Psychometric Testing Business Proposal Essay Example | Topics and Well Written Essays - 2500 words

Psychometric Testing Business Proposal - Essay Example It will rationalise the arguments for seeking an external experienced provider in order to advise and action that implementation. To create awareness amongst branch, regional and national management of the necessity to improve retention levels of existing telephone sales operatives within the organisation. To introduce new methods at the recruitment stage in order to achieve this. Typically this indicates that with a drop-out rate of approximately 3 new staff a month, HFC is losing on average  £1,944 each year just from the loss of newly recruited CAM staff leaving the company after just one month of employment. If applied and monitored successfully the implementation of psychometric testing could be used more widely across other departments within the organisation to ensure greater levels of high performance amongst staff, in addition to overall long term improvements in staff satisfaction. A number of companies have been identified and researched with a view to obtaining the best approach to this methodology and an ability to advise accordingly in terms of the principal objectives of this proposal. It is estimated that an assessment of all the identified specialists in psychometric testing will be presented and the successful tender agreed upon by July 2008. With a new strategic approach to the recruitment process enforced by August 2008. The current questioning system employed by HFC relies on 24 questions which have a numeric scoring system. This does not allow for any thorough quantative or qualitative data to be recorded or investigated for accurate results specific to the candidate. It is clear that this present system affords updating to inform a more accurate interpretation of the candidates commitment, knowledge and realistic expectations prior to being considered for employment. The scope of this proposal is to make a case for

Willy and Biff - Death of a Salesman Essay Example for Free

Willy and Biff Death of a Salesman Essay Willy Loman is a salesman and Biff is a salesmans son. A lot of what some salesmen do is pump up the things they are selling with a lot of hot air; today this is called hype. Well, for Willy, his first-born son, Biff, is everything in the world. Even back when Biff was a football star in high school, Willy wasnt doing too well any longer as a salesman. This fact made him tired and depressed, but at least there was Biff. Biff was someone who Willy could believe in and admire when everything else was disappointment. And so Willy used Biff as the repository of all of his hopes and dreams and he pumped his son full to the brim with his expectations and praise. How did Biff take to all this adulation? It seems he loved it and believed it. One might assume, though, as he matured, Biff could have thought his father went a bit over board with his praise of him, and he might have begun to suspect that his father lived through him. How many times have we seen the parents of high school athletes who are more competitive at school sporting events than their own kids? Why do you suppose that is? What do their kids think of it? With this symbiotic relationship as the background, Biffs trip to Boston becomes even more horrific. Biff has flunked math, and he goes to Boston, where his father is supposedly working, to get Willy to come home and persuade the teacher to change his grade. There, in the Boston hotel, Biff finds his father with a woman. It is clear to Biff what is going on, and he breaks down right then and there. All the years and years of hot air and hype disappear, and Biff is left with nothing but tears and bitter disappontment in his father and in himself. As Death of a Salesman begins, Biff has returned home after years of trying to find himself, the real self away from his fathers hopes and dreams for him, away from his fathers attempt to live through him. In the end, Biff comes to terms with who he is, and Willy commits suicide still dreaming of Biffs long-awaited success and greatness.

Management Information Systems (MIS) in Schools

Management Information Systems (MIS) in Schools INTRODUCTION These days, which we describe information era as various technologic developments have been practiced; the leading risk that an organization could obtain is to hang about tactless to change. A lot of important factors such as constant developments in information technologies, information exchange, and increasing and increasing the expectation of the society to a great extent, recent administration perceptions and applications cause organizations none over the world to develop new applications during order to remain. Because of their priority in modern societies, Information Technologies have reached an state of high main concern in learning, too. Recently, contributions of information technology to education have been among the mostly emphasized subjects. Every country aims to make available their citizens with the most existing education in the line of their monetary competence. In support of this reason, immense investment plans about the use of information systems encompass been put into action all around the world. Inside our country, too, in order to prop up Primary Education Program, 600 million $ of loan in total was taken out within World Bank on June 25, 1998 and July 26, 2004. In the first section of the line up, on least two primary schools in each of the 921 countries of Turkey were prepared in conditions of in order technologies and then activated. In commission training courses in relation to the use of computer in main education which was given to 2.250 coordinators of information technology section and 35.000 teachers were financed. In the following section of the plan ending on February 28, 2006, it is projected that information technology software are circulated to the 3.000 primary education schools just about Turkey and education doorway is established. As a result of training 600 computer teachers, in-service teaching is designed for all the primary school inspectors functioning on the pasture, and for at least 106.381 educators shaped of managers and teachers of main schools which have or will have information technology classes, on use of information technologies in learning and use of educational software, which will be ready in line with recent instruction programs School Management Information Systems Being at the commencement stage of the School Management Information Systems, mechanization of the school management is the necessary subject of todays school management. Principals have ongoing to make use of information systems in the gradually-increasing each day management staffs. Frequently speaking, the reasons to use information systems can be declared as increasing helpfulness at work by handing out information, rising managerial effectiveness by meeting the need for information and obtain supremacy in competitions by directing strategies. School management in sequence systems aim to offer maintain for the managing and educational behavior of the school managers by hand out information. Telem (1999) define the management information in his words as â€Å"an executive information system planned to match the structure, management task, instructional process and particular needs of the school†. According to board definition which defines, hand-outs of the information systems to schools can be