements in the health of the teens were affected by policies more than health.   These instances are such as the improving the health of children as including vitamins in the food products, adding fluoride in drinking water and improving the quality of food and water.  Ã‚   However, these policies affect the health of the children, most implemented without considering their effects on children (Melnyk, et.al, 2006). Certain factors such as generic inheritance influences health, personal manners and access to quality health. The social influences affect health.   For instance, poverty influences health of individuals at different levels of organizations such as families or neighbors. These different organizational levels may connect with each other to produce health.   For instance, the impact of health growing up in a poor family may be possible if that family happens to live in a poor community rather than in a modern community.   This shows that poverty may affect health differently in different stages of individuals.   The effect of social and cultural variables on health comprises of dimensions of time and place.   The approaches in which social and cultural differences work on to affect health are the social and cultural environment. Socioeconomic differences in health are wide and extended in different societies for a wide range of health results.   The social classes, social h ealth is comprised of different factors such as the education gain and living conditions (Gulliford, 2002). An individual social connection of health is the strength, the quality of the social connections with others.   The awareness of the social relations of health gratifies the completely human need to create effective social status.   Two social differences feature the social connection including the social websites and social aid.   The social websites includes the structural recognitions of social relations such as size, density and others.   The connection between the social networks and social aid is different according to the culture.   The connections between these social networks and health may show the variables in personality. As a result, reviewing the interactions of genes and cultural activities in health, there are chances that make investments in new research (Gulliford, 2002). The integrated theory of behavioral change shows that the health behavior influenced by engaging knowledge and beliefs and increasing self-skills.   Involvement in self-management manners is the outcome that influences the improved health condition.   Personal engagements increase knowledge, beliefs, and social improvements.   Personal manners affect a person’s health.   Many people improve their health by managing their conditions and engaging in health promotion sectors.   Persons with chronic disorders improve their health by managing health conditions, which is a way that needs behavior change.   Healthy people also need to improve their health by involving health promotions in their daily life (Gulliford, 2002).   To fulfill these roles, nurses and other professionals in health care benefit from acknowledging the facts in health care and manner change. There are new rules that are needed to provide logical and features to attain these goals.   The explanat ion given in the article is on the involvement of the earlier successes that understands the health behavior by merging the skills and beliefs.   It is proposed that the changes in behavior are important in promoting health.   Review of behavior happens in ensuring that behavior change has happened in ensuring having quality health status. The implementation of awareness on diseases has helped understand how to help people engage in healthcare advances in to their lives.   Huge information about health promotion is given but the quality about the information is different. Therefore, health professionals need understand how health change made in promoting change (Gulliford, 2002). Coronary artery disease in teens is currently becoming the main sources of death worldwide.   Cancer rates among the Native Americans are same to those on the in born Americans. The changes in cancer rates within countries and among the settlers show that the main determinants of these diseases inherited but their environmental factors include ways of eating and lifestyle.  Ã‚   Prevention of the disease includes the lifestyle changes and the reduction of the occurrence of the chronic disease.   Avoiding of tobacco use by cessation for those who smoke in the most important way to prevent the disease.   Avoiding the use of smokeless tobacco will also lessen having oral cancer.  Ã‚   Maintenance of a good health weight will also prevent having the disorder.   Overweight persons are at the risk of having these disorders through having death from colon cancer, breast or kidney (Gulliford, 2002). Involvement of the approved policies in promoting health and body fitness is not widespread due to the hindrance from powerful and economic forces.   The solution to the disease depends on a country’s political flow.   The experiences from many countries show that connections of the public interest groups are able to overcome such powerful interests.   Plans should starts with sound skills and merge of mass media.   The food industry should also engage and provide elements that can be recognized in promoting health and create a successful involvement.   For instance, having margarine manufactures in investing and developing products free from fatty acids foods.   Safeguarding of children can important because the main global focus about their fitness and the acknowledgement is that they can also be responsible for their life term results of their diet and lifestyle choices.   A lot of the diet and the future interventions in low and high-income countries known an d have decreased the rate flow of the main chronic diseases (Gulliford, 2002).

The Time Period Of The Years Before And After The American...

