Using Calculus to Calculate Elasticities

Using Calculus to Calculate Elasticities [Q:] I understand the equations you have on your site regarding the change in quantity demanded and change in price to calculate the elasticity. How would I convert this equation into those types? I dont quite understand what this equation means. No other info was given. Demand is Qx 110 - 4Px. What is price (point) elasticity at $5? [A:]Elasticity is given by the formula: Elasticity (percentage change in Z) / (percentage change in Y) We saw how to calculate various elasticities when were given numerical examples. But how do we calculate an elasticity when were given a formula such as Z f(X)? Use Calculus to Find the Elasticity! Using some fairly basic calculus, we can show that (percentage change in Z) / (percentage change in Y) (dZ / dY)*(Y/Z) where dZ/dY is the partial derivative of Z with respect to Y. Thus we can calculate any elasticity through the formula: Elasticity of Z with respect to Y (dZ / dY)*(Y/Z) Well look at how to apply this to four different situations: Using Calculus To Calculate Price Elasticity of DemandUsing Calculus To Calculate Income Elasticity of DemandUsing Calculus To Calculate Cross-Price Elasticity of DemandUsing Calculus To Calculate Price Elasticity of Supply Next: Using Calculus To Calculate Price Elasticity of Demand

Addition Rules in Probability and Statistics

Addition Rules in Probability and Statistics Addition rules are important in probability. These rules provide us with a way to calculate the probability of the event A or B, provided that we know the probability of A and the probability of B. Sometimes the or is replaced by U, the symbol from set theory that denotes the union of two sets. The precise addition rule to use is dependent upon whether event A and event B are mutually exclusive or not. Addition Rule for Mutually Exclusive Events If events A and B are mutually exclusive, then the probability of A or B is the sum of the probability of A and the probability of B.   We write this compactly as follows: P(A or B) P(A) P(B) Generalized Addition Rule for Any Two Events The above formula can be generalized for situations where events may not necessarily be mutually exclusive. For any two events A and B, the probability of A or B is the sum of the probability of A and the probability of B minus the shared probability of both A and B: P(A or B) P(A) P(B) - P(A and B) Sometimes the word and is replaced by ∠©, which is the symbol from set theory that denotes the intersection of two sets. The addition rule for mutually exclusive events is really a special case of the generalized rule. This is because if A and B are mutually exclusive, then the probability of both A and B is zero. Example #1 We will see examples of how to use these addition rules. Suppose that we draw a card from a well-shuffled standard deck of cards. We want to determine the probability that the card drawn is a two or a face card. The event a face card is drawn is mutually exclusive with the event a two is drawn, so we will simply need to add the probabilities of these two events together. There are a total of 12 face cards, and so the probability of drawing a face card is 12/52. There are four twos in the deck, and so the probability of drawing a two is 4/52. This means that the probability of drawing a two or a face card is 12/52 4/52 16/52. Example #2 Now suppose that we draw a card from a well-shuffled standard deck of cards. Now we want to determine the probability of drawing a red card or an ace. In this case, the two events are not mutually exclusive. The ace of hearts and the ace of diamonds are elements of the set of red cards and the set of aces. We consider three probabilities and then combine them using the generalized addition rule: The probability of drawing a red card is 26/52The probability of drawing an ace is 4/52The probability of drawing a red card and an ace is 2/52 This means that the probability of drawing a red card or an ace is 26/524/52 - 2/52 28/52.

Critical Review Assignment Example | Topics and Well Written Essays - 750 words

Critical Review - Assignment Example This method is accepted by both governmental and social organizations to meet the needs of the people so that groups of different linguistic range have the same chance to partake in their government and to get services from their government. Language planning preferences usually endeavor to convene these requirements by sinking linguistic variety, where a distinct language is acknowledged as a national language and a single language is affirmed ‘standard’ to encourage linguistic unity in a nation where different languages exist (David, 1988). Considering that languages are organic and active, similar to the societies that give birth to them, it is natural that they contribute to the destiny of the societies of which they form a part. A social order that is healthy with the resources to grow economically, socially, and culturally as well gives rise to a growing language, the same as is obvious in the spread of English and the supremacy of the United States in the worldwide financial system and world dealings. Several people feature the spread of English to a continued existence of most suitable, a normal and accepted course of development. They dispute that contact linking two cultures typically cause the subordination and at times destruction of the weaker culture and their language. Why should one be concerned about that? In an expressive reply, Diamond (1993) says that all must have concern regarding the destiny of languages because of the relation linking language and culture. He explains that when a language is lost, much more than the sounds and structure of that language are gone. Every language is inextricably attached with an exceptional outlook of the world, context, and literature, despite the literature is written or not. He further states that a language is the culmination of thousands of years of a people’s knowledge and wisdom. Also, it is the medium that spread and be responsible for that

Describe the most challenging obstacle you've had to overcome Essay

Describe the most challenging obstacle you've had to overcome. Discuss its impact on your life. What have you learned from the experience How has overcoming this obstacle shaped who you are today - Essay Example According to me, I had answered the question right but the laughter that came from the student directly told me that something had gone a mess. Hands were up; so I was wrong. For long in my new school, I was not able to get any answer right even in Mathematics that I had always been on top in my former school. The life of embarrassments continued, and I was always the laughing stock in my class. Everybody was convinced that I was a minor. The only thing I ever enjoyed at my new school was the evening sound of the bell. It meant going home, and a burden is lifted. My mother later realized my problem in school, and she always told me that I can do much better and be on top of everybody. I had always known my mother to be right, and I was convinced I could be on top of everybody. I never wanted to be the cause of laughter in class. I never wanted to be embarrassed again. All these instilled hard work in me. My ‘motto’ was to do more than what was expected in me so that I be a free man. By extra reading and consultation with teachers and fellow students, everything started working my ways. At one point I could answer a question that no student could. I started making friends even with those who could not even greet me when I was thought to be at the bottom of the class. Even the brightest in the class wanted me to explain a concept for them. I have learnt that when you do the best and excel, you be the center of admiration. Everybody will want to hang out with you just to borrow the simple ideas you have. Additionally, I have also come to realize that with determination and hard work one can be the best and be on top of everybody (Mathews & Amazon.com (Firm), 2009). I have again realized that no hard work go unrewarded. Lastly, I have come to believe that anybody can be the best when he wants. I am a proud doctor today just because I learnt that if I do things