defined as making programs more successful, making the teaching process and the changes in learning environment professional, enable teachers to swap their experiences in a more well thought-out way, working in teams, shaping the needs of the students, supporting the school managers and other staff in doing their duty, developing their performances, inefficiency and efficiencies. In other words, school management information systems increase effectiveness and efficiency by saving time and facilitate development of alternative solutions for advanced problems Information systems sustain not only information process but also make the support in innovations. Since being amendable to different changes, these systems are helpful to manage with the load for change. Therefore, school management in sequence systems improve the version of the school to the environment. They enable the school to realize and define internal and external information transfer. In this attitude, school management independently meets the demands and hopes of its inner and outside members; and ensures that school activities are arranged perfectly and on time. Beginning of school management information systems to schools have force major changes in the role as well as work styles of managers. School management information systems have changed school management in the areas of management, choice making, workload, human resource management, communication, responsibility and planning. With intent school management information systems hold up the manager in shaping the aims of the school, making long term plans for possible, distributing resources, and producing educational methods of future, seminal performances of teachers and success of the school. In this trend, school management information systems can also be used as a device to begin and use educational direction of the manager. School managers can make more better and reliable decisions when they get rectify and up-to-date information by school executive information systems (Christopher, 2003). Option making is careful as the heart of educational management and shows the significance. Every day, challenging circumstances that need decision making are based on the complex and unpredicted nature of school surroundings. For this reason, as a problem solver, the educational manager has to collect and examine information constantly. In addition to this, managers have been necessary to make more and quick decisions in short times because of the rising prospect from the educational system (Christopher, 2003). In addition, decision making become faster, more regular and more complicated in schools of in the present day. In order to make decisions under such situation, taking and collecting data that is incessant, up-to-date and that can be accessed promptly and analyzing and using this data is a commitment. Success of school development studies are frequently depends on data based decision making, though school managers are not able to use the data professionally in this side. School management information systems give information and a diversity of reports from the database in order to make decisions in line with the aim of the school and make easy controlling of the tricks to achieve the aim. Information technology helps the manager to access, manage and report the information fastly and with no trouble. While telecommunication nets offer the manager with broad resources of information that can be used in problem solving, written communication has been developed richer by means of word processors and e-mails. increased school principles, supported decisions on the stage of control and planning, improved the power of teaching programs, facilitated student-teacher communication, enlarged the skill between teachers, facilitated methodical and continuous information transfer to parents, and increased communication with more institutions and the central organization. In his study where Gurr (2000) examined possessions of information system on school manager of local school, he strong-minded that information system have generally changed the role of school manager. Managers confirmed that a manager who does not use the information systems is not able to attain his duties suitably anymore. Lastly, Anderson and Dexter (2005) in their studies inattentive that technology leadership of school managers is of more important than the backdrop in the efficient use of technology at schools. On the other pass in literature there are researches that show that school managers had troubles in using school management information systems. For example Viscera and Bloemen (1999) in their study with 195 managers and teachers work in 63 high schools in Holland found out those school management information systems were regularly used in everyday work and managers and teachers did not have enough education on the system. Managers and teachers pointed that while school management information systems had encouraging effects on estimation of efficiency of the school, progress of using sources, superiority of educational programming and in-school communication, it increased their heavy workload and caused stress. The research indicated that this stress is reduced in schools where education is sufficiently given on the system and where innovation is clearly declared as a vision. And moreover it was found that the staff that used the system had top motivation, was devoted to take more education, and adopted the vision of the school more. According to this research where Warren (1998) examined the belongings of information systems on educational decision making, he establish out that school managers have not taken enough education on efficient use of the information technologies. Crouse (1994) found that education improved the prospect to use the information systems. Also Jacops (1992) claimed that there was a relationship between the amount of education the managers took, and the use of information technologies. As a result, it can be stated that school managers had to take over the responsibility of leadership in an unknown area without adequate education. It is cleared as we can see communication and information technologies have progressively more had a role on the behavior of schools. During this era, a lot of things have been spooked and written about the significance of computers. Though there are large number researches on the role and need of information technologies in education, numerous of these are about the educational functions of information systems and just a hardly any of them are about school management. We can say that in other words, although there are countless researches on the position of information systems on class and teaching, only some studies have been done on the use of them in educational management and their effects on the managers. The objective of this learning is to look at the use of information systems in school management and to figured out ideas of managers about managerial information systems. In this aspect, following questions were searched: How are the information technology facilities in primary schools in Edirne? What are the studies done by using managerial information systems in primary schools in Edirne? What are the contributions of managerial information systems and the problems in primary schools in Edirne? METHOD Research Model: The mock-up of this research, which targets to look at the use of information systems in school management and to figure out ideas of managers regarding managerial information systems, is review model. Population: Population of this research is created of school managers working in 170 primary schools in Edirne. However managers from 98 schools responded to questionnaires. Among the school managers built-in in the research, 26 of them have worked for 1-5 years (26.5%), 25 of them for 6-10 (25.5%), 18 of them for 11-15 (18.4%), 9 of them for 16-20 (9.2%), and 14 of them have worked for 21 and more years (14.3%). 