Exercise is Important for Fitness Essay Example | Topics and Well Written Essays - 250 words

Exercise is Important for Fitness - Essay Example Regular exercise is an important measure of good health and fitness. If we do not work out our bodies in the form of exercises, we will lose the freshness and fitness that is necessary to keep our bodies in shape. Our bodies need exercise in order to prevent diseases. Regular exercise prevents heart diseases, cancer, high blood pressure and obesity. It improves our look and increases longevity since aging slows down. It improves the stamina of body to do regular tasks. For example, aerobic exercises make us use energy for the continuous and rhythmical motions. So, our stamina builds up, and when we have to do similar tasks, our bodies need less energy because they have been tuned. Moreover, exercises strengthen our bones and tone our bodies so that they remain in perfect shape. For example, exercising with weights develops muscles and strengthens ligaments which results in increased potency and endurance. Stretching exercises like abdominal stretching increases flexibility and improves posture. They help our bodies to move, twist and turn more flexibly. Our weight also gets controlled since we burn the extra calories which are not required by our bodies. Burning more calories than we take in helps us lose weight. In short, exercises are an excellent means of keeping our bodies fit and in perfect working condition. Since the quality of life increases due to reduced bodily stress and controlled weight, we can say that exercises are very important for our health and longevity.

Link Between Oppression And Social Labelling Sociology Essay

Link Between Oppression And Social Labelling Sociology Essay As a member of a minority group this subject is something of interest and has personal relevance to my experiences living in a pre-dominantly white society. The absence of appropriate Asian role models in the media such as television, films, history, newspapers and in positions of credible political and economic influence, stimulated a natural process of personal questioning of identify. The social labels which surround us either positive or negative shape our perceptions of self and influence the kind of decisions we make. If we dont understand the social fabrics of society in which self is developed and do not nurture a genuine inquiry into how oppression functions, we end up living those social labels. Some of these can be harmful and cause us to become disadvantaged even to the point of oppression of ourselves. It could be argued that this is an unlikely phenomena but psychological oppression is a well-researched and uncontested concept amongst academics. I am simply referring to and naming what it really is, internalised self-oppression. This paper will attempt to examine the discourses and ideas which shape and influence our understanding of oppression as well as establishing a link between this and social labelling. Oppression as a concept has a very broad meaning and relates to different forms of minority groups in different ways. In this paper I will explore the relationship of oppression drawing on various forms of resources and information to support a particular perceptive. It should be recognised that oppression is not exclusive to race but impacts on other groups such as women, disability, age, sexual orientation and class with varying degrees of intensity and differences. However, for the purposes of this assignment I will specifically focus on the concept of race. I will present the four key criterias of oppression presented by Ann Cudd in her book Analysing Oppression (Cudd, 2006) and then focus on the effects of social labelling as phenomena. I will present a view that in order to understand oppression w e must also understand the social systems, structures and influences that facilitates internalised oppression. My conclusion will aim to provide some suggestions towards highlighting how to end oppression and limit or reduce its effect on individuals who are exposed to the dynamics of oppression. Defining layers of oppression History literature books document oppression in different ways from religious repression, class differences, poverty and wealth, language and knowledge just to name a few (Kernohan 1998). Oppression is traditionally understood to relate to the loss of freedom, free choice, independence and capabilities due to actions of those in positions of power (Wartenberg 1992). Half a century ago, if asked the question what is oppression, many would refer to slavery or colonialism. In this day and age there is a greater understanding and awareness of oppression. Iris Young a respected author on the subject of power and oppression highlights how oppression has a much broader understanding making reference to systematic and structural phenomena that are not necessary the result of the intentions of a tyrant. Oppression in the structural sense is part of the basic fabric of a society, not a function of a few peoples choice or policies(Young, 1992, p. 176). In this respect oppression can be consider ed to be in the psychological and behavioural patterns of every member of society including those