IKEA Operations Essay Example for Free

IKEA Operations Essay IKEA Company is one of the few companies in the world with very clear as well as coherent philosophies. It is popularly known for its unique, low cost design. The firm embraces a unique philosophy of â€Å"do it yourself option (DIY)†. IKEA consistently delivers DIY products that customers usually purchase as parts and rebuild them at the location which suit them best (Slack, Brandon Johnston, pp.23, 2013). The company, does not only offer furniture but also delivers complete set of products that go with given furniture. For instance, if a client orders a dining table, the company also offers him a chance to purchase other products such as cutlery, vases as well as lamp. IKEA is globally recognized for carrying out ideal business where it offers a wide range of uniquely designed, functional home furnishing products at low prices that majority of consumers across the world can be able to afford them. The company is different from other furniture companies because it largely offers a wide range of well-designed array of home furniture at very low prices that up to the current competitive business environment remain to be widely affordable to diverse customers. Additionally, unlike other furniture companies, IKEA uniquely adapt its presentation of its products, layout of its stores, home solutions offered as well as the prices depending on the national economic as well as cultural conditions of a given country it has oversea outlets in (Kling, Gofeman, pp.13, 2003). For example, in China, the company’s outlet uniquely reflects the layout of many Chinese apartments. By this, many people across the diverse universe are able to get attracted to IKEA outlets as well as afford  the company’s products due to their strategic pricing and display. Ikea is one of the globally known brands that hugely understand that achieving success globally calls for sacrifice, innovation from global teams. So, running a company similar to IKEA in different countries will be of huge benefit. First, from the consumer theorem, customers are becoming more sensitive to the price of commodity when making up a purchase decision (Slack, Brandon Johnston, pp.20, 2013). An operation similar to IKEA implies that the company will be able to offer unique product at low and affordable prices. This in a large way will help the company to gain more revenue from increased sales. A company that can run its operations like IKEA does in different regions will stand a much greater chance to easily penetrate in various market segments thus making it easier to achieve the firm’s goals. IKEA operations are flexible and changes with the changing demand and situations in different markets. In some markets the company targets mass market whereas in other markets, it distinctly segments its market (Kling, Gofeman, pp.21, 2003). So, incase similar operations are adopted and run in different countries, this means they will perfectly do well across the globe despite the diversity of customers. Different customers in different oversea markets have different expectations and demands, so, adopting flexible operations similar to IKEAs will make it easier for the business to get strong foothold in different markets across the countries. However, despite the fact that embracing IKEAs operations is advantageous as it helps a given business entity to gain market share in a more rapid manner, sometimes, going with the same kind of operations in different countries will be more problematic. For example, IKEA is a firm that is very famous for its flat pack furniture, where it uses the policy of â€Å"do it yourself† in its operations (Slack, Brandon Johnston, pp.30, 2013). Under this, it leaves customers with a task of assembling the furniture themselves. So, going with the same operation policy in different countries will not be an easy thing. From the internationalization concept, it is evident that for firms to be successful in oversea markets depend on their  ability to understand, respect and adhere to the local culture of different consumers in different countries. So, going with the similar rigid kind of operation policy in different countries, may make the business face some resistance from different customers who may be having different kind of expectation. For example, many diverse consumers hate the â€Å"do it yourself† kind of operations and services. Some demand to be offered full service from packaging, transporting as well as to installation (McPhee, pp.24, 2014). So, in case a company intends to adopt such an operation strategy, in many countries, then automatically it will have to be ready to face strong resistance from various groups of customers’ indifferent regions thus making it vulnerable to lose the market to its competitors. Additionally, IKEA has embraced unique operations, especially in logistics, where the company largely depends on growing countries as a source of its raw materials. Many of the company’s products are manufactured to emerging economies where the labor and other vital raw materials are relatively cheap (McPhee, pp.29, 2014). Then they are imported to European and other developed countries. So, in a large way, embracing this similar kind of operation may be very difficult in many countries. Many countries across the world have varying laws in different states which are distinctly ruled by different political parties. So, adopting such an action similar to IKEAs could make business unit operations especially the distribution as well as, the logistics a bit challenging. IKEA supply chain IKEA has over 40 trading service offices in 32 countries it operates in. The company largely gets its supplies from its 28 distribution centers in 16 different countries. Apart from having these main supplies all over the world, IKEA also purchases a large quantity of its products from Shedwood. Being an industrial group owned by IKEA, Shed wood produces wood based furniture and wooden components. Shedwood buys products from 1,300 suppliers in 53 countries. The co-workers in the trading service office widely monitor the production of IKEA products by its main distributors (Kling, Gofeman, pp.18, 2003). In a huge way, this enables them to negotiate prices, observe  social and working conditions among suppliers as well as, check quality of the product before they are distributed to the company for retail. The rationale of this unique relation between IKEA and its suppliers enables the company to effectively achieve its operational objectives of availing products that are of high quality at lower and affordable prices in a socially responsible and environmentally friendly way. Secondly, the main IKEA suppliers manufacture their furniture’s in accordance to the company’s designed code of conduct. Mainly, all suppliers, follows the IKEAs designed code known as â€Å"The IKEA Way† (McPhee, pp.25, 2014). In a huge way, this helps IKEA to ensure the supplies they get from their numerous suppliers across the world meet their expected standard. IKEA, as a company manufactures very few product on its own. It is through its close suppliers that the company so able to make innovative designs featuring environmentally responsible materials as well as ensure efficient use of resources thus translating them into bottom line results. Notably, IKEA largely embraces outsourcing strategy, where the company embraces manufacturing its main products in many developing countries, where the raw materials as well as labor are relatively cheap (Slack, Brandon Johnston, pp.20, 2013). In a huge way, this allows the company a chance to lower production cost thus enabling it to come up with quality final product at a relatively lower cost. This unique business model in a huge way enables the company to achieve its set marketing goals of availing quality products at a lower price that is affordable to many. How IKEA changes its customers from consumers to Prosumers IKEA Company, main aim is to avail quality products such as furniture at a very low price to ensure many customers are able to afford it. To ensure it achieves this, the company came up with a very unique strategy of actively engaging its customers in the service delivery process of its products. The company began engaging its customers in a process of fixing different parts of a given product, such a table to suit their taste (Hitchens Hitchens, pp.34, 2010). In a strategy known as â€Å"do it yourself†, IKEA engages its customers in the process of putting a given product such a table together  after they purchases it. Immediately, the customer purchases a product, the company leave him or her to put its together themselves. In a way, this helps the consumers to develop a sense of pride to the object because of the work they personally engaged in to make it complete and render it usable. The company, instead of selling a complete fixed product, mainly sells it inform of batches. The customer is left with unassembled product in their living room or any other place of their convenient. So, at that stage, the customer is expected to unpack it and put it together. By doing so, the company significantly engages their customer in a very active process of making their product complete and usable, thus converting them from being sole consumers to being part of the production process as well as part of being final consumers. In other they change them from being sole consumers to prosumers. References Hitchens, J., Hitchens, P. 2010, Create the perfect brand. London: Teach Yourself. Kling K., Gofeman I. 2003, Ikea CEO Anders Dahlving on international growth and Ikeas unique corporate culture and brand identity, Academy of Management Executive McPhee, J. E. 2014, Mastering strategic risk: A framework for leading and transforming organizations. Hoboken, New Jersey: Wiley. Slack, N., Brandon-Jones, A., Johnston, R. 2013, Operations management.

