oppertunity costs :: essays research papers

In today’s society, economic decisions made involve the concept of scarcity. There are â€Å"opportunity costs† associated with any choice that you make. In order for an economy to produce more of one type of product, it will be forced to sacrifice units of production of another product. The shifting of resources from the production of one good to another involves increasing sacrifices of the first good in order to generate an equal increase of the second good. This is known as the â€Å"law of increasing opportunity costs.† The economic rational for the law of increasing opportunity costs is that economic resources are not completely adaptable to alternative uses. The opportunity cost of producing a product tends to increase as more of it is produced because resources less suitable to its production must be employed.  Ã‚  Ã‚  Ã‚  Ã‚  Prices are a measure of opportunity cost because they provide information about the value of one product in relation to another.   Ã‚  Ã‚  Ã‚  Ã‚  The shape of the Productions Possibility Frontier, (PPF), illustrates the principle of increasing opportunity costs (Graph 3). As more of one product is produced, increasingly larger amounts of the other product must be given up. In Graph 3, some factors of production are suited for producing both Product A and Product B, but as the production of one of the other brands increases, resources better suited to production of the other must be diverted. Producers of product A are not necessarily efficient producers of product B and just the opposite, so the opportunity cost increases as one moves toward either extreme on the curve of the production possibility frontier. If two products are very similar to one another, the production possibility frontier may be D’Orlando 2 shaped more like a straight line (Graph 2). As an example, let’s say that two brands of wine are produced, Brand A and Brand B. These two brands of wine use the same grapes and the production process is the same. The only thing that is different is the name on the label. The same factors of production can produce either brand equally efficiently. If an increase in production of Brand B goes from 0 to 3 bottles, the production of Brand A must be decreased by 3 bottles. In this case, the two products are almost identical and can be produced equally efficiently using the same resources. The opportunity cost of producing one over the other remain constant between the two extremes

Rhetorical Analysis of “Pink Think”