The time period of the years before and after the American Revolution have been discussed and analyzed by historians and writers. Viewpoints of the founding fathers belief for this countries citizen indelible right of life, liberty and happiness provides a wide range of information for consideration. The major issues of slavery, and the expansion of Western lands would be debated before, and after the American Revolutionary War as well as into the next centuries. These viewpoints are covered by writers that contributes these issues in a breakdown of the different time periods of the American Revolutionary phase: the years prior to 1776, the time period after the War of Independence was fought and the states designed their own individual†¦show more content†¦Linda De Pauw’s contribution of â€Å"Land of the Unfree: Legal Limitations on Liberty in Revolutionary America†, written in a gender method discusses the slavery issue that was carefully overlooked during the time that the Declaration of Independence was composed by Thomas Jefferson. De Pauw discusses the irony of the colonists as they fought for their independence at the same time maintaining the enslavement of the majority of the colonies population. Her article dared to voice the unspoken notion that previous historians’ carefully avoided the issues of slavery. During this time there was enslavements of both blacks and whites, however, there was diffe rent legal restrictions for each classification of color. De Pauw, discusses the majority and minority statistics, reflecting the gender history of the population of the thirteen colonies during this time. Statistics shows the majority of the population were indeed the less fortunate enslaved blacks, indentured white males and all females. Ironically the minority numbers were the actual white males that pursued the liberty of this nation. De Pauw proceeds to analyze the psychological legal ramifications of the majority of the population. She discusses the legal status, traditions and practices that failed to provide the same liberties to all whether black

The concept of a polis Free Essays

The polis was what they called the small, independent Greek city-states during the Classical period. It was a unique institution in that governance was not ruled by a monarchy as was usual with traditional states of the time, but a group of men who were either elected or chosen from among the nobility and later on, from among all free citizens. Membership was determined by birth although citizenship by naturalization was oftentimes admitted. We will write a custom essay sample on The concept of a polis or any similar topic only for you Order Now Slaves, foreigners and women who live within the polis were not involved in government and not allowed to own land. In fact, slave labor was encouraged because they formed the backbone of the agricultural economy. The polis was usually bounded by walls and citadels and within was an agora or marketplace, the center of the city trade, and numerous temples. Most citizens live within but some members resided in the countryside. The modern-day equivalent of the polis would be any city in Western Europe or America. Like the classical polis, modern cities are political states, the citizens register with city hall or pays residential taxes, and there would be foreigners or residents coming from other places who would be subjected to the laws and regulations of the city. Its leaders are also elected or appointed. Unlike the polis, however, affiliation with a modern city is only political and not religious. Also, the hierarchies in modern cities are not ascribed by birth but by one’s economic status. Most importantly, women and residents coming from other cities already have political rights and could even join in the government. There are open borders now instead of walled fortification between cities. Slavery has been banished and the basis of the economy has become as complex as the social structure of the city. Finally, although the city government can make its own ordinances and budget, the city itself is not dependent in that it is governed and part of a larger unit, the national government. How to cite The concept of a polis, Papers

Costs and Learning Objective free essay sample