who are well meaning individuals whether they are aware of it or not. Oppression as we once thought of is far more subtle, as Jean Harvey explains civilised oppression involves neither physical violence nor the use of law. Yet these subtle forms are by far the most prevalent in Western industrialised societies (Harvey, 1999, P. 1). Recognising different forms of oppression means decoding cultural and societal norms which do not clearly categorise or has a clear distinct oppressor. We all contribute to oppression in different ways and perpetuate forms of harm consciously or unconsciously, either to ourselves or to others (Harvey, 1999). Ann Cudd helps us to explain this further by outlining four key criterias which are necessary and appropriate in increasing our understanding of oppression: Oppression must involve some sort of physical or psychological harm, though it may not be recognised as harm by the ones who are oppressed (Cudd, 1994, p.25). So harm can be imposed without being self-conscious limiting ones freedom of choice relative to other in ones society (Cudd, 1994, p.25). Oppression is a kind of harm that individual members of group suffer by virtue of their membership in that group. à ¢Ã¢â€š ¬Ã‚ ¦harm that comes to persons because they belong to a group that they closely identify with, so that the harm attaches to their very self-image (ibid). Individuals are not oppressed as individuals but due to their membership to a specific group, such as race, gender, disability or sexual orientation. Keith Vaz MP might not be considered as being oppressed although black men in society are. He has the same limitations as other black men who have less power in society and will have obstacles to cross that other white men take for privilege. The third criteria, is what Cudd refers to as the privilege group (Cudd, 1998). She makes the point that an individual who has membership to a group which benefits from the oppression is advantaged by their association and status. However, not every individual member of the group will be intentionally or knowingly benefiting but they gain from the membership to that group. Oppression must involve some kind of coercion or force ((Cudd, 1994). Coercion is the lack of ability to make free choice. Cudd goes on to explain that coercion is not the absence of all choice, but a lack of the right kind of choices, namely, voluntary choices (Cudd, 1994, p. 27). Cudd suggests that this is what explains injustices of oppression. A further dimension My concept of oppression will focus on Ann Cudds coercion criteria with some variation. Not all coercion might be considered immoral as an explanation towards injustices of oppression. There are other forms of oppression, more subtle kinds which equally are not coercive such as psychological oppression. Prilleltensky and Nelson make reference to Sandra Bartky who states To be psychologically oppressed is to be weighed down in your mind; it is to have a harsh dominion exercised over your self-esteem. The psychologically oppressed become their own oppressors; they come to exercise harsh dominion over their own self-esteem. Differently put, psychological oppression can be regarded as the internalisation of intimations of inferiority ((Isaac Prilleltensky, 2002, p. 13). In this respect there is no force or coercion; individuals will have the ability to make free choice in making decisions, so the lack of voluntary choice is not affected. Individuals who are psychologically oppressed become their own persecutors. The options are available to them but they are only likely to make decisions and choices which their culture or community demands of them. There are other forms of elements of oppression at work which are dynamic, fluent and interact, as oppression doesnt occur in isolation but many forces come together in order to hold people in a state of oppression (Frye 2005). Oppression is well documented throughout history and in literature. Particular references are made to slavery of the treatment of African slaves, the holocaust and the suffering and torture of European Jews. The systematic discrimination against sexual minorities including gay and lesbians ((Cudd, 2006). The disproportionate use of stop and search against black minorities being seven times more likely to be stopped by the police compared whites ((Muffler, 2006). The above examples make reference to the way in which physical ill-treatment is used to subjugate particular groups of people. However, the most efficient and effective way a society can propagate oppression is by a system of non-physical means transforming into a process of what we call negative labelling or commonly referred to as stereotyping. There are many studies undertaken which highlight the effects of stereotyping on particular groups. This includes how these groups of individuals self-categorise themselves into positive or negative stereotyping which either way leads to negative and damaging effects. Michael Hogg refers to a study undertaken by Jost and Elsbach suggesting the link between stereotyping and power differentials as a negative force within social relations which results in distortion, control and false awareness of the oppressed groups