Gap, Inc. Retailing Analysis Essay Example | Topics and Well Written Essays - 1000 words

Gap, Inc. Retailing Analysis - Essay Example Gap’s trouble in 2001 At the time of Millard Drexter, there were 200 underperforming stores of Gap Incorporated that continuously operate. This specifically decreases the level of profit generation considering that the entire operation of the company continues in a regular manner while generation of revenue came into a downward spiral. Unfortunately, financially speaking Gap Incorporated could not eventually continue to operate in this condition. This is an issue of lack of management perspective and outlook. The company lacks appropriate evaluation system in order to identify its weakest and strongest areas. Unfortunately, this continues to operate and in 2001, the financial performance of Gap Incorporated received substantially small net margin for income. Compared this with the performance of other retailing companies, Gap is far behind and the whole opportunity is lost for the good of its competitors. There is another important view that Gap Incorporated under the manageme nt of Drexter was overlooked. There was lack of market research that could determine customers’ preferences and needs. This eventually is the reason why Gap Incorporated misjudged fashion trends in 2000. It tried to create trendy apparel for young adults but it was not creating greater impact in the market. Customers were ending up choosing other fashion options due to some important reasons including their own style. For instance, it is important to know that American consumers spend less on clothing due to the fact that fashion does nowadays does not only include clothes but other accessories and technological gadgets. For instance, iPods and iPhones are considered part of the fashion trends among American consumers. Normally, niche markets for growth opportunities are the most significant view in apparel retailing industry. However, the market is continuously expanding and there are added segments that need to be clearly understood further. In the United States, size fitti ngs among Americans change over 60 years. In line with this, more data are necessary to be gathered in order to find out the best fittings for Americans. Apparel industry is also competing with vacation, housing and automobile industries. These industries at some point minimize the level of revenue intended for Apparel industry. Thus, with the consumer and market research, Gap Incorporated for instance will be able to identify the right move in order to stimulate needs for its product offerings at the right timing. There is also another important marketing trend that needs to be understood by Gap Incorporated. This is in line with the declining significance of department stores in the US apparel industry. This is how important marketing research is. It tries to help retailers understand consumer behavior and the entire market in general. Understanding consumer behavior means knowing exactly what they prefer over the other offerings available for them. Gap’s spectacular turnar ound in 2003 Gap was able to remarkably have itself applauded for its honesty with respect to improving the working conditions for the manufacturer of its garments in factories. This created a certain level of trust that promotes more than just a promising output. This remarkably opened up the possibility of increasing customer relationship and to ensure trust and loyalty in the end. Not only that, Paul S.

Introduction to Banking Essay Example | Topics and Well Written Essays - 2750 words

Introduction to Banking - Essay Example Despite the fact that the borrower was pursuing a professional course which needed the inputs of expensive photographic equipments; the borrower had never ever approached the bank even for a student loan. (ii) A prime factor responsible for the borrower not approaching the bank for even a student loan is the financial resourcefulness and entrepreneurship skills exhibited by the borrower as a freelance photographer even while she was a student. She was able to sell her work as a freelancer. This implies that she had developed substantial trade contacts over all these years which are now going to stand in good stead for the sale of photographs from her current project. Case facts go on to reveal that she is on the threshold of some category of fame in photography circles. Her entrepreneurial abilities provide further comfort to the banker. (iii) Case facts reveal that her parents are generous and thereby affluent () and have supported their daughter liberally in the past. They have been cited as one of the reasons that she was not required to obtain loan during her student days. For the purpose of the present project it may be good idea to accept collateral securities from such parents. They can also be utilized as guarantors for the present loan. Her background check thus reveals no factor which would be an inhibiting factor in extending her the loan. However following specific questions may be asked to her during her loan interview to complete the appraisal process: (a) She may be asked to furnish a firm and complete itinerary of her project in Africa. She may be asked to indicate clearly the number of days she intends to stay in Africa, the number of locations she would visit, her boarding and lodging arrangements at each such location, her local conveyance and other expenditures. Case facts reveal that borrower has sought the loan for air tickets and photographic equipment; it is apparent that most of the above expenditure she wishes to put in through her own sources as margin. It is important to estimate this margin available with her as otherwise rest of the project and bank lent funds would be of no specific use. Thus bank must estimate all such expenditures and probe her sources and their availability at the project start date. These sources could include her own savings, her parents support, support from any other photograpy association, magazine or institution or even any grant or fellowship. (b) The next pertinent set of questions would be on specific items she is seeking loan for viz.air tickets and photographic equipment and accessories. Borrower may be asked to furnish the names of the specific airlines she would be traveling on to Africa along with her assistant. In case enquiries reveal that the airlines she proposes to use is expensive or that other airlines are offering more economical round tickets then the borrower would be asked the reason for preferring the chosen airlines. She may also be advised to avail of the cheaper airlines. Coming to her other need viz of photographic equipment and accessories queries may be framed on the specific equipment she proposes to buy for her project and why she thinks that such equipment is more suitable both in terms of price and performance, from amongst other same genre equipment. The banker may like the borrower to show the process of narrowing down

Landmines :: essays research papers