What is the weeks economic profit for the Do Drop In? A. -$320. B. -$40. C. $280. D. $320. E. $1,050. 8. Which of the following statements about the marginal product of labour is correct? A. It may either rise or fall as more labour is used. B. It always rises as more labour is used. C. It always falls as more labour is used. D. There is no relationship between marginal product and labour. 9. What causes marginal cost to increase? A. The advantages of the division of labour. B. The fact that ATC increases. C. Raising marginal product. D. The law of diminishing returns. 0. Which of the following statements regarding average fixed costs is correct? A. They are constant since fixed costs are fixed. B. They are equal to average variable cost less average total cost. C. When graphed, they are a horizontal line. D. When graphed, they are a straight line which comes out of the origin. E. They fall continuously as output increases. 11. Which of the following is a variable cost? A. The leasehold cost of a building. B. Insurance on the factorys physical plant. C. Raw materials. D. The cost of a marketing research report. 12. What is the sum of total variable costs and total fixed costs? A. It is equal to the sum of average product and marginal product. B. It is the sum of all marginal costs. C. It is total cost. D. It is AVC times the quantity of output. 13. Can a firm earn an economic loss and an accounting profit at the same time? Explain. 14. What is meant by the term economic capacity? A. An output level where the firm is physically unable to increase output. B. The output level where average variable cost is at a minimum. C. The output level where average total cost is at a minimum. D. Total fixed costs are at a minimum. 5. Which of the following statements is correct if a firms capacity output increases from 300 to 600 and its total costs rise from $40,000 to $78,000? A. The firm is experiencing constant returns to scale. B. The firm is experiencing decreasing returns to scale. C. The firm is experiencing increasing returns to scale. D. The firms long-run average cost must have decreased but its sh ort-run average cost could have either decreased or increased. 16. The existence of both economies of scale and diseconomies of scale would have what effect on the LRAC curve? A. It would make it upward-sloping. B. It would make it downward-sloping. C. It would give it an inverse U shape. D. It would give it a U shape. E. It would make it horizontal. 17. All of the following, except one, are examples of pecuniary economies of scale. Which is the exception? A. A lower interest rate paid on money borrowed. B. The ability to sell the by-products of production. C. The ability to use specialized inputs such as a robotics assembly line. D. The ability to obtain lower prices by buying in bulk. 18. What is the shape of the LRAC curve for a firm enjoying diseconomies of scale? 19. Which of the following refers to the perfectly competitive firm? A. It is a price-maker. B. It is a price-taker. C. It might be either a price-maker or a price-taker. D. It is neither a price-maker nor a price-taker. 20. What is the term for the extra revenue derived from the sale of one more unit? A. Average revenue. B. Marginal revenue. C. Net revenue. D. Total revenue. 21. What is average revenue? A. The price multiplied by the quantity sold. B. The total revenue divided by the price. C. The extra revenue derived from the sale of one more unit. D. It is equal to the price in perfectly competitive markets. 22. What is break-even output? A. The output at which the total revenue just covers a firms total fixed cost. B. The output at which the total revenue just covers a firms total variable cost. C. The output at which the total revenue just covers a firms fixed and variable costs including normal profits. D. The output at which the firm is making zero normal profits. 23. Which of the following is the correct sequence of events following a decrease in demand for a product in a perfectly competitive market? A. A decrease in the price and in the total profits of the representative firm which causes new firms to enter the industry. B. A decrease in the price and in the total profits of the representative firm which causes firms to leave the industry. C. A decrease in the price but an increase in the total profits of the representative firm which causes new firms to enter the industry. D. An increase in the price but a decrease in the total profits of the representative firm which causes firms to leave the industry. 24. How is average revenue defined? A. It is the extra revenue derived from the sale of one more unit. B. It is the total revenue divided by the number of units sold. C. It is marginal revenue divided by the number of units sold. D. It is the sum of the marginal revenue of all units sold. 25. Which of the following markets provide the best example of a perfect competition? A. Automobile manufacturing. B. Restaurants. C. Oil refining. D. Wheat farming. 26. Explain why a perfectly competitive firm faces a horizontal demand curve? 