Women have been told what to do since the beginning of time. â€Å"Pink Think† furthers that idea. This article by Lynn Peril explains what influences have impacted the way females act and think. Emotional appeal, the use of the theory pink think and her use of specific examples from history all come together to establish her case that women have been expected to fit into a specific mold in order to be a successful woman in life. Every woman feels the need to fit in with society. By fitting in, the woman would get the perfect guy, be successful in life and feel included.Lynn Peril shows how the attitude of Pink think made women feel the need to fit in. There were articles that showed the joys of housewifery. Women who read these articles felt that if they were a housewife and enjoyed the aspects of it written in the article, they fit in. It is a trait in women that all women want to fit in. We look in magazines and wish to look and dress like the models. This was what women th ought about Pink think. It was the â€Å"in† way to act and think. Women who thought this way fit in and those who did no wanted to so that they could fit in.Lynn Peril shows how Pink think made women want to fit in, and it worked. The theory of Pink Think is a set of ideas and attitudes about what constitutes proper female behavior. It was very popular from the 1940s to the 1970s. The theory of Pink think is the main argument of this essay. The cultural mindset of Pink think touched every female. The women read about it in articles, teens learned about it in their home economics textbooks, and little girls learned the feminine behaviors in games such as Miss. Popularity.With all the aspects of a woman’s life having some type of Pink think, it is no wonder women felt the need to fit into this mold. Pink think also told women that femininity was the only way to get and marry a man. And that was the only way to have a child, which was what women were supposed to do. Pink think also â€Å"made beauty, charm, and submissive behavior of mandatory importance to women of all ages in order to win a man’s attention and hold his interest after marriage. † It made women believe the only thing to do in life was to please a man.Pink think took over the way women act and thought in order to fit into what society thought a woman should be like. The use of specific examples in â€Å"Pink Think† helped Lynn Peril show that this theory influenced women in any stage of their life. Pink think influenced women from the way they put on their bathing suit to the choice of contraception. The example that had a real influence on me was the Miss America competition of 1961. Nancy Fleming’s answer to just kick both of her heals off and continue down the runway was a good one, but her answer that too many women were working and they should just be at home was shocking.Also the fact that she won after that answer really surprised me. Fleming was p utting women throughout the country down and saying they should just stay at home and have no place in the workforce. Women should have the choice to work or stay at home. I do not think the role model for America should have told the world that women are over powering men and her place is in the home. Peril’s use of several specific examples allows her to connect to deferent readers. By having several examples, Lynn Peril expands the audience that she affects.By using emotional appeal, the use of Pink think, and several specific examples Lynn Peril shows readers how women were influenced to act and think a certain way. Some of these attitudes are still looming around today. Just because Pink think was popular from 1940-1970, does not mean the idea does not show up today. Women are still expected to act and think a certain way. Lynn Peril showed how women were supposed to act back then, and it has changed in present day, but some ideas are still around. Rhetorical Analysis of â€Å"Pink Think† Women have been told what to do since the beginning of time. â€Å"Pink Think† furthers that idea. This article by Lynn Peril explains what influences have impacted the way females act and think. Emotional appeal, the use of the theory pink think and her use of specific examples from history all come together to establish her case that women have been expected to fit into a specific mold in order to be a successful woman in life. Every woman feels the need to fit in with society. By fitting in, the woman would get the perfect guy, be successful in life and feel included.Lynn Peril shows how the attitude of Pink think made women feel the need to fit in. There were articles that showed the joys of housewifery. Women who read these articles felt that if they were a housewife and enjoyed the aspects of it written in the article, they fit in. It is a trait in women that all women want to fit in. We look in magazines and wish to look and dress like the models. This was what women th ought about Pink think. It was the â€Å"in† way to act and think. Women who thought this way fit in and those who did no wanted to so that they could fit in.Lynn Peril shows how Pink think made women want to fit in, and it worked. The theory of Pink Think is a set of ideas and attitudes about what constitutes proper female behavior. It was very popular from the 1940s to the 1970s. The theory of Pink think is the main argument of this essay. The cultural mindset of Pink think touched every female. The women read about it in articles, teens learned about it in their home economics textbooks, and little girls learned the feminine behaviors in games such as Miss. Popularity.With all the aspects of a woman’s life having some type of Pink think, it is no wonder women felt the need to fit into this mold. Pink think also told women that femininity was the only way to get and marry a man. And that was the only way to have a child, which was what women were supposed to do. Pink think also â€Å"made beauty, charm, and submissive behavior of mandatory importance to women of all ages in order to win a man’s attention and hold his interest after marriage. † It made women believe the only thing to do in life was to please a man.Pink think took over the way women act and thought in order to fit into what society thought a woman should be like. The use of specific examples in â€Å"Pink Think† helped Lynn Peril show that this theory influenced women in any stage of their life. Pink think influenced women from the way they put on their bathing suit to the choice of contraception. The example that had a real influence on me was the Miss America competition of 1961. Nancy Fleming’s answer to just kick both of her heals off and continue down the runway was a good one, but her answer that too many women were working and they should just be at home was shocking.Also the fact that she won after that answer really surprised me. Fleming was p utting women throughout the country down and saying they should just stay at home and have no place in the workforce. Women should have the choice to work or stay at home. I do not think the role model for America should have told the world that women are over powering men and her place is in the home. Peril’s use of several specific examples allows her to connect to deferent readers. By having several examples, Lynn Peril expands the audience that she affects.By using emotional appeal, the use of Pink think, and several specific examples Lynn Peril shows readers how women were influenced to act and think a certain way. Some of these attitudes are still looming around today. Just because Pink think was popular from 1940-1970, does not mean the idea does not show up today. Women are still expected to act and think a certain way. Lynn Peril showed how women were supposed to act back then, and it has changed in present day, but some ideas are still around.

