Who is Don Draper Essay Example | Topics and Well Written Essays - 1000 words

Who is Don Draper - Essay Example You are okay.’ But in his real world, Don Draper is a lonely man and his life is a struggle for him. As the Creative Director of Manhattan advertising firm Sterling Cooper and founding partner of Sterling Cooper Draper Pryce, he always have some good ideas making him successful in his career. Being successful, he dispenses some timeless career advice in shows like ‘The day you sign a client is the day you star losing one.’ He has lots of things that normal people want, looks very handsome, rich, seems like he has everything people want, but still he cannot feel happiness. Don Draper feels alone because nobody understand him. His earlier job as a fur salesman enabled him to meet his wife Betty Draper. Betty Draper is a model who does a photo shoot for a company. She is very pretty and she loves Don Draper very much, but Don Draper did not cherish his wife but rather made his work more important in addition to having several extra-marital affairs. Don Draper’s family is not a priority and he even told his wife he is very busy at work, but he always go out with his mistress Midge and Rachel which makes Betty very upset. One time Betty Draper went out for a dinner and discovered Don Draper’s marital infidelity where she became so upset that she decided to leave Don Draper. As a husband, Don Draper is not responsible to his family, he did not love her wife and his children. Don Draper is unfaithful to his wife and family and preferred to be with his mistress which makes his wife very upset. He had a lot of mistress ranging from Rachel Menken to Midge Daniels, Bobbie Barrett that really upset his wife to the point that he was sent out of the house. Don Draper however would not admit any of his extra-marital affairs. As a father, Don Draper did not do anything like a father should do such as taking his children to school. He does not even

Looking At The Golden Age Of Hollywood Film Studies Essay

Looking At The Golden Age Of Hollywood Film Studies Essay The Great Depression was a depressing time of hardship. There were economic troubles, financial collapses, and agriculture declines, but that didnt stop the fun. There was music, radio, dancing, dating, and family time. Also in the 1930s, movies became popular to social classes. Movies provided the reassurance of the future. Movies gave glimpses of what could be, and fascinated the people of the rural life, which led movies to become popular in demand. As the world entered a depression, Hollywood entered its Golden Age. The first attempt to make a movie was by Thomas Edison in the late 1870s. After creating the phonograph, he got the idea of creating a device that would show pictures along with the sounds from the phonograph. Although it was not a success, the process enlightened and sparked the ideas of others. In 1903, the first real attempt to make a motion picture movie or story-picture was by Edwin S. Porter with The Great Train Robbery. After Porters first story-picture came the following of many more. Not long after, Harry Davis came with the idea of creating a place to show these story-pictures. He built the first nickelodeon or five-cent theater in 1905, which caused the rise of many others. The first Hollywood studio, Nester, was built in 1911 and was followed by many others. Story-pictures earned the name movies from the locals and provided work for the local community. The first actors were not named because as the studios predicted, they would demand higher pay. The revealing of actors and actresss names started after Florence The Biograph Girl Lawrences accident. Studios also assumed that an audience would not sit through a film any longer than a short film. This assumption was stopped by the movie Birth of a Nation, a 3 hour film about the civil war. When the 1930s rolled around, there were horror films, comedy films, drama films, mystery films, and musicals. The most popular were horror and comedy films. Horror films of the 1930s were alluring and extraordinary films. The ominous characters pulled audiences in with their creepy costumes and strange accents. Back then, horror was escapism of the tragic feeling of The Depression. People gathered in cinemas to be scared by mythical monsters of fictitious worlds. Three famous horror films are Dracula (1931), Frankenstein (1931), and King Kong (1933). All three were crowd favorites and today are classics that people still watch in awe. Comedy films provided a temporary escape from life. They left, and still today leave, joy and smiles on peoples faces with their normally happy endings. Slapstick comedy and screwball comedy were both popular in the 1930s. Slapstick comedy was a silent, physical, and visual comedy that included horseplay. The Three Stooges (1930), is an example of slapstick comedy. Screwball comedy was included in the romantic comedy genre. Screwball comedy also included slapstick comedy. Screwball comedy was sophisticated romance films that pinpointed the battle of the sexes. The Awful Truth (1937) and Bringing Up Baby (1938) are examples of screwball comedy. In the 1930s, Shirley Temple was an extremely popular child actor/star. People believe Shirley Temples popularity and fame came from the hope and entertainment she gave during The Depression. Shirley Temple played in The Little Colonel, Curly Top, Little Miss Marker, and Heidi. Two other famous child actors were Carl Alfalfa Switzer and Scotty Beckett. Alfalfa and Scotty were introduced to the world in Our Gang aka The Little Rascals, a comedy series. They were two of the most well-known child stars on the show. Both are still very popular today because of the modern film The Little Rascals. Judy Garland, Dorothy from The Wizard of Oz, was a famous actress from the 1930s. She started acted at the age of 2  ½ and worked her way up. She was the only actress that was signed by MGM without a screen test. Judy went on to be a not only an actress, but also a singer. She was very popular in the 1930s. A popular actor of the 1930s is Bela Lugosi. He played as Count Dracula in 1931 film Dracula. It was his signature performance on Broadway that was made a classic by Universal Studios. Both actors are remembered today for their lead roles in those popular classics. Movies have come a long way. They showed the glamour of high society life. Movies were great ways to escaped hardships. Movies were reassuring and everyone enjoyed them. Movies have become more and more popular throughout the time periods. Hollywood s Golden Age is over, but yet still growing. McLellan, Derek. The Birth of Motion Pictures : From the Slot Machine to the     Ã‚  Ã‚  Ã‚  Ã‚  Nickelodeon.  The Golden Age of Hollywood. N.p., 2007. Web. 10 May 2010. McLellan, Derek. The Early Years.  The Golden Age of Hollywood. N.p., 2007. Web. 10 May 2010. Horror Begins To Talk And Scream.  Horror Film History. N.p., n.d. Web. 10     Ã‚  Ã‚  Ã‚  Ã‚  May 2010. Dirks, Tim. Comedy Films.  Filmsite. American Movie Classics Company LLC, 2010.  Web. 10 May 2010 Shirley Temple, SuperStar.  MovieActors. N.p., n.d. Web. 10 May 2010. Carl Alfalfa Switzer 1927 1959 Hollywood Forever .  Cemetery Guide. N.p.,     Ã‚  Ã‚  Ã‚  Ã‚  n.d. Web. 12 May 2010. Garland Biography.  The Judy Room. Scott Brogan, 1999-2010. Web. 12 May 2010. Biography.  Bela Lugosi. Lugosi Enterprises. Pasadena Computer Works, 2006.     Ã‚  Ã‚  Ã‚  Ã‚  Web. 12 May 2010.

Alice Kyteler Sorcery Trial Essays -- Witchcraft European History Essa

Alice Kyteler Sorcery Trial The sorcery trial of Alice Kyteler was an important aspect and a contributing factor of the European With-Hunt. The trial helped to set a precedent and a point of reference for later witch-hunts and later trials. The trial of Alice Kyteler helped make the link between heresy and witchcraft, helped in making witchcraft a crime punishable under heretical laws, helped define what the acts of witchcraft are, and allowed for the authority of the church in matters of witchcraft, such as torture, to be defined. Heresy and witchcraft are interrelated and in some cases, one in the same. The charge of sorcery and witchcraft against Alice Kyteler helped to solidify the correlation drawn between magic and heresy. The sorcery trials that where held in Ireland where centered around the idea that the magic that was being performed somehow made the practitioners heretics. William Outlaw was accused of, â€Å"aiding, abetting and harboring heretics†¦usury, perjury, adultery, murder of clergy, and excommunications, to the total of thirty-four separate counts.†1 William Outlaw, son of Alice Kyteler, had the charges of heresy and helping those who where heretics combined to include other charges that fell under witchcraft. Outlaw was accused of helping heretics, who where also being charged with heresy, and using sorcery for the use of evil. In Nicholas Eymeric’s, written fifty years after the Kyteler trial, lists that â€Å"†¦some others, however, are magicians and di viners who are not pure chiromantics, but are contracted to heretics, as are those who show the honor of latria or dulia to the demons.† Eymeric also wrote that, â€Å"These people,† referring to the magicians, â€Å"are guilty of manifest heresy.†2 This s... ... Alan Kors and Edward Peters (Philadelphia: University of Pennsylvania Press, 1972), 85. 3. Brian Levack, The Witch-Hunt in Early Modern Europe (London: Longman Group, 1995), 37. 4. Davidson, 26-27. 5. William Cardinal of Santa Sabina, â€Å"Magic and the Inquisition,† in Witchcraft in Europe 1100-1700, Alan Kors and Edward Peters (Philadelphia: University of Pennsylvania Press, 1972), 81. 6. Davidson, 28 & 30. 7. Davidson, 82. 8. Heinrich Kramer and Jacob Spenger, â€Å"The Malleus Maleficarum,† in Witchcraft in Europe 1100-1700, Alan Kors and Edward Peters (Philadelphia: University of Pennsylvania Press, 1972), 130. 9. Davidson, 28. 10. Heinrich Kramer and Jacob Spenger, â€Å"The Malleus Maleficarum,† in Witchcraft in Europe 1100-1700, Alan Kors and Edward Peters (Philadelphia: University of Pennsylvania Press, 1972), 132. 11. Davidson, 62. 12. Levack, 77.

My Feeling as a Filipino Essay

I am very proud to be a Filipino! From the centuries that passed, a lot of nations have admired the Filipino people, for being industrious, brave, talented, resourceful, these are only a few of the traits that a lot of other people and nations admired the Filipinos for. But although we have been complimented in many fields, none of us or only a handful of us are well known for it. We as a people never stop and think â€Å"what can I do for this country†. There have been notable personalities that have done this but a lot of us have always taken it for granted. One other notable Filipino trait is ingenuity; we have had a lot of inventors that have blossomed in the Philippines, one such inventor that is well known around the world is Agapito Flores, the inventor of the fluorescent light. This invention, should it have been recognized by the government would have been one of the best ways that we could have paid our national debt and would have increased the status of the Philippines as a nation, if it was manufactured here in the Philippines, but the government took it for granted. Another field that we really should have exceeded in is agriculture. A lot of the Asian countries have learned their agricultural knowledge from the Philippines, yet we keep importing these goods from them, one such country is Thailand; they are very proud to say that they learned their agricultural knowledge from the Philippines, one notable goods is the Thai Rice, that specific breed of rice was made in the International Rice Research Institute (IRRI) in Los Baà ±os, Laguna, yet we are the one importing that specific rice crop from that country to ours. So my question is †¦ Why is it that our government seems to be a reactive kind of government and not a proactive one? Why is it that the Filipino, as a people, seems to practice, what I call the â€Å"I† syndrome? Why is it that we put ourselves on top of everything else rather than a part of a nation? Why is it that other nations and or people recognize what we have and we don’t? Why is it that we turn a blind eye to the problems of our society? Why is it that we are so caught up with what â€Å"I† want and what â€Å"I† need that we fail to see what’s really happening to us as a nation? I AM  PROUD TO BE A FILIPINO and I still believe that we can make it as a nation, but I’m afraid that if we don’t change our outlook of ourselves as a people, we will succeed as an individual but fail miserably as a nation.