Tourism in Greece, Italy, and Turkey Essay -- Tourist Vacations Papers

Tourism in Greece, Italy, and Turkey The fall in the costs of traveling over the past few decades has taken tourism out of the sole domain of the rich and extended it to the middle class. Consequently, the world tourism market has exploded, providing countries with a new source of jobs and income. In this paper I will examine the tourism industries in Greece, Italy, and Turkey in the context of both the European and worldwide tourism markets. Several questions will be addressed. How many tourists come to these countries annually? Where do these countries rank among the world's top tourist destinations? How much do tourists contribute to the local economy? From where do these countries draw most of their tourists What are the most popular cities to visit within these countries What are these countries doing to counter the effects of 11 September? In 2001, Europe attracted 58 percent of worldwide tourists, continuing its trend of being the world's most popular tourist destination (WTO 13). Since so many people visit Europe, the tourist sector plays a vital role in the economies of the respective countries. The tourism industry as a whole has struggled since the 11 September terrorist attacks, falling 0.6 percent worldwide and 0.7 percent in Europe in 2001 (WTO 11). However, the regions in which Greece, Italy, and Turkey lie (southern Europe and eastern Mediterranean Europe) have proved to be more resilient than other areas. Southern Europe actually experienced a modest 1.2 percent growth for the year (WTO 55). In the final four months of 2001, tourism in Europe dropped 6.6 percent, while the decline in southern Europe over this period was only 1.8 percent (WTO 11-12).? Moreover, due to strong growth in Tu... ...stabilities in the Middle East, Turkey has remained a popular tourist destination.? It has done much to develop the industry and promote the country to others.? The dip in tourists post 11 September does not seem to have hurt the growth in tourism very much.? If regional conflicts are assuaged, Turkey?s already strong tourist sector should continue to expand significantly.? With the multitude of attractions that these countries have to offer visitors, tourism should continue to prosper in the future in Greece, Italy, and Turkey. Works Cited Greek National Tourist Organization.? www.gnto.gr. Italy Tourism Office.? www.enit.it. Tourism Market Trends: Europe.? World Tourism Organization.? Madrid, Spain. 2003. Travel Industry World 2002 Yearbook.? Travel Industry Publishing Co, Inc.? Spencertown, NY.? 2003 Turkey Tourist Office.? www.tourismturkey.org.

