A literature review of gifted sutdents Dissertation

A literature review of gifted sutdents - Dissertation Example The paper tells that despite its wide usage, experts, scholars, academicians and scholars have yet not agreed on a single definition of the term â€Å"gifted†. In fact, they have even failed to develop a consensus on outlining a set of characteristics or behaviours relating to of giftedness, which is just another manifestation of the intensity to which this topic in debatable and undecided in educational, psychological, sociological, anthropological and other similar fields of study. Since the earliest human civilizations, the progress and accomplishments of humankind have been mainly dependent upon persons who have performed extraordinarily in their fields. These people have accounted for the bulk of accomplishments forcing the governments, administrations and local authorities to focus on exploring and developing to take charge of their respective fields. In fact, â€Å"as early as in the 2200 BC, evidence reveals that the Chinese authorities had developed a system of compe titive examinations for children to explore the gifted or extraordinary ones and groom them for taking the government positions in the later years. This fascination with giftedness remained there, in one form or the other, in Greek and Roman civilizations as well. However, it was Sir Francis Galton, a well-known scientist and researcher of the 19th century and the cousin of Charles Darwin, who used the term gifted for the first time in order to refer to people who showed exceptional and extraordinary talent in a particular field, such as a gifted writer or a gifted singer (Sternberg & Wilson, 2004, pp. 310). Furthermore, Galton also called the children who show the potential of becoming a gifted adult as gifted children. It was Lewis Terman, the guru of educational psychology and one the leadings American psychologists in the 20th century , who widened the scope of the research and provided some sort of platform and meaning to the term â€Å"gifted† (Sternberg, 2003, pp. 360) . Terman added the criteria of high IQ in order to determine the giftedness of any individual. The fact is that Terman was very much inspired with the ideas of Alfred Binet in this field that never became public because of his early death (Janos & Robinson, 1985, pp. 259). However, Alfred’s invention of the first useable IQ test gave the inspiration to Terman in order to look for and understand the students who have an IQ of 120 or more. In the 1920s, Terman selected almost 1500 students from different schools in California, which satisfied the IQ criteria. Over 1350 students out of this sample were white and a significant majority belonged from the upper and middle class families. The aim of Terman was to prove that most of the common stereotypes held about gifted children such as physically weak, socially misfit, unhealthy and others were incorrect (Treffinger & National Association for Gifted Children, 2004, pp. 145-149). After selecting the sample in 1920, Terman did seve n follow-ups with his â€Å"termites†, as he liked to call these gifted children. He followed the educational progress, interests, personalities, families and other related variables from their childhood to deep adulthood and found out that these gifted children were just as socially apt, physically strong, and tall and fit as others compared at their age. Even after the death of Terman, the study is still underway with many follow-ups by the students of Terman, making it longest running longitudinal study ever (Davis & Rimm, 1989, pp. 23-24; Sternberg, 2003, pp. 360). In addition, there have been some serious criticisms on this longest running longitudinal study. First, the sample that Terman selected in 1921 is highly unreliable and looking at the technique of

Love.report on Singapore Airlines Case Study Example | Topics and Well Written Essays - 1750 words

Love.report on Singapore Airlines - Case Study Example It was also the first airlines to come up with satellite-supported in-flight communication system in 1991. The company is also credited with the idea of developing an International Culinary Panel comprising of worldwide prominent chefs, in addition to, the commencement of audio and video on choice facilities. Meanwhile, female air travel attendants, known as the Singapore Girls, have carried on the tradition of dressing in sarong kebaya outfit. Today, Singapore Airlines is one of the most reputed companies around the world. Changi Airport functions as the airline’s focal point from where it offers flight services to 35 countries around the world including regions of East Asia, South Asia, and South East Asia alongside the region between Australia and Europe. It is also known for operating the world’s two longest continuous commercial flights from Singapore to Newark and Los Angeles. The company is also attributed as the launcher of Airbus A380, the world’s bigges t traveller airplane. The financial performance of Singapore Airlines has always been encouraging with the exception of the year 2009-10. However, the company was able to recuperate and deliver excellent financial results in the year 2010-11 (Singapore Airlines, 2012). The P/E Ratio of Tiger Airways is slightly better than that of Singapore Airlines. This means that currently, investors are willing to pay more per dollar of accounted proceeds for Tiger Airways (Tiger airways Airline, 2011). However, taking other financial ratios into account along with the recent resurgence of Singapore Airlines after an unfortunate 2009-10 financial year, it can be stated that Singapore Airlines is more attractive in the eyes of investors as compared to the Tiger Airways. One noticeable divergence of the Singapore Airlines share price from the path of the ST index occurs during the period November 2010. During this period, the

Tinnitus: Causes and Treatments

Tinnitus: Causes and Treatments What is Tinnitus? Tinnitus is one of the most common conditions, 1 of every 5 persons suffers from it, but despite of popular belief it is not a disease. So, what is really tinnitus? Tinnitus is a condition that makes the patient hear a sound like ringing, buzzing, hissing or other sounds, when they aren’t really made by any exterior factors. The noise can have different levels of volume, and it is usually easier to notice in a silent environment when there are no other sounds. Most people are concerned that this condition could cause hearing loss. The people who have this condition have no hearing problems; in rare cases some of the people even develop a hypersensitive sense of hearing. Tinnitus can be persistent or it can come and go, it can affect just one ear or both. Even though it doesn’t cause hearing loss and it is not a serious condition, it still is a matter of concern for some people, sometimes they find it hard to concentrate because of the high-pitched noise they hear, and it even interferes with their sleep. When the condition reaches a level when it affects the patients sleep and concentration the patient must definitely take action. The causes of tinnitus are many, but the condition manifests when the inner cells of the ear are damaged. One of the most commonly experienced causes for tinnitus is the loud noise/sound exposure. Depending on the period of the loud noise exposure, the tinnitus can last from a few hours to many days, weeks, or until treated if a person has been exposed to loud noise for a long amount of time. Another common cause