Description of personal warm-up Essay

Before training or playing a match in my sport I will always follow a warm-up program. This warm-up will help prevent injury such as muscle pulls and tears. As well as being physically prepared it will also help me be mentally prepared which is especially important in a match situation. My warm-up consists of a few running drills and then into a set of stretches followed by some skilled drills. It is very important to do some running drills before stretching as muscles need to be stretched when warm to prevent injury. A simple 3 minute jog would warm the muscles enough for stretching. Stretches These are the stretches that I would go through. Each stretch has a diagram, to demonstrate how the stretch is done, and the names of the muscles being stretched. Neck muscles (Sternocleidomastoid and scalenes) Shoulder muscle (Deltoids, Trapezius and Triceps) Spine Quadriceps (Rectus temoris and Sartoius) Hamstrings Gluteus Maximas (Gluteuls) Groin (Pectinus, Odducta longas and Odducta magnus) Skilled drills The final part of my warm up consists of practicing skills with my teammates. There are many forms that we can practice skills with. Grid work Grid work will be set out with players on four corners facing each other as shown in the diagram. = players = running path The players will run to the opposite corner of the grid with a rugby ball and pass it on the player facing them. They can pass it on in number of ways; * A simple pass * A pop pass for the player to run onto * A high pass for the player to jump for * A gut pass Lateral passing Another drill that can be used is the lateral passing drill. Rather than passing forward in grid work, lateral passing consists of passing backwards down a line like a match situation. Players should be in several groups of about 3 to 6 and they should line up at two opposite ends as shown in the diagram. = players = running path = ball path Each group should run to the other end while passing the ball along the line. The distance should be enough for the ball to go down the line 3 times. Benefits of a warm up If a warm up is carried out in the right way it can give many benefits: * Loss of muscle stiffness * As haemoglobin releases oxygen easier at higher muscle temperatures there is facilitated oxygen utilization by the muscles * Speed and force of contraction is increased as the higher temperature of the muscle gives it more energy * Vascular beds dilate in the active tissues increasing blood flow * As muscles are warmed there is reduced resistance which allows a greater economy of movement * Reduces chance of injuries such as tears, pulls etc. Cool down A cool down is just important as the warm up and should always be done after training or a match. I will always cool down after a match or training with my team by simply jogging for 5-10 minutes. This will gently decrease my body temperature. I will also do a series of stretches for 5-10 minutes. Benefits of a cool down A cool down will give a number of benefits: * Reduce the chances of DOMS (Delayed-onset muscle soreness) * Decrease the level of adrenaline in the blood * Helps in the release of lactic acid in the muscles