reality ((Hogg, 2002). The element of control is imbedded into the consciousness of the individuals being stereotyped. Altshuller refers to the following quote by Jost and Banaji those with power can control ideas, beliefs, and stereotypes in the same way they control other social and material resources and can thereby instil a false consciousness in the powerless such that the powerless become complicit in their own disadvantage ((Altshuller, 1999, p. 325). The weak becom e accepting of their position of being oppressed and psychologically become their own oppressors by self-limiting their opportunities and life chances. Cudd makes the following point, it is not that they (the psychologically oppressed) will prefer oppression to justice, or subordination to equality, rather they will prefer the kinds of social roles that tend to subordinate them, make them less able to choose, or give them fewer choices to make (Cudd, 2008, p. 114). There has been varying degrees of research analysing the relationship between oppression and stereotyping which support findings that individuals who are negatively stereotyped adopt the stereotyping. This in turn sets into motion self-defeating beliefs which develops into limiting factors in accessing life opportunities. In a study conducted by Devos and Banaji they refer to how stereotyping leads to a type of phenomenon that results in self-stereotyping ((Banaji, et el, 2005). However, stereotyping distorts the reality of the lived experiences of individuals who are being stereotyped. Sayers suggests that the media influences our perceptions and that these perceptions then influence our behaviour towards stereotyped groups (Sayre, 2009, p. 318). So for example if we see a rebellious young teenage black adolescent, we may perceive him/her as having a violent culture in comparison to a white civilised European culture. Instead of challenging institutional oppression we use blame to shift the focus of responsibility (Cudd, 2006). Stereotyping can be damaging in other ways. According to the theory of stereotype threat ((Laurie A. Rudman, 2008) the existence of such stereotypes means that anything one does or any of the ones features that conform to it make the stereotype more plausible as a self-characterisation in the eyes of others, and perhaps even in ones own eyes (Steele and Aronson, 1995, p. 797). A further dimension to stereotyping is direct situational threat that arises through negative stereotyping. This relates to the risk of being treated or judged in a stereotypical way or even perhaps self-fulfilling the stereotype. Immediate situational threat is another result of the negative stereotypes against a group. That is the threat of the possibility of being judged or treated stereotypically, or even self-fulfilling the stereotype. This stereotype threat, according to Stangor, Can befall anyone with a group identity about which some negative stereotype exists, and for the person to be threatened in this way he need not even believe the stereotype. He need only know that it stands as a hypothesis about him in situations where the stereotype is relevant(Stangor, 2000, p. 370). There are many studies carried out exploring the relationship between stereotype threat and poor intellectual tests (Weiten, 2012). Different people will react differently to situational threat. Individuals will either blame themselves for their lack of achievements or internalise inferiority, both of which leads to lowering their rank and status in society (Aronson, 1995). Internalising the blame leads to individuals not feeling they have the ability or confidence to succeed, therefore they are likely not even to make any attempt. So for example, I have always wanted to paraglide. It might not be in my capabilities, so have never tried and never will. However, it will not affect my life opportunities, impact on my quality of life or leave me in an oppressed social status. Nevertheless, self-blame could cause to decrease and lower quality of life. If self-blame is used for our lack of success on our incapacities, it would make it problematic to identify and challenge institutional op pression. Self-blame is the final ingredient in maintaining oppression. Realigning the balance In order to redress the balance, there are different ways to overcome oppression in culture and attain a more egalitarian society. This requires personal commitment in challenging oppressive structure. It requires re-structuring of established institutions and the thought processes that influences them. It is helpful to remember that simply making policies to encourage change does not help, although policies give some direction reflecting where society is going, it does not simply promote social justice and reduce oppression (OConnor, 2003, p. 20). It is not a far-fetched view, that stereotyping is used to justify all kinds of harms on groups of individuals. Harm causes damage to ones ability. Therefore any harm that violates ones self and their development of human ability is a violation of universal and human rights (Nussbaum, 2001). The impact and effect of negative labelling attacks and destroys his/her sense of self image by violating their experiences. This violation