Creative writing: National Service

I, David Vivian-Currie, had been used to the upper-class life until I was forced to join the war through National Service. I had received the dreaded letter on 29th May 1944, a week before it detailed me to leave. I was to help recapture France from the German's. Until I had received the letter, I felt that I had lived quite a pleasant life: I had attended Dunce Hall in North London and, at the age of thirteen, had moved onto Eton, where I became a school prefect in my final year. My father, John Vivian-Currie, was a well-established banker who had always tried to give me the best opportunities in life. After realising his success in banking, I decided to give it a try after I left Eton, and by the age of twenty-five, I had risen to the position of my father's assistant. He had avoided National Service due to age reasons. I however, had not. Due to my schooling I entered the army as captain, so I was in a better position that most of the soldiers. However, I still knew that I had virtually no chance of surviving. Today, 5th June 1944, I was sitting in the tiny transport boat with the remainder of my platoon, preparing ourselves for the journey to France, that would decide the rest of our lives. There was not a cloud in the sky, however, it was still quite brisk, I was glad that I had decided to put an extra pair of breeches on, but it didn't really matter, for I would probably be dead in less that twelve hours. At eleven o'clock the boat started to move, over the choppy English Channel, for some of us, this was the last time that we would ever see our homes. Overhead, it was possible to hear the jittering from the engines of the Spitfires and Lancaster's, above us. The aim of these planes was to bombard the landing spots around the coast, destroying any gun emplacements, the success of this raid, would decide the success of this invasion. I decided to sleep for a while as tomorrow would be one of the most important days of my live. Was I to live or die! I woke at half past four by the sounds of the bombardment occurring a mere six miles away. I felt horribly ill. I wasn't able to hold it back any more, I had to lean over the side of the transport vessel and vomit. I was so scared! There were a few other men in the boat that were suffering from the same problem as me: fear! Soon enough the boat started to smell of the putrefying stench of sick. Normally I would feel even worse at this sordid stink, but it wasn't the time to worry about that. We were less than two miles from the French coast, about an hour before landing. I decided to make a final check of my equipment, machine gun, yes, grenades, yes, water bottle, yes, pistol, yes, helmet, yes, bandages, yes. I thought that was everything, but then I realised that I had forgotten my radio. I had a problem. How was I going to keep in contact with the commanding officer? I looked up only to see the French coast and I started thinking, â€Å"Oh shit, here we go. † I managed to compose myself, I called my platoon around me. Instead of going out of the front and being slaughtered by German machine guns, I suggested that as soon as we reached the beach we should jump out of the side of the transport vessel, into the shallow water. This way we had a better chance of survival. Approximately five minutes after I finished debriefing my platoon, the boat driver shouted â€Å"two minutes,† we were close. All of a sudden we became under heavy machine gun fire, the night bombardment obviously hadn't been very productive. I shouted the order to get out of the boat, oh no! Due to the lack of communication I had forgotten to tell the driver that I had chosen not to go out of the front, he opened the door and, almost instantaneously, nine men were dead. I had managed to climb over the side, as had ten others. We had been in France for less than two minutes and we had already suffered heavy casualties. With the rest of my men, I moved up the beach and found some cover behind a huge rock about 40 metres from the cliffs. We were safe for the moment, but soon we would have to move on. There was an abandoned trench about seven metres away, with a concrete wall in front of it that should provide some much needed cover. I shouted the order, and we sprinted up the beach to the trench. We had made it without suffering any more casualties. Now was the time to attack. I positioned Phil Wainsley, the sniper, in position; he had a clear view of a small machine gun emplacement, which was operated by two tall, bearded men. I watched the emplacement through a periscope that one of the privates had stolen from an Italian Colonel a week previously. After seeing that both men had dropped dead, I shouted that it was safe. We rushed up the beach to find the best position to lay down some covering fire for the rest of the army running up the beach. I looked along the coastline, to see bodies everywhere. It was horrible. The sea was red from the blood of those that had lost their lives, there were people searching for friends, relatives, and in some cases, lost limbs. I turned round to find that I was on my own platoon had moved up the side of the hill. I pursued them quickly, trying to dodge the oncoming bullets. I caught up with them at the bottom of a set of stairs leading up the side of the cliff to the main gun emplacement. We waited there for a moment and then ran up the stairs to the emplacement; there we threw two grenades into the building. We waited for the smoke to settle from the explosion, and then charged in killing any survivors. The battle had been won, we had taken control both of the gun emplacements, it was now safe for the Navy to come to the beach, they had been waiting a few miles of the coast. It was essential that they came. So that we could set up a camp, reducing the chances of loosing our position. It was half past twelve before all of the equipment had been unloaded from the large warships; however, it would take two hours to set up. I was now reunited with my senior officer, my regiment, The South Alberta Regiment, and armoured car regiment. I was just sitting quietly beside my armoured jeep, not believing that I had just survived that onslaught. I was in a new world, from being a banker to a Captain in the English army, I felt like a massive juxtaposition. I suddenly heard somebody shouting my name, it was the captain in the Royal Logistics Corps, informing me that I was to report to Colonel Radley, the highest ranked officer in the camp. When I reached his tent, I was flabbergasted, it was beautiful inside: along the left hand side of the room was situated a large bed, with the woodwork made from pine. Just past the bed, there was the most beautiful mahogany table. Along the opposite side of the room, was positioned a Cedar wardrobe and chest of drawers. I must say that I was very jealous of the Colonel, even though I was a captain, I still had to share a tent with my platoon: not the most comfortable of places. After gazing around the room, I was asked into the head office of the camp, this is where all of the senior ranking officers worked. I walked through the room, which was littered with communication appliances and typewriters. A Corporal led me through the room to the Colonel's office. Once in the office I saluted my senior, and listened to what he had to say. He was saying that due to my bravery and superb leadership of my platoon, for leading the allies over the cliffs, and securing a position. I was being awarded the Victoria Cross, and promoted to the role of Major. I started to think that the army wasn't so bad after all. A promotion, and being awarded the best medal possible, after spending less than forty-eight hours in the army. However, I was still feeling very weird, being away from home, not knowing if I would live long enough to see it again. The Colonel then informed me that I was to take three tanks and two jeeps to try and regain control of Dieppe, a small French town a short way along the coast. After hearing this I saluted and thanked the Colonel, and briskly marched towards my regimental base. There I selected fifteen other men to assist me with this assignment. We filled the vehicles with fuel and ammo, and set off. I started to feel a little queasy again. After reaching Dieppe, I could understand why regaining control of it was so important to the Allies. It had a well-established harbour, big enough and deep enough to contain an entire fleet. The coastline was very steep, making a coastal attack virtually impossible. Dieppe was also a link between Calais and Le Havre. When we reached the town square, which looked as if it had been deserted a long time ago, we became under heavy machine gun fire from the derelict church steeple. This however, didn't really cause a problem for the tanks. There was rubbish everywhere, from buildings that had been destroyed. There were walls missing from certain houses, and others were just non-existent, just gaps in the street where they had previously been. After sorting out the problem in the town square, we stopped to gather our bearings after checking that there was no one else around. We sat down inside a small deserted cafi, which smelt a little like rotten pot-pourri, not a smell that I want to remember.