for tinnitus is the hearing loss due to age. Yes, even though tinnitus doesn’t cause hearing loss, hearing loss can cause tinnitus, especially amongst elders. The blockage of the earwax is also a common cause for tinnitus. The earwax is produce naturally by the ear for protection, but sometimes, it forms a blockage that can irritate the eardrum, or cause hearing loss, both of them leading to tinnitus. The good news in this case, is that if the tinnitus is caused by blockage, it can be easily taken away with a visit to the doctor. The first step toward healing the tinnitus is a visit to the doctor. Because it can have many causes, it is important to pay a visit to the doctor, and not just visit the pharmacy. Only the doctor can determine the cause of the condition and offer proper medication for it. The doctor can also provide more information about the condition according to the patient’s questions. Signs and symptoms of tinnitus Tinnitus is not a serious condition but it can cause complication on some patients, mostly because in some cases it affects the sleep or the concentration. Even if it does not cause hearing loss, it is very important to treat it, and the first step towards treatment is knowledge. The first thing everyone should know about tinnitus is how to recognize the signs of this condition. Knowing the signs may help determine earlier if the condition exists and get treatment. One of the earlier signs of tinnitus, and the most easily to notice is a ringing sound the patient hears. Most of the time the ringing can be a high pitched sound, but it can also be a low pitched sound. It can sound as a buzz, a hiss, a ringing or a whooshing. The sound can be persistent or not, it may progress or begin suddenly and it can best be observed in quiet places, when no other sounds interfere. Another sign of tinnitus is sleep deprivation and lack of concentration, all of this being caused by the noise the patient hears, regardless of the fact that the patient is or not fully aware of it at all times. The symptoms of the tinnitus depend on the type of tinnitus the patient has. There are two types of tinnitus: subjective and objective. The subjective tinnitus is very common, 95% of the patients suffering from tinnitus have this type of condition. The symptoms of the subjective tinnitus are often associated with many other ear afflictions and disorders. The most common symptom is the hearing of a buzzing, hassle or ringing but there are other symptoms as well, which may vary from one patient to another, according to their condition and the patient’s reaction to it. Therefore, a patient with subjective tinnitus may also have some of the following symptoms: stress, inducted by the lack of sleep or lack of concentration and in some cases even anxiety. The other type of tinnitus is the objective tinnitus, and this type is only affecting 5% of the persons who suffer from tinnitus. This type of tinnitus is rare and it is often related to a muscular disorder or a vascular disorder. The patient suffering from objective tinnitus can be cured; this type may be observed by the doctor, who can hear with the stethoscope the ringing or buzzing in the patient’s ears. In some cases a sign of objective tinnitus is observed when the ringing sound in the ears is synchronized with the patient’s heartbeat. In both the cases of tinnitus, the signs and symptoms vary from one patient to another, which is why a person should visit the doctor at the first sign of ringing in their ears, in order to determine what condition they have. Learn how to treat tinnitus in a few steps Tinnitus is most of the time nothing serious and it is in fact a condition, not a disease. Tinnitus is, in many cases the condition of another underlying condition and it can be easily cured. There are a few simple steps which every patient has to follow in order to get better: The first and most important step towards healing tinnitus is a visit to the doctor. By taking this step the patient is going to find out the cause of the tinnitus and the underlying condition and get the proper treatment for it. Counseling. Regardless of the cause and treatment for tinnitus, a patient should get counseling from a specialist, to understand tinnitus, talk about it and learn how it affects them as well as how to cope with the condition. Sound. Since tinnitus is most easily observed in silent environments, sound therapy has been proved to be a very efficient way to deal with it. The patient can use a sound generator to be able to sleep, or a distraction from the tinnitus. Relaxation. The patients who suffer from stress because of tinnitus may find it helpful to do some meditation, exercise or even take yoga classes to relax and take their mind of the condition. Earwax removal. There are many cases of tinnitus caused by excessive earwax, and fortunately this can be easily cured with a quick visit to the hospital. Once the earwax is removed the tinnitus will go away, if earwax is the only cause for it. Medication. The tinnitus condition has no known medication cure, but depending on the cause of the condition, some medication can be taken to ease the symptoms. For example, if one of the symptoms is depression, the doctor will recommend antidepressants. Avoid certain substances. If one of the causes for tinnitus is blood flow associated, the patient must avoid substances rich in caffeine and alcohol. Supplements and vitamins. There are some supplements and vitamins that are known to ease the tinnitus symptoms such as magnesium, zinc and B vitamin. The doctor can recommend on or more of them, according to the patients needs. Music. A pleasant and simple way to make the tinnitus less disturbing is music. It can calm and relax the patient, as well as help with sleep and meditation. Avoid loud sound. Whenever possible, loud sound must be avoided, for it is one of the main causes for tinnitus. Even though not all of the patients suffering from tinnitus can be cured, there are a lot of ways to deal with the condition. The treatment is different for every patient, which is why a visit to the doctor is a must in order to get proper care. Learn to prevent tinnitus Tinnitus is not a serious condition, and it can sometimes be cured, by dealing with the underlying health problem that caused it, but it is always easier to prevent than deal with, which is why is important to learn how to prevent tinnitus. There are a few methods and precautions that can be used to prevent the tinnitus. Hearing protection. One of the most common causes for tinnitus is exposure to loud noise, which is why in order to prevent tinnitus one must wear protection when exposed to loud noises. Check your medicine. Some medicines have been known to have tinnitus as a side effect, so a patient must ask their doctor to check the medicine their using. There have been cases when the patient’s tinnitus has been cured when their medication was changed, because the tinnitus was only a side effect of the previous medicine. Stay healthy. Tinnitus is often a condition associated with blood vessel disorders, so a way to prevent tinnitus is to stay healthy with proper exercise, meditation and nutrition. Lower the headphones volume. It is well-know that many people use headphones for music, phone conversation, and radio and so on. Long exposure to loud volume can damage the hearing, thus causing tinnitus. The proper way to use headphone without getting tinnitus and hearing problems is to set the volume as low as hearing what goes around you as