Business Communication Essay

Introduction This report is based on how nonverbal communication such as body language can be used within the hospitality environment when language becomes a barrier in the form of contact between the service provider and the guests. This highlights how a staff, who works within the hospitality industry who are usually seen on a daily bases dealing with certain number of guests who is unable to speak the local language. These staffs must not only be able to notice the different body language that the guests are sending but to understand what each different body language means in order to provide the guests with the best service possible. This could involve the basic forms of interaction such as eye contact, hand gestures and the physical space between the service staff and the guests (Sana Rynolds & Deborah Valentine 2004, p. 77 – 90). With studies have stating that a majority of communication done is non-verbal and the rest is verbal (Linda Lee-Davis 2007 p. 127), this could heavily affect the communication between the first contact between the guest and staff if the staff is unable to use body language to try and understand what was it meant for. As a tourist travelling to a new destination With more and more tourist having the motivation of traveling to a different country for short break or long overdue holiday, the situation that they might face there is they might not be able to speak the local language and finding a local person that might speak the same language as them might be hard provide that these guests are in a group which have a tour leader together with them. (J Christopher Holloway 2009 p. 62 – 66) Free independent travellers (F.I.T) who on the other hand usually travel alone or without guides, usually have to rely on hand signs and body language in order to get the message across to the local service provider’s staff for examples at the hotel and restaurants and hoping that they would be able to understand what the traveller is saying or tying to say. Should a guest or traveller who know the certain information about body language and is being served by a front line staff, the guest would be able to tell if the staff is providing the guest with the quality of service and value that is expected of the organisation or the staff does not care about the service that he or she is providing. As a staff of a hospitality service provider For staffs who are working in the hospitality industry especially as a front line staff in places such as boutique shops, hotels or restaurants which interacting with guests would be a daily part of the job. These staff would need to have a better understanding of the different types of body languages and what each of these different body languages represent so that the staff would be able to know how the guest or customer is feeling or reacting if the opposite party does not speak the language the staff speaks. As a front line staff in such an industry, being trained to recognise certain body languages that the guests are displaying like nervousness or doubt can help those guests in their problems and make their experience an enjoyable one. While dealing with guests, different forms of body languages like eye contact lets the guests know that the staff is trying to help him or her in their problems and not just for the sake that it is part of their job; this reassures the guest that the staff is trying his or her best to solve their problems, the facial expression can also be used to show the guest that the staff might not understand like nodding of the head for a yes or a no or a simple smile to indicate a simple kind of friendliness toward the guests and the staff is there to help. The staff should also know some information about different cultures so as to avoid offending the guest that they are serving or help as to some cultures it might seem appropriate but to another it might be taken as an offence towards them. (Linda LeeDavis 2007 p. 127) Examples of how body language can be used in such an environment As one example, a tourist visits a place of attraction and is lost among the attraction at the same time, tourist does not speak the local language; in such cases, the tourist would display signs of nervousness and doubt as the tourist is unsure who to ask for help. As the tourist is displaying such signs it becomes a giveaway that the tourist is in need of help, this signs can become visible to a staff working at the attraction and the staff could offer assistance to the tourist. Another example is about front line staffs that work in hotel. They are mainly working in the front of the house, this staffs are expected to portray certain body language clusters like openness, enthusiasm and confidence as these staff will look more approachable for the guest to ask for help, as such presentation would help break down the fear of the guest from approaching the staff to ask for help even if the guest does not speak the language. Such portray of positive body language at the front of the house would also projects a positive image to the guest arriving about the hotel. Conclusion Body language is an important tool that can be used in the hospitality industry as working in this industry, a staff would not only just be meeting guests but at the same time providing a service them. With body language, it can help the staff to take notice of guests that are in need of assistance. Body language can also be used as an expression between two parties that do not speak the same language but with body language, the two parties could understand what each other are saying. Body language can also be used providing the first impression in places like restaurants and hotels as it give a positive image of both the hotel and brand. With the two examples that is show above, its gives a clearer ideas on the different ways how body language can be used to either help a guest/ tourist and to project a positive image.

Children with Autism and Learning Challenges

Children with Autism and Learning Challenges Free Online Research Papers Autism is a brain development disorder that impairs social interaction and communication, and causes restricted and repetitive behavior, all starting before a child is three years old. This set of signs distinguishes autism from milder autism spectrum disorders (ASD) such as Asperger syndrome. Autism is highly heritable, although the genetics of autism are complex and it is generally unclear which genes are responsible. In rare cases, autism is strongly associated with agents that cause birth defects. Autism affects many parts of the brain; how this occurs is poorly understood. Parents usually notice signs in the first two years of their childs life. Early behavioral or cognitive intervention can help children gain self-care, social, and communication skills. There is no cure. Few children with autism live independently after reaching adulthood, but some become successful, and an autistic culture has developed, with some seeking a cure and others believing that autism is a condition rather than a disorder. Schools have developed four guidelines to help teachers understand ways of learning in autistic children. 1. Be social â€Å"engineers.† Children with autism do not always know how to approach a social group. Autistic children are always looking to make friends just like everyone else, but do not know the proper steps, or ways to approach other children. That is why it is important for the educator to encourage other children to interact and socialize with them. For instance, you could re arrange the desks to form small groups and have the autistic child in a group with other students in the class. This would help with creating social skills to work together on social communications. Children with autism can have trouble with transitions, but they respond well to regular routines. 2. Be clear and consistent with routines. Educators can use â€Å"written scripts† to post the class schedule and classroom rules, then consistently apply those scripts on a daily basis. Educators have to be precise about the order in which activities will take place, where they will take place, and how long they will last. Be sure to use the same words to describe the different activities posted and repeat what needs to happen before each transition is made. One key point educators need to emphasize is warning before a transition is going to be made. For instance, while students are working on a task, remind them that they have five minutes before it is time to go to lunch. Then later say â€Å"we now have two minutes to finish your work before we go to lunch†. When a child is interested in a particular subject, allow the student to use that knowledge in other areas of education. 3. Use focused interests as a window of opportunity. For example, if a student has a confined interest in frogs, you can use this subject to engage him or her in questions and answers to involve other amphibians and reptiles, and then eventually incorporate that into the lesson. Other students will gradually engage in the discussion and become more interested about the different types of creatures. This type of teaching process will lead to a full classroom discussion engaging all students in the classroom. Although this is effective, it takes time, but can ease students with narrow interests to engage peers and expand their own interests. Language and social skills that come easier to other children can be picked up by an autistic child when the skills are presented in gradual, slowly moved steps. Inclusive settings are crucial for all students with autism, especially when structured properly by the educator to help them stay on tasks assigned and not overwhelming them. 4. Embrace inclusive settings. When exposed to different social situations, children with autism can build interaction as well as social skills they may not acquire in other areas of education. Inclusion not only builds interaction, but helps all children succeed in most academic and social activities. The earlier a student without a disability is introduced to students with disabilities, the earlier the students will become comfortable and accept them in their classroom culture and everyday activities. M.I.N.D. Research Institute is dedicated to education program excellence and cutting edge scientific research. The institute has successfully transferred more than thirty years of breakthrough brain and learning research into applied education programs for K-12 students. M.I.N.D. research continually improves its programs through data mining over 20 million student sessions and nine years of standardized math test results, and publishes its scientific and educational research. Standardized test results have shown remarkable increases for participating students. An eventual goal of M.I.N.D. is to establish an assessment and intervention school near the institute where current knowledge about K-12 education and neurodevelopmental disorders can be directly and immediately applied in order to help the students, and gain knowledge faster and easier. Some schools may not be fully prepared and have the resources needed to provide the proper learning environments required to helping and educating the growing number of autistic children. This article lists four easy to follow ways for the educator to incorporate learning to all the children in the classroom, as well as the students with learning disabilities. Being a social engineer, having clear and consistent routines, use focused interests as a window of opportunity, and embracing inclusive settings are the steps needed to help educate and incorporate students with disabilities into the whole classroom setting with the other students. Also, the M.I.N.D. institute is a great facilitator in the study of disabilities. This institute is embarking on a new and effective type of learning for all students, disability or not. Research Papers on Children with Autism and Learning ChallengesStandardized TestingEffects of Television Violence on ChildrenPersonal Experience with Teen PregnancyInfluences of Socio-Economic Status of Married MalesThe Relationship Between Delinquency and Drug UseRelationship between Media Coverage and Social andComparison: Letter from Birmingham and Crito19 Century Society: A Deeply Divided EraAnalysis Of A Cosmetics AdvertisementGenetic Engineering

Conformity essays

Conformity essays Conformity is an essential part of every culture. Its basic a likeness and understanding that can draw people together. A culture who has citizens who conform will be stronger. The regularity brings power, and stability. Because if all men are equal, then those who are together will become stronger than those alone. Conformity can be small things as simple as speaking the lands native language, or it can require more like following the laws and paying the taxes. It can even mean following a religious deity or having an arranged marriage. Its just allowing yourself to be a part of the norm. There is truth in the statement united we stand, divided we fall. Conformity is a necessary tool of all real progression. People die, and things are lost. Thats why cultures matter. Cultures have existed longer than any man can remember, and effected many. If an idea, or invention or anything else is good or substantial, it can be passed on through a culture. Cultures make it possible for the thoughts and actions of man to withstand mortality, more substantially. So by adhering to a norm or a law, you can accept the knowledge of others. By accepting and participating in a culture, you mix the ideals of others with your own, for better or worse. Its creates a never ending cycle of the growing wisdom of more than one man. By conforming, it means that mankind isnt damned to repeat itself eternally, because every man only works for himself. Our collective forms our culture, which changes with everything we do. We can grow and become greater, rather than simply existing. For as long as I can remember, Ive gone to school. School is a tool of learning, and conformity. It prepares me to go out, and work for my government. My knowledge and skill will most likely benefit my culture, which will benefit others. All children are required to go to school. This regularity of knowledge makes ...

A Definition of Meristematic Tissue in Plant Biology

A Definition of Meristematic Tissue in Plant Biology In plant biology, the term meristematic tissue refers to the living tissues containing undifferentiated cells that are the building blocks of all specialized plant structures. The zone where these cells exist is known as the meristem. This zone contains the cells that actively divide and create specialized structures such as the cambium layer, the buds of leaves and flowers, and the tips of roots and shoots. In essence, the cells within the meristematic tissues are what allow a plant to increase its length and girth.   Meaning of the Term The term  meristem  was coined in  1858 by  Karl Wilhelm von Ngeli  (1817 to 1891) in a book called Contributions to Scientific Botany. The term is adapted from the Greek word  merizein, meaning to divide, a reference to the function of the cells in the meristematic tissue. Characteristics of Meristematic Plant Tissue The cells within the meristem have some unique characteristics: Cells within the meristematic tissues are self-renewing, so that each time they divide, one cell remains identical to the parent while the other can specialize and become part of another plant structure. The meristematic tissue is therefore self-sustaining.  While other plant tissues can be made of both living and dead cells, the meristematic cells are all living and contain a large ratio of dense liquid.When a plant is injured, it is the undifferentiated meristematic cells that are responsible for healing the wounds through the process of becoming specialized.   Types of Meristematic Tissue There are three types of meristematic tissues, categorized according to where they appear in the plant:  apical  (at the tips),  intercalary  (at the middle), and  lateral  (at the sides). The apical meristematic tissues are also known as primary meristematic tissues, because these are what form the main body of the plant, allowing for vertical growth of stems, shoots, and roots.  The primary meristem is what sends a plants shoots reaching for the sky and the roots burrowing into the soil.   Lateral meristems are known as secondary meristematic tissues because they are what is responsible for an increase in girth. The secondary meristematic tissue is what increases the diameter of tree trunks and branches, as well as the tissue that forms bark.   Intercalary meristems occur only in plants that are monocots, a group that includes the grasses and bamboos. Intercalary tissues located at the nodes of these plants allow the stems to regrow. It is intercalary tissue that causes grass leaves to grow back so quickly after being mowed or grazed.  Ã‚   Meristematic Tissue and Galls Galls are abnormal growths occurring on the leaves, twigs, or branches of trees and other plants. They usually occur when any one of about 1500 species of insects and mites interact with meristematic tissues.   Gall-making insects oviposit (lay their eggs) or  feed on the meristematic tissues of  host plants at critical moments.  A gall-making wasp, for example, may lay eggs in plant tissues just as leaves are opening or shoots are lengthening. By interacting with the plants meristematic tissue, the insect takes advantage of a period of active cell division to initiate the formation of a gall. The walls of the gall structure are very strong, providing protection for the larvae feeding on plant tissues within. Galls can also be caused by bacteria or viruses infecting the meristematic tissues.  Galls may be unsightly, even disfiguring, on stems and leaves of plants, but they rarely kill the plant.