The Root Of All Evil, Macbeth

G. R. Elliot once said, â€Å"wicked intention must in the end produce wicked action unless it is not merely revoked by the protagonist’s better feelings, but entirely eradicated by his inmost will, aided by Divine grace. † This statement can be directly applied to Macbeth’s descent into the darker recesses of human nature and what human weaknesses this classical tragic figure struggles with and finally succumbs to, causing his downfall. In William Shakespeare’s famous play, Macbeth is drawn to the murder of King Duncan, Banquo, and Fleance by his yearning for power. How could such a ourageous, gentle man such as Macbeth suddenly be transformed and drawn to do such evil? Surely he did not come up with such villainous thoughts of his own. His desire for control, authority, and jurisdiction was strengthened by evil sources, those from both the witches’ prophecies and his wife’s encouragement. In Macbeth it is very clear that evil begets evil. Shakespeare focuses on Macbeth’s courage early in the play. For example, Duncan and the sergeant both compliment Macbeth’s mental and physical bravery in Act I, Scene II. Macbeth â€Å"carv’d out his passage† until he and the enemy eneral were face to face. In the same act, the reader is told that Macbeth is brave because of his â€Å"disdaining Fortune. † In addition to his quality of courage, Macbeth is also a gentle man. Demonstrating his love and devotion for his wife, Macbeth refers to her as â€Å"his dearest partner of greatness† in Act I, Scene V. Lady Macbeth views his kindness as somewhat of a problem for their quest for power. She says that Macbeth is â€Å"too full o’ the milk of human kindness† to place them on the throne of Scotland as a result of murder. Macbeth realizes that Duncan is, n fact, a good and humble king, and other than to fulfill self-centered, uncontrolled ambitions, this is not reason to murder him. Macbeth is soon pressured into the murder of Duncan by both his wife and the three witches. The three witches are supernatural instruments of fate who predicted that Macbeth will become King of Scotland. In act I, scene III, the witches chant, â€Å"All hail, Macbeth! Hail to thee, Thane of Glamis! / All hail, Macbeth! Hail to thee, Thane of Cawdor! / All hail, Macbeth! That shalt be King hereafter! When Macbeth hears this prophecy, many questions nstantly begin to run through his head. He begins to wonder, what are they talking about and how will I become king? Macbeth does not entirely trust the witches, for he does identify them with evil. The foretelling of the witches spark the plot of the murder. The spark becomes a flame when Lady Macbeth hears of the prophecy. Lady Macbeth is canny and masterful as she propels Macbeth to kill Duncan. She binds Macbeth’s attention to the throne of Scotland, but never to the severity of the crime. Lady Macbeth is clever when she constantly urges Macbeth to forget about his torments and the brutal death he has aused. Before the actual murder, Macbeth is shrouded with fear. Banquo can also see the fear in Macbeth, although he does not know about the plan of murder when he asks, â€Å"Good sir, why do you start, and seem to fear/ Things that do sound so fair? † He ponders what would happen if he fails, and discusses this possibility with his wife. He struggles with fear in the presence of Lady Macbeth but she constantly reassures him that there is nothing to fear and that the murder will be for the better. This fear demonstrates that Macbeth does realize the difference between right and rong, good and evil, and the consequences, but the outcome, which is murder, proves he can be swayed in his beliefs and concerns. Macbeth was pressured to do a horrible deed which was driven by evil. The beginning of the evil was rooted in his wife and the witch’s but quickly spread into his mind and heart. Macbeth was soon contaminated by evil, although he realized what he had done was wrong. Macbeth says, â€Å"To know my deed, ’twere best not know myself,† meaning that committing such a vile act makes him uncomfortable. Evil drives Macbeth to later kill Banquo and Fleance for fear they know hat Macbeth was the murderer. One evil lead to another, for if he had not done evil by killing Duncan then he would not have done evil with the death of his best friend and his son. All the evil they committed to gain power, which was what they always wanted, led to great sorrow. They realized that the dead were much happier. While Macbeth and his wife were wracked with guilt and paranoia, Duncan was seen as the lucky in the eyes of Macbeth. He did not have any threats and was much safer than Macbeth who is feared losing his throne. Macbeth made these feelings clear when he said, â€Å"In restless ecstasy. Duncan is in his grace;/ After life’s fitful fever he sleeps well. / Treason has done his worst; nor steel, nor poison,/ Malice domestic, foreign levy, nothing,/ Can touch him further. † Macbeth, soon killed by Macduff, now, too, can rest with worry. Lady Macbeth was also troubled by feelings of guilt. In her sleep she screams, â€Å"Out, damned spot! Out, I say! †¦/Yet who would have thought the old man to have had so much blood in him. † Lady Macbeth is suffering from a dieses which she created from evil. Trouble and suffering have come into their lives in the place of power. Lady Macbeth ultimately kills herself, ending up in a state of peace without worries along with her husband. Macbeth is a basically good man who is troubled by his conscience and loyalty though at the same time is struggling with evils of ambition and murder. He is led to evil initially by the witches’ predictions and then by his wife’s goading, which he succumbs to because of his love for her. Lady Macbeth rids herself of any kindness that might stand in the way and fills that void with evil to achieve her ambitions. In both cases evil becomes controlling so much that both of there normal lives are ruined.

Be Sure to Dot Your is!

Be Sure to Dot Your is! Be Sure to Dot Your is! Be Sure to Dot Your is! By Maeve Maddox A reader asks: What is the correct way to write, there are three twos in the English language. The short answer is: There are three twos in the English language. A more thorough answer requires a look at 1. the rule for forming the plural of letters, acronyms, symbols, and words regarded as words, and 2. the intended meaning of this particular sentence. 1. How to form the plural of letters, numerals, symbols, and words used as words The Walsh Plain English handbook (widely used in American schools from 1939 into the 1970s) gave this rule: Form the plurals of letters, symbols, figures, and words regarded as words by adding s, or sometimes just s: Ex. Dot your is, cross your ts, and make your 3s (or 3s) plainer. You have too many ands (or ands) in this sentence. In 2009, the Purdue Online Writing Lab (OWL), an excellent and authoritative guide to written English, gives this rule: The plurals of single capital letters, acronyms, and Arabic numerals (1,2,3,) take an -s WITHOUT an apostrophe: Z (the capital letter Z)Zs UPC (Universal Product Code)UPCs ATM (Automatic Teller Machine)ATMs GUI (Graphical User Interface)GUIs 3 (the Arabic numeral 3)3s The OWL handout Forming plurals of lowercase letters carries this notation: Apostrophes are used to form plurals of letters that appear in lowercase; here the rule appears to be more typographical than grammatical, e.g. three ps versus three ps. To form the plural of a lowercase letter, place s after the letter. There is no need for apostrophes indicating a plural on capitalized letters, numbers, and symbols (though keep in mind that some editors, teachers, and professors still prefer them). My take on the use of the apostrophe to form any kind of plural is avoid doing it if you can make your meaning clear in any other way. Using s to form the plural of symbols feeds the uncertainities of young writers who imagine that the apostrophe is the sign of the plural and write such things as The dogs ran in the park. Or The dogs ran in the park. Ive had students so mesmerized by the apostrophe that they wrote his as his and goes as goes. Because of such experiences I balk at forming any kind of plural with s. In most cases no confusion results from adding a plain s to a numeral: His 3s look like 8s. Or to an acronym: All the ATMs had been vandalized. Adding s to a letter is tricky, as in the title of this post. The intended plural is looks like the verb is. Capitalizing the letter can help, but not in every case. Ex. Take more care in forming your As, Ts, and Is. My solution is to resort to quotation marks: Take more care in forming your as, ts, and is. Im not entirely happy with my solution, but I prefer it to using the apostrophe to form a plural. 2. The sentence There are three twos in the English language. Spoken, the sentence is a great way for a teacher to introduce the three English words that are pronounced [tu:]: to, two, and too. Attempting to put the sentence into written form, however, presents problems. For one thing, it spoils the pun. For another, theres only one two in English. Link to Owl Writing Lab Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:What is the Difference Between "These" and "Those"?35 Genres and Other Varieties of FictionWords That Begin with Q