well. Avoid places with loud sound or loud music. Exposure to loud sounds and music can cause tinnitus. In most cases the tinnitus induced by loud sound exposure is temporary, but if the ears are exposed to loud sound for large periods of time, then the tinnitus may become permanent. Ease up on caffeine and alcohol. If a person has a blood vessel condition that person is more likely to develop tinnitus when consuming large amounts of caffeine and alcoholic beverages. Hearing aids. Most of the persons who have hearing problems may develop tinnitus, so that case it is important to use hearing aids for tinnitus prevention. Watch your weight. Tinnitus is more likely to develop if the person is obese because obesity is often related to heart problems. Proper alimentation can help maintain a healthy weight, as well as exercise. Tinnitus may not be a serious condition but it is, however unpleasant, and in certain cases it can be complicated, which is why it is better to prevent it. A healthy lifestyle and alimentation, exercise and proper care will definitely help you prevent tinnitus. All you need to know about tinnitus Tinnitus is a very spread condition. Despite to popular belief it is not a disease, but a condition often induced by other health problems. Most of the time the health problems that induce the tinnitus condition are ear related or blood vessel related. Even though in most of the cases the tinnitus is not a serious problem, it is important to stay informed and learn about it. One of the most important things to know about tinnitus is that up to this day there is no cure or medicine for it. However, depending on the case, the tinnitus can go away. If the tinnitus is cause by an earwax blockage, once the blockage is removed, the tinnitus will fade. Also if the cause of the tinnitus is another health issue, when that issue is solved the tinnitus may disappear as well. When the tinnitus cannot be healed, it is imperative to know that its symptoms can be diminished. Depending on the type and cause of the tinnitus, a set of measures may be taken to relieve the patient’s symptoms and help him cope with the condition. If one of the patient’s symptoms is depression, antidepressants may help with the condition, as well as meditation and exercise may help in case of stress. Another important thing to know about tinnitus is that every case is different, so a visit to the doctor should be the first thing on the list. The doctor can set the diagnosis, find the cause of the tinnitus, and cure it in case it is possible, or provide methods of help in case the condition cannot be cured. Preventing is easier than curing, so it is important to know that tinnitus can be easily prevented by following a few steps: avoid loud noise exposure or use hearing protection when exposed to loud noise, avoid long term use of the headphone with a loud volume, exercise, eat healthy, prevent obesity. It is vital to know that tinnitus is not a serious condition and that it can’t affect your life, abilities or personal relationships. Many people have had complications with tinnitus because they worried too much about it, instead on learning how to cope with it, thus leading to depression, stress and lack of sleep. Tinnitus can be easily prevented, however if you do get it remember that even if it can be cured all you have to do is be calm about it and remember it is not a serious issue and it can be easy to deal with. Country Comparison of Prices: Rice and Cocoa Country Comparison of Prices: Rice and Cocoa Surname: KAREKLA Name: MARIA Subject 1: As noted by Thompson (2001) absolute advantage occurs when a good is produced with the lower labor input per unit and comparative advantage â€Å"when relatively less of other goods must be sacrificed to produce a unit of the specialized good†(1). So, in this case, the amount of labor requirements per unit of output are: RICE COCOA NORWAY 1 1/3 ARGENTINA 3/2 3/2 So, Norway has an absolute advantage in producing both products, since its labor requirements are lower both in rice, 1 Furthermore, in the following table Opportunity cost table RICE COCOA NORWAY =3 =1/3 ARGENTINA =1 =1 it is shown that for Norway the opportunity cost for producing 1 ton of rice is =3 tons of cocoa and the opportunity cost for producing 1 ton of cocoa is =1/3 tons of rice. In Argentina, the opportunity cost for producing 1 ton of rice is =1 ton of cocoa and the opportunity cost of producing 1 ton of cocoa is =1 ton of rice. So, Norway has a comparative advantage in producing cocoa, since it has a lower opportunity cost in producing it (1/3 b) In autarky the Production Possibility Frontier (PPF) is the same with the Consumption Possibility Frontier(2). So, henceforth, LN and LA is the labor endowment in Norway and Argentina respectively, aNLR, aNLC and aALR, aALC is the amount of labor per unit of rice and cocoa in Norway and Argentina respectively, R and C is the quantity of rice and cocoa respectively(3). In Norway the PPF is: LN=aNLR ·R+aNLC ·C 130=1 ·R+1/3 ·C It takes 1 worker to produce a unit of rice and 1/3 to produce a unit of cocoa. As noted by Thompson (2001) employment in rice production plus employment in cocoa production sums the labor force of Norway(3). If 0 cocoa is produced: 130=(1 ·R)+(1/3 ·0) R=130/1=130 If 0 rice is produced: 130=(1 ·0)+(1/3 ·C) C==390 So, the autarky PPF,CPF diagram of Norway is as follows: As noted by Thompson (2001) Norway produces at the two endpoints of the PPF, (130,0) or (0,390) or at any other point between them(3). In the same way, in Argentina the PPF is: LA=aALR ·R+ aALC ·C 390=(3/2 ·R)+(3/2 ·C) If 0 cocoa is produced: 390=(3/2 ·R)+(3/2 ·0) R==260 If 0 rice is produced: 390=(3/2 ·0)+(3/2 ·C) C==260 So, the autarky PPF,CPF diagram of Argentina is as follows: Furthermore, the relative price of rice in Norway is 3 and of cocoa is 1/3, the opportunity cost of one relative to the other. The relative price of rice and cocoa in Argentina is 1 for each one of them. So, in autarky cocoa is relatively cheaper in Norway, since 1/31. Consequently, as noted by Agiomirgianakis, and Vlassis (2005) the international relative price of rice will be between 1 and 3. If it’s above 3 both countries produce rice. If it’s below 1, both countries produce cocoa. Since the international relative price of rice is 3/2, between 3 and 1, Argentina specializes in rice, producing 390.000.0001=390.000.000 tons of rice, and Norway in cocoa, producing 130.000.0003=390.000.000 tons of cocoa(4). Continuing, in free trade and since the world equilibrium price of rice is Pr/Pc=3/2. This is the Norway’s new Consumption Possibility Frontier(5): PrΆ¡qr+PcΆ¡qc=PcΆ¡390 (PrΆ¡qr+PcΆ¡qc)/Pc=390 (PrΆ¡qr/Pc)+(PcΆ¡qc/Pc)=390 [(Pr /Pc)Ά¡qr]+qc=390 qc=390-[(Pr /Pc)Ά¡qr] and since Pr/Pc=3/2 (the world equilibrium relative price of rice) qc=390-(3/2Ά¡qr) The slope of the free trade CPF is -3/2 and the diagram as follows: This is the Argentina’s new Consumption Possibility Frontier(5): PrΆ¡qr+PcΆ¡qc=PrΆ¡260 (PrΆ¡qr+PcΆ¡qc)/Pr=260 (PrΆ¡qr/Pr)+(PcΆ¡qc/Pr)=260 [(Pc /Pr)Ά¡qc]+qr=260 qr=260-[(Pc /Pr)Ά¡qc] and since Pr/Pc=3/2 and Pc/Pr=2/3 qr=260-(2/3Ά¡qc) The slope of the free trade CPF is -2/3 and the diagram as follows: As noted by Karagiannis, Katranidis, Palivos and Stoforos (2014) under free trade both countries can â€Å"consume combinations of the two goods that are not produced within the country†(5). c) As noted Karagiannis, Katranidis, Palivos and Stoforos (2014) the wage rates in Argentina can be calculated by WA=Pr/aALR and the wage rates in Norway by WN=Pc/aNLC. So, the wage in Argentina relative to wage in Norway can be calculated as WA/WN=(Pr/Pc)x(aNLC/aALR)=3/2x=x==1/2.