Analysis Paper Essay Example | Topics and Well Written Essays - 1250 words

Analysis Paper - Essay Example Whereas one can easily recognize their neighbor as someone that fits invariably into their everyday life, the individual by means of stereotyping/judgment can equally judge an â€Å"unknown† individual/stranger as a type of individual that they have categorized as a certain type to be avoided. Ahmed notes in her opening paragraph concerning the initial thoughts that go through the mind of the perceiver when faced with a stranger: â€Å"I know you but I don’t want to know you quote† (Ahmed, 21). â€Å"The stranger then is not simply the one we have not encountered – but the one we have encountered and who we have already faced (Ahmed, 21) Thus the term stranger begins to lose a great deal of its conventional meaning and begins to have a second life as a definition of a way in which humans work to compartmentalize their lives. As such, Ahmed further relates that â€Å"strangers† are those individuals that do not fit into the compartmentalized realiti es that we construct around us; thus, since they do not fit, we shun and avoid them and provide them with an â€Å"alien† name to denote the fact that they do not belong to our given construct. For purposes of this analysis, this author has selected the area in and around the first apartment I resided while a university student. Due to the fact that the apartment building was primarily housing for college students, the understanding of what was â€Å"other† and what was a â€Å"stranger† as defined by Ahmed was quite the simple task. In this way, a type of ageism was applied to those that did not fit in and around the area. Oftentimes, what we would deem â€Å"unsavory† people would frequent the area in and around the apartment buildings in an attempt to panhandle the youths due to the fact that they invariably found their naivety an easy target to generate money. Understandably, the student-friendly housing offered student-friendly pricing and was theref ore located directly in between what could be considered a nice part of town and a very economically depressed part of town. In much the same way, Ahmed notes: â€Å"To recognize means to know again, to acknowledge and to admit. How do we know the stranger again? The recognisability of strangers is determinate in the social demarcation of spaces of belonging: the stranger is ‘known again’ as something that has already contaminated such spaces as a threat to both property and person† (Ahmed, 22). It is difficult to say if this human classification of â€Å"other† is a net good or a net evil due to the fact that in many ways it works as a self defense mechanism to keep us safe from â€Å"perceived† harm; however, at the same time, it puts our ingrained biases with relation to age, gender, spatialism, and racism to the forefront of our judgment. This is an interesting dichotomy not only because it forces young students to face the realities of those le ss fortunate and develop their own defense mechanisms with respect to how they chose to interact with this foreign and unfamiliar subculture; but in that all of this was taking place during the formative college years. This dichotomy is of extreme interest due to the fact that these formative years are supposed to be very years in which young people are supposed to be the most open minded and suppliant to differing lifestyles as well as

3. Discuss the trends in terrorism that you envision for the upcoming Essay

3. Discuss the trends in terrorism that you envision for the upcoming decade - Essay Example It is not a recent issue but a common debate today. The use of technology in such acts has exploited all the means of communication (the internet, telephone etc). These organizations plan to kill a larger number of people in a minimum time period. The ratio of natural deaths has decreased as compared to mob killings due to bomb blasts and terrorism. One can define it as â€Å"Terrorism is a term used to describe the method or the theory behind the method whereby an organized group or party seeks to achieve its avowed aims chiefly through the systematic use of violence. Terrorist acts are directly against persons who as individuals, agents or representatives of authority interfere with the communication of objectives of such groups† (Engene, 2004, p. 6) It would not be wrong if one states that terrorism evolved from the 9/11 attacks on the World trade center. Not merely the south East Asian region but the rest of the World as well is highly affected by the terrorist activities. The advancement in the past decade would leave a far more powerful effect of the decade to come. ("Conference on terrorism," 2008) The vast use of technology, fewer incidents and larger killings, use of weapons of destructions all these changing trends n terrorism must be carefully examined by the government as well as other organizations. Close check upon such activities would help in calculating future trends, identify and target the anarchist. These trends in terrorism lead to different government policies to control and reduce terrorism. (Levy, 2007, p. 125) Engene, J. (2004).  Terrorism in western europe: Explaining the trends since 1950. (p. 6). Edward Elgar Publishing. Retrieved from http://books.google.com.pk/books?id=8VR765amvzAC&printsec=frontcover&dq=trends in terrorism&hl=en&sa=X&ei=mBjIUJXwMOrI0QWt-oHoDg&redir_esc=y Conference on terrorism in south & southeast asia in the coming decade. (2008). In  CONFERENCE ON TERRORISM IN SOUTH & SOUTHEAST ASIA IN THE COMING

Fundamental aspects of Program Evaluation and its difference between Essay

Fundamental aspects of Program Evaluation and its difference between pure research - Essay Example offer that view that the major purpose of evaluation is â€Å"to judge the merit or worth of the total program being evaluated, as well as the individual elements of that program." (Billings and Halstead, 2005, p. 543-544). On this basis, they state that the elements comprising program evaluation include weighing and interpreting data that is collected from multiple components of the program and then making judgments about the data that has been collected. When an effective evaluation process is carried out, then the people staffing the evaluation program document the impact that a program has on its participants, as well as the institutions that are participating in the program. According to Patton, program evaluation is the collection of information about the â€Å"activities, characteristics and outcomes of programs†, so that (a) it can form the basis upon which judgments are made about the program (b) the information and measures collected can be used to improve its effectiveness and (c) decisions about the future of the program can also be made (Patton, 1997, p 23). On this basis, it may be seen that program evaluation does not merely involve an assessment of how successfully a program achieves its goals. It also takes into account the manner in which the program is being implemented and the proceses being used to achieve this. Additionally, the program evaluation process must also introduce measures to deal with unexpected consequences and assess the potential long term implications of the program being evaluated (Patton, 1997, p 23). This is a particularly important aspect in program evaluation because the efficacy of a particular program will determine whether or not Government funding for that program will be continued. In the case of educational programs, learning is a critical component of program evaluation and is the main determining factor on how effective the program is. Therefore, the process of program evaluation must also pay close attention to

Computer Sciences and Information Technology Essay - 5

Computer Sciences and Information Technology - Essay Example The recent years have been marked by a shift of resources to more secure designs now that the implementation bags have proved to be scarce courtesy of SDL (Viega and McGraw, 2002, p. 67) Threat models are SDL’s cornerstone as they make it possible for the development team to figure out secure designs in a way that is structured. To achieve this effectively, threat model has been simplified into several tasks; coming up with pictures of data flows software, the application of the â€Å"stride per element† method in an effort to identify threats applicable to the desired design, taking a look at each threat and verification to ensure that the software has been modeled enough by putting into consideration each threat and addressing all the discovered threats (Pfleeger, 1997, p. 78) The basic element of a threat model is in its delineation of the entry points in its application. The threat model is in such a way that it is able to capture the entry points in form of trust b oundaries during the phase commonly referred to as the â€Å"picture-drawing†. Good examples of this include; registry and files entry points and networking entry points. A threat model that is good enough should also be in a position to capture the authorization as well as the authentication requirements and the network accessibility of the interfaces. This process involves network accessibility via the IP address including the remote and local, local-only access and local subnet. The process also includes the authorization and authentication levels, user access, administrator-only access and anonymous access. When it comes to Windows access control lists (ACLs), the authorization levels come as finer-grained (Pfleeger, 1997, p. 56). The process identity is another critical data piece that is always captured by this model. In this case, the running code’s interference is what is taken to be the entry point and the resulting process which is high-privilege is considere d to be very dangerous if it is compromised. In the case of Windows, the administrator or the system process are regarded as being the highest privilege. In Mac OS X or Linux situation, the running process happens to be the most privileged (Viega and McGraw, 2002, p. 108). References List Pfleeger, C. 1997. Security in Computing. Prentice Hall: New Jersey Viega, J & McGraw, G. 2002. Building Secure Software. Addison-Wesley: New York DQ: RBAC The Role-Based Access Control (RBAC) is an essential access management approach. It offers a provision method that is straight forward and in the right access level and to the correct users every time it is being applied. Despite RBAC applications, most of the security teams are still facing difficulties when it comes to account implementation and the process of access management on RBAC. The reason for the above scenario is that most of the internal developer’s teams and vendors are not coming up with capabilities based on the expected r ole into the solutions at hand. RBAC has been applicable in major overhaul in the last two years resulting to its application being assigned to more than 20, 000 users on each product. Many vendors tend to be attracted to such products. This indicates how RBAC has value to the management and its users. The latest RBAC model is designed in such a way that it enforces the least segregation and

Financial Accounting Standards Board (FASB). Accounting Standards In Essay

Financial Accounting Standards Board (FASB). Accounting Standards In The USA. Ethics And Accounting Profession - Essay Example I like the field of international accounting, but unfortunately I do not possess the knowledge necessary to become a valuable asset for the IASB. During the past course I took, accounting theory, I learned a lot about the importance of the FASB and how much the principles created by the FASB affect the operations of companies in the domestic U.S. marketplace. I believe that the Sarbanes Oxley Act of 2002 was a game changer in terms of regulations. SOX raised the integrity, credibility, and accountability of all accounting information in the United States of America. The FASB indirectly benefited from the implementation of the Sarbanes Oxley Act because its bylaws were strengthen as a result of this new regulation. When people believe in the accounting numbers published by US corporations they are strengthening its trust in the GAAP and the FASB. In terms of the GASB I am not really interested in governmental accounting. DQ2 The current accounting standards in the United States of Ame rica are ethically based. Ethics and integrity are two of the values that all accountants uphold at all times when working the profession. The generally accepted accounting principles (GAAP) represent the bible for accountants. Ethics is taken into consideration in accounting in many circumstances. For instance the principle of conservatism states that when in doubt an accountant should always underestimate revenues. Sales forecasting techniques such as the Delphi method should be implemented taking into consideration the principle of conservatism. During the past nine years the accounting profession has increased its credibility with the inception of the Sarbanes Oxley Act of 2002. The CEOs and top executives of the company including the CFO and controller are personally liable if the financial statements of their company are full of material error or fraudulent activity. SOX also created better internal controls and the integration of auditor independence. Accounting students sinc e the undergraduate level are taught that ethics is an extremely important aspect of accounting work. The curriculums of universities should include more courses in pure ethics as part of the curriculum of business administration. At the corporate level most companies have code of conducts that integrate ethics into its bylaws. DQ3 Ethics are extremely important to the accounting profession. Accountants form close business relationship with their clients. Trust, loyalty, and high ethical conduct are expected from all accountants. Accountants work as facilitators of financial information for internal and external stakeholders. Some of the stakeholders that depend on information provided by accountants include investors, suppliers, lenders, employees, customers, government and the community. The ethics bar was raised nine years ago when the U.S Congress and the Security and Exchange Commission (SEC) worked together to create the Sarbanes Oxley Act. Section 802 of the Sarbanes Oxley Ac t imposes criminal penalties for altering, destroying, mutilating, concealing, falsifying records, documents or tangible objects with the intent to obstruct impede or influence a legal investigation (Soxlaw, 2003). I think that justice was served in the Enron case because some of the executives received jail time. When ethics are not in play in the accounting profession a lot of criminal activity can occur. Deceptive accountants can defraud the government out of hundreds of thousands of dollars by falsifying information in the personal tax returns of their clients. Unethical accountants also do not comply with the generally accepted accounting principles (GAAP). It is the duty of all accountants to comply with GAAP. Soxlaw.com (2003). Sarbanes-Oxley Act Section 802. Retrieved

THE Breaking the chins of psychological slavery by na'im akbar Essay

THE Breaking the chins of psychological slavery by na'im akbar - Essay Example In order to break out of the chains of mental slavery, it is essential for people to recognize their character. The author advises people to recognize the characters of other people. The author highlights how religion contributed to the emergence of chains of mental slavery. In the first chapter, the author explored the psychological legacy of slavery. This chapter focused on issues such as work, property, leadership, the clown, community division, personal inferiority, and the family and color discrimination (Akbar 2). I agree with the author’s views on these issues. The first chapter gives a historical background of slavery. Slavery caused long lasting social shock and trauma to African Americans. At work, African American slaves were considered as second-class humans. The Africans were subjected to mistreatment and punishment in their workplaces. In addition, they were given dehumanizing duties. It is vital to note that African American slaves did not have any rights in their workplaces. This animalistic treatment of slaves and the cruelty they faced added to the mental and communal distresses suffered by the affected people. In the case of property, African Americans were not allowed to own property since they were considered as property. The author notes that slaves were disqualified to own things because their owners or masters saw them as things. They could only have the necessary things required for the completion of their duties and tasks. The society expected slaves to live a simple life. Slaves were required to take orders from their masters. In most of the instances, the master’s children even gave orders to slaves. In case the slave refused to act on the orders from the master’s children, they were punished and humiliated. The gap between the master and their slaves led to hatred and disgust that led to the destruction of private and public property. There were usually instances of killing and torture of disobedient slaves.