What Is CTY at Johns Hopkins Complete Guide

What Is CTY at Johns Hopkins Complete Guide SAT / ACT Prep Online Guides and Tips CTY, or Center for Talented Youth, at Johns Hopkins University (JHU) offers an assortment of resources to gifted students. These resources include summer programs and courses, written resources, community awards/recognition, and college counseling. The first step to many of the CTY programs is registering for the Talent Search. Even the programs that are open to everyone give priority to students who participated in the Talent Search. For your convenience, we’ve compiled everything here into one magnificent blog entry guide. I recommend reading it all the way through, but if you only want to read one particular section, you can pick it out from the Table of Contents. I'll start off by going in depth into the Talent Search and then mention other programs along with links if you want more information than I give in this article. feature image credit: Lanyard by Kevin Wong, used under CC BY 2.0/Cropped from original. Table of Contents CTY Talent Search: A Primer Talent Search Participants Only Programs Family Academic Programs Recognition Ceremonies Programs Open To Everyone Who Qualifies (Not Just Talent Search Participants) Summer Programs CTY Online Study of Exceptional Talent Other CTY Resources Tips for CTY Actions To Take What Is the CTY Talent Search? The CTY website calls its Talent Search the "gateway to CTY†...meaning, I think, that the Talent Search is the portal through which many students experience CTY programs. Since there are different Talent Searches for each CTY International program, I'm going to limit my discussion to the U.S. Talent Search (including those students who apply to the U.S. Talent Search internationally). The CTY Talent Search involves the following steps: Step 1: If you're eligible for the Talent Search (more on that next), register with CTY Talent Search. Step 2: Next, you select the test that’s right for you, register for that, and take it. Step 3: After you get your score report, CTY sends you a Certificate of Participation as well as a list of other CTY programs your score qualifies you for. Step 4: If you're not satisfied with your score, or your score is too low for the programs you want to participate in, you can retest at a later date. Who’s Eligible for the CTY Talent Search? The CTY Talent Search is open to all 2nd-8th graders who qualify by: Scoring 95th percentile (or higher) on a nationally normalized test. Examples of these tests include the Weschler Intelligence Scale for Children or any of the Woodcock Johnson Tests. Scoring 95th percentile (or higher) on any other the other qualifying state tests. Examples of these tests include the NY Statewide Testing Program or the California Standards Test. Displaying superior academic performance. This criterion is ONLY for students without standardized test scores. In order to qualify under this criterion, you must display superior math and critical reasoning abilities. For more on Talent Search eligibility for 2nd-8th graders, go to the CTY's website. What if you're in 9th grade or above? Unfortunately, students in grades 9-12 are too old to qualify for the Talent Search; instead, to gain access to CTY programs, they must either take the qualifying tests (SAT, ACT, Advanced SCAT, or STB) on their own or go through the Diagnostic and Counseling Center. I'll talk a little bit more about the DCC later in this article. Where Do You Apply for CTY? You can apply for the Talent Search online. When Does the CTY Talent Search Happen? For CTY purposes, the academic year is July 1-June 30, so to qualify for CTY for the next school year you should apply after July 1st (more on deadlines here). It's also not just about when you apply to CTY - your test dates also determine your eligibility. What do I mean by this? Let's say you apply to CTY at the end of your 7th grade year (e.g. June 19th), but don’t take the SCAT, STB, SAT, ACT, etc until after July 1st. Because you took your qualifying test after July 1st, CTY will consider you an 8th grader and require you to meet 8th grade score requirements for all programs and recognition ceremonies, even though you technically registered while you were in 7th grade. I have more information on specific SAT and ACT score requirements here. Calendar* by Dafne Chole, used under CC BY 2.0/Cropped from original. Why Should You Do the CTY Talent Search? What do students get out of the CTY Talent Search? One perk is the opportunity to take what Duke calls â€Å"above-level† tests (that is, you take the SAT or ACT before you're in high school) and compare your results with similarly gifted peers. Why is this helpful? It can give you information early on about areas you might want to further develop and give you a preview of the test-taking process. For instance, let's say you take the SAT as a 7th grader and score a 300 on Evidence-Based Reading and Writing, which is below par compared to your peers in CTY. You'll know that you have to work on that skill, and as a result be able to better plan with your family for high school and the college admissions process. If you just took the SAT as a 7th grader without taking part in the Talent Search, you would not have the opportunity to know how you stack up against other students in your grade and age group; instead, you would end up being compared to much older students, which doesn't really tell you anything about where you should be now. Taking part in the Talent Search also opens up opportunities to enroll in CTY programs, like Family Academic Programs. Even programs for which the Talent Search is not a mandatory prerequisite, like Academic Explorations or CTY Online,give preference to students who are Talent Search participants. CTY Talent Search participants also gain access to a wide variety of other resources. I'll discuss these resources later on in more detail. Finally, there's the recognition of your prowess at the (aptly named) Award Ceremonies. At year-end ceremonies, CTY recognizes the highest scorers on the SAT or ACT out of all the Talent Search participants. We have more information about these ceremonies in our articles about the SAT and ACT score requirements to qualify, but for now, I'll just say that it is usually gratifying to get special recognition for your talent. It's not just about the medal (although you do get one at the Award Ceremonies)- it's knowing that other people value your hard work. Devil's Advocate: When Should You NOT Apply to CTY at Johns Hopkins? IF... ...you don’t care about taking college entrance exams early, OR ...you don’t have any interest in taking part in any of the CTY programs or using any of their other resources, THEN it might not be worth it to do CTY at Johns Hopkins. Why? Most colleges don’t care about what you did in elementary or middle school, unless it was something truly spectacular, like qualifying for the Olympic Games or playing a solo concert in Carnegie Hall. Bottom line:if you’re going to use the resources and take advantage of the programs open to you through CTY, then do it. If not, save your money (and time). How Much Does CTY Cost? To enroll in the CTY Talent Search, there is a fee of $44 if you live in the United States, or $57 if you are an international student. In addition, you must pay test fees (currently $50.50 for the ACT without writing and $47.50 for the SAT without essay). Disclaimer: all costs mentioned here and in the rest of the article are as of the time this article was published- it's possible that they may change in the future, so be sure to double check before making a budget around these numbers. Can You Get Financial Aid? Yes. If you qualify for free or reduced school lunches and are US permanent resident, then CTY will reduce your Talent Search application fee to $10 (from $44) and provide you with a voucher to waive your test fees for one test session (either the SAT or ACT). For more information about financial aid for the Talent Search, as well as for other CTY programs, go to this site. Unfortunately, there is no financial aid for international students available through CTY. In addition to need-based aid, CTY also provides scholarships to students already part of CTY through the CTY Scholars program. Talent Search Only: Family Academic Programs Family Academic Programs at Johns Hopkins’ Center for Talented Youth are designed for students andtheir families or guardians. The programs range from all-day or overnight programs to extended (week-long) educational explorations. Costs vary widely, depending on the length of the program and what it involves. Just from the research I did for this article, it seems like there are a bunch of amazing opportunities in all sorts of areas for students and families alike (not that I'm jealous or anything, but upcoming programs includetraveling to Morocco!). As far as I can tell, Family Academic Programs are open to all studentsand