(6) So, the wages in Argentina are the  ½ (half) of the wages of Norway and Argentinian workers would want to immigrate to Norway. Furthermore, as noted by Agiomirgianakis, and Vlassis (2005) one of the factors that affect the wage rates of the countries is the terms of trade, which is actually the world equilibrium price of the traded goods(7). d) As explained by Thompson (2001)(8) when a country opens to free trade and due to comparative advantage specializes in one good, importing another, the domestic firms that produced this other product in autarky but at higher prices than the world price, would have reasons to object to free international trade, since they would go out of business. Their stockholders and investors would strongly oppose to such an opening to free trade since they would lose their money. Also, a lot of specialized workers would also object to free international trade since they would have to retrain to find a job in the firms of the good their country specializes from now on. However, even though the cost of retraining workers and reforming the firms to the new specialised market will be considerable, it will also be temporary and the economy, after a small transition period, will readjust to the new conditions and in long term the gains from free trade will prevail. The producers will see their market and income increase and consumers will enjoy more cheaper goods. SUBJECT 2(9): a) In autarky the equilibrium price and quantity is where the supply and demand curve intersect, where Qs=Qd. So, Qs=Qd 2P=600-P 2P+P=600 3P=600 P=600/3=200 â‚ ¬ is the autarky equilibrium price. Having found the price, we can find the equilibrium quantity: Qd=Qs=2P=2200=400 b) On free trade the world price is Pw=125, the quantity supplied (QSw) and demanded (QDw) in the country is: QDw=600-P=600-125=475 QSw=2P=2125=250 The country’s quantity demanded of steel is 475, which is less than the quantity supplied (250), and consequently there will be QDw-QSw=475-250=225 imports. c) Tariff=T and price under the tariff is the world price plus the tariff: P2=Pw+T So, the new quantities supplied(Qs2) and demanded(Qd2) are: Qs2=2P2 Qs2=2x(Pw+T) Qs2=2x(125+T) Qs2=250+2T Qd2=600-P2 Qd2=600-(Pw+T) Qd2=600-(125+T) Qd2=600-125-T Qd2=475-T The amount that the government wants to raise, 3,750 Euros, equals the tariff times the imports(10), which are the quantity demanded(Qd2) minus the quantity supplied(Qs2), 3,750=T x (Qd2-Qs2) So, T=3,750/(Qd2-Qs2) T=3,750/[(475-T)-(250+2T)] T=3,750/(225-3T) T x (225-3T)=3,750 -3T2+225T-3,750=0 [With Δ=2252-(4 ·-3 ·-3,750)=50,625-45,000=5,625 and since it is positive:] T1=(-225-) /(2x-3)= -300/-6=50 T2=(-225+) /(2x-3)= -150/-6=25 So, the government can raise 3,750 â‚ ¬ by imposing a tariff on imports of either T1=50 or T2=25. Which one the government should choose depends on the consumers and producers gains and losses and the net effect of each tariff, relative to which part its politicians wants to protect the most. So, for tariff T1: The new price is PT1=PW+T1=125+50=175 and the quantity supplied and demanded is: QST1=2PT1=2175=350, QDT1=600-PT1=600-175=425. So, the change in consumer surplus is the difference between consumer surplus with the tariff minus the consumer surplus on free trade and can be seen on the diagram as -(a+b+c+d) areas(9). So,{[(600-175)x425]/2}-{[(600-125)x475]/2}=90,312.50-112,812.50= -22,500 â‚ ¬ the money consumers lose due to the tariff. The change in producers surplus is the difference between producers surplus with the tariff minus producers surplus on free trade and can be seen on the diagram as the scheme a(9). [(PT1-PW) ·QST1]–([(PT1-PW) ·(QST1-QSW)]/2}=[(175-125)x350]-{[(175-125)x(350-250)]/2}=17,500-2,500=15,000 â‚ ¬ the producers gain. The net effect of tariff T1=50 can be seen on the scheme by the two triangles b and d and is calculated as –(b+d), being actually the deadweight loss for society(9): -(b+d)= -{{[(QST1-QsW)xT1]/2}+{[(QDW-QDT1)xT1]/2}}= -{{[(350-250)x50]/2}+{[(475-425)x50]/2}}=-(2,500+1,250)= -3,750 â‚ ¬ the net effect. So, for tariff T2: The new price is PT2=PW+T2=125+25=150 and the quantity supplied and demanded is: QST2=2PT2=2150=300, QDT2=600-PT2=600-150=450. So, the change in consumer surplus is, as can be seen on the diagram, -(a+b+c+d) (9). So,{[(600-150)x450]/2}-{[(600-125)x475]/2}=101,250-112,812.50= -11,562.50 â‚ ¬ the money consumers lose due to the tariff. The change in producers surplus is the difference between producers surplus with the tariff minus producers surplus on free trade and can be seen on the diagram as the scheme a(9). [(PT2-PW) ·QST2]–([(PT2-PW) ·(QST2-QSW)]/2}=[(150-125)x300]-{[(150-125)x(300-250)]/2}=7,500-625 =6,875 â‚ ¬ the producers gain. The net effect of tariff T2=2 is as before –(b+d) (9): -(b+d)= -{{[(QST2-QSW)xT2]/2}+{[(QDW-QDT2)xT2]/2}}= -{{[(300-250)x25]/2}+{[(475-450)x25]/2}}=-(625+312.50)= -937.50 â‚ ¬ the net effect. Consequently, if the government wants to protect the consumers more than the producers, it should impose tariff T2=25 since consumers will lose less and the net effect is smaller, but if it prefers to protect producers it should impose tariff T1=50 since they gain more with it (15,000>6,875), even though the net effect is bigger. d) As noted by Thompson (2001) â€Å"a quota is a quantitative restriction on the level of imports†(10). So the quota is the difference between the quantity demanded and the quantity supplied under new price. Quota =QDq-QSq and the new price under the quota is the world price plus q: Pq=Pw+q So the new quantities supplied and demanded are: QSq=2Pq =2 ·(Pw+q)=2 ·(125+q) QSq=250+2q QDq=600-Pq=600-(Pw+q) QDq=600-(125+q) QDq=475-q The amount that the government wants to raise, 3,750 â‚ ¬, equals q (the price raise due to the quota) times the imports [the quantity demanded (QDq) minus the quantity supplied (QSq)], 3,750=q ·(QDq-QSq) So q=3,750/(QDq-QSq) q=3,750/[(475-q)-(250+2q)] q=3,750/(225-3q) q ·(225-3q)=3,750 -3q2+225q-3,750=0 [With Δ=2252-(4 ·-3 ·-3,750)=50,625-45,000=5,625 and since it is positive:] q1=(-225-) /(2x-3)= -300/-6=50 q2=(-225+) /(2x-3)= -150/-6=25 With q1=50, Pq1=125+50=175, and QSq1=2Pq1=2175=350, QDq1=600-Pq1=600-175=425 and so the Quota=QDq1-QSq1=425-350=75 With q2=25, Pq2=125+25=150, and QSq2=2Pq2=2150=300, QDq2=600-Pq2=600-150=450 and so the Quota=QDq2-QSq2=450-300=150 As in the previous answer (c), the government can choose between a quota of 75 and 150 imports, with the same result for its income. If the government wants to protect its consumers, it will impose a quota of 150 imports since it will set a smaller price than with a quota of 75 imports (150425. But if the government wants to protect producers it will impose a quota of 75 imports, since with it the producers sell more (350>300) and gain more (350175=61250 > 45000=300150)]. Subject 3: a) In autarky the equilibrium price (P) and quantity (Q) can be found setting quantity supplied and demanded equal: QD=QS 180-30P=20+10P 180-20=30P+10P 160=40P 160/40=P Since P=4, quantity is Q=QD=QS=20+10P=20+(104)=60 On free trade price=Pw=2 and the quantities supplied(QSw) and demanded(QDw) are: QDw=180-30Pw=180-(302)=120 QSw=20+10Pw=20+(102)=40 The export subsidy would put the price Ps=PW+2.5=2+2.5=4.5 â‚ ¬ and the quantities supplied and demanded: QDs=180-30Ps=180-(304.5)=45 QSs=20+10Ps=20+(104.5)=65 On free trade 40 units are supplied but 120 units are demanded, so (120-40=) 80 units are imported. The price is the world price, 2 â‚ ¬. With the export subsidy 65 units are supplied but only 45 are demanded in the country, so (65-45=) 20 units are exported. The new price is 4.5 â‚ ¬. Consumers consume less units that are more expensive. The consumers lose from the export subsidy and their income decrease can be calculated by ΔCS= -(a+b+e+f+g) areas of the diagram(11): a+e=(PS-PW)xQDS=(4.5-2)x45=112.5 b+f+g=[(PS-PW)x(QDw-QDs)]/2=[(4.5-2)x(120-45)]/2=187/2=93.75 So, -(a+b+e+f+g)= -(112.5+93.75)= -206.25 â‚ ¬ Producers gain from the export subsidy. On free trade they sell 40 units for only 2 â‚ ¬, but with the export subsidy they sell 65 units, (65-40=) 25 units more, for 4.5 â‚ ¬. The producers gain (income increase) can be calculated by ΔPS=a+b+c areas on the diagram(11): [(PS-PW)xQSs]–{[(QSs-QSW)x(PS-PW)]/2}=[(4.5-2)x65]-{[(65-40)x(4.5-2)]/2}=162.5-31.25=131.25 â‚ ¬ The government loses from the export subsidy. Its loss is the budget effect and can be calculated by –(b+c+d+f) areas of the diagram(11): –(b+c+d+f)= -[(PS-PW)x(QSs-QDs)]= -[(4.5-2)x(65-45)]= -50 â‚ ¬. The net effect, the deadweight loss of society, can be calculated by adding consumers lose+producers gain+budget effect= -206.25+131.25-50= -125 â‚ ¬ b) With the production subsidy the producers gain 2 (the world price) +2.5 (the subsidy)=4.5 â‚ ¬ per unit of output, which is the new price (PS) for them only(12). Consumers buy still at 2 â‚ ¬. The new quantity produced with the new price is Qs=20+10P=20+(104.5)=20+45=65. The quantity demanded didn’t change(120), so if there in no imports prohibition, consumers buy 65 from the country’s producers and (120-65=)55 are imported, all for 2â‚ ¬. So, consumers have no gains or loss from the production subsidy(12). The government loses the amount of the subsidy: 65unitsX2.5â‚ ¬= -162.5 â‚ ¬, the –(a+b+c+d) areas of the diagram(12). The Net effect can be calculated by the –(c+d) areas of the diagram(12): -(c+d)= -{[(QS-QSw)x(PS-PW)]/2}= -{[(65-40)x2.5]/2}=-(62.5/2)= -31.25 â‚ ¬ Producers gain from the production subsidy and their gains can be calculated by the a+b areas of the diagram(12): a+b= (a+b+c+d)-(c+d)=162.5-31.25=131.25 â‚ ¬ Subject 4: Several politicians in developed countries are in favor of free trade of goods between countries but strongly against immigration and free exchange of workers among countries. The question is whether one can be in favor of the first and against the second, especially since they are actually against free trade of the production factor of labor. According to the supporters of the above, immigration is created due to the differences of wages among countries and a certain equalization of wages would eliminate that reason, ignoring actually that a large part of immigration is due to asylum seekers. Continuing, according to them, free trade of goods between countries can provide the less developed ones with a really large market, the international one, to which they could export the goods at which they have a comparative advantage due to cheap labor, creating the conditions for the price of those goods to rise in a long term base due to the increasing demand for the exporting good. Increased demand for the good leads to an increased demand for labor and consequently, a raise on wages. In that way, free trade would eliminate the abovementioned reason for immigration. Based on that, for example Mundell (1957) sees free trade and immigration as substitutes, arguing that restrictions on free trade create immigration and restrictions of labor factors promotes free trade (13). According to the supporters of the above idea, immigration also reduces the labor endowment of the home country of the immigrants, and consequently the number of consumers. The market of the home country is in other words shrinking. In the same time, immigration increases the host country’s costs for health, security and other public services. Finally, some support that a large amount of foreign workers in a country might create serious unemployment problems to its citizens(14). However, the above arguments are not generally accepted. Markusen (1983) has proved that free trade and immigration are actually complements in cases where international trade is created for example due to differences in technology, preferences or lack of perfect competition(14). There are also others who argue that immigrants in a free trade environment create a whole new market for trade with goods for which there was no demand before immigration(15). Immigrants also pay taxes in the host country(14). In conclusion, the idea that a country should promote free international trade and prohibit immigration isn’t always the best solution, since it can be beneficial only under certain circumstances that are not always attainable. BIBLIOGRAPHY: (1) THOMPSON, H. (2001) â€Å"International Economics: Global Markets and International Competition†. Singapore: World Scientific, p.29,48. (2) KARAGIANNIS, G., KATRANIDIS, S., PALIVOS, T., STOFOROS, C. (2014) International Economics. 2nd Tutorial Meeting, MBA50: Economics for Managers, Hellenic Open University, 6th December 2014,p.10. (3) THOMPSON, H. (2001) â€Å"International Economics: Global Markets and International Competition†. Singapore: World Scientific,p.29,40-41. (4) AGIOMIRGIANAKIS, G.M., VLASSIS, M. (2005) Economics for Managers: Volume 1 International Economic Environment. Patras: Hellenic Open University, p.41. (5) KARAGIANNIS, G., KATRANIDIS, S., PALIVOS, T., STOFOROS, C. (2014) International Economics. 2nd Tutorial Meeting, MBA50: Economics for Managers, Hellenic Open University, 6th December 2014,p.15. (6) KARAGIANNIS, G., KATRANIDIS, S., PALIVOS, T., STOFOROS, C. (2014) International Economics. 2nd Tutorial Meeting, MBA50: Economics for Managers, Hellenic Open University, 6th December 2014,p.18-19. (7) AGIOMIRGIANAKIS, G.M., VLASSIS, M. (2005) Economics for Managers: Volume 1 International Economic Environment. Patras: Hellenic Open University, p.45. (8) THOMPSON, H. (2001) â€Å"International Economics: Global Markets and International Competition†. Singapore: World Scientific,p.89-91. (9) THOMPSON, H. (2001) â€Å"International Economics: Global Markets and International Competition†. Singapore: World Scientific,p.117-8. (10) THOMPSON, H. (2001) â€Å"International Economics: Global Markets and International Competition†. Singapore: World Scientific,p.121-2. (11) KARAGIANNIS, G., KATRANIDIS, S., PALIVOS, T., STOFOROS, C. (2014) International Economics. 2nd Tutorial Meeting, MBA50: Economics for Managers, Hellenic Open University, 6th December 2014,p.39. (12) SURANOVIC, S.M., (2003) International Trade Theory and Policy. [Online], Chapter 95-1B, Available from: http://internationalecon.com/Trade/Tch95/T95-1B.php[Accessed: 9th January 2014]. (13) AGIOMIRGIANAKIS, G.M., VLASSIS, M. (2005) Economics for Managers: Volume 1 International Economic Environment. Patras: Hellenic Open University, p.138-150. (14) SCHIFF, M., Migration, Investment and Trade: Substitutes or Complements?.[Online] Agent Franà §aise de Dà ©veloppement. Availlable from: http://www.afd.fr/webdav/shared/PORTAILS/PUBLICATIONS/EUDN/EUDN2006/Schiff.pdf[Accessed: 14th January 2015]. (15) MARJIT, S., BELADI, H. Complementarily between Trade and Factor Movement: Revisiting Mundell-Markusen Propositions. KeiO Associated Repository of Academic Resources. Available from: http://koara.lib.keio.ac.jp/xoonips/modules/xoonips/download.php/AA00260492-20020001-0057.pdf?file_id=28397[Accessed: 14th January 2015].