25 of the participants (25.5%) are undergraduate, 69 (25.5%) of them are graduate and just one of them (25.5%) is a post-graduate. in the middle of the school managers included in the research, six of them didnt react to question about occupational experience and three of them didnt respond to question in relation to education level. Data Collection and Analysis: A survey was urbanized as an tool of data collection. In the first part of the survey, there were some items relating to the personal information of the school managers like as vocational experience and study level. Following part tells us about, the stuff were regarding information technology facilities related to the information systems of the school and opinions of the school managers about technological facilities. The items about the number of the computers in the school and number of the computers joined to the Internet were open-ended and later, they were classifying after examining their distributions. Participants were predictable to select among the options offered for the items about the places of the computers and the ones joined to the Internet and also the softwares used. Finally, there were open-ended items related to the places to check with in case of a problem about the program and the ones related to dependability. third part of the survey shows the, there were items correlated to the studies finished with the school managing information systems and items about by whom these studies were done. This stuff was separated into two parts as the preparation of various documents, lists and statistics, and data entry. The fourth part consisted of the contributions of managing information systems to school management and problems occurred. These items were in the form of five point liker scale. Options were declared as; â€Å"Strongly disagree†, â€Å"Disagree†, â€Å"Undecided†, â€Å"Agree† and â€Å"Strongly Agree†. The answers were ordered from â€Å"Strongly Disagree† to â€Å"Strongly Agree† by ranking them from 1 to 5. The fifth part contains experiences of school managers in information systems and effects of managing information systems to the manager. In this part, school managers were asked questions about their experiences in information systems and the effects of managing information systems to their managerial efficiencies and work-related development. Options were ordered as; â€Å"Strongly disagree†, â€Å"Disagree†, â€Å"Undecided†, â€Å"Agree† and â€Å"Strongly Agree†. The answers were ordered from â€Å"Strongly Disagree† to â€Å"Strongly Agree† by giving them grading them 1 to 5. And n this part, to determine the validity of feedback form was used the technique of content-related validity according to the opinions of the experts, At the end of the study, the data were analyzed by evaluate their arithmetic average, standard deviation and frequencies and percentages. FINDINGS: The answer of the study were existing under the titles of information technology services of schools, studies done with the managing information systems in schools, contributions of managing information systems to school management, and the problems faced, information system experiences of school managers and effects of information systems to them. Information System practice of School Managers and Their outcome to the Managers Under this title information system experiences of the school managers and effects of management information systems to the managers were presented. Here are the findings about school managers experiences and frequencies of computer and the Internet use and the education they received about these subjects, which were the indicators of school managers information system experiences: the level of computer use of the %32.7 of the school managers was basic level, %54.1 of them was average and %12.4 of them was advanced. Managers stated that their frequencies of computer use (=3.58) and internet use (=3.22) were at a medium level. %81.6 of the school managers received education about working with computers. On the other hand, %77.6 of them answered the question â€Å"Would you like to receive education about computers?† as â€Å"yes†. Findings about the effects of management information systems to the managerial effectiveness of the school managers were presented in Table 10 and findings about their effects to the managers vocational development were presented in Table 11. DISCUSSION According to the outcome of this study which was regarding the usage of School Management Information Systems in primary schools and which mean to decide the viewpoints of the school managers associated to management information systems, it was experienced that the number of computers was not sufficient and there was only one computer joined to Internet in nearly all of the schools. Besides, in a small number of of these schools, there was a web page of the school. Study which was conducted by the Pelgrum (2001) in 26 countries and by Mentz and Mentz(2003) in the schools of South Africa, it was seen that one of the most common hurdles of the applications of management information systems was the insufficiency of the numbers of the computers. Due to this reason, it can be said that there was an important infrastructure problem of the recognition of school managements information systems in todays schools. As Greg rash stated (2004) the uniformity with technological improvements increased with the practice of technology. For that reason, it is compulsory to provide educators chiefly school managers with sufficient technological chances to make them accept and go with the improvements. The problems encountered demonstrate the necessity that the applications of information system should be done in the scope of a useful program. Besides, there is a vital difference among the schools in terms of having these technologies. This inequity makes us think that there is some inequality connected to the usage of these technologies opportunities not only for the manager and teachers but also for the students. This situation shows that there is a possibility of coming face to face with the problem which is discussed extensively and called â€Å"digital division† not only nationwide but also in the schools in the similar province. In addition, it was seen that there are still some school managers and assistant school managers who dont have a computer in their rooms at the schools in the scope of this study. In the middle of the school managers and assistant school managers who have a computer in their rooms, some of them use a computer without an Internet contact. Besides there are some schools whose teachers do not have the opportunity of making use of the information technologies. This is also is seen that The Ministry of Educations objective (MEB, 2002) which is supplying each staffroom with at least two computers; supplying guidance service, library, school managers with Internet access in order to talk with the central and provincial offices and also for the practice of management has not been achieved yet.