Teaching Course about Excretion in Animals

Teaching Course about Excretion in Animals Introduction Organized teaching strategies are featured by credible learning tools to facilitate effective perception. We can attribute the attainment of knowledge to proper instructional design. One key and fundamental component of these designs involves the establishment of a course outline.Advertising We will write a custom proposal sample on Teaching Course about Excretion in Animals specifically for you for only $16.05 $11/page Learn More Consequently, this project targets on establishing an effective outline to guide the teaching of a course in a five-week e-learning class. In a bid to perform this task, I will make a comprehensive description of the outline that will include the objectives, pedagogies, and outcomes. Course Description The course will involve delivery of knowledge about excretion in animals. Apparently, students understand the basic facts of excretion in humans. This is because they had taken earlier prerequisite courses of the current course. Therefore, I expect responses for questions about excretory mechanisms in mammals. However, there must be strategies to combine the distinct and outrageous topics under this learning. I know that animals are many and they depict different mechanisms of excretion. Consequently, instructions must try to separate the topics for the students to prevent confusion among student. There are many classes of animal that will be studied in the course of teaching. These will include mammals, arthropods, birds, fishes, and reptiles among others. Since this study will be performed through e-learning, the strategies chosen must evaluate the students properly. Additionally, I will account for the limitation that arises with e-learning teaching strategies. Course Pedagogy The instructions will involve students on online discussion where questions are asked by all parties (students and the teacher). An online discussion forum will allow students to view the comments of other students. For in stance, I can raise a question about the differences of excretion in birds and reptiles. The discussion forum will allow all students to see the answers of other students. I will choose the appropriate time for online class attendance. For instance, I could set a class to begin at 1400hrs to facilitate effective discussions because most students will be available at the time. Also, the instructions will incorporate the use of assessment techniques to boost students’ interactions and corporations. Therefore, correct answers and active participation will be awarded marks accordingly.Advertising Looking for proposal on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since we cannot manage to handle all the topics in classes, I will give students assignment. For instance, I could assign the students a topic on describing excretion in reptiles. After choosing this topic, I will set and announce a deadline for submitting the assignment online. If submissions are made past the deadline, extra deductions will be employed on the total marks awarded. Course Objectives Naka (1974) identified that objectives are critical tools of pedagogy. I will, therefore, set clear objectives to facilitate the attainment of the educational goals. What do I need the students to learn? At the end of the teaching, students will be able to perform the following tasks. Explain the excretory mechanisms in the class level of animals Differentiate between the mechanisms of excretion exhibited by animals Make comparison between excretory systems in the classes Knows the roles played by excretory systems to adapt animals in their habitat Explain evolution in terms of excretory systems These objectives will aim at achieving high perception and understanding in the students. After achieving these objectives, students will be potent to satisfy the ultimate goal of the course. In this case, they will satisfy the goal of understan ding excretion in animals. Course Outcomes Effective learning is reliant on the expectation that an instructor sets in his/her conscience. According to Jarvis (2005), there exists a correlation between the perception of students and a teacher’s expectation. Jarvis argued that when a teacher has high expectations on the results, s/he teaches exhaustively to attain his/her expectations. I will applaud this articulation by setting the outcomes of the instructions. In applauding the articulation, I expect that students will pay attention to the e-learning because I have devised strategies to make the classes mandatory. For instance, student will not receive marks if they do not participate on the discussions. Therefore, the regulation of class attendance will warrant commitment of the entire class to all activities in the instructions. Furthermore, students will be able to discuss, share, and discover other learning issues that will diversify their knowledge amicably. Additionall y, students will research for information regarding the assignment. This will initiate the needs to know and establish a base to distinguish between corporative students and non-corporative students. Apparently, the teaching will improve the knowledge of students and make them ready for the final exams. Conclusion Critique and effective arrangement to initiate the need of understanding and improve the perception of students is fundamental in education. Instructors must, therefore, declare to organize the teaching before attending any class. In fact, Dixon and Senior managed to research and conclude that student’s perception is directly related to the organization of an instructor.Advertising We will write a custom proposal sample on Teaching Course about Excretion in Animals specifically for you for only $16.05 $11/page Learn More Poor class performance, therefore, depicts that a teacher is not arranging for the instructions to deliver. Awareness is vital to caution teachers about unstructured teaching sessions that are equivalent to teaching confusions. Instead of confusing the students, it is vital to avoid the instructions and allow the student to perform their genuine studies from books, articles and other sources. References Dixon, M., Senior, K. (2011) Appearing pedagogy: from embodied learning and teaching to embodied pedagogy. Pedagogy culture society, 19(3), 473-484. Jarvis, M. (2005). The psychology of effective learning and teaching. Cheltenham: Nelson Thornes. Naka, A. (1974). Pedagogy. Tokyo: Centre of East Asian Cultural Studies.

