Essay --

Kate Chopin portrayed in her novels and short stories female emancipation in the 19th century, which was far from being considered acceptable. She also illustrated picturesque descriptions of the South of the United States. Her stories reflect a socio-historical situation between conservatism and modernity, but also depicted female characters aspiring to break free of their subordinate status. In the narrative literature of the 19th century, women, even placed at the center of the story are mostly 'off topic': rarely considered as an autonomous subject. They appear most often as an instrument subjected to social conventions. Chopin was particularly interested in the problems faced by women in marriage. She wanted to show that every vocation requires commitments and it is necessary to give up some of our aspiration to achieve our goal. Her literary style is simple, colorful, and picturesque. Chopin’s art of description is Important; she observed and rendered what is essential. Kate Chopin was concise and knew particularly how to select adjectives; she used punctuation as a rhythmic tool. She meticulously depicted images, used metaphor and particularly irony to reflect, as briefly and precisely as possible, the feeling experienced by the protagonists of her stories. The Story of an Hour written on April 19, 1894, and first published in Vogue on December 6, 1894, doesn’t escape Chopin’s footprint. She used irony as a rhetorical device to express her message indirectly. The story becomes suddenly more interesting, because the reader has to think about the literal significance of the message. There are different types of irony: situational, verbal, and dramatic. This offers a variety of choices for writers to make their works surely i... ...itive. Chopin writes only about an hour of Louise’s life, because she does not want to give the audience details that would make them focus on things that are not a key to the story. She does not want the story to be about their relationship. She writes the short story strictly about freedom and independence; it emphases on liberty and women’s capabilities. Mrs. Mallard did love her husband dearly, but her individuality was more imperative. She had dreamed of it for so long, that when she found out she could finally get it, she would not go back to her old life; her body would not let her. The Story of an Hour by Kate Chopin inspired many women to pursue their goals in life, because she reminded them that there was more to life than just being a good wife. She reminded them that women are incredibly powerful, and that they are as capable as men to succeed in life.

Econ 100a Midterm

Econ 100A–Midterm 2 solutions. Thursday, March 22, 2012. True/False (2 questions, 10 points total) Answer true or false and explain your answer. Your answer must ? t in the space provided. T/F 1. (5 points) Suppose the government wants to place a tax on one of two goods, and suppose that supply is perfectly elastic for both goods. If the government wants to minimize the deadweight loss from a tax of a given size, it should put the tax on whichever good has worse substitutes. False: If the supply curves are identical, the only factor that determines the amount of deadweight loss is the elasticity of demand.Placing the tax on the good that has the lower elasticity of demand will minimize the deadweight loss of the tax. It is true that, holding all else equal, a good without good substitutes will have more inelastic demand than a good with good substitutes. However, this is not the only factor that determines the elasticity of demand. The goods could also di? er in terms of the i ncome e? ect. If the good with worse substitutes happened to be strongly normal while the good with better substitutes was strongly inferior, then the income e? ects might overwhelm the substitution e? cts, causing the good with better substitutes to be more inelastic. T/F 2. (5 points) In a perfectly competitive market with no taxes, if the price consumers are willing to pay for the marginal unit is the same as the price at which producers are willing to produce the marginal unit, then there will be no way to make anyone in the market better o? without making someone else worse o?. True. The price consumers are willing to pay for the marginal unit is the height of the inverse demand curve, and the price at which producers are willing to produce the marginal unit is the height of the inverse supply curve.Thus, when these prices are equal, it must be the case that supply is equal to demand, which is to say, the market is in equilibrium. If the quantity ? rms produce, and consumers co nsume, is more than the equilibrium quantity, then the ? rms’ cost of production will be greater than the consumers’ willingness to pay, and either consumers will have to pay more than the units are worth to them, making them worse o? , or ? rms will have to receive less than the units cost them, making them worse o? , or both.If the quantity is less than equilibrium, then there will be units not produced or consumed for which the cost of production would have been less than consumers’ willingness to pay, meaning that either ? rms have given up pro? table units, or consumers have given up units that generated consumer surplus, or both. In any case, at least one side of the market will have been made worse o?. Thus, from equilibrium there is no way that either ? rms or consumers can be made better o? without someone being made worse o?. 1 Short Answer (2 questions, 20 points total) Your answer must ? t in the space provided. SA 2. 