Odysseus in The Odyssey Essay -- Papers Odyssey Homer Essays

Odysseus in The Odyssey Odysseus is the main character in an epic poem called the Odyssey. In the poem Odysseus has had some bad luck getting home, with some of the gods helping him and some hindering him; his journey towards home is a constant struggle. In this poem we see a man being broke and rebuilt, through constant irony his faith was damaged and without the help of Athena he probably would have given up on his journey. Through his hard work and wise spirit he finally does achieve his goal. Odysseus must journey from Troy to his homeland of Ithaca. Throughout this journey Odysseus experiences a lot of inconsistent emotions. A lot of this is attributed to the physical and mental hell he goes through on this remarkable journey. With the help of the Gods he finally does return to Ithaca. Odysseus arrives on the shore of Phaecia, in Book VI of the Odyssey. His most helpful and favorable goddess has sent Nausicaa a dream compelling her to wash clothes in preparation for an upcoming marriage. Athena makes Nausicaa brave and Odysseus handsome bringing them together in order to assist Odysseus to the house of the king. Athena said ? How so remiss, and yet thy mothers daughter? Leaving thy clothes uncared for, Nausikaa, when thou must have store a marriage linen, and put thy minstresly in wedding dress? (Book 6). In this book is an example of the gods assisting Odysseus, which compels me to question how great Odysseus really was? A god can make even a coward a hero (not saying Odysseus was a coward). Almost everything is done to help Odysseus and so he is fortunate to have the support of the gods especially in this book. ?But Athena poured a sea of fog around him as he went her loves expedient, that no jeer... ...he gods commands and travels inward till no man has seen the ocean. Carrying his large oar across his back and placing it in the dirt where a man asks him if the oar is a widowing fan. Odysseus is very wise. It would have been easy to have stayed at home and rested, but he knew what happened to people who did not obey the gods. In Conclusion, I have laid out some evidence showing Odysseus?s strength?s, Bravery, and faith. Also I have given examples of his dependency of the gods. I don?t believe anyone would argue that Odysseus was not a great man. Although I argue that he was still only a man. Between all of his hardships and troubles I will grant that he never lost faith and never chose a fate other than home. Works Cited Homer. ?The Odyssey,? World Masterpieces: Expanded Edition. Maynard Mack ed. Ed. Coptic St.: Prentice, 1995. 219-503.

College Preparedness Essay

Today’s students face a world influenced by a global economy, technological advances and rapid changes in the way we share information, communicate and conduct business. It has never been more critical to help them build the knowledge, skills, behaviors and awareness necessary to succeed in college and beyond. Improving postsecondary success for all our citizens, but most urgently for low-income and minority students, is vital to our nation’s economic and social health, and global competitiveness. Yet, college remediation and completion rates suggest that many students leave high school without the skills and knowledge required to succeed in postsecondary education. (media. collegeboard. com/Feb. 26,2013) College today means much more than just pursuing a four- year degree at a university. Being â€Å"college-ready† means being prepared for any postsecondary education or training experience, including study at two- and four-year institutions leading to a postsecondary credential (i.e. a certificate, license, Associates or Bachelor’s degree). Being ready for college means that a high school graduate has the English and mathematics knowledge and skills necessary to qualify for and succeed in entry-level, credit-bearing college courses without the need for remedial coursework. Although students have ambitious educational and career aspirations, many lack basic information about how to fulfill their postsecondary goals. Many students and their parents fail to plan because they do not have the essential information resources, personal support networks, and structured programs they need to effectively perform educational and postsecondary planning activities (Cabrera & La Nasa, 2000; Hrabowski et al. , 1998; McDonough, 1997). Some students and their parents have a vague understanding or hold misconceptions about high school course requirements for college admission, the importance of teachers in college planning, and college tuition costs (Choy, Horn, Nunez, & Chen, 2000; Hrabowski, Maton, Greene, & Greif, 2002; Schneider & Stevenson, 1999; Venezia et al., 2003). (www. aypf. org/ Feb. 27,2013) There are multiple steps that students and their parents can take to successfully plan for postsecondary education and become college ready. These steps build upon one another to help students make the transition from secondary to postsecondary education and training (McDonough, 1997). The early stages of postsecondary planning can include, but are not limited to: 1) Considering postsecondary education, 2) Deciding to attend college, 3) Maintaining good  grades, 4) Gathering information about the college admissions process (including college admissions tests), 5) Discussing educational and career goals with counselors, teachers, and parents, 6) Obtaining information about colleges and academic programs, 7) Obtaining information about financial aid opportunities, and 8) Exploring college major and career interests. (www. act. org/Feb. 27,2013) Schools should provide the tools, information, and resources to guide students and their parents through the postsecondary planning process and make successful educational transitions. And it is important for schools to initiate this planning process by the middle school years. This early educational planning can guide students’ experiences in middle and high school and help them make informed educational decisions. A key aspect of early educational planning involves the exploration of educational and work options. Students have many postsecondary choices, including two-year colleges, certificate programs, four-year colleges, the military, and employment. They often begin taking steps to make their educational goals a reality by taking college preparatory courses, maintaining good grades in these courses, participating in extracurricular activities, and learning about ways to finance postsecondary education (Cabrera & La Nasa, 2000). And they may regularly engage in conversations about their futures with their friends, parents, teachers, and counselors (McDonough, 1997). College Costs. Most parents believe that a college education is the best investment they can make for their children (Miller, 1997). Developing a plan to pay college costs is an essential part of early educational planning, often leading students and parents to discuss college costs, research various colleges and their academic programs, and explore financial aid opportunities (Hossler, Schmit, & Vesper, 1999). However, many parents neglect or are unable to save money, or do not have a plan to pay for college when their children are young. These families may perceive that they cannot afford college. Many students and parents also lack knowledge and information about college costs and options of paying for postsecondary education. Even among high school juniors and seniors who plan to attend college, few have accurate information about college costs. Schools can help students develop educational goals by providing career and postsecondary planning information, beginning in the middle school. Counselors, teachers, principals, and other school personnel often influence students’ educational goals and postsecondary planning. Throughout their school years, most students take standardized achievement tests and complete career interest measures to assess academic performance and assist in postsecondary planning. Schools can integrate test information into the course selection process to show students how test results align with classroom performance and what academic skills they need to develop through future courses. Counselors and teachers can review assessment results with students and parents to guide course selection and placement in the proper course level to fit the students’ academic preparation and achievement (Wimberly, 2003). Low-income parents and students often report that they do not receive adequate information about financial aid. They often lack knowledge about the application process and what financial aid is available to them. Consequently, low-income parents and students may not develop a college finance plan (Cabrera & La