Sopwith Camel - Top World War I Fighter

Sopwith Camel - Top World War I Fighter The iconic Allied aircraft of World War I (1914-1918), the Sopwith Camel entered service in mid-1917 and helped the reclaim the skies over the Western Front from the Deutsche Luftstreitkrfte (Imperial German Air Service). An evolution of an earlier Sopwith fighter, the Camel mounted twin .30 cal. Vickers machine guns and was capable of around 113 mph in level flight. A difficult aircraft for novices to fly, its idiosyncrasies made it one of the most maneuverable aircraft on either side in the hands of an experienced pilot. These characteristics helped make it the most lethal Allied fighter of the war.   Design Development: Designed by Herbert Smith, the Sopwith Camel was a follow-on aircraft to the Sopwith Pup. A largely successful aircraft, the Pup had become outclassed by new German fighters, such as the Albatros D.III in early 1917. The result was a period known as Bloody April which saw Allied squadrons sustain heavy losses as their Pups, Nieuport 17s, and older aircraft were downed in large numbers by the Germans. Initially known as the Big Pup the Camel was initially powered by a 110 hp Clerget 9Z engine and featured a visually heavier fuselage than its predecessor. This was largely composed of fabric over a wooden frame with plywood panels around the cockpit and an aluminum engine cowling. Structurally, the aircraft featured a straight upper wing with a very pronounced dihedral on the lower wing. The new Camel was the first British fighter to utilize twin .30 cal. Vickers machine guns firing through the propeller. The metal fairing over the guns breeches, which was intended to keep the weapons from freezing at higher altitudes, formed a hump which led to the aircrafts name. A nickname, the term Camel was never officially adopted by the Royal Flying Corps. Handling Within in the fuselage, the engine, pilot, guns, and fuel were grouped within the first seven feet of the aircraft. This forward center of gravity, coupled with the significant gyroscopic effect of the rotary engine, made the aircraft difficult to fly particularly for novice aviators. This was a significant change from earlier Sopwith aircraft which had been considered fairly easy to fly. To facilitate the transition to the aircraft, two-seat trainer variants of the Camel were produced. The Sopwith Camel was known to climb in a left turn and dive in a right turn. Mishandling the aircraft often could lead to a dangerous spin. Also, the aircraft was known to be consistently tail heavy in level flight at low altitudes and required steady forward pressure on the control stick to maintain a steady altitude. While these handling characteristics challenged pilots, they also made the Camel extremely maneuverable and lethal in combat when flown by a skilled pilot such as Canadian ace William George Barker. Sopwith Camel - Specifications: General Length: 18 ft. 9 in.Wingspan: 26 ft. 11 in.Height: 8 ft. 6 in.Wing Area: 231 sq. ft.Empty Weight: 930 lbs.Crew: 1 Performance Power Plant: 1 Ãâ€" Clerget 9B 9-cylinder Rotary engine, 130 hpRange: 300 milesMax Speed: 113 mphCeiling: 21,000 ft. Armament Guns: 2 Ãâ€" .30 cal. Vickers machine guns Production Flying for the first time on December 22, 1916, with Sopwith test pilot Harry Hawker at the controls, the prototype Camel impressed and the design was further developed. Accepted into service by the Royal Flying Corps as the Sopwith Camel F.1, the majority of the production aircraft were powered by 130 hp Clerget 9B engine. The first order for the aircraft was issued by the War Office in May 1917. Subsequent orders saw the production run total around 5,490 aircraft. During its production, the Camel was fitted with a variety of engines including the 140 hp Clerget 9Bf, 110 hp Le Rhone 9J, 100 hp Gnome Monosoupape 9B-2, and 150 hp Bentley BR1. Operational History Arriving at the front in June 1917, the Camel debuted with No.4 Squadron Royal Naval Air Service and quickly showed its superiority over the best German fighters, including both the Albatros D.III and D.V. The aircraft next appeared with No. 70 Squadron RFC and ultimately would be flown by over fifty RFC squadrons. An agile dog fighter, the Camel, along with the Royal Aircraft Factory S.E.5a and the French SPAD S.XIII, played a key role in reclaiming the skies over the Western Front for the Allies. In addition to British use, 143 Camels were purchased by the American Expeditionary Force and flown by several of its squadrons. The aircraft was also used by Belgian and Greek units. Other Uses In addition to service ashore, a navalized version of the Camel, the 2F.1, was developed for use by the Royal Navy. This aircraft featured a slightly shorter wingspan and replaced one of the Vickers machine guns with a .30 cal Lewis gun firing over the top wing. Experiments were also conducted in 1918 using 2F.1s as parasite fighters carried by British airships. Camels were also used as night fighters though with some modifications. As the muzzle-flash from the twin Vickers wrecked the pilots night vision, the Camel Comic night fighter possessed twin Lewis guns, firing incendiary ammunition, mounted on the upper wing. Flying against German Gotha bombers, the Comics cockpit was situated farther aft than the typical Camel to allow the pilot to more easily reload the Lewis guns. Later Service By mid-1918, the Camel was slowly becoming out-classed by new fighters arriving on the Western Front. Though it remained in frontline service due to development issues with its replacement, the Sopwith Snipe, the Camel was increasingly used in a ground support role. During the German Spring Offensives flights of Camels attacked German troops with devastating effect. On these missions the aircraft typically strafed enemy positions and dropped 25-lb. Cooper bombs. Replaced by the Snipe at the conclusion of World War I the Camel downed a minimum of 1,294 enemy aircraft making it the deadliest Allied fighter of the war. Following the war, the aircraft was retained by several nations including the United States, Poland, Belgium, and Greece. In the years after the war, the Camel became entrenched in pop culture through a variety of films and books about the air war over Europe. More recently, the Camel commonly appeared in the popular Peanuts cartoons as the favored plane of Snoopy during his imaginary battles with the Red Baron.