Definition and Features of Monopoly and Competition

Definition and Features of Monopoly and Competition Definition of Monopoly Monopoly is a well defined market structure where there is only one seller who controls the entire market supply, as there are no close substitutes for his product and there are no barriers to the entry of rival producers. This sole seller in the market is called â€Å"monopolist†. The term monopolist is derived from the Greek word â€Å"mono†, meaning â€Å"single†, and â€Å"polist† meaning seller. Thus the monopolist may be defined as the sole seller of a product which has no close substitutes. The monopolist is faced by a large number of competing buyers for his product. Evidently monopoly is the antithesis of competition on. In a monopoly market, the producer, being the sole seller, has no direct competitors in either the popular or technical sense. Thus, the monopoly market model is the opposite extreme of competition. Features of Monopoly The features of a monopoly are: The monopolist is the sole producer in the market. Thus, under monopoly, firm and industry are identical. There are no closely competitive substitutes for the product. So the buyers have no alternative or choice. They have either to buy the product or go without it. Monopoly is a complete negation of competition. A monopolist is a price maker and not a price taker. In fact his price fixing power is absolute. He is in a position to fix the price for the product, as he likes. He can vary the price from buyer to buyer. Thus in a competitive industry, there is a single ruling price, while in a monopoly, there may be differentials. A monopoly firm itself being the industry, it faces a downward-sloping demand curve for its product. That means it cannot sell more output unless the price is lowered. A pure monopolist has no immediate rivals due to certain barriers to entry in the field. There are legal, technological, economic or natural obstacles which may block the entry of new firms. Since a monopolist has a complete control over the market supply in the absence of a close or remote substitute for his product, he can fix the price as well as quantity of be sold in the market. Abuses of Monopoly Though a monopolist has complete freedom in determining his own price, there are some limits to his power. These are listed below: The demand curve of a monopolist slopes downwards. This is shown as demand curve DD of the monopolist in Figure. On such a curve, a monopolist cannot choose both Price and Output to be sold. He has to determine one of these quantities. If he chooses higher price P1 he has to be satisfied with smaller sales of quantity Q1. If he prefers larger output Q2 he will have to charge lower price P2. The second constraint on monopoly power arises out of the income and willingness of consumers. If the monopolist attempts to charge a price as high as Pn his sales fall to zero. So even though a monopolist has complete freedom to charge any high price this freedom is restricted by the consumer’s ability to purchase goods. Finally, monopoly power also depends upon elasticity of the demand curve. If the demand curve is rigid or less elastic the monopolist has a greater degree of control. As the demand curve becomes more flexible or flatter the monopolist’s control starts declining. This can be explained with the help of Figure. In the figure there are two demand curves. DD1 is rigid or less flexible showing greater monopoly control. DD2 is flatter or more flexible and depicts a lower degree of monopoly control. On rigid demand curve DD1 if the monopolist increases the price from P to P1 the fall in the quantity sold is as small as QQ1. On the flatter demand curve DD2 with the same rise in price, a fall in the quantity sold is as large as NN1. In case of a flexible demand curve there is a danger that even at a higher price, the total revenue of a monopolist may be smaller. This has been further explained in the table below: PRICE RIGID DEMAND D1 TOTAL REVENUE TR1 FLEXIBLE DEMAND D2 TOTAL REVENUE TR2 2 6 12 20 40 4 5 20 8 32 6 4 24 5 30 A monopolist attempts to raise his price from 2 to 4 to 6. As a result of this quantity demanded goes on falling. Yet in the case of Rigid Demand D1, with a fall in the demand from 6 to 5 to 4 Total Revenue TR1 increases from 12 to 20 to 24. With the Flexible Demand condition D2 the quantity demanded falls sharply from 20 to 8 to 5 causing Total Revenue TR2 to fall from 40 to 32 to 30. Hence the slope or the degree of flexibility of the demand curve governs the degree of monopoly power Monopoly market is restrictive and hence considered as an evil form of market. Monopoly is also a source of wastage. It underutilizes productive capacity and reduces Consumer’s Surplus. Underutilization of capacity may cause some workers to remain unemployed. These and other shortcomings can be analyzed and explained with the help of a comparative diagram. We find both competitive and monopoly equilibrium positions marketed by point e1 and e2 respectively. A competitive firm produces output Q1 and sells at price P1. A monopolist produces smaller output Q2 (Q2P1). Competition allows only normal profits to a firm as part of the average cost of production. A monopolist earns extra monopoly profits of the size CSRP2. Under competition output is produced at point e1 which is the lowest point on the average cost line. Therefore competition makes fuller utilization of the productive capacity. Under monopoly output is produced at point S which is on the falling phase of AC. This shows underutilization of the productive capacity. Finally, the size of the Consumer’s Surplus under competition is as large as De1P1 while that under monopoly is only