10 points) Explain what we mean when we say that ? rms in long-run equilibrium are earning zero pro? t even though their owners and investors are making an adequate return on their labor and investments. The statement refers to â€Å"economic pro? t†, which is the di? erence between revenue and opportunity cost. The opportunity cost of the labor of the owner of a ? rm is the wage the owner could have earned if he or she chose not to run the ? rm, but to get a job instead. The opportunity cost of the capital investors invest in a ? rm is the rate of return they could have earned by investing their capital in some other ? m in some other industry. Thus, if the owner of the ? rm receives an amount just equal to the opportunity cost of their labor, and the investors receive an amount just equal to the opportunity cost of their capital, we do not include those amounts in economic pro? t, and the ? rm will be said to be earning zero economic pro? t, even though an accountant would say that both the owner and the investors are making an â€Å"accounting pro? t†. The accounting pro? t earned by the owner and the investors is the amount of money that is just adequate to make them choose to put their labor and capital into the ? m. 2 Problem Solving (2 problems, 50 points total) Problem 1. (26 points total) Consider a perfectly competitive ? rm with a production technology 1 1 represented by the production function, y = 10 K 2 + L 2 . Let p, r, and w be the price of the ? rm’s output, the rental rate of capital, and the wage, respectively. (a) (8 points) First let’s consider long-run pro? t maximization. (i) Set up the ? rm’s long-run pro? t maximization problem and compute the ? rm’s pro? tmaximizing demand for labor and capital, and pro? t-maximizing output, as functions of p, r, and w. ii) Is labor a gross complement or a gross substitute for capital, or neither. Prove your answer mathematically and explain what it means. The long-run pro? t maximization pr oblem is, max p  · 10 K,L v K+ v L The ? rst-order conditions are, 5p 5p for L: vL ? w = 0 for K: vK ? r = 0 Solving these for L and K respectively we get L? (p, r, w) = (f rac5pw)2 and K ? (p, r, w) = (f rac5pr)2 . Plugging these pro? t-maximizing levels of capital and labor into the production function we get the pro? t-maximizing output of the ? rm, y ? (p, w, r) = y(K ? , L? ) = 10 5p r 2 , 5p w 2 = 50p r+w rw .To determine whether labor is a gross complement or gross substitute for capital we take the partial derivative of the labor demand function with respect to the rental ? rate of capital, ? L = 0. Since this is zero, labor is neither a gross complement ? r nor a gross substitute for capital. What this means is that when the price of capital changes, the amount of labor the ? rm uses will not change. (b) (8 points) Set up the ? rm’s cost-minimization problem and compute the ? rm’s conditional demand for labor and capital, as functions of y, r, and w. The ? r m’s cost minimization problem is, v min rK + wL K,L K+ L =y ? s. t. 10 Setting up the LaGrangian function, this minimization problem becomes, min rK + wL ? ? 10 v K+ v L ? y ? v K,L,? The ? rst-order conditions are, 5 for L: w ? ? vL = 0 for K: r ? ? v5 = 0 for ? : 10 K the production constraint. v K+ L = y , which is just ? w 2 L. r Taking the ratio of the ? rst two conditions we get this into the production constraint we get, 10 3 v vK = w ? r L v v w r L+ L K= Plugging = y ? L? (y; r, w) = ? y2 r 10(r+w) 2 . Plugging this back into the expression for K that we derived earlier 2 w we get, K ? (y; r, w) = y 2 10(r+w) labor and capital respectively. These are the ? rm’s conditional demand for (c) (10 points) Now let’s consider scale and substitution e? ects. Assume that initially the price of the ? rm’s output, p, the rental rate of capital, r, and the wage, w, are all equal to 10. (i) How much labor will the ? rm use at these prices, and how much output will it produce? (ii) Using only the mathematical results you got in parts (a) and (b), compute e? ect of an increase in the rental rate to r = 20. Plugging the given prices into the pro? t-maximizing labor demand and output supply 2 functions from part (a) we get, L? (p, w, r) = 5 ·10 = 25, and y ? p, w, r) = 50  · 10 10 (f rac10 + 1010  · 10) = 100. ? ? you might have plugged the new prices into the ? rm’s supply function to get y ? (10, 10, 20) = 50 ·10 10+20 = 75. If you then plugged this into the 10 ·20 ? rm’s conditional factor demand at the new prices you would get L? (75; 10, 20) = 75 20 10 10+20 2 = 25. 