occurs not only physically but through years of training and being subject to negative messages, instilling a false consciousness and it is this which results in oppression. All human beings have a right to live free of physical and emotional violations which results in any form of harm. Each individual has the right to dignity, self-worth, and to maximise their internal potential without the fear of abuse. Through self-stereotyping, if we lack the confidence that we do not have abilities then we are less likely to pursue and develop our capabilities. However, simply having basic human rights is not sufficient to bypass the harm which oppression causes. Challenging cultural dynamics, religious practices and social norms which create the kinds of conditions for oppression to flourish should be confronted through education and providing information enabling individuals to make decisions and choices that do not violate their sense of self. Developing influential role models that advocate and develop a collective identify regardless of their individuality can assist in developing images of credible and honourable representatives. Such individuals would help to counter the negative portrayal of groups which are likely to be exposed to some form of negative labelling. Conclusion The path to ending all forms of oppression is by far not an easy journey. More often than not minority leaders rarely challenge the structures or the system but instead they adapt to increase their own access to power. It is not uncommon that many minority leaders holding positions of influence create an impression of equality of opportunity which is reassuring to the privilege groups. However, this kind of representation could be damaging to the oppressed groups, as it distorts the reality of the oppressed, ignoring the very real problem with cultural oppression. This has the risk of overlooking the conditions and social problems which keeps people in their underprivileged positions. Rather than focusing on readdressing the system, oppressed groups are ridiculed, blamed and stereotyped for their circumstances (Segal, 2009). To overcome the impact of self-stereotyping, simply ending social stereotype is not enough. More needs to be done to increase individuals ability and self-worth, so that every member of society can enjoy their true human rights. Social conditioning starts at a very early age, which defines our identity and the realisation of our ability or the lack of it. If we focus on countering the destructive stereotypes in our communities, then drawing our attention at children when they are young might be a start. This would include improving the quality of education and funding for the schools, but also ensure that funding is distributed equally to avoid creating a culture of differential treatment. Education of adults is another element which would assist in reducing oppression. What is needed here is effective training that not only focuses on the future members of society but also on those individuals who are affected by oppression and stereotype threat currently. In this exists the challenge and the goal at reversing the stereotypes and reconstructing individual capabilities. Re-establishing and re-developing the undermined capabilities is our primary task here. Education which raises the awareness and empower oppressed groups should benefit from public support. There is no doubt that education itself is not just simply a cure to a complex range of dynamics such as oppression but it remains the most firmly established institution towards seeking restoration. An educational method originating and centred from the experiences of the oppressed is what is needed. In his book, Pedagogy of the Oppressed, Paulo Freire gives the following quote: Just as the oppressor, in order to op press, needs a theory of oppressive action, so the oppressed, in order to become free, also need a theory of action. The oppressor elaborates his theory of action without the people, for he stands against them. Nor can the people-as long as they are crushed and oppressed, internalizing the image of the oppressor-construct by themselves the theory of their liberating action. Only in the encounter of the people with the revolutionary leader-in their communion, in their praxis-can this theory be built (Freire, 2007, p. 183). Having leaders with integrity and institutional support are the necessary elements in the ending of oppression. Greater understanding and awareness should be developed into making individuals motivation independent from the negative identities, so that we have a society that is built on strong ambitious people. As part of a broader community, restructuring the capabilities which have been damaged and developing people to an equal threshold of using their potential and capabilities. Encouraging positive perceptions of identity would result in opening up many different possibilities and experiences which is critical in undermining the negative patterns of thoughts and feelings which result in internalising the oppression. Reducing the patterns of oppressive thoughts would be one of the first challenges towards making progress in ending all forms of internal and external oppression.