Financial Accounting Standards Board (FASB). Accounting Standards In Essay

Financial Accounting Standards Board (FASB). Accounting Standards In The USA. Ethics And Accounting Profession - Essay Example I like the field of international accounting, but unfortunately I do not possess the knowledge necessary to become a valuable asset for the IASB. During the past course I took, accounting theory, I learned a lot about the importance of the FASB and how much the principles created by the FASB affect the operations of companies in the domestic U.S. marketplace. I believe that the Sarbanes Oxley Act of 2002 was a game changer in terms of regulations. SOX raised the integrity, credibility, and accountability of all accounting information in the United States of America. The FASB indirectly benefited from the implementation of the Sarbanes Oxley Act because its bylaws were strengthen as a result of this new regulation. When people believe in the accounting numbers published by US corporations they are strengthening its trust in the GAAP and the FASB. In terms of the GASB I am not really interested in governmental accounting. DQ2 The current accounting standards in the United States of Ame rica are ethically based. Ethics and integrity are two of the values that all accountants uphold at all times when working the profession. The generally accepted accounting principles (GAAP) represent the bible for accountants. Ethics is taken into consideration in accounting in many circumstances. For instance the principle of conservatism states that when in doubt an accountant should always underestimate revenues. Sales forecasting techniques such as the Delphi method should be implemented taking into consideration the principle of conservatism. During the past nine years the accounting profession has increased its credibility with the inception of the Sarbanes Oxley Act of 2002. The CEOs and top executives of the company including the CFO and controller are personally liable if the financial statements of their company are full of material error or fraudulent activity. SOX also created better internal controls and the integration of auditor independence. Accounting students sinc e the undergraduate level are taught that ethics is an extremely important aspect of accounting work. The curriculums of universities should include more courses in pure ethics as part of the curriculum of business administration. At the corporate level most companies have code of conducts that integrate ethics into its bylaws. DQ3 Ethics are extremely important to the accounting profession. Accountants form close business relationship with their clients. Trust, loyalty, and high ethical conduct are expected from all accountants. Accountants work as facilitators of financial information for internal and external stakeholders. Some of the stakeholders that depend on information provided by accountants include investors, suppliers, lenders, employees, customers, government and the community. The ethics bar was raised nine years ago when the U.S Congress and the Security and Exchange Commission (SEC) worked together to create the Sarbanes Oxley Act. Section 802 of the Sarbanes Oxley Ac t imposes criminal penalties for altering, destroying, mutilating, concealing, falsifying records, documents or tangible objects with the intent to obstruct impede or influence a legal investigation (Soxlaw, 2003). I think that justice was served in the Enron case because some of the executives received jail time. When ethics are not in play in the accounting profession a lot of criminal activity can occur. Deceptive accountants can defraud the government out of hundreds of thousands of dollars by falsifying information in the personal tax returns of their clients. Unethical accountants also do not comply with the generally accepted accounting principles (GAAP). It is the duty of all accountants to comply with GAAP. Soxlaw.com (2003). Sarbanes-Oxley Act Section 802. Retrieved

Doubt by John Patrick Shanley Assignment Example | Topics and Well Written Essays - 500 words

Doubt by John Patrick Shanley - Assignment Example For this reason, she harshly declares that the priests is a pedophile and must leave the school immediately. Her doubt cannot be seen in a positive view as she has picked a very irreconcilable argument yet she has no evidence to show that Father Flynn is guilty. Based on her interaction with people, Sister Aloysius reveals to be a distrustful person especially to men and that is why she thinks that Father Flynn is guilty of pedophile. She is a very strict person who thinks that teachers who are not doubtful are naà ¯ve. When a boy nose-bleeds in class, she concludes that he induced the bleeding to get out of class. She shows how strict and doubtful she is when she makes such utterances as; â€Å"There is a chain of discipline. Make use of it.† (p.8), â€Å"Every easy choice today will have its consequence tomorrow.† (p.9), and â€Å"The best teachers do not perform, they cause the students to perform,† (p.11). When Sister James tells her that Father Flynn has always paid more attention to Donald Miller since he became an altar boy, she is certain that the Father has always had sexual interest in the boy or worse that the boy has already been violated by the priest. Despite all the barriers preventing Sister Aloysius from finding the answers she is seeking, she still pushes the argument of Father Flynn too far as she is torn between her personal emotions and her role as a school principal. She wants to straighten the wrong which she perceives the priest is creating in the school. However, she does take it too far in her pursuit for the truth. When she says: â€Å"In the pursuit of wrongdoing, one steps away from God. Of course, there’s a price.† I believe she stepped â€Å"away from God† by relying on her personal speculation to lie and contradict the same rules she is trying to safeguard. She feels immature and selfish at the end of the parable due to her blind rampage as she declares â€Å"I have doubts! I have such doubts!† (58).

Impacts of low cost airlines in Singapore

Impacts of low cost airlines in Singapore What impacts have the low cost airlines had on the tourism product in Singapore? Consider this from a consumer perspective and a supplier perspective; i.e. hoteliers. Introduction Tourism related activities have change and grown in different ways of classifying the industry have emerged. It has also evolved as attempts have been made to place a title on a difficult to define group of naturally related service activities and participants. The activities undertaken during their stay in those destinations, and the facilities created to cater to their needs is temporary movement of people to destinations outside their normal place of work and residences. History of Low cost carrier The first airline that created the concept of a low cost airline is Southwest Airline, an American domestic carrier which launched its flight on 18 June 1971. The airline was created to provide consumers with cheap airfares. The creation of low cost carriers proved to be attractive to consumers, and also a threat to premium airlines as they were able to offer cheaper airfares as compared to the full cost airlines. With its unique branding of air stewardesses in hot pants and white boots, Southwest’s concept was copied around the world. More people began to see the success in the concept of low cost carriers, and the market for low cost carriers began to expend. The industry for low cost carriers has grown significantly over the past decade. According to an Airline Business low-cost airline survey done in 2011, low cost carriers â€Å"carried nearly 640 million passengers in 2010†. Low cost carrier in Singapore In Singapore, there are three low cost carriers based here, and a total of 6 low cost carriers that have operations in the country. The pioneer low cost airline in Singapore is Tigerair, previously known as Tiger Airways. The budget carrier was established in 2004, and has since then grown to be the biggest low cost carrier, and second biggest airline in Singapore as of 29 April 2010. Jetstar Asia, which was established soon after Tigerair in 2004, is also one of the airlines based in Singapore. As these low cost carriers have managed to create a new market, traditional airlines are more inclined to create a low cost carrier as subsidiary so as to maintain or even increase its market share. As a result, airlines such as Scoot were created. Scoot is a low cost carrier established by Singapore Airlines, to offer no-frills, low-fare flights for medium and long-haul routes. In general, low cost carriers have a positive effect on the travel industry. While it may have a negative impact on premium airlines, low cost carriers have managed to increase the profit of the tourism industry. This is because passengers who have been unwilling or unable to afford the traditional full-frill airfares now have the option to fly at a lower airfare. In Singapore, the growth of the low cost airline industry has increased so much over the years, there was a budget terminal built specially for low cost carriers. However, as there is still much potential for low cost carriers to expand, the Singapore government has decided to tear down the budget terminal and build a new Terminal 4, in order to provide passengers with the best experience. This is a prominent evidence that proves that low cost carriers have become an influential segment here in Singapore. Jetstar Asia had scheduled 37 flights to Singapore on February 12, 2014, on an average 1.5 hours a flight landing in Singapore which is very frequent. This is one of the reason why Singapore Changi International Airport ranked 15th in the world busiest airport 2013 with the passengers of 51,181,804 in 2012. Consumer perspective When the budget airline concept first launched, many consumers deem it’s unsafe, and even flying without maintenances. A few years down the road, more and more consumers are choosing low cost carrier as their first choice when flying overseas. The word budget implies something made cheaply, without much concern for quality, but the answer to this is no. Budget airlines are no less safe than any other airline, cutting corners on safety could completely ruin their business. Some of their cost-cutting measures even increase safety. The biggest differences between low cost carrier and full-fledged carrier are that low cost carrier plane is smaller than full-fledged carrier plane, and on-board catering has to be paid extra when flying with budget airlines, extra costs mean the quality of the food is often good or even better than the regular airlines. Consumers are recommended to look at hidden extra charges and what is the special offers which regular airlines have before they book the flights. Consumers who are flying short distance may prefer to fly with budget airline as they may find that the additional services of a traditional airline are redundant. Not all passengers taking low cost carriers are budget traveler, because some are taking short route flight, and they just need a seat to fly to certain country. 40% of the travelers are visiting friends or relatives, 37% for vacation or leisure, 20% for business and 3% of other purpose. Definition of tourism product It is the inclusion of a whole tourism package to meet the clients’ expectations. These would include accommodation, tourism, meals, entertainment, and transport among others. It can be divided into a local product to encourage the citizens to participate or international products for revenue collection. 5 Advantages of tour package Convenience – Traveler does not need to spend a lot of time deciding what to do and which supplier to use. The decision-making process will be shortened. One-stop shopping – One payment covers the cost and paperwork of two or more services which made buying process easier. The traveler is allowed to know how much the trip will cost because all inclusive tour can be seen as virtually cash free Cost savings – Tour packages will be more expensive if the tourist were to buy all the elements separately, tour group are able to able to get special discount and this cost saving will be passed on the tourists because they are able to take advantage of volume discount straight from the suppliers. Special treatment – Tour member will receive privileged treatment as the volume of business tour operator represent to service supplier. Take for example that tour group members seldom stand in the long queue or under the hot sun, transport are park near from the entrances to attractions and when they arrived, the hotelier will pre-check-in the tour groups, and they just simply pass them the hotel key. Worry free – The tour personnel will handle problems and details allowing the tourists to concentrate on the experiences and the new world around them when traveling on a hosted or escorted tour. Economic impacts When travelers from another country purchase goods and services within Singapore, tourism acts as an export industry by earning revenues from external sources. Travelers’ expenditures also increase the general level of economic activity in the host community in numerous ways, direct and indirectly, the two most visible being creating new job opportunities and income. Taxes collected by government will also increase with the higher level of economic activity. There are several factors that can influence the level of tourism activities