Nasa, 2000). Many high achieving low-income students are more likely to enter the military than college because of failing to develop a plan to pay for college costs (Choy, 2000). Popular media stories about rising tuition costs and budget cuts at colleges and universities may compound the issue by making it seem that a college education is unaffordable. This, in turn, may cause many students and their families not to seek college finance information. Students often enter their senior year of high school believing they are ready for college because they have completed required courses. This leads to the development of particularly bad study habits and skills during the senior year (Conley, 2001; Kirst, 2000; National Commission on the High School Senior Year, 2001). In this fashion, the lack of a coherent, developmentally sequenced program of study also contributes to deficiencies in other key areas, including study skills and time management. In fact, it is difficult to imagine a preparation program that emphasizes time management and study skills but does not sequence challenge levels that develop these skills progressively from year to year. What does it mean to be college ready? Previous research suggests that being ready for college means having the academic content knowledge and skills needed to pass college level courses (Conley 2007; Roderick, Nagaoka & Coca 2009), including course grades, standardized test scores, and the degree of rigor of courses taken. Additional research suggests that motivational or non-cognitive factors can be important determinants of success in college (Dweck, Walton & Cohen 2011). These factors include tenacity: maintaining a positive attitude toward learning and being able to persist when the going gets tough. Being college ready also encompasses having â€Å"college knowledge† that includes knowing how to apply to college and for financial aid (Conley 2007). Because college is truly different from high school, college readiness is fundamentally different than high school competence. Students fresh out of high school may think a college course is very much like a similarly named high school class taken previously only to find out that expectations are fundamentally different The college instructor is more likely to emphasize a series of key thinking skills that students, for the most part, do not develop extensively in high school. They expect students to make inferences, interpret results, analyze conflicting explanations of phenomena, support arguments with evidence, solve complex problems that have no obvious answer, reach conclusions, offer explanations, conduct research, engage in the give-and-take of ideas, and generally think deeply about what they are being taught (National Research Council, 2002). College is different from high school in many important ways, some obvious, some not so obvious. College is the first place where we expect young people to be adults, not large children. Almost all of the rules of the game that students have so carefully learned and mastered over the preceding 13 years of schooling are either discarded or modified drastically. The pupil-teacher relationship changes dramatically as do expectations for engagement, independent work, motivation, and intellectual development. All of this occurs at a time when many young people are experiencing significant independence from family and from the role of child for the first time. No wonder that the transition from high school to college is one of the most difficult that many people experience during a lifetime. At the same time, college faculty consistently report that freshman students need to be spending nearly twice the time they indicate spending currently to prepare for class (National Survey of Student Engagement, 2006) These students do not enter college with a work ethic that prepares them for instructor expectations or course requirements College freshmen who are most successful are those who come prepared to work at the levels faculty members expect. Those who do not are much less likely to progress beyond entry-level courses, as witnessed by the high  failure rates in these courses and the significant proportion of college student who drop out during the freshman year. Finally, the relationship between teacher and student can be much different than in high school. An oft-cited example by college faculty is the first-term freshman who is failing the course, shows up at office hours near the end of the term, and requests â€Å"extra credit† in order to be able to pass. College instructors are often mystified by such requests. The students are equally mystified by the instructor reaction, since this strategy has worked very well for the student throughout high school In other words, the cultural and social expectations about learning and performance that students encounter tend to be vastly different as well. The scores students receive on state tests may not be good indicators of college readiness, but students may believe that passage of the state test is just such an indicator. Recent data from the National Assessment of Educational Progress (NAEP) suggest a fundamental disconnect between trends and scores on state tests and on NAEP tests, which has triggered a federal study of state definitions of â€Å"proficiency† (Cavanagh, 2006) When performance on state tests is compared to NAEP performance, significant differences exist from state to state, and students can show improvement on state tests and not corresponding improvement on NAEP In other words, it is very difficult to know what successful performance on a state test really means. A student who meets all aspects of the college readiness definition would gain in several ways. One is, the student would be comfortable in essentially any entry-level general education course. This is an important level to attain because failure to succeed in one or more general education courses during the first year is closely associated with failure to continue in college (Choy, 2001; Choy, Horn, Nunez, & Chen, 2000). A definition of college readiness must also address the issue of how students combine the various facets of college readiness. For students, the combination is more complex because it includes the elements under the school’s control along with those that are not. In particular, students need to understand what it really means to be college-ready. They need to understand what they must do as well as what the system requires or expects of them. They must, first and foremost, understand that college admission is a reasonable and realistic goal that can be attained through planning and diligent attention to necessary tasks. Successful academic preparation for college is grounded in two important dimensions—key cognitive strategies and content knowledge Understanding and mastering key content knowledge is achieved through the exercise of broader cognitive skills embodied within the key cognitive strategies. With this relationship in mind, it is entirely proper and worthwhile to consider some of the general areas in which students need strong grounding in content that is foundational to the understanding of academic disciplines The case for the importance of challenging content as the framework for developing thinking skills and key cognitive strategies has been made elsewhere and will not be repeated in depth here (Bransford, Brown, & Cocking, 2000). Our study clearly shows that many students and their families are not considering college finances as part of their early educational and postsecondary planning. As early as sixth grade, schools can help reverse this trend by encouraging families to explore college finance options. School personnel should be knowledgeable about financial aid and scholarship opportunities, the financial aid process, and how students and parents can obtain financial aid. Schools should also partner with local college financial aid officers, bank representatives, and other community resources to provide financial aid information and help with early postsecondary planning. Students need to take the responsibility to utilize the information presented to them on college academic and financial requirements and to discuss this information with adults in their lives who may be able to help them. Not all students have supportive family environments, but support can come from other quarters as well, and students need to be encouraged to reach out to and interact with adults who can help them navigate the college readiness gauntlet, whether these adults are relatives, community service staff, or adults at the school who may be paid staff or volunteers. Young people need personal contact and guidance to know how to become, and believe they are capable of being, college-ready.