4 Problem 2. (24 points total) Consider a perfectly competitive industry with 10 identical ? rms, each of which has variable costs of 10y 2 and ? xed costs of 1000. We will de? ne the short run as the time scale in which ? rms cannot enter or exit the industry, and cannot avoid their ? xed costs. In other words, in the short run ? rms must continue to pay their ? xed costs even if they produce zero output. ) In the long run, ? rms can enter or exit the industry, and can avoid their ? xed costs by shutting down. (a) (8 points) Compute the short-run inverse supply curve of the ? rm, and the short-run inverse supply curve of the industry, and graph them on the same graph. [Hint: it matters a lot that ? rms can’t avoid their ? xed costs in the short run. ] Each ? rm’s cost function is C(y) = 10y 2 + 1000, and the marginal cost curve is M C = 20y. Normally we say that the inverse supply curve of the ? m is the upward sloping part of the marginal cost curve, above the minimum of the average cost curve, because if the price is below the minimum of the average cost curve, the ? rm will make negative pro? t and will shut down. However, in this case, in the short run, if a ? rm shuts down it will still have to pay its ? xed cost of $1000. As a result, it will continue to produce output even if it is losing money, as long as it does not lose more than $1000. So we need to ? nd the price below which the ? rm will have lose more than $1000. Pro? t is py ? 10y 2 ? 1000 and we want the price below which this is less than ? 1000.To do this we have to plug in the ? rm’s pro? t-maximizing quantity as a function of price, which we get by solving the ? rm’s marginal cost curve p p p 2 to get y ? = 20 , which gives us p 20 ? 10 20 ? 1000 = ? 1000 ? p2 19 = 0 ? p = 0. 40 The ? rm will continue to produce at any positive price rather than shut down and 5 pay its ? xed cost without any revenue. Thus, the ? rm’s inverse supply curve is simply the entire marginal cost curve, p(y) = 20y. To compute the short-run inverse supply curve of the industry we ? rst have to aggregate ? rm supply to industry supply, and to do that we have to have the direct supply curve of the ? m, which we get by solving the inverse supply curve for y to p p get y(p) = 20 . Short-run industry supply is Y (p) = N yj (p) = 10 20 = f racp2. j=1 Solving for p we get the short-run inverse supply curve of the industry, p(Y ) = 2Y . Your graph should look like this: (b) (6 points) Suppose the demand for the industry’s product is de? ned by pd (Y ) = 700 ? 5Y . (i) What will be the short-run equilibrium price and quantity for the industry? Illustrate this equilibrium on a graph. (ii) Explain why this market outcome is an equilibrium in the short run. [Be sure to make reference to the general de? ition of equilibrium in your answer. ] (iii) Is this industry in long-run equilibrium? Explain why or why not. [Again, be sure to make reference to the general de? nition of equilibrium in your answer. ] The short-run market equilibrium is where the quantity demanded at the price paid by consumers is equal to the quantity supplied at the price received by producers, and since, in the absence of a tax, the price paid by consumers is the same as the price paid by producers, we just solve for the intersection of t he supply curve and the demand curve: 700 ? 5Y = 2Y ? Y ? = 100.Plugging that into either the demand or the supply curve we get p(Y ) = 200. Your graph should look like this: In general, equilibrium means that no individual agent has an incentive to do anything other than what they are currently doing, which means that the system will 6 not move from the point it is at. In the case of short-run market equilibrium this means that at the market price consumers cannot be made better o? by increasing or decreasing consumption, and ? rms cannot be made better o? by increasing or decreasing production. This is clearly the case at the market equilibrium we have solved for.If consumers increase consumption they will have to pay more for the additional units of the good than the value of those units, and if they consume less they will be giving up units that are worth more to them than they are required to pay for them. In either case, they are made worse o? , and thus have no incentive to c hange. For ? rms, roughly the same argument applies. If they produce more, the maximum they will be able to charge will be less than the cost of production, and if they produce less they will be giving up units that they were able to sell at a pro? t. In either case, ? ms are worse o? , so they have no incentive to change what they were doing. The industry is in long-run equilibrium. To see this we need to know whether ? rms are earning zero pro? t, and to determine that we need to know something about the ? rm’s average cost curve, which is AC = 10y + 1000 . If we minimize this we ? nd y that the ? rms’ minimum average cost is minAC = 200. And since this is equal to the price in the current equilibrium, ? rms’ pro? t is (p ? AC)y = 0y = 0. Long-run equilibrium is de? ned as the point at which ? rms will have no incentive to enter or exit the industry. The reason ? ms enter or exit is in response to pro? ts being either positive or negative, so if pro? ts are ze ro in the industry there will be no incentive to enter or exit, which is to say, no ? rm will have any incentive to do anything di? erent from what they are currently doing. (c) (10 points) Suppose the government imposes a tax of $50 per unit on the ? rms in the industry. (i) Compute the short-run after-tax equlibrium quantity, price paid by consumers, and price received by ? rms, and graph them. (ii) Calculate the change in producer surplus caused by the tax in the short-run. Add it to your graph. iii) Compute the long-run after-tax equilibrium quanitity, price paid by consumers, and price received by ? rms. Add this equilibrium to your graph. How many ? rms will exit the industry? (iv) Calculate the change in producer surplus caused by the tax in the long-run. Why is this the same or di? erent from your answer to ii above? To compute the short-run after tax equilibrium we need to ? nd the point at which the quantity demanded by consumers, at the price they pay, is equal to the qua ntity supplied by ? rms at the price they receive. This is the quantity that solves the equation, pd = ps + t, which is to say, 700 ? Y = 2Y + 50 ? YtSR = 92. 