Great Gatsby :: essays research papers

Gatsby meets a woman and falls in love with her. However, Gatsby does not have the fame and fortune a classy lady like Daisy desires. Gatsby decides to devote his whole life to achieving the material goods with which to satisfy Daisy. He lives in the past on a moment of absolute happiness hoping he can relive that state of emotion sometime in the future. F. Scott Fitzgerald published the book in 1925 using the actual time in history, the Roaring Twenties to help create Gatsby's character. Gatsby's participation in the bootlegging business, the extravagant parties he throws, and the wealthy, careless lifestyle the Buchanans represent, are all vivid pictures of that time frame. Fitzgerald's portrayal of the time period creates lifelike characters in the novel. By creating these personable characters, Fitzgerald is allowing the reader to associate himself with Gatsby, and letting him use his imagination, so that in the end, the reader can decide if the Great Gatsby is truly 'great'. Fitzgerald allows the reader to incorporate the story into their own past and past relationships, ultimately putting the reader in Gatsby's shoes and seeing what the reader would do in the same situation. It raises a great debate; should people live their lives yearning for something in the past? Is it acceptable to live one's whole life on a past experience or memory hoping to reach back in time and pull the past to the present. Is it healthy? In this case, Fitzgerald is saying no its not healthy. He says it ruins a person and things change. Is Gatsby great? In some ways he is, you have to admire a man who lives his whole life devoting himself to his passion and never getting sidetracked. But you also have to realize that some things are foolish to live a dream upon, because nothing ever stays the same. Things change and when you reach a goal you realize it wasn't what you

Father Franz Boas--Father of American Anthropology Essays -- essays pa

Father Franz Boas--Father of American Anthropology Franz Boas is often referred to as the father of American anthropology because of the great influence he had in the lives and the careers of the next great generation of anthropologists in America. He came at a time when anthropology was not considered a true science or even a meaningful discipline and brought an air of respectability to the profession, giving those who followed a passion and an example of how to approach anthropology. Boas directed the field studies and trained such prominent anthropologists as Alfred Louis Kroeber, Robert Lowie, Margaret Mead, as well as others. Although he did not leave as his legacy any specific line of thought, he left a pattern that was followed by numerous scientists in the next generation. Franz Boas studied physics and geography in Germany and left to pursue his hypothesis on was born and raised in Germany and studied physics and geography. After receiving his doctorate in geography he left Germany and went to Baffin Island to test his hypothesis on Arctic geography. While he was there he became fascinated with the Eskimos and how they lived. From then on he was no longer a geographer but an Anthropologist. Boas was Jewish and was criticized all his life about being Jewish. His work showed his resentment of Anti-Semitism, reflecting the belief that all men are created equal. At the time anthropology was based on the beliefs of men like Tylor and Spencer who believed in evolutionary theories that stated that some people are more evolved than others. They believed in categorizing different cultures depending on how evolved they were. These men also did not do any field work, they received their information from missionaries, government officials, and other people who traveled the world. They categorized cultures by putting them into a line starting with barbarians and ending with white people. Anthropologists then ranked them depending on how civilized they thought they were. They also felt that people at the high end of the line(whites) had one time been where these other cultures are and feel this sort of a â€Å"psychic unity† towards them. Boas was the first anthropologist to do field work. He believed it was essential to live with certain cultures to get the real feel of what they were like. He be... ...tists who were trying to get the larger picture. Boas was interested in studying a very small and specific window of time, which came from the data that he collected while performing the field work he deemed necessary to analyze a culture. There is no question that anthropology as a discipline and as a science took on a new life after the arrival of Frank Boas. Not only did anthropology gain respect in the scientific and the â€Å"civilian† world, but also it gained respect in the anthropological field as well. The work that Boas performed, both in studies and in organization skills, were testaments to a man who has given so much to the discipline. He was able to profoundly influence a number of thinkers and scientists in his own field the validity of his methods of work and get them to institute them across the board for use by all anthropologists. Boas was able to do this not only for himself, but more importantly, for the generations of American anthropologists after him. The influence that he had on Mead, Radin, et. al. is quite remarkable and needs to be noted. Boas’ role and honor as the head of American anthropology is well documented and most deserved.