Landmines A recent report on the ban the production and the use of landmines which appeared in the International Post caught my attention. Credit for the lucidly written report should be given to Ms Kazka, a colleague of mine, who illuminated the pertinent issues involved in the controversy revolving the production of landmines. Although the Philippines is fortunate enough not to have experienced the anguish of states like Afghanistan and Bosnia, we as a nation, averse at atrocities brought about by warfare, should contribute to the advancement of this noble cause of banning the production, the use and the demining of landmines. As Ms Kazka reported, each day landmines kill or wound an estimated 75 people worldwide. Ninety percent of these victims are civilians. Among the victims may be a teenage girl gathering firewood in Cambodia. A grandfather herding sheep in Afghanistan. Or a boy running across an empty field in Angola. What makes antipersonnel mines so abhorrent is the indiscriminate destruction they cause. Mines cannot be aimed. They lie dormant until a person or animal triggers their detonating mechanism. Antipersonnel mines cannot distinguish between the footfall of a soldier and that of a child. Those who survive the initial blast usually require amputations, long hospital stays, and extensive rehabilitative services. These people do not usually recover from the psychological strain that the explosions cause. Moreover, they are discriminated by people in their respective society and are considered lower class people. Vivid images of the leg-less people were described in detail by the report In Cambodia alone there are over 35,000 amputees injured by anti-personnel landmines--and they are the survivors. Many others die in the fields from loss of blood or lack of transport to get medical help. Mine deaths and injuries in the past few decades total in the hundreds of thousands. Landmines are now a daily threat in Afghanistan, Angola, Bosnia, Cambodia, Chechnya, Croatia, Iraq, Mozambique, Nicaragua, Somalia, and dozens of other countries. Mines recognize no cease-fire and long after the fighting has stopped they continue to maim or kill. Mines also render large tracts of agricultural land unusable, wreaking environmental and economic devastation. Refugees returning to their war-ravaged countries face this life-threatening obstacle to rebuilding their lives. Leading producers and exporters of antipersonnel mines in the past 25 years include China, Italy, the former Soviet Union, and the United States. More than 50 countries have manufactured as many as 200 million antipersonnel landmines in the last 25 years. Landmines :: essays research papers Landmines A recent report on the ban the production and the use of landmines which appeared in the International Post caught my attention. Credit for the lucidly written report should be given to Ms Kazka, a colleague of mine, who illuminated the pertinent issues involved in the controversy revolving the production of landmines. Although the Philippines is fortunate enough not to have experienced the anguish of states like Afghanistan and Bosnia, we as a nation, averse at atrocities brought about by warfare, should contribute to the advancement of this noble cause of banning the production, the use and the demining of landmines. As Ms Kazka reported, each day landmines kill or wound an estimated 75 people worldwide. Ninety percent of these victims are civilians. Among the victims may be a teenage girl gathering firewood in Cambodia. A grandfather herding sheep in Afghanistan. Or a boy running across an empty field in Angola. What makes antipersonnel mines so abhorrent is the indiscriminate destruction they cause. Mines cannot be aimed. They lie dormant until a person or animal triggers their detonating mechanism. Antipersonnel mines cannot distinguish between the footfall of a soldier and that of a child. Those who survive the initial blast usually require amputations, long hospital stays, and extensive rehabilitative services. These people do not usually recover from the psychological strain that the explosions cause. Moreover, they are discriminated by people in their respective society and are considered lower class people. Vivid images of the leg-less people were described in detail by the report In Cambodia alone there are over 35,000 amputees injured by anti-personnel landmines--and they are the survivors. Many others die in the fields from loss of blood or lack of transport to get medical help. Mine deaths and injuries in the past few decades total in the hundreds of thousands. Landmines are now a daily threat in Afghanistan, Angola, Bosnia, Cambodia, Chechnya, Croatia, Iraq, Mozambique, Nicaragua, Somalia, and dozens of other countries. Mines recognize no cease-fire and long after the fighting has stopped they continue to maim or kill. Mines also render large tracts of agricultural land unusable, wreaking environmental and economic devastation. Refugees returning to their war-ravaged countries face this life-threatening obstacle to rebuilding their lives. Leading producers and exporters of antipersonnel mines in the past 25 years include China, Italy, the former Soviet Union, and the United States. More than 50 countries have manufactured as many as 200 million antipersonnel landmines in the last 25 years.

Learner Guide for a Level Economics

Learner Guide for Cambridge AS and A Level Economics Learner Guide for Cambridge AS and A Level Economics How to use this guide The guide describes what you need to know about your Economics examination. It will help you to plan your revision programme and will explain what Cambridge International Examinations is looking for. The guide contains the following sections: Section 1: How will you be tested? This section will give you information about the different examination papers you will take. Section 2: Examination tips This section gives you advice to help you do as well as you can.Some of the tips are general advice and some are based on the common mistakes that learners make in exams. Section 3: What will be tested? This section describes the five assessment objectives in Economics Section 4: What you need to know This shows the syllabus content so that you can check: †¢ which topics you need to know about †¢ details about each topic area in the syllabus †¢ how muc h of the syllabus you have covered Section 5: Useful Websites  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics Section 1: How will you be tested?The table below gives you information about the examination papers you will take. Paper Type Duration Number of Questions Maximum Mark 1 Multiple Choice (Core) (a) Data Response (Core) (b) Structured Essay (Core) 1 hour 30 30 Weight (% of total marks for syllabus) 40 45 minutes (recommended) 1 20 30 45 minutes (recommended) 1 from a choice of 3 20 30 2 2  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics Section 2: Examination tips General Advice †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ It is very important that you look very closely at the ‘command’ or ‘directive’ words used in a question.These tell you what we are looking for. If a question asks you to ‘identify’, ‘ state’ or ‘calculate’ something, you should not write a very long answer. If, however, the question asks you to ‘explain’ or ‘discuss’ something, this will require you to go into much more