DRP2. Hence under monopoly there is higher price, lower output, underutilization of productive capacity or wastage of resources and reduction in Consumer’s Surplus. Differences between Monopoly,  Equilibrium Competitive Equilibrium There are typical differences between the two types of market models their equilibrium positions. A comparative account of their differences is presented below: The demand curve of a competitive firm for its product is perfectly elastic. It is a horizontal straight line. It implies that the firm can sell any level of out put at the ruling market price. While the demand curve of the monopolistic for his product is relatively inelastic, it is a downward sloping curve. It suggests that the monopolist can sell more output only by lowering the price. To a competitive firm, price is given in the market. So at this price, average and marginal revenue will be the same. Hence, AR MR curves coincide and are represented through the demand curve which is a horizontal straight line. In the case of a monopoly, the downward sloping demand curve represents the AR curve. The MR curve also slopes downwards but it lies below the AR curve. If it is linear, then it lies half the distance between the price-axis and the demand curve. Under both perfect competition and monopoly, the equilibrium output is set at the point of equality between MC and MA. The competitive firm attains equilibrium only when the MC curve intersects the MR curve below. Thus, it is essential that MC must be rising at and near the equilibrium output. In fact, the falling cost curves caused by increasing returns to scale are incompatible with competitive equilibrium output, for the firm’s MR curve being horizontal, the falling MC curve can never lead to a competitive equilibrium position because as the firm will be inclined to expand its size until it becomes so large that its AR and MR curves ultimately begin to fall in order to cut the continuously falling MC curve. This means that the firm will become so large that competition will become imperfect and the individual firm would be in a position to influence the price of its product by altering its own output. In short, perfect competition will cease to exist when a firm increases i ts output to a very large extent in order to attain equilibrium under falling cost conditions. It may, therefore, be concluded that increasing returns to scale or a continuously downward sloping MC curve perfect competition are incompatible. It follows, thus, that a major difference between competitive equilibrium monopoly equilibrium is that while in the case of the former, the MC curve of the firm must be rising at or near the equilibrium level of output, in the case of the latter, this is not essential. A monopoly firm can attain equilibrium under any state of returns to scale or cost conditions, whether constant, rising or falling. The fundamental condition of monopoly equilibrium that must be satisfied is: MC=MR, and the MC curve must intersect the MR curve from below (yet it need not necessarily be rising). Again, when we compare the equilibrium conditions of the two models, we find that the fundamental rule of profit maximization is the same, i.e., equating MC with MR, the characteristic difference lies with respect to price as average revenue and MC. Under perfect competition, price=AR=MR; thus, at equilibrium output, MC=price. In monopoly, on the other hand MRMC. In a perfect normal equilibrium condition of a firm under competition in the long run only, normal profit is realized. In the case of a monopoly, excess monopoly profit can be earned even in the long-run. In fact, the positive difference between price and MC in a monopoly gives excess profit. In the long run, when the competitive firm gets only normal profit, it operates at the minimum point of the LAC curve. Hence the competitive firm tends to be of optimum size. A monopoly firm, on the other hand, attains equilibrium at the falling path of the AC curve, which means it doesn’t utilize its plant capacity to the full extent. The â€Å"excess capacity† in a monopoly firm thus causes it to be of less than optimum size. Usually, the monopoly price tends to be higher while the monopoly output smaller than that under perfect competition. A direct comparison of price and output under monopoly and competition is however difficult because a competitive firm is just a part of the industry as a whole, while a monopoly firm is an industry itself. MONOPOLY EQULIBRIUM UNDER DIFFERENT COST CONDITIONS Firms under all market condition achieve equilibrium at a point where MC=MR and MC is increasing or MC>MR if an additional unit is produced. Under Perfect competition this is possible only if the firm is operating with increasing cost i.e. marginal cost curve is sloping upward. Equilibrium cannot be determined if the marginal cost is decreasing or constant. Equilibrium is possible only in fig A where both necessary and sufficient conditions are fulfilled, whereas in B only the necessary condition is fulfilled and in C neither necessary nor sufficient conditions are satisfied. Unlike perfect competition, equilibrium of a monopoly is possible under increasing constant and decreasing cost as shown in Figure FIGURE shows equilibrium of a monopoly firm with increasing cost. The firms AC and MC curves are sloping upward. MC cuts MR at E. Here MC=MR and for any additional production MC>MR. Therefore firm A reaches equilibrium at point E. TR=OQ1 TP. TC=OQ1SN. Pie=NSTP Figure B, the firm reaches equilibrium at point E1 under constant cost. At point E1 MC=MR and thereafter MC>MR therefore the firm stops its production. At E1. TR=OQ2T1P1. TC=OQ2E1N1. Therefore Pie=N2S2T2P2 Figure C explains the