The Significance of the Open-Source Act and Linux Essay -- Exploratory

The Significance of the Open-Source Act and Linux In the 1980's hardly anyone knew what a DOS attack was, most people hadn't ever seen a computer. There was one great OS for companies back then, UNIX. Unix was commercially made, very expensive, but was a very strong Operating System. Because of the price of equipment, many people wouldn't get into computers, but there was no reason to. Nothing of great significance was stored on computers. By 1985, computers hit the mainstream, providing many universities with links to each other and their libraries. This all came along with the invention of the Internet. Suddenly there was a great amount of information available to those who had access. There were many people who wanted to have the information these universities had, and they tried to get it any way possible. Within almost no time an underground culture started to spawn on the net. This underground consisted of many different type of people: Hackers, someone who exploits security for their benefits; Crackers, someone who breaks software to get it for free; Phreakers, someone who hacks the phone system; and other various, less significant others. These people alone were useless, but once the Internet had connected them, they are allowed to do what they want, when they want. Most of them were stuck with early versions of Microsoft Windows, or Unix. In 1986, another big boom caused the internet-underground to increase in size. Congress passed what is known as the "Open-Source Act." It allowed any code that was made open source to be edited by anyone, as long as the copyrights remained intact in the source-code. Suddenly there were thousands of the underground types getting into programming more than ever. With every... ...s are sure to surface. And with many companies producing versions of Linux, more and more people switch to it over Windows. Any software you use on your Mac, PC, or Unix can be ran on Linux, which causes more people to switch there. Everyone who opens up X Windows, the GUI in Linux, will almost unsurably notice the Source-Code compilers and examples in the startup menu. If just one out of a hundred of those tries to run it, and one out of a hundred of them keeps at it, there will be many more open-source programs out, most of them not made to better the world. Works Cited: Raymond, Eric. The New Hacker's Dictionary. Online: http://info.astrian.net/jargon/Local/, Perodically Updated Raymond, Eric S. The Cathedral And The Bazaar. 2001 Verton, Dan. The Hacker Diaries. Osborne McGraw-Hill 2002 Thomas, Douglas. Hacker Culture. Univ of Minnesota Pr. 2002 The Significance of the Open-Source Act and Linux Essay -- Exploratory The Significance of the Open-Source Act and Linux In the 1980's hardly anyone knew what a DOS attack was, most people hadn't ever seen a computer. There was one great OS for companies back then, UNIX. Unix was commercially made, very expensive, but was a very strong Operating System. Because of the price of equipment, many people wouldn't get into computers, but there was no reason to. Nothing of great significance was stored on computers. By 1985, computers hit the mainstream, providing many universities with links to each other and their libraries. This all came along with the invention of the Internet. Suddenly there was a great amount of information available to those who had access. There were many people who wanted to have the information these universities had, and they tried to get it any way possible. Within almost no time an underground culture started to spawn on the net. This underground consisted of many different type of people: Hackers, someone who exploits security for their benefits; Crackers, someone who breaks software to get it for free; Phreakers, someone who hacks the phone system; and other various, less significant others. These people alone were useless, but once the Internet had connected them, they are allowed to do what they want, when they want. Most of them were stuck with early versions of Microsoft Windows, or Unix. In 1986, another big boom caused the internet-underground to increase in size. Congress passed what is known as the "Open-Source Act." It allowed any code that was made open source to be edited by anyone, as long as the copyrights remained intact in the source-code. Suddenly there were thousands of the underground types getting into programming more than ever. With every... ...s are sure to surface. And with many companies producing versions of Linux, more and more people switch to it over Windows. Any software you use on your Mac, PC, or Unix can be ran on Linux, which causes more people to switch there. Everyone who opens up X Windows, the GUI in Linux, will almost unsurably notice the Source-Code compilers and examples in the startup menu. If just one out of a hundred of those tries to run it, and one out of a hundred of them keeps at it, there will be many more open-source programs out, most of them not made to better the world. Works Cited: Raymond, Eric. The New Hacker's Dictionary. Online: http://info.astrian.net/jargon/Local/, Perodically Updated Raymond, Eric S. The Cathedral And The Bazaar. 2001 Verton, Dan. The Hacker Diaries. Osborne McGraw-Hill 2002 Thomas, Douglas. Hacker Culture. Univ of Minnesota Pr. 2002