detail and your answer should be longer. Very often, with a ‘discuss’ question, you will be expected to look at something from two contrasting points of view and then come to a reasoned and well supported conclusion. It is also important that you look closely at the number of marks that are awarded for each part of a question.This will give you guidance as to how long you should spend on each particular part. Some parts of a question will only gain you two or four marks while other questions will have sections worth eight and twelve marks. Remember to look very closely at the precise wording of each part of a question. You need to make absolutely certain that your answer clearly relates to what is specifically required. For example, you ma y answer a question about inflation and write all you know about how it is measured, but the actual question asked required you to write about the difference between two causes of inflation, cost-push and demand-pull.Time management is crucial. Don’t spend too long on one question, or parts of one question, and then leave yourself towards the end of the examination with very little time to read through your answer and correct any mistakes and/or add anything that you feel is missing. W herever possible, use diagrams to aid your explanations, but make sure that they are accurately and clearly drawn and correctly labelled. You should also make sure that you refer to them in your answer. You should also try and bring in appropriate and relevant examples, wherever possible, of current economic issues and problems to support the points you are making.Look back at the question every so often, just to make sure that you are answering the question correctly and staying ‘on trac k’. You do not need to write out the question; this is a waste of your time. Just make sure that you write the number of the question, and the sub-part, so that we know which question you have answered and there is no possibility of confusion as to which question has been answered. Do not answer more questions than you have to. For example in Paper 2, you are required to answer question 1 in Section A and then only one of the three questions in Section B. Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics An Example Paper 2 Section A: Question 1 This is the data response question which has to be answered. There are 20 marks available for this question. †¢ †¢ You need to spend time carefully reading through the information provided in Section A. In the example above the data response was concerned with the market for onions in Bangladesh. You need to be confident in what you have read so that you are able to identify, inter pret and manipulate aspects of the data, depending on the particular questions asked.You need to look at the title of the case study; this may well give you some clues as to what you will be required to do in answering the questions.  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ You need to look at the data provided and appreciate its context. In the example above, this was concerned with the prices of essential foodstuffs in Bangladesh and the implications of this for traders, consumers and the government.If the data is in the form of a table, a chart or a diagram, look for the important features and see if you can identify any patterns, relationships or trends as some of the questions are likely to be drawn from these. Look for the economic theories or concepts around which the case study has been written; think about how and where these theories and concepts are embedded in the data as questions are likely to be drawn from these. In the example above, this was in relation to prices, demand and supply and government intervention in markets). See if there is a stated source for the case study; as this may help you to understand its context.See if you can identify any limitations of the data; for example, there may be other information that you would have found useful, but which has been omitted. The instruction on the examination paper states: â€Å"Brief answers only are required. † You need to be able to quote selectively and answer concisely. You need to look closely at and follow the mark allocation in terms of the time to be taken to answer each part of a question. In the example above, all three parts of (a) were allocated two marks each, both parts of (b) were allocated four marks each, and part (c) was allocated six marks.Half of the time allocated to the whole paper, 1 hour 30 minutes, sh ould be spent on answering Question 1, i. e. 45 minutes. This means that between 13 and 14 minutes should be allocated to each of (a) and (c) and 18 minutes to (b). W here the ‘command’ or ‘directive’ word is calculate, you do not need to go into a great deal of detail. In Question 1 (a) (i), in the example above, you simply needed to calculate the approximate price per kilo of onions in September 2003. W here the ‘command’ or ‘directive’ word is identify, you again do not need to go into a great deal of detail.In Question 1 (a) (ii), in the example above, you simply needed to identify two reasons why prices might normally be expected to rise before the Holy Month of Ramadan; you were not required to explain, analyse or discuss these two reasons. A question will sometimes explicitly require you to include a diagram. This was the case in (b) (i) and (ii), in the example above, when candidates were required to include a demand and su pply diagram. In the case of (i), this was to help explain how traders may benefit from reducing the supply of essential products.In the case of (ii), this was to help analyse the effect on the market for onions of the introduction of an effective maximum price. Your diagrams would need to be neatly and accurately drawn and correctly labelled. You would also need to refer to the diagrams in your answers; that is why it says ‘with the aid of a demand and supply diagram’ in the question. The maximum mark that could have been awarded in each of these sections, if no diagram had been included, was three out of the available four. In some parts of questions, the ‘command’ or ‘directive’ word is explain or analyse.In part (b), (i), in the example above, you were required candidates to ‘explain how traders may benefit from reducing the supply of essential foodstuffs’, while in (ii) candidates were required to ‘analyse the effect on the market for onions of the introduction of an effective maximum price’. It is very important that you fully understand what is meant by these words. Explain means to make clear how or why; analyse means to examine in technical detail. In some parts of questions, the ‘command’ or ‘directive’ word used is discuss.In Question 1 (c), in the example above, the question required candidates to ‘discuss the  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics †¢ desirability of the Government’s intervention in the market for onions’. You would need to look at this from both points of view, i. e. firstly saying that it would be advantageous and then going on to consider some of the possible disadvantages. You would then be expected to reach a conclusion as to whether it would be particularly desirable for the government to intervene