equilibrium under decreasing cost. Equilibrium output is determined at point E2. Where MC=MR and MC>MR for any additional output. TR=OQ3T2P2. TC=OQ3S2N2 Therefore Pie=N2S2T2P2 The firm however will not be able to decide its output if under decreasing cost its marginal cost is always below the MR curve as shown in the figure. Fig shows the indetermination of Equilibrium under decreasing cost. Here the MC is all the times below MR hence it is not possible to determine the Equilibrium output. However the case shown in the above diagram may not be practical as the marginal cost cannot continuously decline and become zero. CONTROL OF MONOPOLY Evaluating the economic effects of pure monopoly or partial monopoly form the standpoint of society as a whole, on income distribution, price, output, resource allocation, technological advancement, distribution of economic power, it has been commonly observed that there are more evils aspects than benefits in a monopolistic industry as compared to a competitive industry. THE FOLLOWING POINTS MAY BE ENLISTED IN THIS CONTEXT: The monopoly price is generally higher than the competitive price. Evidently, the consumer is exploited under a monopoly. Output under monopoly is restricted with a view to earning the maximum economic profits. Thus, there is inefficient allocation of resources in a monopolistic industry. It entails waste of excess capacity. Only in a competitive industry there can be optimum utilization of existing plant capacity .In short, under a monopoly a higher price is charged, a smaller output is produced the system of allocation of resources is inferior to that under perfect competition. Usually, excess profit is reaped by a monopoly firm even in the long run. A purely competitive firm, on the other hand reaps just a normal profit in the long run. By virtue of their control over market supply, monopolists can export high prices to make substantial economic profits .Excessive price charged by the monopolists is regarded as a â€Å"PRIVATE TAX† on consumers. On account of high profiteering by the monopolists, society’s income distribution tends to be unequal unjust .The owners of monopoly business tend to become richer at the cost of the consumers. Big monopoly houses may acquire concentration of economic power ion their hands which also endangers political democracy in the country. A monopolist is supposed to be very conservative in the matter of innovation technological advancement .Since there is no threat of competition from rivals in a monopoly market, the firm has no impulse to develop new products or introduce new techniques in production. The monopolist is satisfied with the status quo. In fact sometimes monopolists may buy up new scientific inventions patents destroy them so to avoid rivalry. They do so in order to save loss arising from the sudden obsolescence of existing plant machinery. This tactic obviously obstructs technical progress of the country. Monopoly monopolistic competition tend to aggravate the problem of unemployment due to under allocation of resources. The actual production frontier of the country is kept unduly much below its potential level. This results in a low pace of economic growth in creating poverty in the midst of plenty Monopoly firm quite often resort to unfair practices like price discrimination or cut throat competition infringement of trade marks of rivals .etc with a view to eliminating or killing potential rivals in the market. Many big monopoly houses have tended to spread political economic corruption. It has been alleged that some political parties even govt. officials in India always have a soft corner for certain big business houses. METHODS OF CONTROL They are as follows: Restriction on entry of new firms Restriction on output Monopolists hold on price determination MEASURES OF CONTROL They are as follows: Legislative measures Promotion of competition Consumers resistance Publicity drive Control of price output Fiscal measures Nationalization Co-operative movement Misconceptions about Monopoly Pricing Profits It is commonly alleged that a monopolist can charge a very high price and earn high profits because he has the control over market supply and is a price-maker. This is really not so. A monopolist cannot determine price on the basis of his supply alone. He has to consider the demand aspect as well. In fact, the monopoly price is determined by the relative strength of the forces of demand and supply. Again, while determining the equilibrium price and output, the monopolist is interested in maximum sale because he wants to maximise total profits and not unit profits. So if the demand is slack, he will have to set a low price corresponding to profit maximising condition : MC = MR. Again, it is also erroneous p take it for granted that the monopolists price is always higher than the competitive price. It, in fact, depends on various considerations. If the demand is highly inelastic, while the supply is under conditions of increasing costs, ben the monopolist will restrict output in order to produce at a lower cost anchearn a higher profit. Under these circumstances, obviously, the monopoly price will be very high compared to the competitive price. For example, private monopoly is socially harmful in respect of production and sale of essential agricultural commodities like food-grains for which the demand is highly inelastic while the supply is under increasing costs on account of the law of diminishing returns operating on land. If, on the other hand, the demand is highly inelastic, but the supply is under increasing returns or decreasing costs condition, the monopoly price would tend to be nearer the competitive price. In such cases, monopoly can