their families, with no score requirements; however, if I find out that this is wrong I'll update this article accordingly. Return to Table of Contents Talent Search Only: Award Ceremonies CTY recognizes exceptionally high scoring students at award ceremonies at the end of each year. These students are 7th and 8th graders with qualifying scores, as well as students who are part of the Study of Exceptional Talent. While you must play for your own transportation and accommodations, the ceremonies themselves are free of charge. There are multiple regional Award Ceremonies every spring, located in various cities throughout the U.S., China, and in Hong Kong. I discuss what the score qualifications are for these ceremonies in SAT- and ACT-requirement articles, but basically these ceremonies are for 7th and 8th graders who participated in the Talent Search and scored extremely well on the SAT or ACT. In addition to the regional Award Ceremonies, CTY also has an international awards ceremony called the Grand Ceremony, held every year at John Hopkins' Shriver Hall. This ceremony recognizes the absolute top scoring students from the Talent Search and includes all students who are part of the Study of Exceptional Talent. Return to Table of Contents No.1_blue_ribbon by Oldbeeg, used under CC BY-SA 3.0/Resized from original. The following series of resources and programs are open to all qualified students, including those who did not participate in the Talent Search. But caveat emptor: at least for their summer programs, CTY explicitly states that â€Å"when we assign students to courses, we assign returning students first, then Talent Search participants, and then other applicants.† (bolding mine) Summer Programs There are multiple summer programs offered through CTY, offered in multiple locations across the US and in Hong Kong. Some are entirely course-based (Academic Explorations, Intensive Study, and Global Issues at Princeton), providing an opportunity for advanced students to challenge themselves with academic endeavors in the company of similarly advanced peers. Another program, the Civic Leadership Institute, offers courses in combination with real world experience, allowing students to work with actual communities and grapple with the issues facing them today. Who can take part in these summer programs? Any students in grades 2-12 who qualify (again, more about qualifying scores in these articles). Students in grades 2-4 are only eligible for the day programs, while students in grades 5-12 can do the residential programs. The summer programs tend to run from the end of June to the beginning of August, with varying tuition costs depending on the program content and locations. Return to Table of Contents CTYOnline CTY Onlineprovides online courses (including courses you can take at your own pace) year-round to students withâ€Å"outstanding academic ability.† If your high school does not have any advanced classes in a particular subject area, they may allow you to take CTYOnlinecourses for credit. Alternatively, some students useCTYOnline courses as a way to prepare for AP, IB, or SAT II tests. Out of all the programs through CTY at Johns Hopkins, CTYOnline courses are open to the widest age-range of students,from Pre-K students all the way up to 12th graders. The qualifications, of course, differ depending on age. In order to be eligible for the program, exceptional Pre-K through 1st graders need to have at least part of apsychoeducational assessment. Students in grades 2-8 who took part in the Talent Search must meet the SAT or ACT score requirements; if they didn't test in time through the Talent Search, they must apply for provisional admission. Students in grades 9-12 must submit official score reports for the SAT, ACT, or PSAT, or go through the Diagnostic and Counseling Center. So how much does this cost? The application fee is $15 (with an additional $20 charge if you are an international student), and courses range in cost from$370 for the Spanish Reader’s Workshop up to $1865 for AP Chinese Language and Culture (prices taken from most recent course listing). Visit the CTY Online websiteto read more about the program and see if you qualify to take CTYOnline courses. Return to Table of Contents Feedback checklist by AJC ajcann.wordpress.com, used under CC BY-SA 2.0. Study of Exceptional Talent The Study of Exceptional Talent, or SET, is open to students who scored extraordinarily well on the SAT at an early age (up to 13 years 10 months). We have more information on how the score requirements work in our article on SAT score requirements for CTY, but the short version is that if you took the SAT before age 13 and got ≠¥ 700 on Math or Verbal (either Critical Reading on the old SAT or Evidence-Based Reading and Writing on the new SAT), you're eligible for the SET. So what is the SET, exactly? SET is a free program that provides counseling, opportunities to interact with other similarly gifted students, access to CTY resources like the SET Precollege Newsletter, and supplemental letters of recommendation for students applying to college or competitive high schools/prep schools. Return to Table of Contents Other CTY Resources The Diagnostic and Counseling Center at CTY provides educational counseling and assessment services to all students. Students in grades PreK-1 and 9-12 may go through the DCC in order to qualify for CTY programs. In addition to assisting students in qualifying for CTY, the DCC also provides educational consultations for families who wish to discuss strategies and educational plans for their gifted child(ren). Depending on the service, the DCC provides assistance online, over the phone, or on the Johns Hopkins University campus. CTY's Imagine magazineresources provides information to all CTY students about academic competitions, academic summer programs, internships, distance learning resources, early college entrance programs, career exploration resources, and research resources. Return to Table of Contents Getting Into CTY: Cool (Free) Tips, Yay! That was maybe not one of my better reverse-engineered-acronyms, but more important than my failed acronym-ing: I've made up a list of helpful hints to boost your chances of getting into CTY's Talent Search and other CTY programs. If you haven’t done particularly well on school standardized tests within the last two years, take a look into some of the other test options. Maybe an IQ test would be a better way to identify your talent and potential. If you’re waffling between doing the Talent Search and waiting until later to apply to other CTY programs, definitely consider participating in the Talent Search. As I've said before, there are some programs and resources that are only available to students who took part in the Talent Search, and even the resources available to all students give priority to Talent Search participants. If you don't do well on the SAT or ACT when you take it through the Talent Search, you can always retest later. When you've started the 7th Grade Talent Search process, don’t forget to study for the SAT/ACT. Why? Because while CTY is just using the SAT or ACT as a sorting mechanism, if you blow it off, it could prevent you from getting into a summer studies program that you totally deserve to attend (or at the very least cause you to have to retake the test in order to qualify). At the very minimum, you need to be familiar with the test structure and timing. How can you do this? Take a practice test to gauge where you are, then use this information to determine the amount you have to improve. Know how much time you have to study so you can plan your prep accordingly. For more advice along these lines, read our articles on if you should take the SAT or the ACT in 7th grade. Return to Table of Contents Actions To Take #1: Find out which of the accepted tests you’ve taken and what your scores were, including your composite scores on these tests. Because you can only upload one score with your Talent Search application, you want to be sure you're choosing and uploading your best test score. #2: Once you get into the Talent Search Program, study for the SAT or ACT. #3: Make sure to keep an eye on the Talent Search deadlines for updates on the 2018-2019 school year information, including when enrollment begins again. #4: If after reading this article you're still not sure if the Talent Search is right for you, read more about it on the Talent Search website, or go to the CTY website to find out more about their other programs. Thought plus action by Ben Tesch, used under CC BY 2.0. What’s Next? Find out more about CTY programs with SAT and/or ACT score requirements. Want to compare CTY with comparable programs? Read our articles about Duke TIP's 7th Grade Talent Search, Summer Institute for the Gifted, and Stanford EPGY. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Macro Economics Essay Example | Topics and Well Written Essays - 1000 words