in such a market.The maximum mark for only one side of the argument was four; the maximum mark for both points of view, but without a clear conclusion, was five. You should always try to leave time at the end of answering the question to read through what you have written so that you can check and correct any mistakes and add anything important that you have omitted. Section B: Questions 2, 3 or 4 This is the essay question and you have to answer just one question from this section. There are 20 marks available for this question. †¢ †¢ Each question will be made up of two parts with eight marks for (a) and twelve marks for (b).Part (a) will always require you to explain something. This means that you are required to give clear reasons for something or to make something clear in terms of how and/or why something is happening. For example, in Question 2 (a) you were required to explain how production possibility curves might be used in assessing a country’s economic performance. You would need to demonstrate knowledge of what is meant by a production possibility curve and then go on to explain both the static position of the curve and a movement of it.In Question 3 (a) you were required to explain the difference between absolute and comparative advantage. You would need to define the two terms and then go on to explain the terms and the assumptions which underpin the two concepts. In Question 4 (a) you were required to explain the difference between costpush and demand-pull inflation. You would need to demonstrate knowledge of what is meant by inflation and then go on to explain the two terms and, most importantly, the difference between them.  © Cambridge International Examinations 2012Learner Guide for Cambridge AS and A Level Economics †¢ †¢ †¢ †¢ As has been said, there are eight marks available for part (a), 40% of the total for the question. You should, therefore, aim to spend about 40% of the time available for answering this part of the question. The time allocated to answering this question is 45 minutes, so you need to aim to spend about 40% of that time on part (a), i. e. about 18 minutes. Part (b) will always require you to discuss something. This means that you are required to give the important arguments, for and against, in relation to whatever is being asked.For example, in Question 2 (b) you were required to discuss whether a mixed economy is the best way for a country to deal with the basic economic problem. You would need to demonstrate an understanding of both a mixed economy and the basic economic problem and then go on to discuss both the benefits and the drawbacks of a mixed economy. In Question 3 (b) you were required to discuss whether the principle of comparative advantage is a satisfactory explanation of the trade pattern of an economy with which you are familiar.You would need to apply the principle of comparative advantage to a pattern of trade and discuss the limitations of comparative advantage theory. You would then need t o go on to discuss other explanations of trade. This is a particularly interesting question because instead of requiring you to discuss a particular trade pattern between two economies, you are asked to discuss the trade pattern of an economy with which you are familiar, i. e. you are given the choice of deciding which economy to write about. In Question 4 (b) you were required to discuss whether a country experiencing inflation will always have a balance of payments problem.You would need to explain the link between inflation and the balance of payments and then go on to discuss the conditions when inflation would be likely to bring about a balance of payments problem and the conditions when inflation would not be likely to cause such a problem. As has been said, there are twelve marks available for part (b), 60% of the total for the question. You should, therefore, aim to spend about 60% of the time available for answering this part of the question. The time allocated to answering this question is 45 minutes, so you need to aim to spend about 60% of that time on part (b), i. . about 27 minutes. You should always try to leave time at the end of answering the question to read through what you have written so that you can check and correct any mistakes and add anything important that you have omitted.  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics Section 3: What will be tested? The syllabus sets out the five assessment objectives in Economics. Number of Assessment Objective 1 Skill Demonstration of Skill Demonstrate Knowledge and Understanding 2 Interpret 3 Explain and Analyse 4 Evaluate 5 Organise, Present and CommunicateYou should be able to demonstrate knowledge and understanding of the specified content. You should be able to interpret economic information presented in: †¢ verbal †¢ numerical or †¢ graphical forms. You should be able to explain and analyse economic issues and arguments, us ing relevant economic: †¢ concepts †¢ theories and †¢ information. You should be able to evaluate economic: †¢ information †¢ arguments †¢ proposals and †¢ policies. You should be able to take into consideration relevant information and theory. You should be able to distinguish facts from: †¢ hypothetical statements and †¢ value judgements.You should be able to organise, present and communicate economic ideas and informed judgements in a: †¢ clear †¢ logical and †¢ appropriate form. The Multiple Choice component (Paper 1) will seek to test particularly Assessment Objectives 1, 2 and 3. The Data Response part of Paper 2 will seek to test particularly Assessment Objectives 2 and 3 and, to a lesser extent, Assessment objectives 1, 4 and 5. The Structured Essay part of Paper 2 will seek to test particularly Assessment Objectives 1, 3, 4 and 5 and, to a lesser extent, Assessment Objective 2.  © Cambridge International Examinat ions 2012Learner Guide for Cambridge AS and A Level Economics Section 4: What you need to know A table is provided below which describes the topics which will be tested in your examination papers. You can use the table throughout the course to check the topics you have covered. You can also use it as a revision aid. The column headed ‘comments’ can be used: †¢ to add further information about the details of each bullet point, or to give appropriate examples †¢ to highlight areas of difficulty which you might need to ask your teacher about.  