Discussion Essay Example | Topics and Well Written Essays - 250 words - 159

Discussion - Essay Example In terms of my situation for consideration in class, educational leaders employing inspirational power in their management agenda achieve better results as compared to those employing coercive power in their leadership. The theory relevant to this scenario is Jean-Jacques Rousseau postulation that the practice of edification ought to endorse and hearten learners creativeness and ingenuity (Rebore, 2013). As further outlined by Rebore (2013), this postulation was based on the notion of independence and citizenship. The kind of power employed in educational leadership therefore will determine the level of performance. For instance, Rebore (2013) points out that individuals in educational leadership positions should shun away from coercive power and should only be used when all other forms of power have failed to achieve the intended results. Inspirational power, on the other hand, is based on motivation and encouragement (Rebore, 2013) thus school districts are likely to achieve better outcomes both in and outside the school district. In summary, the situation I am bringing to class for consideration relates to the forms of power that can be employed by school districts to help achieve high levels of performance. The theory relevant to this scenario is Jean-Jacques Rousseau supposition that edification approaches must hearten ingenuity among

Settling a Lawsuit Coursework Example | Topics and Well Written Essays - 250 words

Settling a Lawsuit - Coursework Example The perception will give me significant power to influence the negotiation process (Carrell & Heavrin, 2008). However, it will be unethical for me to give false information and withhold technical information from the 30 people who have no legal background (Olekalns & Adair, 2013). Nevertheless, withholding such information from their representative would be ethical since the representative can anticipate this move. I would determine whether the negotiation depicts substantive fairness by analyzing the equitable distribution of value during the negotiations (Carrell & Heavrin, 2008). The negotiation should result in a fair arrangement to distribute the amount of money to be distributed to all parties. Moreover, the negotiation process should derive mutual settlement that includes the concessions and interests of all parties. All negotiation parties should cooperate in reaching a middle settlement that depicts concessions of the negotiating parties (Olekalns & Adair, 2013). I would determine whether the negotiation depicts substantive fairness by analyzing whether the negotiation outcome is a win-win situation for all negotiation parties. Ideally, the negotiation would achieve substantive fairness if it results to impartial, proportional, and reciprocating negotiation