be socially tolerated. For instance, in producing comforts and luxury items, if a private monopolist invests huge capital, thereby enjoying the economies of scale so that he may supply goods at a low price at a competitive rate, then, such monopoly can be tolerated. Again, when there is a very limited market for a product, a monopolist can supply it at a lower price on account of its low cost of production due to large-scale economies than what is feasible in a competitive market by a large number of firms producing the goods on a small-scale. The competitive market price in such a case will tend to be high because though P AC, under competition, the AC itself tends to be high due to lack of economies of scale and the small-scale of production adopted by each firm . If, however, there is a monopoly which has to cater to the entire market, it would resort to a large-scale production. Hence, the output will be produced at a much lower cost, so even if the monopolist sets a higher price than AC for the sake of high profit, it may relatively turn out to be lower than that of the competitive firm. Similarly, it is also incorrect to say that the monopolist can always earn abnormally high monopoly profit due to his advantageous position in the market. In many cases, demand and cost situation may not be very favourable to the monopolist, so that he cannot make profits. In the long run, the monopolist may be under the threat of new entry in his line of production, so that he may resort to price limit which gives him a lower profit but not a high maximum profit. Potential competition thus serves as a significant constraint on the behaviour of the monopolist. Again, in some cases, the demand situation may be such that the demand curve or the average revenue curve in the long run may be just tangent to the LAC curve. In this case, the monopolist would earn only a normal profit (see Fig. to understand the situation). In Fig., the monopolist decides an equilibrium output OM, and charges PM price. Since the AR curve is tangent to the LAC curve at point P, Price = Average Revenue = Average Cost. Hence, the monopolist simply earns a normal profit. The only difference between such normal-profit monopoly equilibrium and competitive equilibrium is that the monopolist is producing at less than optimum size, i.e., at a higher average cost, while a competitive firm, earning normal profit, would be producing at a minimum average cost, i.e., it has an optimum size. In other words, under monopoly, even though there is just a normal profit earned, there is unutilised capacity of the plant and resources, while in a competitive firms equilibrium, the normal capacity is fully utilised. Anyway, it can be concluded from the above discussion that the monopolist cannot always earn high monopoly profits. Again, the monopolist in the long run should earn at least normal profits, otherwise he cannot survive. A monopolist finding the cost situation much above the demand consideration in the long run has no alternative but to wind up his business.

Cancer and NMR Spectroscopy Essay -- Biology

Cancer is a disease that will most likely affect each and every one of us throughout our lives. There are approximately 560,000 people that die from cancer each year. To put it in perspective, between 1/4 and 1/3 of all Americans will die from this deadly disease. These statistics could be greatly reduced if people would stop smoking. Approximately 35% of all cancer cases are direct results of tobacco use. Many people do not fully understand what cancer really is. Cancer is simply a mutation in the cells which causes them to replicate continuously without bond. Many people relate cancer with tumors, and rightly so. A tumor is basically just a lump of mutated cells which eventually grows so big that it blocks the functions of the organs around it (a benign tumor) or begins to invade tissues surrounding it (a malignant tumor). Although there has been extensive research concerning cancer, nothing has been found that can cure cancer 100%. The reason for this is because a cancer tumor carries many different cancer cells. Every cancer cell reacts differently to each method of treatment, so while chemotherapy may kill some cancer cells in a tumor, other "subpopulations" of cells in the same tumor may not be affected at all. Another problem with cancer is that the cancer cells are able to travel throughout the body, an event known as metastasis. This means that cancer cells in the breast or lung are able to travel to the heart. This means that the cancer can spread throughout the body very easily, making treatment very difficult. While we have no true cures for cancer, there have been a few methods of treatment that have been somewhat successful. One such treatment is the drug cyclophosphamide (which is actually converted to 4-hydro... ...solution, nonradioactive method (NMR), the metabolites can be monitored noninvasively. NMR spectroscopy basically allows one to look at certain certain nuclei, such as phosphorus and carbon, and show resonance. Since there are high levels of both of these elements in cancer cells, the NMR method allowed for clear observation of GSH levels. In addition to cancer cells, many other cell lines have high levels of metabolites containing phosphorus and carbon. With this in mind, NMR spectroscopy is clearly the tool of the future for noninvasive observations of cells. Namely, it can be used for studying molecular dynamics, kinetics, microstructures, and equilibrium levels of chemical reactions. Through the use of more advanced methods and technology such as NMR, medical researchers can begin to piece together the puzzles of biology and medicine within the human body.