Economics Syllabus

CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency Examinations Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W. I. Telephone Number: (876) 920-6714 Facsimile Number: (876) 967-4972 E-mail address: [email  protected] org Website: www. cxc. org Copyright  © 2008, by Caribbean Examinations Council The Garrison, St. Michael BB 11158, Barbados This document CXC A20/U2/08 replaces CXC A20/U2/03 issued in 2003. Please note that the syllabus was revised and amendments are indicated by italics and vertical lines.First Issued 2003 Revised 2008 Please check the website www. cxc. org for updates on CXC’s syllabuses. RATIONALE1 AIMS 2 SKILLS AND ABILITIES TO BE ASSESSED2 PRE-REQUISITES OF THE SYLLABUS3 STRUCTURE OF THE SYLLABUS3 UNIT 1: MICROECONOMICS MODULE 1: METHODOLOGY: DEMAND AND SUPPLY 4 MODULE 2: MARKET STRUCTURE, MARKET FAILURE AND INTERVENTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12 MODULE 3: DISTRIBUTION THEORY 17 UNIT 2: MACROECONOMICS MODULE 1: MODELS OF THE MACROECONOMY27 MODULE 2: MACROECONOMIC PROBLEMS AND POLICIES28 MODULE 3: GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS36 OUTLINE OF ASSESSMENT44REGULATIONS FOR PRIVATE CANDIDATES 55 REGULATIONS FOR RESIT CANDIDATES56 ASSESSMENT GRID57 RESOURCES58 GLOSSARY59 T T he Caribbean Advanced Proficiency Examinations (CAPE) are designed to provide certification of the academic, vocational and technical achievement of students in the Caribbean who, having completed a minimum of five years of secondary education, wish to further their studies. The examinations address the skills and knowledge acquired by students under a flexible and articulated system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three Modules.Subjects examined under CAPE may be studied concurrently or singly, or may be combined with subjects examined by other examination boards or ins titutions. The Caribbean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE diploma, awarded to candidates who have satisfactorily completed at least six Units, including Caribbean Studies. The third is the CAPE Associate Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Units including Caribbean Studies and Communication Studies.For the CAPE diploma and the CAPE Associate Degree, candidates must complete the cluster of required Units within a maximum period of five years. Recognized educational institutions presenting candidates for CAPE towards the award of the Council’s Associate Degree in nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the Associate Degree they wish to be awarded. Candidates will not be awarded any possible alternatives for which they d id not apply. T ? RATIONALEEconomics is the study of how society provides for itself by making the most efficient use of scarce resources so that both private and social welfare may be improved. The subject, therefore, covers the study of individuals, households, firms, government and international economic institutions as they attempt to make better use of scarce resources. The study of Economics enables individuals to develop a better understanding of the economic issues which affect them and the world in which they live. It will also enable students to offer informed comments on economic matters.The knowledge gained from this course in Economics will be of lifelong value to the student. The influence of the subject on all areas of activity should stimulate the individual to continue reading and conducting research in Economics. It is recognised that persons doing this course may be drawn from different backgrounds and may possess different interests. Some may wish to study Econom ics as preparation for further specialisation in the subject. Others may study the subject to complement other subject disciplines, such as, careers in finance, accounting or law.Some students may see the subject as one worthy of study in its own right. Students of Economics will be able to contribute, significantly, to economic and social development in the Caribbean and the wider world by acting as catalysts for wider awareness of social and economic issues. A study of Economics at the CAPE level will be of benefit to all students by introducing them to the philosophy which underlies everyday economic interactions. The study will also train the student to think logically, critically and impartially on a variety of contentious issues. AIMS The syllabus aims to: 1. promote understanding of the basic principles and concepts of economics which are accepted in large measure by economists while recognising that the field is changing continuously; 2. develop an appreciation of the variou s methods used by economists in analysing economic problems; 3. develop an understanding of the global economy and of the relationships between rich and poor nations with respect to international trade and finance and the most important international financial institutions; 4. ncourage students to apply economic principles, theories and tools to everyday economic problems, for example, inflation, unemployment, environmental degradation, sustainable development and exchange rate instability and to contribute meaningfully to any dialogue on these issues; 5. encourage students to apply economic theory to the critical issues which affect the small open Caribbean-type economy; 6. encourage students to evaluate contentious economic issues so that decision-making may be informed by logical and critical thinking; 7. sensitize students to the need for ethical behaviour in the conduct of economic transactions. SKILLS AND ABILITIES TO BE ASSESSED The assessment will test candidates’ ski lls and abilities to: 1. identify and explain economic theories, principles, concepts and methods; 2. interpret, analyse and solve economic problems using economic models and concepts; 3. develop structural and reasoned expositions and evaluate economic theories and policies. PRE-REQUISITES OF THE SYLLABUS Successful participation in this course of study will be enhanced by the possession of good verbal and written communications skills. A good foundation in Mathematics would be an asset to students doing this course.STRUCTURE OF THE SYLLABUS The Syllabus is arranged into two Units. Each Unit consists of three Modules, each Module requiring 50 contact hours. UNIT 1: MICROECONOMICS Module 1-Methodology: Demand and Supply Module 2-Market Structure, Market Failure and Intervention Module 3-Distribution Theory UNIT 2: MACROECONOMICS Module 1-Models of the Macroeconomy Module 2-Macroeconomic Problems and Policies Module 3-Growth, Sustainable Development and Global Relations Lists of reso urces are provided in the syllabus. The lists provide information that may be helpful for the study of each Module.It is advised that the topics listed in the sections do not necessarily follow sequentially. Teachers may thus introduce certain concepts before others. It is recognised that Economics may be taught using a strictly qualitative approach or a strictly quantitative approach. However, a proper mix of the two approaches is critical to the understanding of the subject at this level. Teachers are advised, therefore, that proper delivery of the subject would involve the integration of the two approaches. ? UNIT 1: MICROECONOMICS MODULE 1: METHODOLOGY: DEMAND AND SUPPLYGENERAL OBJECTIVES On completion of this Module, students should: 1. appreciate the main problem of economics namely, the allocation of scarce resources and the inevitability of choice; 2. understand the laws, principles and theories governing demand and supply; 3. understand the basic tools of economic analysis. SPECIFIC OBJECTIVES TOPIC 1: Central Problem of Economics Students should be able to: 1. explain the concept of scarcity; 2. apply the concept of opportunity cost in a variety of real-life situations; 3. explain the concept of production possibilities frontier (PPF); . use the production possibilities frontier to indicate constant returns, diminishing returns and increasing returns; 5. account for shifts in the production possibilities frontier (PPF); 6. differentiate between positive and normative economics; 7. outline the advantages and disadvantages of the alternative mechanisms by which resources are allocated. CONTENT 1. The meaning of scarcity, free goods and economic goods. 2. (a)Definition of opportunity cost. b) Choice: what, how and for whom to produce. UNIT 1 MODULE 1: METHODOLOGY: DEMAND AND SUPPLY (cont’d) ) The concept of opportunity cost applied to economic agents (individuals, households, firms and governments). 3. (a)Assumptions: maximum output attainable, g iven full employment and constant state of technology. (b)Regions: attainable, unattainable, efficient and inefficient levels of production. 4. Production possibilities frontier: slopes and shapes. 5. Use of production possibilities frontier to show growth and technological change. 6. Examples of positive and normative statements. 7. Different types of economic systems: traditional, market, planned and mixed. SPECIFIC OBJECTIVESTOPIC 2: Theory of Consumer Demand Students should be able to: 1. explain the concept of utility; 2. explain the law of diminishing marginal utility and the limitation of marginal utility theory; 3. explain the meaning of indifference curves and budget lines; 4. explain consumer equilibrium using the marginal utility approach; 5. explain consumer equilibrium using the indifference curve approach; 6. isolate the income and substitution effects of a price change; 7. explain effective demand; 8. derive the demand curve using both the marginal utility and indiffe rence curve approaches; 9. ifferentiate among normal, inferior and Giffen goods; 10. distinguish between shifts of the demand curve and movements along the curve; UNIT 1 MODULE 1: METHODOLOGY: DEMAND AND SUPPLY (cont’d) 11. identify the factors that affect demand; 12. explain the meaning of consumer surplus; 13. explain price elasticity, income elasticity and cross elasticity of demand; 14. calculate numerical values of elasticity; 15. interpret numerical values of elasticity; 16. assess the implications of price elasticity of demand for total spending and revenue; 17. state the factors that determine the price elasticity of demand.CONTENT 1. Utility: total, marginal, cardinal (marginalist approach), ordinal (indifference curve approach). 2. (a)Explanation of diminishing marginal utility. (b)The main assumptions and limitations of Marginal Utility Theory. 3. Indifference curves and the budget constraint (budget lines). 4. The law of equi-marginal returns. 5. The point of tang ency of the budget line to the indifference curve. 6. Income and substitution effects of a price change. 7. Effective demand. 8. Deriving the demand curve using the marginal utility as well as the indifference curve approach. . Normal, inferior and Giffen goods using the indifference curve approach. 10. Shift versus movements along demand curves. 11. Price and the conditions of demand. 12. Consumer surplus including graphical representations. UNIT 1 MODULE 1: METHODOLOGY: DEMAND AND SUPPLY (cont’d) 13. Price, income, and cross elasticities. 14. Calculation of values of elasticity. 15. Classification and interpretations (sign and size); including the drawings and interpretations of graphs. 16. The implications of price elasticity of demand for total spending and revenue. 17.Factors that determine the price elasticity of demand. SPECIFIC OBJECTIVES TOPIC 3: Theory of Supply Students should be able to: 1. identify the factors of production; 2. explain the term production functio n; 3. differentiate between the short run and long run; 4. explain the law of diminishing returns; 5. calculate total, average and marginal physical product; 6. explain the relationships among total, average and marginal physical product; 7. identify the stages of production as they relate to total, average and marginal product; 8. calculate total, average, marginal and other costs; 9. xplain the relationship among total, average and marginal costs; 10. explain why supply curves are usually positively sloped; 11. explain the concept of producer surplus; 12. explain the shape of the short run and long run supply curves; UNIT 1 MODULE 1: METHODOLOGY: DEMAND AND SUPPLY (cont’d) 13. explain returns to scale and the concepts of economies and diseconomies of scale; 14. distinguish between a movement along the supply curve and a shift in the supply curve; 15. explain the concept of elasticity of supply; 16. calculate elasticity of supply; 17. interpret elasticity of supply. CONTENT . Factors of production: land, labour, capital and entrepreneurship. 2. Relationship between output and input. 3. Fixed and variable factors. 4. The law of diminishing returns. 5. Calculation of total average and marginal physical product. (See suggested teaching and learning activities). 6. Change in the relationship as input increases. 7. Production and its stages, as they relate to the total, average and marginal product including the use of graphs. 8. (a)Fixed cost, variable cost, total cost, marginal cost, average fixed cost, average variable cost, average total cost, sunk costs. ) The shape of the long run average total cost curve. c) Productive optimum. 9. The relationship between total, average and marginal cost including the use of graphs. 10. Relationship between quantity supplied and price. 11. Producer surplus including graphical representations. UNIT 1 MODULE 1: METHODOLOGY: DEMAND AND SUPPLY (cont’d) 12. Relationship between marginal cost and the average cost in the short run and long run. Explanation of why the supply curve is the section of the marginal cost curve above the average variable cost and average total cost. 13. (a)Long run and economies of scale. ) Factors determining economies of scale. c) Internal and external economies of scale. d) Diseconomies of scale. 14. Price and the conditions of supply. 15. Concept of elasticity of supply. 16. Calculation of elasticity of supply. 17. Classification and interpretation (size of coefficient) including the drawing and interpretation of graphs. SPECIFIC OBJECTIVES TOPIC 4: Market Equilibrium Students should be able to: 1. explain the concept of the market; 2. explain market equilibrium; 3. calculate equilibrium price and quantity; 4. outline factors that cause changes in equilibrium; . evaluate the impact of price controls on market equilibrium; 6. analyse the effects of taxation and subsidies on market equilibrium. UNIT 1 MODULE 1: METHODOLOGY: DEMAND AND SUPPLY (cont’d) CONTENT 1. The concept of the market. 2. Equilibrium price, equilibrium quantity. 3. Use of demand and supply data to calculate equilibrium price and quantity. 4. Changes in conditions of supply and demand. 5. The effects of price ceilings and price floors on equilibrium. 6. (a)The effects of taxation and subsidies on market equilibrium. (b)The incidence of an indirect tax.Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. For topic 1, Central Problem of Economics, let students provide examples from personal life, the home, firms and government to demonstrate opportunity cost and the production possibilities frontier (PPF). 2. For topic 2, Theory of Consumer Demand, let students derive their own schedule and plot the demand curve for commodities which they use in their everyday lives. 3.For utility, use water or any other drink to show the different levels of satisfaction (utility). Use the data to derive total and marginal utility curves. 4. For the concept of elasticity, teachers may use two types of materials, one that could change in varying degrees and the other which remains the same regardless of circumstances. Teachers should then apply this concept to market conditions illustrating the concepts of elasticity and inelasticity. 5. For deadweight loss, teachers may use the graphs for consumer and producer surplus to show how market intervention may lead to loss welfare (deadweight loss). 