27. Explain why average revenue is equal to marginal revenue for a perfectly competitive firm? 28. The supply curve for a perfectly competitive firm is that portion of its marginal cost curve that lies above its average variable cost curve. Explain why? Micro Review Quiz Test 2 Key 1. (p. 143)Â  When is marginal utility equal to zero? To see why this is the case, think about each purchase individually, and pick the item that will give you the highest MU/P. Reasoning in this way, you would make the following decisions: First dollar spent on a taco Second through fourth dollars spent on one taco and one burrito Fifth dollar spent on a taco Sixth and seventh dollars spent on a burrito Eighth through tenth dollars spent on one taco and one burrito After this allocation, the MU/P for each item is the same (and equal to 4). Difficulty: Difficult Learning Objective: 05-02 Derive a consumers purchasing rule that ensures satisfaction is maximized. Sayre Chapter 05 #130 Source: Text Topic: Optimal Purchasing Rule Type: Computation Type: Pickup Below are some financial data for the Do Drop In convenience store. The owners have put $40,000 into the business and they worked a total of 80 hours during the week. Savings accounts are currently paying 5. 2% interest and the going wage rate is $8 per hour. Sayre Chapter 06 7. (p. 182)Â  Refer to the information above to answer this question. What is the weeks economic profit for the Do Drop In? A. -$320. B. -$40. C. $280. D. $320. E. $1,050. Difficulty: Easy Learning Objective: 06-01 Understand how and why economists measure costs differently from how accountants do and distinguish between the accountants and economists views of profits. Sayre Chapter 06 #10 Source: Text Topic: Explicit and Implicit Costs Type: Computation Type: Pickup 8. (p. 185)Â  Which of the following statements about the marginal product of labour is correct? A. It may either rise or fall as more labour is used. B. It always rises as more labour is used. C. It always falls as more labour is used. D. There is no relationship between marginal product and labour. Difficulty: Easy Learning Objective: 06-02 Understand the crucial relationship between productivity and costs. Sayre Chapter 06 #23 Source: Text Topic: Theory of Production Type: Comprehension Type: Pickup 9. (p. 194)Â  What causes marginal cost to increase? A. The advantages of the division of labour. B. The fact that ATC increases. C. Raising marginal product. D. The law of diminishing returns. Difficulty: Easy Learning Objective: 06-04 List and graph the seven specific cost definitions used by economists. Sayre Chapter 06 #75 Source: Text Topic: Total Costs and Average Total Costs Type: Comprehension Type: Pickup 10. (p. 193)Â  Which of the following statements regarding average fixed costs is correct? A. They are constant since fixed costs are fixed. B. They are equal to average variable cost less average total cost. C. When graphed, they are a horizontal line. D. When graphed, they are a straight line which comes out of the origin. E. They fall continuously as output increases. Difficulty: Easy Learning Objective: 06-04 List and graph the seven specific cost definitions used by economists. Sayre Chapter 06 #84 Source: Text Topic: Total Costs and Average Total Costs Type: Comprehension Type: Pickup 11. (p. 190)Â  Which of the following is a variable cost? A. The leasehold cost of a building. B. Insurance on the factorys physical plant. C. Raw materials. D. The cost of a marketing research report. Difficulty: Easy Learning Objective: 06-03 Understand the important difference between fixed costs and variable costs. Sayre Chapter 06 #86 Source: Text Topic: Marginal and Variable Costs Type: Computation Type: Pickup 12. (p. 202)Â  What is the sum of total variable costs and total fixed costs? A. It is equal to the sum of average product and marginal product. B. It is the sum of all marginal costs. C. It is total cost. D. It is AVC times the quantity of output. Difficulty: Easy Learning Objective: 06-04 List and graph the seven specific cost definitions used by economists. Sayre Chapter 06 #119 Source: Study Guide Topic: Total Costs and Average Total Costs Type: Definition Type: Pickup 13. (p. 182-183)Â  Can a firm earn an economic loss and an accounting profit at the same time? Explain. Accounting profit is equal to total revenue less explicit cost and economic profits is equal to total revenue less implicit cost and explicit cost. Suppose the firm is earning an accounting profit. If implicit cost is greater than accounting profit, there will be an economic loss. Difficulty: Easy Learning Objective: 06-05 Explain the meaning of increasing productivity and cutting costs. Sayre Chapter 06 #158 Source: Text Topic: Explicit and Implicit Costs Type: Comprehension Type: Pickup 14. (p. 210)Â  What is meant by the term economic capacity? A. An output level where the firm is physically unable to increase output. B. The output level where average variable cost is at a minimum. C. The output level where average total cost is at a minimum. D. Total fixed costs are at a minimum. Difficulty: Easy Learning Objective: 07-02 Understand why medium-sized firms are sometimes just as efficient as big firms. Sayre Chapter 07 #3 Source: Text Topic: Constant Returns to Scale Type: Definition Type: Pickup 15. (p. 213)Â  Which of the following statements is correct if a firms capacity output increases from 300 to 600 and its total costs rise from $40,000 to $78,000? A. The firm is experiencing constant returns to scale. B. The firm is experiencing