Becoming a Better Reader Essay -- Education Reading Academics

Reading is believed by some academia to be the most important activity that a student could do to go ahead in academic pursuit. Some research claimed that many people take reading for granted in their developmental stage. Due to this fact, few learners cannot read properly because they claim they do not enjoy reading. In my observation, not only is effective reading important but to read with comprehension (recall of read text) and for pleasure. The constant engagement with reading for pleasure might sensitize the desire to read. Controlled studies for people with specific learning disabilities recommend SQ4R reading strategy to support people to learn how to read. SQ4R could be considered as a versatile literacy strategy that engrosses students in the processing of information prior to reading, during reading and after reading. It could be used in all subject areas that consider content materials critically. This applies to all types of texts and cut across all sources of information. SQ4R might lead to flexible reading pattern. Flexibility in reading is extremely very important. It is crucial to examine flexible reading as, reading different types of materials. Materials like articles, novel, periodic, journals, and newspapers could build different strategies and approach that would be adapted to different reading styles. SQ4R method is accepted to have the propensity to improve comprehension and academic grades. It could also help student’s make meaning from text in the following ways. Using the SQ 4R strategies prior to reading – will helps to preview texts and establish the reading purpose. The more refine the purpose of investigation is the better the depth of research. SQ4R strategies while reading – help to monitor and ... ...lay the importance of SQ4R. They may either use it unconsciously and claimed they don’t use it. The good thing about the SQ4R reading method is that it gives a better understanding of academic material. It also helps to improve memory. A student is properly geared to focus on the specific area of research by using the Q-question strategy. The R which stand for reflect/relate helps to bridge the gap of old and new information in the memory. A student will always have an accurate fact and current in line with the given area of reasoning. In the end reading will encourage students to read material for both academic reason and for pleasure. Bibliography Forsyth, K. H. (2000). The Effect of self-Reference on learning and Retention. Teaching of psychology , p.269. Hulme, c., & Snowling, m. (1994). Reading Development and Dyslexia. London: Whurr publishers Ltd.

Patient Care

â€Å"I expect to pass through life but once. If therefore, there be any kindness I can show, or any good thing I can do to any fellow being, let me do it now, and not defer or neglect it, as I shall not pass this way again. † William Penn (1644-1718) There are many ways to define patient care in my own words. Doing my job to the best of my ability not only for myself but the patients that are in my care is of the utmost importance.My dedication to my work is defined by my ability to communicate effectively, actively listen, treat the patient with respect, respect their autonomy and take part in the environment I provide care in. By defining my personal point of view on what good patient care is I am setting my own standards to which I will strive to achieve in work and in life. Communication is in my opinion is the most important thing I can do to provide quality patient care. Being an effective communicator has many aspects to it.One is to help the patient feel like a human and not another test or number. Calling the patient by their name. Always talk directly to the patient and not â€Å"about† the patient. Give appropriate explanations about the procedure and explain what will be happening before, during and after the procedure. Answer any questions to the best of my ability and provide answers or solutions to ones I may not be able to answer, Follow up. Communication is not just speaking but actively listening, is not only verbal but also physical.Looking someone in the eye when engaging in conversation is a great way to show you are listening. Hearing a patients worries and concerns and maintaining a calm composed presence can help ease their fears. Not taking a patients anger personally. I know that they do not want to be where they are and probably have many concerns. It is my job to be professional and not react to someone who may be rude or angry due to circumstances that have nothing to do with me. Practicing patience is an important sk ill to develop and hone in the health care field.Involving a family member or whomever the patient may have brought for support is a good idea. Asking the patient if they would like that person or family member to be in the room during the procedure is a great way to relieve any stress they may have going in. Taking the time to listen and hear the patient while having understanding even in the most undesirable situations is my job as a health care worker. Another Important aspect is my dedication to my work. Making sure my room is clean and organized. Ensuring that every piece of equipment in my care is clean and working properly.Ensuring the patient is covered and offering a blanket in a cold exam room is one way to make them feel comfortable. Offering a glass of water if a patient is thirsty. Whatever I am able to provide to make the patient more at ease I will. A reassuring smile and a squeeze of the hand may be all they need. Lastly Respect. To respect a patient concerns, questi ons, family, morals, values and religion is important to providing a quality of care that truly puts the patient first. Patient care has many different definitions, not one answer is wrong or more right than another.It is important to consider what it means to me as an individual, as well as an employee that represents where I work and to take responsibility for creating a good patient care atmosphere. Patient care to me is always putting the patient first. The patients’ needs, concerns and autonomy all have to be respected. I can only hope that in my time as an ultra sound technician that I can provide the quality patient care that I would want given to my family or myself. As Mr. Penn said, be kind and do good things because we only get one chance.