Macro Economics - Essay Example (Sloman, 2006) Keynesians believe that if left to the market forces there is no guarantee that the economy will achieve a full employment level of GDP. They argue that instead when left on its own economy may not function as required and may result in high levels of unemployment. Therefore, to control this it is important for the government to intervene. If there is high unemployment the government should opt for deficit financing in order to increase the spending in the economy thereby, triggering economic growth. (Bamford et al. 2003) According to the circular flow of income national income should always be equal to the consumption of domestically produced goods and the withdrawals from the economy. Y= Cd + W Here National Income (Y) can be defined by the above equation. The withdrawals (W) are made up of net Savings (S), net Taxes (T) and spending on Imports (M). As we already know that the total spending in the economy on goods and services is known as Aggregate Expenditure (E). This is made up of the demand for locally produced goods plus the three injections (J): investment (I), government expenditure in the economy (G) and exports (X). (Sloman, 2006) When in equilibrium the Aggregate Expenditure is equal to National Income as injections are supposed to be equal to withdrawals. In the model put forward by the Keynesians in order to get equilibrium national income a line is drawn at 45 degrees. This is because at that point the Aggregate Expenditure will be equal to real GDP level of income. Thus, shown in the diagram below the level of income in the economy will be determined at the point where the AE curves interest the 45 degrees line. Figure 1 The Keynesian income-expenditure approach and aggregate demand and supply Diagram taken from Cliff Notes, 2011: Website Suppose that the economy is initially at the natural level of real GDP that corresponds to  Y1  in Figure  1. Associated with this level of real GDP is an aggregate expenditure curve,  A E1. Now, suppose that autonomous expenditure declines, from  A1  to  A3, causing the  AE  curve to shift downward from  AE1  to  AE3. This decline in autonomous expenditure is also represented by a reduction in aggregate demand from  AD1  to  AD2. At the same price level,  P1, equilibrium real GDP has fallen from  Y1  to  Y3. However, the intersection of the  SAS  and  AD2  curves is at the lower price level,  P2, implying that the price level falls. The fall in the price level means that the aggregate expenditure curve will not fall all the way to  AE3  but will instead fall only to  AE2. Therefore, the new level of equilibrium real GDP is at  Y2, which lies below the natural level,  Y1. (Cliff notes, 2011) Question 2 â€Å"In economics, a  multiplier  is a factor of proportionality that measures how much an  endogenous  variable changes in response to a change in some  exogenous  variable. For example, suppose a one-un it change in some variable  x  causes another variable  y  to change by  M  units. Then the multiplier is  M.† (Wikipedia, 2011) When the injections in an economy increases so does the amount of the national income (Y). The question here is by how much? In fact, national income Y will increase in a proportion more than the injections-J. Y will rise by a multiple of J. The number of times Y increases with respect to the change in the injections is known as the multiplier (k). Multiplier is equal to the change in national income Y divided by the change in injections. (Sloman, 2006) Apart from the above explanation above the value of the multiplier can also be determined by the following formula: K= 1/ (marginal propensity to withdraw). (Bamford et al. 2003) The four-sector economy is the most