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level EconomicsTheme 1 Basic Economic Ideas Topic Scarcity, choice and resource allocation Different allocative mechanisms Production possibility curve The margin Positive and normative statements Ceteris paribus Factors of production Division of Labour Money  © Cambridge International Examinations 2012 You should be able to: †¢ Define the meaning of scarcity †¢ Explain the inevitability of choices at all levels: o individual o firm o government †¢ Define and explain the concept of opportunity cost †¢ Consider basic questions of: o what will be produced o how it will be produced o for whom it will be produced Distinguish between: market economies †¢ planned economies †¢ mixed economies †¢ and problems of transition Explain: †¢ the shape of the production possibility curve †¢ shifts of the production possibility curve Explain decision making at the margin Distinguish between: †¢ positive and †¢ normative statements Explain the meaning of ceteris paribus Define the four factors of production: †¢ Land †¢ Labour †¢ Capital †¢ Enterprise Explain the meaning of division of labour Describe and explain: †¢ the functions of money †¢ the characteristics of money Comments Learner Guide for Cambridge AS and A Level Economics Theme 2 The Price Sys temTopic Individual Demand curves You should be able to: Explain the construction of individual demand curves Aggregation of individual demand curves to give market demand Factors influencing demand Explain how individual demand curves are aggregated to give market demand Movements along and shifts of a demand curve Price, income and cross elasticities of demand Firms’ supply curves Factors influencing market supply Movements along and shifts of a supply curve Price elasticity of supply  © Cambridge International Examinations 2012 Identify and explain the various factors that can influence market demandExplain and distinguish between: †¢ movements along a demand curve †¢ shifts of a demand curve †¢ Explain the meaning of †¢ Calculate †¢ Analyse the factors affecting †¢ Assess the implications for revenue and business decisions of o price elasticity of o demand o income elasticity of o demand o cross elasticity of o demand Explain how individual firms’ supply curves are aggregated to give market supply Identify and explain the various factors that can influence market supply, including: †¢ indirect taxes and †¢ subsidies Explain and distinguish between: †¢ movements along a supply curve †¢ shifts of a supply curveExplain: †¢ the determinants of the price elasticity of supply †¢ the implications of price elasticity of supply for speed/ease with which businesses react to changed market conditions Comments Learner Guide for Cambridge AS and A Level Economics Theme Topic Interaction of demand and supply Equilibrium price and quantity Consumer and producer surplus Prices as rationing and allocative mechanisms 3 Government Intervention in the Price System Externalities Social costs and social benefits Decision-making using costbenefit analysis Private goods and public goods Merit goods and demerit goodsGovernment intervention  © Cambridge International Examinations 2012 You should be able t o: Explain: †¢ the meaning of equilibrium and disequilibrium †¢ the effects of changes in supply and demand on equilibrium price and quantity †¢ the applications of demand and supply analysis Explain the meaning of consumer and producer surplus Analyse how prices can be used as: †¢ rationing and †¢ allocative mechanisms Explain and distinguish between: †¢ positive and †¢ negative externalities Explain social costs as the sum of: †¢ private costs and †¢ external costs Explain social benefits as the sum of: †¢ private benefits and external benefits Explain decision-making using cost-benefit analysis Explain and distinguish between: †¢ private goods and †¢ public goods Explain and distinguish between: †¢ merit goods and †¢ demerit goods Explain government intervention through: †¢ maximum price controls †¢ price stabilisation †¢ taxes †¢ subsidies †¢ direct provision of goods and services Comm ents Learner Guide for Cambridge AS and A Level Economics Theme 4 International Trade Topic Principles of absolute and comparative advantage Other explanations and determinants of trade flows Arguments for free trade and motives for protectionTypes of protection and their effects Economic integration 5 Measurement in the Macroeconomy Terms of Trade Balance of Payments Different forms of measurement in the macroeconomy General price level Price indices  © Cambridge International Examinations 2012 You should be able to: Explain the principles of: †¢ absolute advantage †¢ comparative advantage and †¢ their real-world limitations Explain the opportunity cost concept allied to trade Account for other explanations and determinants of trade flows Explain: †¢ arguments for free trade and †¢ motives for protection Explain: †¢ types of protection and †¢ their effectsExplain the features of, and the differences between, a: †¢ free trade area †¢ cu stoms union †¢ economic union †¢ monetary union Explain the meaning of the terms of trade Explain the components of the balance of payments Explain different types of measurement: †¢ Employment statistics †¢ Size and components of labour force †¢ Labour productivity †¢ Definition of unemployment †¢ Unemployment rate; patterns and trends in employment and unemployment †¢ Difficulties involved in measuring unemployment Explain: †¢ the general price level †¢ price indices, such as the consumer price index and the retail price index money and real data Comments Learner Guide for Cambridge AS and A Level Economics Theme Topic Shape and determinants of AD and AS You should be able to: Interaction of AD and AS: determination of level of output, prices and employment 6 Macroeconomic Problems Inflation Define inflation Explain the: †¢ degrees of inflation †¢ types of inflation †¢ causes of inflation †¢ consequences of infl ation Explain the: †¢ meaning of balance of payments equilibrium and disequilibrium †¢ causes of balance of payments disequilibrium †¢ consequences of balance of payments disequilibrium on the domestic and external economyDefine exchange rates and explain: †¢ the measurement of exchange rates – nominal, real, tradeweighted exchange rates †¢ the determination of exchange rates – fixed, floating, managed and ‘dirty’ float †¢ the factors underlying fluctuations in exchange rates †¢ the effects of changing exchange rates on the economy Analyse policies designed to: †¢ correct balance of payments disequilibrium or †¢ influence the exchange rate Comment on the possible conflicts between these three policy objectives Balance of Payments Problems Fluctuations in Foreign Exchange Rates 7 Macroeconomic PoliciesMacroeconomic policies Conflicts between policy objectives on inflation, balance of payments exchange rate  © C ambridge International Examinations 2012 Comments Learner Guide for Cambridge AS and A Level Economics Section 5: Useful Websites General Economics sites http://www. tutor2u. net This is probably one of the best of the various internet sites that are currently available for students of Economics. It provides a great deal of information on a wide range of topics and one section that is particularly useful is a range of revision notes on different areas of the syllabus.There are also a number of essay plans on different topics and there is an active forum and advice section, as well as regular news updates. There are interactive quizzes and a VLE (virtual learning environment) site. There are also PowerPoint presentations on many topics and a very useful Economics blog. http://brynsaseconomicsblog. blogspot. com This site is updated regularly and shows the list of topics covered down the left hand side with the number of entries for each topic in brackets. There are useful links to a wide range of resources including not only articles but also video clips. ttp://www. bized. co. uk/ This is a