9. Plugging this quantity back into the inverse supply curve we get ps = 2  · YtSR = 185. 8, which means the price paid by consumers is pd = ps + t = 185. 8 + 50 = 135. 8. The change in producer surplus is the area to the left of the supply curve between the pre-tax price and the after-tax price received by ? rms. It includes the ? rms’ share of the tax revenue as well as the part of deadweight loss that comes from ? rms. In the case of linear supply it is the area of a parallelagram with height equal to the di? erence between the pre-tax price and the after-tax price received by ? rms, and bases of Y ? nd YtSR , which is ? P SS R = (200 ? 185. 7) 100? 92. 9 = 1379. 2. 2 7 By now your graph should look like this: In an industry with identical ? rms the long-run supply curve is horizontal, which is to say, in long-run equilibrium ? rms will be earning zero pro? t because entry and exit will always drive the price down (or in this case up) to the point where the price is equal to the minimum average cost. Thus, the after-tax price received by ? rms will be ps = 200. Otherwise ? rms would be losing money and would have an incentive to leave the industry, and the industry would not be in long-run equilibrium.Thus, we know that the tax will be passed on entirely to consumers, which means that the price paid by consumers will be pd = ps + t = 200 + 50 = 250. Setting the inverse demand curve equal to that price, we can compute the long-run after-tax equilibrium quantity, 250 = 700 ? 5Y ? YtLR = 90. To determine the number of ? rms in the industry we have to know how much output each ? rm will produce when they are operating at their minimum average cost. We computed the direct supply curve of p the ? rm in part (a), y(p) = 20 , which means that at the minimum of their average cost, minAC = 200, each ? rm will produce 200 = 10 units of output.Since the 20 industry as a whole is producing 90 units, there must be 9 ? rms in the industry. One has exited the industry. Your graph should look like this: In an industry with identical ? rms, by de? nition, the long-run producer surplus is zero. There are two ways to see this. The ? rst is that the long-run supply curve is horizontal, which means that in long-run equilibrium the price is the same as the height of the supply curve, and since producer surplus is the area between the price line and the supply curve, there clearly can be no producer surplus. The other way to see it is to refer to the de? ition of long-run equilibrium in an industry with identical ? rms, which is that all ? rms are earning zero pro? t. The reason this is di? erent from the answer to ii, above, is that in the long-run ? rms can escape the burden of the tax by leaving the industry and going into some other industry that is not taxed. We know that the burden of a tax always falls most heavily on the side of the market that is less able to change it’s behavior to escape the tax, which is to say, the side of the market that is most inelastic. In the long-run, the supply side of the industry is perfectly elastic, and thus bears none of the burden of the tax. 8

Teaching Strategies to Promote Student Equity

Designing a classroom learning environment where all students are being attended to (even the ones who may not seem to be engaged) may seem like an impossible task when you are in a classroom of twenty elementary students. Luckily, there are a host of teaching strategies that foster this type of learning environment. Sometimes these strategies are referred to as equitable teaching strategies or teaching so that all students are given an equal opportunity to learn and thrive. This is where teachers teach to all students, not just the ones that seem to be engaged in the lesson.​ Often times, teachers think they have designed this wonderful lesson where all students will be willfully engaged and motivated to participate, however, in actuality, there may only be a few students who are engaged in the lesson. When this happens, teachers must strive to structure their students learning environment by providing a place that maximizes fairness and allows all students to equally participate and feel welcomed in their classroom community. Here are a few specific teaching strategies that elementary teachers can use to promote student engagement and foster classroom equity. The Whip Around Strategy The Whip Around strategy is simple, the teacher poses a question to his/her students and gives every student the opportunity to have a voice and answer the question. The whip technique serves as an important part of the learning process because it shows all students that their opinion is valued and should be heard. The mechanics of the whip are simple, each student gets about 30 seconds to respond to the question and there is no right or wrong answer. The teacher whips around the classroom and gives each student the chance to voice their thoughts on the given topic. During the whip, students are encouraged to use their own words to describe their opinion on the set topic. Often times students may share the same opinion as their classmates but when put into their own words, may find out their ideas are actually a little different than they first thought.   