decreasing returns to scale. C. The firm is experiencing increasing returns to scale. D. The firms long-run average cost must have decreased but its short-run average cost could have either decreased or increased. Difficulty: Easy Learning Objective: 07-03 Understand why big firms sometimes enjoy great cost advantages. Sayre Chapter 07 #17 Source: Text Topic: Economies of Scale Type: Definition Type: Pickup 16. (p. 218)Â  The existence of both economies of scale and diseconomies of scale would have what effect on the LRAC curve? A. It would make it upward-sloping. B. It would make it downward-sloping. C. It would give it an inverse U shape. D. It would give it a U shape. E. It would make it horizontal. Difficulty: Easy Learning Objective: 07-06 Explain what is meant by the right size of firm. Sayre Chapter 07 #46 Source: Text Topic: What is the Right Size of Firm? Type: Comprehension Type: Pickup 17. (p. 224)Â  All of the following, except one, are examples of pecuniary economies of scale. Which is the exception? A. A lower interest rate paid on money borrowed. B. The ability to sell the by-products of production. C. The ability to use specialized inputs such as a robotics assembly line. D. The ability to obtain lower prices by buying in bulk. Difficulty: Easy Learning Objective: 07-03 Understand why big firms sometimes enjoy great cost advantages. Sayre Chapter 07 #75 Source: Study Guide Topic: Economies of Scale Type: Comprehension Type: Pickup 18. (p. 215)Â  What is the shape of the LRAC curve for a firm enjoying diseconomies of scale? The long-run average cost curve is upward-sloping when the firm is experiencing diseconomies of scale; an increase in output will lead to an increase in the average cost. Difficulty: Easy Learning Objective: 07-04 Understand why firms can sometimes be too big. Sayre Chapter 07 #120 Source: Text Topic: Why Firms can be too Big Type: Comprehension Type: Pickup 19. (p. 232)Â  Which of the following refers to the perfectly competitive firm? A. It is a price-maker. B. It is a price-taker. C. It might be either a price-maker or a price-taker. D. It is neither a price-maker nor a price-taker. Difficulty: Easy Learning Objective: 08-02 Explain what is meant by perfect competition and the market system. Sayre Chapter 08 #6 Source: Text Topic: Perfect Competition and the Market System Type: Definition Type: Pickup 20. (p. 239)Â  What is the term for the extra revenue derived from the sale of one more unit? A. Average revenue. B. Marginal revenue. C. Net revenue. D. Total revenue. Difficulty: Easy Learning Objective: 08-03 Use two approaches to explain how a firm might maximize its profits. Sayre Chapter 08 #12 Source: Text Topic: The Competitive Industry and Firm Type: Definition Type: Pickup 21. (p. 238)Â  What is average revenue? A. The price multiplied by the quantity sold. B. The total revenue divided by the price. C. The extra revenue derived from the sale of one more unit. D. It is equal to the price in perfectly competitive markets. Difficulty: Easy Learning Objective: 08-03 Use two approaches to explain how a firm might maximize its profits. Sayre Chapter 08 #13 Source: Text Topic: The Competitive Industry and Firm Type: Definition Type: Pickup 22. (p. 239)Â  What is break-even output? A. The output at which the total revenue just covers a firms total fixed cost. B. The output at which the total revenue just covers a firms total variable cost. C. The output at which the total revenue just covers a firms fixed and variable costs including normal profits. D. The output at which the firm is making zero normal profits. Difficulty: Easy Learning Objective: 08-03 Use two approaches to explain how a firm might maximize its profits. Sayre Chapter 08 #26 Source: Text Topic: The Competitive Industry and Firm Type: Definition Type: Pickup 23. (p. 254)Â  Which of the following is the correct sequence of events following a decrease in demand for a product in a perfectly competitive market? A. A decrease in the price and in the total profits of the representative firm which causes new firms to enter the industry. B. A decrease in the price and in the total profits of the representative firm which causes firms to leave the industry. C. A decrease in the price but an increase in the total profits of the representative firm which causes new firms to enter the industry. D. An increase in the price but a decrease in the total profits of the representative firm which causes firms to leave the industry. Difficulty: Easy Learning Objective: 08-06 Explain the effect of a change in market demand or market supply on both the industry and the firm. Sayre Chapter 08 #100 Source: Text Topic: The Industry Demand and Supply Type: Comprehension Type: Pickup 24. (p. 260)Â  How is average revenue defined? A. It is the extra revenue derived from the sale of one more unit. B. It is the total revenue divided by the number of units sold. C. It is marginal revenue divided by the number of units sold.