particularly useful site if you are looking for up-to-date facts about various companies, prepared by the companies themselves but with learners in mind. It also includes a range of learning materials that will be useful across all areas of the syllabus. It has a number of virtual reality exercises in the Virtual Worlds section of the site, including Virtual Economy, Virtual Factory and Virtual Developing Country. http://www. s-cool. co. uk This is one of the better websites, providing a lot of useful information for Economics students.It covers eighteen topic areas and in each of these there is a checklist of the main principles, a QuickLearn section that explains the main elements of that part of the syllabus, with some very helpful diagrams, and revision summaries that go over the main terms and concepts in that particular topic area. http://www. jusbiz. org This site is somewhat distinctive in that it aims to focus on the global and ethical dimensions in Economics. There is a lot of useful material and a very good glossary of key terms and concepts. There are also useful links to other sites. http://www. revisionguru. co. uk/economicsThis site provides an Economics textbook which has definitions and explanations of the key terms and concepts across all parts of the syllabus. It also contains some very useful diagrams.  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics http://economix. blogs. nytimes. com This site, linked to the New York Times, uses Economics as a framework for thinking about many events taking place all over the world. http://en. wikipedia. org This internet encyclopaedia has some very good entries on many economic concepts and is helped by the links in blue to many other sections.Television, Newspaper and Magazine sites http://www. bbc. co. uk This is the website of the BBC and is updated regularly. You need to go to the bottom of the home page and click on ‘Business & Money’. There is then a menu on the left hand side of the home page; you just need to go to ‘Business’ and click on ‘Economics’. It provides convenient links to a wide range of related sites including video and audio links as well as articles. There are useful ‘Country Profiles’ providing economic information about countries all over the world and a number of ‘Special Reports’, many of which are of interest to the Economics learner. ttp://www. cnn. com This website has a range of articles and video clips on many aspects of economics. You can click on your geographical area of the world or on world business. http://www. economist. com There are many magazines and newspapers with websites which will be particularly helpful in gaining up-to-date information about Economics. This is one of the better sites and contains some very good articles, covering all parts of the world, which will help you to consider the application of economic theories to particular events and issues.Some access is limited to subscribers only. http://businesscasestudies. co. uk/ This site provides a wide range of case studies featuring a number of internationally known companies. The information is wide ranging and applies many economic theories to particular business situations. http://www. businessweek. com http://www. ft. com http://www. guardian. co. uk/ http://independent. co. uk  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics http://www. telegraph. co. uk http://www. the-times. co. uk http://www. thesundaytimes. co. uk/sto/All of these newspapers and magazines will have a great deal of economic information that is regularly updated. You should also get into the habit of looking at the websites of the most important newspapers and magazines in your own country and geographical regi on. Some access is limited to subscribers only. UK focussed sites http://www. statistics. gov. uk This site is particularly useful if up-to-date economic information is required on such topics as taxation, balance of payments, employment, productivity and inflation. It is primarily concerned with statistics that relate to the UK economy. http://www. bankofengland. o. uk This site is very useful for information concerning monetary policy and how it works, such as decisions about interest rates. It is also useful in relation to the role and function of a central bank. The Bank of England will focus on UK matters, but each central bank in the world is likely to have its own site. You will need to find out what is the website for the central bank of your country. http://www. ifs. org. uk/ This is the website of the Institute for Fiscal Studies. It covers a range of issues related to fiscal policy, but tends to be focused mainly on the UK.  © Cambridge International Examinations 2012

Sleep Deprivation And The Use Of Technology - 1222 Words

The objective of this study is to conclude if there is a correlation between ADHD symptoms, depression, sleep deprivation and the use of technology. The participants in this study will be 200 male and female third, fourth and fifth grade students from all socioeconomic levels. These students will be randomly assigned to one of two groups: 1) the majority of classroom assignments completed using technology 2) technology is not used to complete schoolwork. Data will be collected from parents and teachers using three different surveys. They are: the Vanderbilt ADHD Diagnostic Parent Rating Scale and the Centers for Epidemiological Studies Depression Scale (CES-D) as used in the study by Yen et al. (2007) along with a sleep monitoring†¦show more content†¦Restak. An analysis of journal articles concluded several similar research studies in the area of technology and ADHD have been conducted. An evaluation of professional research articles concluded several similar research studies in this area have been completed. One study called Attention deficit hyperactivity symptoms and Internet addiction (Yoo et al 2004) discovered ADHD may lead to internet addiction in elementary students. This same study defines internet addiction â€Å"as pathological Internet use, is conceptualized by an individual’s inability to control his or her use of the Internet, which eventually causes marked distress and/or functional impairment.† (Yoo et al. 2004) This definition is similar to substance abuse characteristics, which include attitude changes and deterioration in the ability to complete tasks. This closely relates to the study being proposed, which suspects student’s using the internet have reduced focus attention difficulty staying se ated and being quiet at expected times, which impacts their ability to finish assignments. Another study considered playing video games with attention issues and impulsiveness (Gentile et al. 2012). The results of this study showed â€Å"video game playing to be associated with greater subsequent attention problems.