Whips are a useful classroom tool because all students have an equal opportunity to share their thoughts while actively being engaged in the lesson. Small Group Work Many teachers have found integrating small group work to be an effective way for students to equally share their thoughts while staying engaged in the lesson. When educators structure opportunities that require students to work together with their peers, they are giving their students the best possible chance for an equal learning environment. When students are placed in a small group of 5 or fewer individuals, they have the potential to bring their expertise and thoughts to the table in a low-key atmosphere. Many educators have found the Jigsaw technique to be an effective teaching strategy when working in small groups. This strategy allows students to support one another in order to complete their task. This small group interaction allows all students to collaborate and feel included. Varied Approaches As we all know now after must research, all children do not learn the same or in the same way. This means that in order to reach all children, teachers must use a variety of approaches and techniques. The best way to teach equitably to a large number of students is to use multiple strategies. This means that the old singular teaching approach is out the door and you must use a variety of materials and strategies if you want to meet all learners needs. The easiest way to do this is to differentiate learning. This means taking the information that you know about the way each individual student learns and using that information to provide students with the best possible lesson. Studies have shown that using different strategies and techniques to reach different learners is the best possible way that teachers can cultivate a classroom of equity and engagement. Effective Questioning Questioning has been found to be an effective strategy to promote equity and make sure all students are actively being engaged. Using open-ended questions is an inviting way to reach all learners. While open-ended questions require some time to develop on the teachers part, it is well worth it in the long run when teachers see all students actively and equally being able to participate in classroom discussions. An effective approach when using this strategy is to give students time to think about their answer as well as to sit and listen to them without any interruptions. If you find that students have a weak answer, then pose a follow-up question and continue to question students until you are sure they have understood the concept. Random Calling When a teacher poses a question for his/her students to answer, and the same children constantly raise their hands, how are all students supposed to have an equal chance at learning? If the teacher establishes a classroom environment in a non-threatening way where students can be chosen to answer a question at any time, then the teacher has created a classroom of equality. The key to the success of this strategy is to make sure that students do not feel pressure or threatened to answer in any way, shape or form. One way that effective teachers use this strategy is to use craft sticks to call upon random students. The best way to do this is to write down each students name on a stick and place them all into a clear cup. When you want to ask a question you simply pick out 2-3 names and ask those students to share. The reason you choose more than one student is to minimize the suspicion that the only reason the student is being called upon is that they were misbehaving or not paying attention in class. When you have to call upon more than one student it will ease all students anxiety level. Cooperative Learning Cooperative learning strategies are perhaps one of the simplest ways teachers can effectively keep their students engaged while promoting equity in the classroom. The reason being is it gives students the opportunity to share their thoughts in a small group format in a non-threatening, non-biased way. Strategies like think-pair-share where students each take a specific role in order to complete a task for their group and round robin where students can equally share their opinion and listen to the opinion of others gives students the perfect opportunity to share their thoughts and listen to the opinions of others. By integrating these types of cooperative and collaborative group activities into your daily lessons, you are promoting participation in a collaborative versus a competitive way. Students will take notice which will help turn your classroom into one that cultivates equality. Enforce a Supportive Classroom One way teachers can cultivate a classroom of equality is to establish a few norms. A simple way to do this is to verbally address the students at the beginning of the school year and let them know what you believe in. For example, you can say All students are treated with respect and When sharing ideas in class you will be treated with respect and will not be judged. When you establish these acceptable behaviors students will understand what is acceptable in your classroom and what is not. By enforcing a supportive classroom where all students feel free to speak their mind without feeling or being judged you will create a classroom where students feel welcomed and respected.