6.For stages of production, allow students to derive the total average and marginal product curves using simulated data. Use the results of the graphs to point out the different stages of production. An example is given below. UNIT 1 MODULE 1: METHODOLOGY: DEMAND AND SUPPLY (cont’d) GRAPH SHOWING THE STAGES OF PRODUCTION [pic] (i)Stage 1occurs up to the point where APPL is at its maximum. (ii)Stage 2 occurs fr om the point where APPL is at a maximum up to the point where MPPL is zero. In this stage new workers add to total physical output. (iii)Stage 3 occurs when MPPL is negative. The producer will operate in stage 2.In stage 1 there is insufficient labour being used (up to the point where MPPL is at its maximum) and the output per worker is increasing. In stage 3 the producer gets no addition to total physical output from additional workers. It would be possible to have more total physical product with less labour applied to a fixed factor (say machinery). UNIT 1 MODULE 2: MARKET STRUCTURE, MARKET FAILURE AND INTERVENTION GENERAL OBJECTIVES On completion of this Module, students should: 1. appreciate the distinction between the different types of market structures; 2. develop awareness of the causes of market failure; . appreciate the measures that can be adopted to reduce or eliminate market failure; 4. appreciate the arguments which suggest that government intervention may not necessa rily improve economic performance. SPECIFIC OBJECTIVES TOPIC 1: Market Structure Students should be able to: 1. outline the goals of the firm; 2. explain how firms measure profits; 3. explain the concepts of average, marginal and total revenue; 4. explain the concept of market structure; 5. outline the characteristics of the different market structures; 6. distinguish among the different market structures; 7. xplain the factors that influence the pricing and output decisions of the firm; 8. calculate measures of industrial concentration; 9. interpret measures of industrial concentration. UNIT 1 MODULE 2: MARKET STRUCTURE, MARKET FAILURE AND INTERVENTION (cont’d) CONTENT 1. Profit maximization, growth, satisficing, sales and revenue maximization, market dominance. 2. Total revenue, total cost, normal and economic (abnormal) profit. 3. Relationship between average, marginal and total revenue. 4. Types of market structures: perfect competition, monopoly including price discrimin ation, monopolistic competition, oligopoly and cartels. . Characteristics of the different market structures. a) barriers to entry; b) control over market and price; c) nature of the good; d) numbers of buyers and sellers; e) competitive behaviour and performance. 6. Focus on all characteristics of the different markets in addition to profit maximization. a) Examples of close approximations of market structures in the Caribbean. 7. Marginal cost and marginal revenue, total cost and total revenue, marginal cost pricing and average cost pricing. 8. Herfindahl Hirschman Index – the percentage of an industry’s output produced by its four largest firms (four-firm concentration ratio): pic] where si is the market share of firm i in the market, and n is the number of firms. 9. (a)Interpretation related to market structures. b) Limitations of measures of industrial concentration. UNIT 1 MODULE 2: MARKET STRUCTURE, MARKET FAILURE AND INTERVENTION (cont’d) SPECIFIC OBJECT IVES TOPIC 2: Market Failure Students should be able to: 1. explain the concept of economic efficiency; 2. distinguish among private goods, public goods and merit goods; 3. distinguish between social costs and private costs and social benefits and private benefits; 4. explain the concept of market failure; 5. explain what is meant by deadweight loss; . outline the causes of market failure. CONTENT 1. Inclusion of discussion of Pareto efficiency. 2. (a)Examples of private goods, public goods and merit goods. (b)Discussion of issues of rivalry and exclusion. 3. Social costs, private costs, social benefits, private benefits, external costs, external benefits. Use of graphical representations. 4. Divergence of social costs and social benefits and efficiency. Use of graphical representations. 5. Deadweight loss including verbal and graphical representations. 6. Causes of market failure: a) monopoly; b) public goods and merit goods; c) externalities: positive and negative;UNIT 1 MODULE 2: MARKET STRUCTURE, MARKET FAILURE AND INTERVENTION (cont’d) d) divergence between social and private costs and social and private benefits; e) imperfect information; f) asymmetric information: adverse selection and moral hazard; g) open access to resources; h) lack of property rights (squatting, streams, ocean); i) non-existence of markets (for trading). SPECIFIC OBJECTIVES TOPIC 3: Intervention Students should be able to: 1. evaluate the measures used by government to correct market failure; 2. evaluate the measures used by the private sector to correct market failure. CONTENT 1.Measures used by government to control market failure: a) -regulation; – anti-trust policy; – taxation; – privatisation and deregulation; – state ownership; – subsidies; – legislation; – market creation (tradable permits); b) pros and cons of government intervention; c) -merits and demerits; – effectiveness of intervention in Caribbean societies (effect of small size in relation to policy making). UNIT 1 MODULE 2: MARKET STRUCTURE, MARKET FAILURE AND INTERVENTION (cont’d) 2. Private Sector Intervention: (a)corporate code of conduct; (b)corporate social responsibility; (c)voluntary agreements; (d)corporate ethics.Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. For price discrimination, teachers could identify the first, second and third degree price discrimination using different examples from students’ experiences. Teachers should then illustrate by use of diagrams. 2. For the kinked demand curve model, teachers may use the daily newspaper or mobile phone industry as examples. UNIT 1 MODULE 3: DISTRIBUTION THEORY GENERAL OBJECTIVES On completion of this Module, students should: . understand what accounts for the returns that accrue to the owner s of the factors of production; 2. appreciate the issues surrounding poverty and the measures used to alleviate poverty; 3. develop skills in applying microeconomic analysis to critical social issues involving income inequality. SPECIFIC OBJECTIVES TOPIC 1: The Demand for and Supply of Factors Student should be able to: 1. explain the rewards of the factors of production; 2. explain the concept of derived demand; 3. outline the marginal productivity theory; 4. apply the marginal productivity theory to the demand for land, capital and labour; 5. nalyse the factors affecting the supply of land, capital and labour; 6. analyse the factors determining rent, interest and wages; 7. distinguish between transfer earnings and economic rent. CONTENT 1. Rent, interest, wages and profits. 2. Derived demand. 3. (a)The assumptions and limitations of Marginal Productivity Theory. (b)Marginal Physical Product, Marginal Revenue Product and their relationship. UNIT 1 MODULE 3: DISTRIBUTION THEORY (con t’d) 4. The value of the Marginal Product: a) land; b) labour; c) capital – using present value (use of graphical representation required). 5.The fixity of land, the supply of loanable funds and the labour supply. 6. The demand for and supply of factors. 7. Numerical, graphical and verbal explanations of transfer earnings and economic rent. SPECIFIC OBJECTIVES TOPIC 2: Wage Differentials Student should be able to: 1. explain the concept of wage differentials; 2. analyse imperfections in the labour market; 3. analyse the effect of labour mobility on wages; 4. explain the concept of compensating wage differentials; 5. explain the role of Government, Trade Unions and Employers’ Associations in the pricing of labour. CONTENT 1.Differences in wages within industries and among industries. 2. Imperfections on the demand side (for example, differences in marginal productivity) and on the supply side (for example, geographical immobility). 3. The mobility and immobility of labour; geographical (migration of workers), occupational. 4. Compensating (equalizing) differentials. UNIT 1 MODULE 3: DISTRIBUTION THEORY (cont’d) 5. The minimum wage rate; monopsonies; migration of workers; collective bargaining; trade union strategies, the role of employers’ associations; efficiency wage. SPECIFIC OBJECTIVES TOPIC 3: Income inequality, Poverty and Poverty AlleviationStudents should be able to: 1. differentiate between size and functional distribution of income; 2. explain the concept of income inequality; 3. explain the measures of income inequality; 4. explain the measures used to reduce income inequality; 5. distinguish between absolute and relative poverty; 6. outline factors that contribute to poverty; 7. explain why certain categories of people are more susceptible to poverty than others; 8. evaluate the different ways used to measure poverty; 9. outline strategies used by Governments to alleviate poverty; 10. analyse the economic costs of poverty; 1. assess the economic benefits of government intervention to alleviate poverty. CONTENT 1. Size and functional distribution of income. 2. How income is distributed. 3. Lorenz curve measurement of income inequality; and Gini coefficient (interpretation only). 4. Measures to reduce inequality: taxes, subsidies, transfers. UNIT 1 MODULE 3: DISTRIBUTION THEORY (cont’d) 5. Absolute versus relative poverty. 6. Factors that contribute to poverty including: a) social and physical environment; b) discrimination – gender, race; c) restrictions on certain economic activities; d) non-ownership of resources; ) family size; f) single parent; female- headed families. 7. Persons who are most susceptible to poverty: (a)people with special needs; i) physically challenged; ii) elderly; iii) youth; iv) single parent families; v) indigenous people; (b)reasons – Limited access to employment, level of training, legislation, availability of income to share among family. 8. Wa ys used to measure poverty: a) basic needs; b) poverty line; c) head count; d) UNDP Human Development Index (HDI). UNIT 1 MODULE 3: DISTRIBUTION THEORY (cont’d) 9. Strategies to alleviate poverty: a) transfer payments; b) free education and health care; ) housing; d) minimum wage legislation; e) equal employment opportunities; f) Government employment creation(special works programmes). 10. The cost of poverty, including: a) unemployed human resources; b) lower potential output; c) inefficient allocation of Government expenditure; d) social and environmental costs. 11. Economic benefits including: a) provision of education and health leading to development of human capital; b) improvement in well- being as measured by the UNDP (HDI); c) more equitable distribution of income. Suggested Teaching and Learning ActivitiesTo facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Use knowledge from topic 3, unit 1, Theory of Supply, to derive the demand curve for factors of production. 2. Teachers may use graphical representation of the Lorenz Curve to illustrate unequal distribution of income. Teachers should also relate the Lorenz Curve to the GINI coefficient. Also show the effect of taxes on the Lorenz Curve and the GINI coefficient. UNIT 2: MACROECONOMICS MODULE 1: MODELS OF THE MACROECONOMYGENERAL OBJECTIVES On completion of this Module, students should: appreciate the notion of National Income accounting and the importance of these accounts for macroeconomic theory and policy; 1. understand the views of the classical keynesian and monetarists schools; 2. understand the factors that influence the level of investment in an economy. SPECIFIC OBJECTIVES TOPIC 1: National Income Accounting Students should be able to: 1. explain the circular flow of income; 2. explain the concept of National Income Accounting; 3. explain the different ways of der iving National Income Accounts; 4. nterpret National Income statistics; 5. use National Income accounts to analyze the performance on an economy as a whole; 6. derive real GDP from nominal GDP; 7. explain the limitations of GDP. CONTENT 1. Economic agents. 2. Gross Domestic Product (GDP),Gross National Product (GNP) and other measures. 3. Calculation of GDP, GNP and their components (personal income, disposable income), Net National Income (NNI), and per capita income; avoidance of double counting. UNIT 2 MODULE 1: MODELS OF THE MACROECONOMY (cont’d) 4. Total measures: a) GDP at market prices; b) GDP at factor costs. 5.Use of National income accounts to measure economic performance over time and to make inter-country comparisons. 6. Calculation of real and nominal GDP using the price deflator. 7. Limits of National Income Accounts as a measure of well-being: a) non-inclusion of the informal sector (the underground economy, illegal activities); b) non-payment for do-it-yoursel f activities; c) non-accounting for externalities, environmental degradation (Green GDP); d) the fact that it measures changes in the value of output but not changes in the quality of life. SPECIFIC OBJECTIVES TOPIC 2: Classical models of the MacroeconomyStudents should be able to: 1. explain why within the classical model, all employment is voluntary; 2. explain how full employment is restored in the classical model; 3. explain the factors that influence aggregate demand; 4. explain the factors that influence aggregate supply; 5. interpret the classical long run supply curve; 6. explain price level determination within the classical model; 7. use the classical aggregate demand and supply model to show changes in the price level and employment. UNIT 2 MODULE 1: MODELS OF THE MACROECONOMY (cont’d) CONTENT 1. Flexibility of wages and prices. 2.The role of wage price and interest rate flexibility. 3. The factors that influence aggregate demand: a) consumer spending; b) investmen t spending; c) Government spending; d) net export spending. 4. Factors that influence aggregate supply including changes in input prices and incomes. 5. The assumptions of the vertical aggregate supply curve. 6. The interaction of the classical aggregate demand and supply curves. 7. Shifts in the aggregate demand and aggregate supply curves. SPECIFIC OBJECTIVES TOPIC 3: Basic Keynesian Models Students should be able to: 1. explain the consumption function; 2. xplain the relationship between saving and consumption; 3. calculate the simple multiplier; 4. explain the effect of changes in investment on national income; 5. explain the effect of government spending on national income; 6. describe the effect of withdrawals and injections on national income; UNIT 2 MODULE 1: MODELS OF THE MACROECONOMY (cont’d) 7. explain the relationship between net exports and national income; 8. determine the equilibrium level of national income; 9. explain inflationary and deflationary gaps. CONTE NT 1. Autonomous and induced consumption. 2. (a)Income = consumption plus saving. b)marginal propensity to consume and save. (c)average propensity to consume and save. 3. Simple multiplier [pic]. 4. Relationship between changes in investments and national income. 5. Government’s expenditure and its effects on national income. 6. (a)Concepts of injections and withdrawals in an economy. (b)The effect of injections and withdrawals on national income. (c)Small multipliers in the Caribbean context due to leakages. 7. (a)Relationship between net exports (x – m) and national income. b) Exports as an injection and imports as a withdrawal. 8. Determination of equilibrium income using: a) 45 o line or E=Y; ) withdrawals and injections approach; c) the Keynesian aggregate demand and supply curves (long run and short run). UNIT 2 MODULE 1: MODELS OF THE MACROECONOMY (cont’d) 9. (a)Full employment level of output. (b)Actual level of output. (c)Equilibrium level of national i ncome could be either below, at or above potential level of output. SPECIFIC OBJECTIVES TOPIC 4: Investment Students should be able to: 1. explain the concept of investment; 2. differentiate between the investment demand curve and the investment curve; 3. explain the accelerator theory; 4. outlinethe factors that account for the volatility of investment.CONTENT 1. Investment (induced and autonomous). 2. (a)Marginal efficiency of capital (investment demand as a function of expected rate of return). b) Marginal efficiency of investment (non-interest rates as determinants of investment demand, taxes, costs, stock of capital goods on hand expectations). 3. Accelerator theory of investment. 4. Determinants of investment: a) The accelerator; b) Durability; c) Irregularity of innovation; d) Variability of profits, expectations and interest rates. UNIT 2 MODULE 1: MODELS OF THE MACROECONOMY (cont’d) Suggested Teaching and Learning ActivitiesTo facilitate students’ attainment o f the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. For topic 1, teachers should pay special attention to the rules of accounting working from the GDP down to consumption and savings. Teachers should also deal with the concepts such as market price and factor costs, as well as real GDP and normal GDP. Make use of the circular flow diagram from the closed economy to the open economy. 