† The Journal of Adolescent Health in 2007 published an article which â€Å"revealed that adolescents with Internet addiction hadShow MoreRelatedSleep Deprivation Essay729 Words   |  3 Pages No one really knows why humans sleep, but it is said that they use less energy when they are sleeping. Many Americans do not get the amount of sleep they need to get, and this can affect their cognitive abilities. The cause of this sleep deprivation varies among individuals, but could be overscheduling or even technology. Many people may get the symptoms of sleep deprivation, but they ignore it, and this leads to harsh consequences. Sleep can play a vital role in makin g someone feel better, livingRead MoreThe Effects Of Sleep Deprivation On Sleep Disorders926 Words   |  4 PagesSince technology has become more advanced there has been a trend in people who are not getting a full night’s rest. According to the National Commission on Sleep Disorders Research, â€Å"at least 40 million Americans suffer from chronic, long-term sleep disorders† (Sleep Disorders and Sleeping Problems†). There are several causes for the increase in lack of sleep or sleep deprivation; which include, using electronics late at night, using your bed for more than just sleeping, and anxiety. As a resultRead MoreSleep Deprivation And Sleep Disorders976 Words   |  4 PagesSince, technology has become more about of society there has been a trend in people who are not getting a full night’s rest. According to the National Commission on Sleep Disorders Research, â€Å"at least 40 million Americans suffer from chronic, long-term sleep disorders† (Sleep Disorders and Sleeping Problems†). There are several causes for the increase in lack of sleep or sleep deprivation; which include, using electronics late at night, using your bed for more than just sleeping, and anxiety. AsRead MoreEssay On Sleep Deprivation In College Students794 Words   |  4 PagesSleep Deprivation in College Students College students all over America struggle with one consistent problem: sleep deprivation. As one may have guessed, it is one of the main complaints heard coming from most young adults. There are many things that are known to cause sleep deprivation, especially when it comes to college life. Between keeping up grades and maintaining a social life, it is difficult for students to stay well rested. According to â€Å"Causes and Consequences of Sleepiness Among CollegeRead MoreThe Effects Of Sleep Deprivation On Sleep Disorders971 Words   |  4 PagesSince technology has become more about of society there has been a trend in people who are not getting a full night’s rest. According to the National Commission on Sleep Disorders Research, â€Å"at least 40 million Americans suffer from chronic, long-term sleep disorders† (Sleep Disorders and Sleeping Problems†). There are several causes for the increase in lack of sleep or sleep deprivation; which include, using el ectronics late at night, using your bed for more than just sleeping, and anxiety. AsRead MoreSocial Medi Taking Over Academics Essay704 Words   |  3 Pageswas quickly outpaced by other social networking sites such as Myspace (2003), Facebook (2004), Twitter (2006), Pinterest (2009), and Google+ (2012).†(ProCon.com) Students who are heavy social media users tend to have lower grades, sleep deprivation and have made technology their lifestyles. Student who take their time on social media tend to have lower grades. â€Å"On Sep. 2, 2014 Learning Habit study published in the American Journal of Family Therapy found that grades began a steady decline after secondaryRead MoreHow Technology Affects Sleep1438 Words   |  6 PagesMany do not believe that we have a technology problem in today’s society. But, ninety-five percent of people use technology an hour before they go to sleep (How Technology Affects Sleep). This is an alarming amount of people who use technology before they go to sleep. You do not have to be looking directly at the technology to trigger the pineal gland to stop releasing melatonin (Kim). Many also believe that lack of sleep due to technology does not affect how they do their daily jobs. Seventy-fiveRead MoreThe Effects Of Sleep Deprivation On College Students987 Words   |  4 PagesIntroduction Sleep is an incredibly important physiological action that functions as a period of growth, repair, rest, and relaxation for the human body (â€Å"Sleep,† 2015). As a population, college students are notorious for their skewed sleep patterns and their overall lack of getting the sufficient number of hours of sleep they need to perform optimally in school. Cramming the night before exams by pulling an â€Å"all-nighter† as well as the overall excessive number of distractions that present themselvesRead MoreThe Effects Of Sleep Deprivation On College Students908 Words   |  4 PagesCauses of Sleep Deprivation Insufficient and irregular sleep has been rated the top impediment to college students’ academic performance (Ye, Johnson, Keane, Manasia, Gregas, 2015). Although it is documented that for centuries students’ academic performance has been negatively affected by sleep disturbance, college students continue to have irregular sleep schedule and undergo self-imposed sleep deprivation. Sleep deprivation in college-age students tend to occur for multiple different reasons. SomeRead MoreAcademic Success Videos : Sleep And The College Student967 Words   |  4 PagesAcademic Success Videos: Sleep and the College Student. Academic Success Videos: Sleep and the College Student. Dartmouth University, 22 July 2011. Web. 24 Feb. 2016. . This source was produced by The Media Production Group at Dartmouth and Dr. Carl P. Thum, Director of the Dartmouth Academic Skills Center. Carl Thum himself works with students at Dartmouth University in which he provides coaching for students suffering from ADD and also leads various workshops, mini-courses, and coaching sessions

Quotes on Love and Friendship

On a lot of issues, Friedrich Nietzsche was one of the most passionately opinionated luminaries. However, not many would expect quotes on love and friendship from Nietzsche. In addition to him, many other famous authors have opined on love. Here is a collection of quotes on love and friendship by famous authors. Charles Caleb Colton Friendship often ends in love; but love in friendship -- never.Jane Austen Friendship is the finest balm for the pangs of despised love.George Jean Nathan Love demands infinitely less than friendship.Paul Valery It would be impossible to love anyone or anything one knew completely. Love is directed towards what lies hidden in its object.Friedrich Nietzsche It is not a lack of love, but a lack of friendship that makes unhappy marriages.Fr. Jerome Cummings A friend is one who knows us, but loves us anyway.Sarah McLachlan My love, you know you are my best friend.You know that Id do anything for youAnd my love, let nothing come between us.My love for you is strong and true.Margaret Guenther We all need friends with whom we can speak of our deepest concerns, and who do not fear to speak the truth in love to us.Andre Pevost Platonic love is like an inactive volcano.Ella Wheeler Wilcox All love that has not friendship for its base is like a mansion built upon the sand.E . Joseph Crossmann Love is friendship set to music.br/>Hannah Arendt Love, in distinction from friendship, is killed, or rather extinguished, the moment it is displayed in public.Francois Mauriac No love, no friendship, can cross the path of our destiny without leaving some mark on it forever.Agnes Repplier We cannot really love anybody with whom we never laugh.