The Laws Regarding Corporal Punishment - 1704 Words

Straus (2001) defined corporal punishment as an act carried out with the intention of causing a child to experience physical pain, but not injury, for purposes of correction or control (as cited in Straus Paschall, 2009, p.459). Two of the most prominent and widespread kinds of corporal punishment include slapping and spanking (Straus Paschall, 2009, p. 459-460). This paper will analyze the laws regarding corporal punishment in many countries, the developmental theories such as the behavioral cognitive, and sociocultural in the context of corporal punishment as well as the harmful effects of corporal punishment on the physical, cognitive, and psychosocial development of children in early childhood which ranges from two to six years of age. In many countries such as China, corporal punishment represents an acceptable and necessary action to discipline children. However, in other nations such as Austria, Croatia, Cyprus, Denmark, Germany, Finland, Israel, Italy, New Zeal and, Norway, and Sweden, corporal punishment is against the law (Berger, 2012, p. 310). Currently, corporal punishment against children are legal in many U.S. states. Corporal punishment on children is more common in southern states and families of lower socioeconomic status compared to states in the New England region and families of higher socioeconomic status (Berger, 2012, p. 310). Corporal punishment has destructive effects on the physical aspects of early childhood development. AsShow MoreRelatedCorporal Punishment with Respect to the Private and Public Sphere1187 Words   |  5 Pages1 Introduction Corporal punishment is the unlawful intentional act of causing harm by physically inflicting punishment on the body of an offender or severely criticising the offender. 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International Business Transactions and Negotiations that...

The biggest apprehensions in international business are related to transactions and negotiations crossing national as well as cultural borders. In order to make this mechanisms take place on an international base level, businesses awareness of external uncertainties needs to be tackled and turned into a beneficial dimension. Reducing risks and getting access to new markets are major goals of international co-operations such as mergers, strategic alliances, contractual forms of co-operation and international joint venture (IJVs). International Joint Venture A joint venture is a collaboration agreement between two or more companies, which entails the sharing of profits and losses, skill and managerial expertise and technology to a†¦show more content†¦Ownership structure Many managers see the Ownership structure of a joint venture as the key element of the agreement as it is an indicator for the level of control and power that each party exerts. Li and Zhou et al., point out that the ownership level also gives an indication of the level of collaboration between partners, especially in cases where the majority of shares is held by one single party (2009, pp. 865--884) Joint venture perspectives Collaborative perspective The collaborative perspective focuses on the value creation of a Joint Venture. Li and Zhou et al. state that a balanced partnership will lead to both parties feeling responsible for the venture and thus increase engagement with the task and therefore increase productivity. Knowledge sharing is emphasized and the knowledge is not simply transferred to the joint venture, but adapted to suit local market conditions. In case of an equal partnership both parties are likely to perceive themselves as responsible for the joint venture, as profit and losses are shared. 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Management Informational System Free Essays

Answer Review questions 2, 3, 5, 7, 8, 10, 13, 16, 18, 22 in your own words. First, write the questions, and then answer with proper explanation. 1. We will write a custom essay sample on Management Informational System or any similar topic only for you Order Now Define the term database. How is it different from a database management system? Database is simply a collection of data. A database helps and provides managers and decision making people with timely and relevant information that leads the company to organizational success. A database management system is totally different than regular database. A (DBMS) is a group of programs that manipulates the database. . What is the hierarchy of data in a database? The hierarchy of data in a database is bits, records, files, database, fields, and characters. 3. What is the purpose of a primary key? How is it useful in controlling data redundancy? The purpose of a primary key is identifying records and make sure they can be accessed and organized. It makes sure that each record in a file is unique; therefore, no two files can have the same information. 4. What are the advantages of the database approach over the traditional approach to database management? Most companies use database approach more over the traditional approach because it allows them the ability to share data and information. It allows them to share a pool of data with multiple different types of information systems. 