2. For topic 2, Classical Models of the Macroeconomy, teachers should use graphs to emphasize flexibility and the automatic return to equilibrium. . For topic 3, teachers could demonstrate the operation of the multiplier by using data to show the successive rounds of spending. Calculations and graphical representations of the multiplier are required. 4. Use the 45 ° line and average demand and average supply to show inflationary and deflationary gaps. 5. For topic 4, Investment, teachers may use tables to illustrate and expla in the accelerator, that is, the necessity to increase expenditure, constantly, for investment. UNIT 2 MODULE 2: MACROECONOMIC PROBLEMS AND POLICIES GENERAL OBJECTIVES On completion of this Module, students should: nderstand the reasons why an economy may be characterised by unemployment and how intervention may be used to improve economic performance; appreciate the role of the Central Bank in the economy; understand monetary and fiscal policy and their applications; understand the nature and burden of the national debt. SPECIFIC OBJECTIVES TOPIC 1: Unemployment and Inflation Students should be able to: 1. explain what is meant by the labour force; 2. explain the unemployment rate; 3. distinguish between unemployment and underemployment; 4. evaluate the costs of unemployment; 5. explain the causes of unemployment; 6. valuate the policies used to reduce unemployment; 7. explain the causes of inflation; 8. distinguish between real and nominal variables; 9. explain how inflation is me asured; 10. explain the causes of inflation; 11. evaluate the effects of inflation; UNIT 2 MODULE 2: MACROECONOMIC PROBLEMS AND POLICIES (cont’d) 12. evaluate the policies used to combat inflation; 13. explain the relationship between the unemployment rate and inflation. CONTENT 1. Employed and unemployed. 2. The unemployment rate. 3. Unemployment and underemployment. 4. The effect on output, income and growth: additional financial burden on the state; social costs. . Labour immobility, other market imperfections, structural changes in the economy, inadequate aggregate demand, increase in labour force participation rate, seasonality, intervention. 6. Fiscal policy, monetary policy, wage subsidies, retraining programmes, investment tax credit, employment tax credit, government employment programmes, reducing market imperfections. 7. Inflation: general price level. 8. Real and money wages: a) real and nominal GDP; b) real and nominal interest rate. 9. The GDP deflator; the reta il price index; the producer price index. Calculations and limitations of the indices. 10.Demand shocks, supply shocks, increase in the money supply growth rate. 11. The costs and benefits of inflation: the impact of redistribution of wealth; impact of business activity and growth, impact on the balance of payments. 12. Income policy, monetary policy, fiscal policy and supply side measures. 13. Trade-off between inflation and the rate of unemployment: Phillips curve – stagflation. UNIT 2 MODULE 2: MACROECONOMIC PROBLEMS AND POLICIES (cont’d) SPECIFIC OBJECTIVES TOPIC 2: Monetary Theory and Policy Students should be able to: 1. explain the concept of money; 2. outline the functions of money; 3. explain the demand for money; . explain the supply of money; 5. explain monetary policy; 6. explain how the money supply is controlled; 7. explain how money is created in the banking system; 8. explain why residents substitute foreign for domestic currency; 9. explain the Quantit y Theory of Money; 10. outline the types of monetary policy; 11. describe the effects of monetary policy on national income; 12. evaluate the limitations of monetary policy. CONTENT 1. (a)The meaning of money. (b)Types of money: token and commodity. 2. Functions of money. 3. (a)Liquidity Preference Theory. (b)Motives for holding money (transactions, precautionary, speculative). UNIT 2MODULE 2: MACROECONOMIC PROBLEMS AND POLICIES (cont’d) 4. The money supply (M1, M2). 5. Monetary policy – expansionary and contractionary policies. 6. (a)The role of the central bank in creating high-powered money (monetary base). (b)Instruments of monetary control: i) open market operations; ii) discount rates; iii) financing fiscal deficits; iv) reserve requirements; v) moral suasion; vi) interest rates. 7. (a)Excess reserves. (b)Credit creation. (c)The money multiplier. 8. The nature of currency substitution and hoarding. 9. The Quantity Theory of money. 10. (a)Tight monetary policy (in flation). (b)Easy monetary policy (unemployment). c)Balance of payments. 11. How monetary policy affects national income. 12. Limitations of monetary policy including the fact that it is: a) permissive, not compelling and only creates the environment; UNIT 2 MODULE 2: MACROECONOMIC PROBLEMS AND POLICIES (cont’d) b) difficult to control the money supply of foreign-owned commercial banks; c) difficult to eliminate lags in monetary policy; d) weakened by fiscal indiscipline. SPECIFIC OBJECTIVES TOPIC 3: Fiscal Policy Students should be able to: 1. explain the concept of fiscal policy; 2. outline the goals of fiscal policy; 3. explain the nature of the budget; 4. xplain the balanced budget multiplier; 5. outline methods of financing budget deficits; 6. evaluate the limitations of fiscal policy; 7. distinguish between discretionary and non-discretionary fiscal policy. CONTENT 1. The meaning of fiscal policy. 2. Fiscal policy as a means of addressing: a) aggregate demand; b) unempl oyment; c) inflation; d) balance of payments. UNIT 2 MODULE 2: MACROECONOMIC PROBLEMS AND POLICIES (cont’d) 3. The nature of the budget: a) taxation, revenue, transfer, expenditure; b) budget surplus and budget deficit; c) balanced budget. 4. Explanation of the balanced budget multiplier. 5.Methods of financing budget deficits including external and domestic borrowing. 6. Lags and potency of fiscal policy. 7. (a)Expansionary and contractionary. (b)Automatic stabilizers. Specific objectives TOPIC 4: Public Debt Students should be able to: 1. explain the national debt; 2. explain the cause of the national debt; 3. evaluate the effects of the national debt on the economy; 4. explain the burden of the national debt; 5. evaluate ways of reducing the debt burden; 6. interpret the debt service ratio; 7. calculate the debt service ratio. UNIT 2 MODULE 2: MACROECONOMIC PROBLEMS AND POLICIES (cont’d) CONTENT 1. The national debt: ) stock/flow; b) fiscal indiscipline; c) domestic and foreign debt. 2. The causes of the national debt. 3. The effects of the national debt on the economy: a) output and investment decisions; b) exchange rate pressures; c) inflation; d) crowding out and crowding in. 4. The responsibility for debt repayment. 1. Management of the national debt: a) internal and external borrowing; b) taxation; c) debt rescheduling; d) debt forgiveness. 2. Interpretation of the debt service ratio. 3. Calculation of the debt service ratio (principal plus interest as a percentage of export). UNIT 2 MODULE 2: MACROECONOMIC PROBLEMS AND POLICIES (cont’d)Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. For topic 1, Unemployment and Inflation, teachers should use the Phillips Curve to show the relationship between the unemployment rate and inflation rate. 2. For topic 2 (money multiplie r), show the various rounds in the money expansion process as done in the multiplier. Use Central Bank Acts and Reports for data gathering. 3. For fiscal policy, there is no need for students to derive the balanced budget multiplier.This should only be explained. 4. Teachers should emphasize the causes of the national debt and the burden it places on future generations. UNIT 2 MODULE 3: GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS GENERAL OBJECTIVES On completion of this Module, students should: 1. understand the basic concepts of growth and development; 2. understand the impact of imports and exports on the macroeconomy; 3. understand the balance of payments accounts and appreciate the causes and consequences of balance of payments crises; 4. become aware of the benefits and costs derived from current integration arrangements, such as CARICOM, FTAA and the EU; . understand the role and functions of international economic institutions. SPECIFIC OBJECTIVES TOPIC 1: Growth and Sustainable Development Students should be able to: 1. distinguish between growth and development; 2. explain the concept of sustainable development; 3. outline the factors that determine growth; 4. outline the factors that contribute to sustainable development; 5. explain the concept of human development; 6. anaylse the structural characteristics of Caribbean economies; 7. analyse the impact of the region’s structural characteristics on sustainable economic development. UNIT 2MODULE 3: GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS (cont’d) CONTENT 1. Differences between growth and development. 2. Current growth versus the well-being of future generations. 3. Differences between exogenous (technical change) and endogenous growth (capital accumulation, human capital). 4. Economic, social and environmental factors. 5. Indices of human development including mortality rates, literacy, per capita income, life expectancy. 6. Structural characteristics of Caribbean ec onomies including: a) small size; b) openness; c) composition of exports; d) resource base; e) poverty; f) economic dependence. . Implications for regional economies: a) dependence on aid; b) preferential trade agreements; c) foreign direct investment (FDI); d) vulnerability to natural and man-made change; e) changes in world prices. UNIT 2 MODULE 3: GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS (cont’d) SPECIFIC OBJECTIVES TOPIC 2: International Trade Students should be able to: 1. analyse the role of imports and exports in a small open economy; 2. outline the factors that influence exports and imports; 3. explain the effects of foreign exchange earnings on a small open economy; 4. explain the theory of comparative advantage; 5. valuate the arguments for protection; 6. evaluate the arguments for Trade Liberalisation; 7. outline methods of trade protection; 8. explain the commodity, terms of trade; 9. interpret changes in the commodity terms of trade; 10. calculate the commodity, terms. CONTENT 1. The role of exports in creating domestic income and the role of imports in generating income for foreigners. 2. The factors which determine exports and imports including: a) international price; b) domestic production; c) domestic prices and exchange rates; d) international economic activity as it affects the tourism market in the Caribbean; UNIT 2MODULE 3: GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS (cont’d) e) shifts in international demand and the emergence of substitutes; f) changes in International Income. 3. Foreign exchange earnings from exports: a) access to capital goods; b) the export multiplier; c) access to consumer goods; d) increased domestic production. 4. The theory of comparative advantage. 5. Arguments for protection including: a) infant industries; b) employment; c) food security. 6. Arguments for Trade Liberalisation including access to technology, availability of cheaper goods and services. Application of the theory of comparative advantage. . Methods of protection including: tariffs, quotas and other non-tariff methods. 8. Explanation of the commodity terms of trade. 9. Interpretation of changes in the commodity terms of trade. 10. Export price index divided by import price index multiplied by 100. UNIT 2 MODULE 3: GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS (cont’d) SPECIFIC OBJECTIVES TOPIC 3: Balance of Payments and Exchange Rates Students should be able to: 1. explain the balance of payments; 2. distinguish between the current account and capital account; 3. analyze the causes and consequences of balance of payments disequilibria; 4. utline the policy measures for correcting balance of payments disequilibria; 5. explain exchange rates; 6. explain exchange rates determination; 7. distinguish between fixed and floating exchange rate regimes; 8. describe the effects of the exchange rate changes. CONTENT 1. Explanation of the balance of payments. 2. Capital items and current it ems. 3. The causes and consequences of balance of payments – disequilibria. 4. Policy responses to balance of payments crises including: a) devaluation; b) expenditure switching; c) expenditure reducing measures. 5. Explanation of exchange rates. 6.Determination of exchange rates. UNIT 2 MODULE 3: GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS (cont’d) 7. Fixed and floating exchange rate systems (fixed, free floating and managed float). 8. The effects of exchange rate changes. SPECIFIC OBJECTIVES TOPIC 4: Economic Integration Students should be able to: 1. explain the main forms of economic integration; 2. evaluate the costs and benefits of economic integration; 3. evaluate the objectives of Caribbean integration; 4. analyse the implications of international integration arrangements for Caribbean economies. CONTENT 1. Main forms of economic integration, including: ) free trade area; b) customs union; c) common market; d) economic union. 2. The costs and benefits of economic integration including trade creation and trade diversion. 3. The objectives of CARICOM and the rationale for the CARICOM Single Market and Economy (CSME). 4. The significance of integration movements, for example European Union (EU) and the North American Free Trade Agreement (NAFTA) for Caribbean Economies. UNIT 2 MODULE 3: GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS (cont’d) SPECIFIC OBJECTIVES TOPIC 5: International Economic Relations Students should be able to: 1. xplain the role and functions of the World Trade Organisation (WTO); 2. explain the role of international financial institutions (IFI’s); 3. explain the term multinational (transnational) corporation; 4. explain the nature of foreign direct investment; 5. outline the potential benefits and disadvantages of foreign direct investment; 6. explain the term globalisation; 7. describe the factors responsible for globalisation; 8. evaluate the effects of globalisation on developing countries . CONTENT 1. The role and functions of the WTO. 2. The role of the IMF and World Bank in the International Financial System. . Explanation of multinational (transnational) corporation. 4. The nature of foreign direct investment. 5. Potential benefits and disadvantages, including: a) access to technology and capital; b) access to markets; c) access to management skills; d) repatriation of profits; UNIT 2 MODULE 3: GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS (cont’d) e) transfer pricing; f) crowding out of domestic businesses. 6. The concept of globalisation. 7. Forces driving globalisation, for example, technological innovation, trade liberalisation, and liberalisation of capital markets. 8.Implications of globalisation for developing countries with particular reference to the greater Caribbean (greater competition, access to markets, access to technology, cheaper prices and greater variety of goods, loss of preferential markets). Suggested Teaching and Learning Activ ities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in examining the structure of the economies of the Caribbean and the problems of imports and exports using international partnership agreements and policies. Teacher should ensure that students could distinguish among; ) Terms of Trade; b) Balance of Trade; and c) Balance of Payments. ? OUTLINE OF ASSESSMENT Each Unit of the syllabus will be assessed separately. The same scheme of assessment will be applied to each Module in each Unit. Grades will be awarded independently for each Unit. Candidate assessment on each Unit will comprise two components: i) External Assessment undertaken at the end of the academic year in which the Unit is taken. This component contributes 80% to the candidate’s overall grade. ii) Internal Assessment undertaken throughout the course of the Unit. This contributes 20% to the candidate’s overall grade. EXTERNAL ASSESSMENT | (80%) | |Paper 01 |Forty-five multiple-choice items, fifteen (15) on each Module. |30% | | |(1 hour 30 minutes) | | | | |Paper 02 |The paper consists of three (3) sections comprising six (6) questions spread across |50% | | |(2 hours 30 minutes) |all Modules in the Unit.Each section contains two (2) essay type questions from which| | | | |candidates are required to attempt one (1). | | | | | | |INTERNAL ASSESSMENT FOR EACH UNIT | | |