Children Are The Future Of The World - 1238 Words

In today’s society, children encounter many different troubles, and they struggle with things than most people actually don’t notice, but who does a person refer to when they suspect something is troubling a child? Whose responsibility is it to help the child whenever there is a problem in need of addressing, and how would they go about solving the problem? Sometimes it can be a challenging task to figure out what can be troubling a child. Because children in modern society are exposed to and involved with so much more than past generations, it makes it difficult for adults to connect and understand what the children go through because they don’t experience the same things that the child does on a daily basis. The youth today are the future of the world, which makes it a major priority for them to be provided with basic needs for living and also for them to be mentally and physically healthy, as well as keeping them happy during the time of their life where th ey should have very little responsibility and live carefree. Many children have a hard time when dealing with things troubling them and a harder time talking to someone about those things that are causing troubles with them. School Social Work deals with children and their families throughout the course of adolescent education. Children in today’s society experience many troubles that can go unnoticed a majority of the time. Fortunately, when a child is showing strong signs of a problem, there are school socialShow MoreRelatedChildren Are The Future Of The World Essay1833 Words   |  8 Pages Children are the future of the world. They are going to be the leaders of tomorrow and are going to make choices that will directly affect our generation. Children are pliable, so it s up to us to mold them well and send them in the right direction. However, who specifically is going to mold these children? At six to eight hours a day, five days a week, teachers are positioned to become one of the most influential people in a child’s life. After their parents, children will first learn from theirRead MoreChildren Are The Future Of Our World895 Words   |  4 PagesI consider and know that children are the future of our world; we have to know how to teach and educate them adequately so they could be prepared to lead future generations. I consider that each child has its own way of learning; there are multiple ways in which a person could be intelligent and capable of completing tasks. I want to be able to help children with everything they need. I want to motivate them to do a nd be the best in every task and area, everything that they dream and think aboutRead MoreChildren Of The World Are Our Future Essay2317 Words   |  10 PagesBrooke Graham The children of the world are our future. Children make up about 26% of the worlds population (â€Å"Population ages of 0-14,† n.d.). The children may not make up an over powering section of our population, but they are the individuals that are going to be creating the future of this world. Plenty of laws are in place to protect human rights, including those of children. Just because laws are in place does not mean that they are followed, and those that violate them pay the price. ThoseRead MoreChildren Should Not Too Distant Future The World Could Become Like The Movie Gattaca856 Words   |  4 PagesIn the not too distant future the world could become like the movie Gattaca. Humans are genetically engineered before birth by their parents, which mean that parents select which attributes they want for their child. In the real world this babies will be called â€Å"designer babies† because parents will have the choice to decide features for their children. I believe tha t parents should not be allowed to genetically enhance their babies because of potential abuse and genetic discrimination. However,Read MoreThe Options Between Kindness And Intelligence Essay1435 Words   |  6 Pagesintelligence in children, one would see that there are many benefits and drawbacks to either option. One can see that there is happiness within the kind child and assumes that their life would be easier than that of the intelligent child, though logic dictates that the intelligent child would experience more benefits than that of the kind child. Even though stress can weaken the body and make it easier for a disease to be established, intelligent children have more benefits than kind children because socialRead MoreChild Labour And Child Labor1600 Words   |  7 PagesIssues There are children that suffer through child labor daily. Child labor is the use of children in a business or industry, usually illegal. â€Å"3 billion people around the world survive on $2.50 a day or less. And 2 billion people do not hold a bank account or have access to essential financial services† (â€Å"Living in Poverty†1). Children that are normally in labor come from a poor family that’s in need of money so badly that it comes down to selling their own children or putting them up forRead MoreIts Time To End Childhood Poverty Essay617 Words   |  3 PagesI am deeply concerned with the issue of childhood poverty. It is truly a growing problem in the world, and after doing some research, I have realized exactly how severe the situation is. I initially got interested in this issue after participating in a â€Å"Habitat for Humanity† trip to an extremely impoverished part of Birmingham, Alabama. Seeing as how people didn’t have proper sh elter, transportation, or food made me very worried, and since then, I have wanted to spread the word and bring people toRead MoreThe Hunger Of World Hunger1261 Words   |  6 Pagesenough food for everyone. Now the world produces enough food for every single human being on this planet of about 2700 calorie diet a day, which is more than enough for average people. But it’s kind of ironic world hunger still exist and is the leading cause of deaths per year. According to the United Nations Food and Agriculture Organization estimates that about 805 million people of the 7.3 billion people in the world were suffering from chronic undernourishment. World hunger doesn’t just kill peopleRead MoreEssay on The Children Are Our Future1199 Words   |  5 PagesMarie hoover Prof. orgier ENG ‎4/‎23/‎2012 The Children Are Our Future What the world needs now is for the parents of todays children to step up and teach their children to be respectful, caring, and compassionate children, which will one day turn into adults. One of the problems is the laws on child abuse and the way children are raised today, compared the way children are raised today to thirty years ago or even before that, is not the same. Kids todayRead MoreFailing Expectations On Future Generations960 Words   |  4 PagesExpectations on Future Generations Is every relationship perfect? Eric Swanson asked individuals about their marriage and their responses were surprising. â€Å"Amazingly, and consistently nearly 97 percent of married couples answer, â€Å"very happy† or â€Å"pretty happy†¦ A mere 3-4 percent today would say they are â€Å"not too happy† (Swanson). True love is supposed to last a lifetime, but for the three percent remaining of unhappy couples results in divorce. Divorce is a negative decision because children develop stress