5. What is data modeling? What is its purpose? Briefly describe three commonly used data models. Data modeling is an approach to modeling organizational objects and associations that employ both text and graphics. To come up with a solution to a problem after the company has gathered and analyzed information. Enterprise data modeling investigate data and information needs of the organization * Entity-relationship diagrams uses graphical symbols to show the organization of and relationship between data * Data model diagram of entities and their relationships 6. What is a database schema, and what is its purpose? A database schema is a description including the logical and physical structure of the data and the relationship among the data. The purpose of data base schema is to define the tables and other database associated with a user. 7. What is the difference between a data definition language (DDL) and a data manipulation language (DML)? DDL is a set of instructions and commands used to define and describe data and relationships in a specific database. DML is a language that allows user to access and modify the data, to make queries, and to generate reports. 8. What is a data warehouse, and how is it different from a traditional database used to support OLTP? A data warehouse holds all of the business information such as the processes, products, and customers of a company. It was designed to help with decision making for management and also stores historical data from operational systems and external sources. Data warehouse is more advanced and complex compared to using a traditional database. 9. What is the relationship between the Internet and database? The Internet transmits data from one computer to another and database is a collection of organized data. 10. What is predictive analysis, and how does it assist businesses in gaining competitive advantage? Predictive analysis is a form of data mining that combines historical data with assumptions about future conditions to predict outcomes of events. It helps them find new market segments that could be profitable for their businesses. PART II Fill in the Blanks with appropriate words: 1. A(n) Database Administrator is a skilled and trained IS professional who directs all activities related to an organization’s database, including providing security from intruders. 2. A(n) Character is a basic building block of information, consisting of uppercase letters, lowercase letters, numeric digits, or special symbols. . A(n) Entity is a generalized class of people, places, or things for which data is collected, stored, and maintained. 4. A(n) Primary Key is a field or set of fields that uniquely identifies the record. 5. A(n) Data Model is a diagram of entities and their relationships. 6. A(n) Relational Model database model that describes data in which all data elements are placed in tw o-dimensional tables, called relations, which are the logical equivalent of files. 7. A(n) Flat file is a simple database program whose records have no relationship to one another. 8. A(n) Data Definition Language (DDL) is a collection of instructions and commands used to define and describe data and relationships in a specific database. 9. A(n) Data Administrator is responsible for defining and implementing consistent principles for a variety of data issues, including setting data standards and data definitions that apply across all the databases in an organization. 10. A(n) Data Warehouse is a database that holds business information from many sources in the enterprise, covering all aspects of the company’s processes, products, and customers. 1. A(n) Data Mart is a subset of a data warehouse. 12. Data Mining is an information-analysis tool that involves the automated discovery of patterns and relationships in a data warehouse. 13. Predictive Analysis is a form of data mining that combines historical data with assumptions about future conditions to predict outcomes of events, such as future product sales or the probability that a customer will default on a loan. PART III Case #1 Managing International Trades with Powerful Database Systems Discussions questions 1. What unique challenges do databases that deal with financial markets face? They use the database to fuel business intelligence tools to allow it to process data. The company maintains a data warehouse on which it runs queries. 2. How does Internaxx separate data in its database for annual reports from the data that fuels real-time analytics? Inernaxx data warehouse provides data that gives out the annual reports that are updated frequently. Whereas, the functional databases that feed into the warehouse provides it with the real-time information. Critical thinking questions 1. In what ways does Internaxx use its database to provide the company with a competitive advantage? The Internaxx database fuels both wise investment decision-making for Intenaxx customers and wise business decision-making for Internaxx executives. It uses it database to fuel business intelligence and the company maintains the data in the warehouse. This insight helps to make a competitive advantage. Their database allows consumers to watch the rise and fall stock prices and market conditions. . What unique capabilities must the Internaxx database have in order to support trading in 15 stock exchanges around the world? They must deal with a numerous amount of data and the data collected by Internaxx originates from the many trading operations carried out by its customers. The company needs to make sure they have reliable network connection to make sure the exchanges are efficient and happen. Internaxx must have both a e-commerce and m-commerce to accompli sh all of these exchanges around the world. How to cite Management Informational System, Papers

Language and behavior Essay Example For Students