Abnormal Deviation in international exchange Essay

You are a Finance Manager at a company in your city. Your company purchase goods from international markets. You are planning to buy equipment worth AED55 million. You have decided to save the company some money and you have proposed to check the exchange rate for 5 days at www.xe.com for the currency of the country where you want to buy the equipment. You managed to secure two quotations from different suppliers from different countries using different currencies. The equipment is needed in January 2015. Transportation cost AED5 million and is paid in here to a UAE transportation company. The balance amount should be used to purchase the equipment. The transportation of the equipment is agreed to be arriving in UAE on the 5th of January 2015. It takes 3 days to fly the equipment to UAE. Whatever purchasing you are planning should be done in advance to give room for transporting the equipment. See more: Satirical essay about drugs The foreign supplier has agreed to give you a quotation for the equipment that is valid for 7 days. You want to take advantage of the quoted prices. The Equipment is quoted in both British pounds and in Euros. The Equipment is costing BP £860 000 and it is also quoted in EUROâ‚ ¬ 1 090 000. You had a meeting with your CEO and you both agreed to check the market performance of these two currencies and purchase the equipment when it is giving you a competitive advantage. The Activities to do: Check the exchange rate for a period of 5 days and create a table of comparisons of how much will be your Dh50m worth on each of the five days in both Euros and GB pounds. Choose the currency you will use for your transactions. [15 marks] Calculate how much it will cost the company in Dirhams to buy the equipment on the first day of monitoring the exchange rate. Explain the impact of your action. [15 marks] Calculate how much it will cost the company in Dirhams to buy the equipment on the second day of monitoring the exchange rate. Explain the impact of your action. [15 marks] Calculate how much it will cost the company in Dirhams to buy the equipment on the third day of monitoring the exchange rate. Explain the impact of your action. [15 marks] Calculate how much it will cost the company in Dirhams to buy the equipment on the fourth day of monitoring the exchange rate. Explain the impact of your action. [15 marks] Calculate how much it will cost the company in Dirhams to buy the equipment on the fifth day of monitoring the exchange rate. Explain the impact of your action. [15 marks] Write a report to support your decision for the transaction you have done. In your recommendation outline what makes your decision the best decision for the company. Consider every day you were monitoring the currencies, as the day you made a decision and purchased that equipment. Was that the best decision and why? [10 marks] Solution Table of comparison Conversion of DH to GBP 1dh = 0.173796 GDP 50,000,000 Ãâ€" 0.173796 GBP = 8,689,800 Conversion of DH to EURO 1DH = 0.221629 EURO 50,000,000 Ãâ€" 0.221629 EURO = 11,081,450 change Days Value of EURO (+ 1.44) Change in value % change Value of POUND (+0.3885) Change in value % change 1 11,241,023 159,573 1.44 8,723,516 33,716 0.388 2 11,402,894 161,870 1.46 8,757,363 33,747 0.390 3 11,567,096 164,202 1.48 8,791,342 33,979 0.391 4 11,733,663 166,566 1.50 8,825,452 34,110 0.393 5 11,902,627 168,965 1.52 8,859,695 34,243 0.394 Will use EURO as my currency in the transactions. Cost of the equipments on the first day in DH. 101.44100 Ãâ€" 1,090,000 = â‚ ¬ 1,105,696 1 DH = 0.221629 1,105,696 à · 0.221629 = DH 4,988,950. Impact The exchange rate create a positive impact in difference in the price of equipment with an increase of DH 75,300. Cost of the equipments on the second day in DH. Purchases costed = â‚ ¬ 1,090,000 100 + 1.46% = 101.46% 101.46100 Ãâ€" 1,090,000 =â‚ ¬ 1,105,914 1 DH = 0.221629 1,105,914 à · 0.221629 =DH 4,989,934 Impact The exchange rate create a positive impact in difference in the price of equipment with an increase of DH 76,284. Cost of the equipment on the third day in DH Purchases costed = â‚ ¬ 1,090,000 101.48100 Ãâ€" 1,090,000 =â‚ ¬ 1,106,132 1 DH = 0.221629 1,106,132 à · 0.221629 =DH 4,990,917 Impact The exchange rate create a positive impact in difference in the price of equipment with an increase of DH 77, 267. Cost of the equipment on the fourth day in DH Purchases costed = â‚ ¬ 1,090,000 101.50100 Ãâ€" 1,090,000 =â‚ ¬ 1,106,350 1 DH = 0.221629 1,106,350 à · 0.221629 =DH 4,991,901 Impact The exchange rate create a positive impact in difference in the price of equipment with an increase of DH 78,251. Cost of the equipment on the fifth day in DH Purchases costed = â‚ ¬ 1,090,000 101.52100 Ãâ€" 1,090,000 =â‚ ¬ 1,106,568 1 DH = 0.221629 1,106,568 à · 0.221629 =DH 4,992,885 Impact The exchange rate create a positive impact in difference in the price of equipment with an increase of DH 79,235. REPORT ON DECISION FOR TRANSACTION FOR PURCHASING EQUIPMENTS The above transaction was appropriate since it has brought a good comparison between the exchange rate in both quotations AED/EURO. Findings It can be observed that by use of this transaction the finance manager can be able to save for the company. The transaction of this equipment will take less than AED 50 millions Conclusion This method is best used when carrying out official transaction for example which government is involved. Recommendation This kind of transaction should be encouraged since it help in stabilizing the country currency. We find that the effect of exchange rate behave differently in the five days meaning that in each an everyday the currency get an additional value. It hence strengthens currency. References The great Soviet Encyclopidia, 3rd edition (1970 – 1979).@2010. The gale group, IncCassel Guster (DSecember 1918) â€Å"Abnormal Deviation in international exchange,† 28, No 112. The economic journal. Pp.413 – 415.UBS’S â€Å"prices and earnings† report. Source document