Language and behavior Essay How does Willy Russell use the stage to show that growing up in different social classes affects two very similar people?  Blood Brothers is all about a set of twins who are brought up together but in different families of different classes, they grow up as best friends and eventually die together just after they find out there brothers. There are two meanings to a blood brother, firstly there is nature this means that they are physically blood brothers and share the same blood, such as twins. Secondly there is nurture which means that the boys exchanged there blood through a cut of friendship. The two boys are meant to be similar as they are twins but theyre brought up in different classes and so they become different. The Johnstones being lower stage and cramped with the audience shows there cramped lifestyle and that there in the working class whereas the Lyons on the other hand are upper stage and set away from the audience to show there space and power over the stage, which means that they are in the upper class. Blood Brothers is set in Liverpool; at the time the Scousers were socially divided, the lower classes struggled to find jobs, and lived in cramped conditions but conversely the upper classes lived in rich, spacious conditions with a good education and well-paid jobs. Mickey teaches Eddie the F word; when Eddie says this is an offence he uses it as one word youre youre a fuckoff! which means that he does not understand the meaning. Russell uses ellipses before the word to suggest uncertainty of the meaning. The amalgamation of the two words into the word fuckoff also implies that he does not know or understand what it is he is saying. When Eddie replies to the policeman after throwing stones at a window and being asked his name, he answers back with Adolph Hitler which implies that he is copying Mickeys common and rude language and behavior. This relates back to when Eddie says Youre youre a fuckoff and again implies the influence that Mickey has over Eddie. Mrs Johnstones language also reflects Mickeys actions and language, and her class. She uses slang, swears, and has a slouchy, common and rude way of living which suggests she is working class. Within Blood Brothers Mr and Mrs Lyons speak to each other with very formal language, even though theyre married they still speak polite with a well mannered tone to one another. Darling, Im sorry, Richard, Jennifer, which implies that their upper class. When Mrs Lyons talks to Mrs Johnstone however she talks down to her and is very snappy with her words, when she does this you can see the power that the upper class have over the working class. In act 1 a woman with a stone in the place of her heart cross references to a woman gone mad we are not sure whether this is Mrs Johnstone or Mrs Lyons so this links them together. When children Mickey and Eddie are completely different, Mickey plays violent games, uses unsophisticated vocabulary and pretends he has toys but Eddie on the other hand who is upper class however would go home and look words up in dictionary which he had learnt from Mickey, he uses well mannered, appropriate and polite vocabulary and had all the toys he could ever want. When they grow up they become similar and start acting and using the same language, for example when they were throwing stones through a window and both of them replying to the police man after he asks their name with Adolph Hitler which suggests that they both have adopted the same rude language and behavior. .uc14451798de8312b335a78cf53a56df9 , .uc14451798de8312b335a78cf53a56df9 .postImageUrl , .uc14451798de8312b335a78cf53a56df9 .centered-text-area { min-height: 80px; position: relative; } .uc14451798de8312b335a78cf53a56df9 , .uc14451798de8312b335a78cf53a56df9:hover , .uc14451798de8312b335a78cf53a56df9:visited , .uc14451798de8312b335a78cf53a56df9:active { border:0!important; } .uc14451798de8312b335a78cf53a56df9 .clearfix:after { content: ""; display: table; clear: both; } .uc14451798de8312b335a78cf53a56df9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc14451798de8312b335a78cf53a56df9:active , .uc14451798de8312b335a78cf53a56df9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc14451798de8312b335a78cf53a56df9 .centered-text-area { width: 100%; position: relative ; } .uc14451798de8312b335a78cf53a56df9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc14451798de8312b335a78cf53a56df9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc14451798de8312b335a78cf53a56df9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc14451798de8312b335a78cf53a56df9:hover .ctaButton { background-color: #34495E!important; } .uc14451798de8312b335a78cf53a56df9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc14451798de8312b335a78cf53a56df9 .uc14451798de8312b335a78cf53a56df9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc14451798de8312b335a78cf53a56df9:after { content: ""; display: block; clear: both; } READ: Power and Propoganda in Communist China EssayEddie goes to a posh boarding school Ill see you at half term then, darling and Mickey goes to a working class, village comprehensive. However, they are both suspended, and they are both rude to their teacher. Mickey answers a question with the remark fish fingers and Eddie tells his teacher you can take a flying fuck at a rolling doughnut this links them linguistically as well, both because they both mention food (which is an identification of riches), and because their comments are both alliterative, using the letter f which makes them very similar. When they become adults, Eddie soon realizes that he doesnt like being like Mickey anymore and wants to be himself.  Russell shows Mrs Johnstones class through her common behavior because she comes over as a person who couldnt care less what people could think about her or her family and just gets on with life. Mrs Lyons however is very well spoken; she wants everyone to think of Eddie as a higher class person so she does not let him mix with the lower class that live at the bottom of the street, which shows her class. In act 1 and act 2 the boys meet at similar points, this mirrors the fact that the boys are the same- like there are two acts, there are two of them.