Math Ia

Math IA Math Internal Assessment EF International Academy NY Student Name: Joo Hwan Kim Teacher: Ms. Gueye Date: March 16th 2012 Contents Introduction Part A Part B Conclusion Introduction The aim of this IA is to find out the pattern of the equations with complex numbers by using our knowledge. I used de Moivre’s theorem and binomial expansion, to find out the specific pattern and make conjecture about it. I basically used property of binominal theory with the relationship between the length of the line segments and the roots. Part ATo obtain the solutions to the equation ) | | Moivre’s theorem, (| | equation, we will get: , I used de Moivre’s theorem. According to de . So if we apply this theorem in to the (| | ) ( (| | ) ) | | ( ) If we rewrite the equation with the found value of , it shows (| | ( ( ( ( ) )) )) Let k be 0, 1, and 2. When k is 0, ( ) ( ) v v Now I know that if I apply this equation with the roots of ( ) ( ) we can find the answers on the unit circle. I plotted these values in to the graphing software, GeoGebra and then I got a graph as below:Figure 1 The roots of z-1=0 I chose a root of and I tried to find out the length of two segments from the point Z. I divided each triangle in to two same right angle triangles. By knowing that the radius of the unit circle is 1, with the knowledge of the length from D or Z to their mid-point C is length of the segment segment ) v , I found out . So I multiplied this answer by 2. And I got the v . I used same method to find out the length of the . (v v Figure 2 The graph of the equation z^3-1=0 after finding out line segment Thus we can write that the three roots of , and we can also factorize the equation by long division.Since I know that one of the roots is 1, I can divide the whole equation by (z-1). And then I got . So if we factorize the equation as: ( )( ) As question asks I repeat the work above for the equations . Using De Moivre’s theorem, can be rewritten as: ( ) Sup pose So the roots of the equation are . As we can see the graph below, I drew a graph of the roots and connected two other from a point A. The question wants me to find out the length of the line segments which I connected from a single roots to two other roots, . Since are isosceles right-angle triangles with two sides of 1.With the basic knowledge of right triangle with two I found out that the length of the v v Figure 3 Graph of z^4-1=0 before finding out the line segment Figure 4 Graph of z^4-1=0 after finding out the line segments Again I am finding out the roots of ( ( ( Suppose that the k is equal to 0,1,2,3 and 4. ) ) ) ( ( ( ( I plotted those roots of the equation ) ) ) ) ( ( ( ( ) ) ) ) ( ( ( ( ) ) ) ) in to GeoGebra and on an Argand Diagram. And as shown below I found out the length of the line segments Figure 5 Graph of z^5-1=0 before finding out the line segments Figure 6 Graph of z^5-1=0 after finding out the line segmentsSo if I rewrite the lengths of line segments fo r each different equations and , they are: , ( ) ( ) , | | | | | ( ( ( ( )| )| ( ) )| ( ) )| ( )| With my values of distance of the line segments between the chosen root and others, I made a conjecture that says ( | ( | | ( [ ]) |) ( | ( |) ) † I tried to prove this conjecture. But as shown below, it is impossible to prove due to unknown amount of multiple of the sin properties ( ) Then I tried to prove it by binominal expansion, which is totally different way. I drew a graph of an equation (shown below) and connected between a root to all the other roots.Figure 7 The graph of z^n-1=0, with its roots connected As shown above, the graph has certain amount of roots, and they are connected to a root as told in the problems. And the lengths of those line segments are able to be written as ( So I rewrote the equation ( And with the knowledge of ( )( )( )( ) ( ) )( ) in the form of )( )( ) ( ) And since the angles , And I will have ( ) And then, with the binominal expansion, I folde d it out, and got ( ( ( ( ) ( ) ) )( )( )( ) ( ) ) ( ) And I can find out that ( ) ( ( ( )( ) )( ) )( ( ) ( ) ) And I know that ( ) , so with this knowledge, I rewrote ( ( )( ) )( ( )( ( ) ) And all those ( to zero. So it finally has )and ( ) refer ( ( ( ( ( ) ( )( )( )( ) ) ) ( ( ) ) ) ) And there are two condition where n can be even number or odd number, And according to this condition the value of n ( { ) | | | | So the total product of the length of the line segment equal to the power of the equation Proved. And I factorized When I factorized ( ( ( )( )( , I got the answers like: )( ) ) ) And I also tried to test my conjecture with some more values of For ( ) Suppose ( ) ( ) ( ( ) ) Figure 8 The graph of z^6-1=0 with line segments The product of lengths of the line segments are v vFor ( Suppose ) Figure 9 The graph of z^7-1=0 with its line segments Part B I am going to find the solutions of this equation for each Moivre’s theorem to obtain solutions to the equation . And I will use de . And I also drew diagrams for each roots of the equation s. I used Geo Gebra to represent each roots of the equation on the Argand Diagram. So, when ( ) ( ( ) ) ( ( ( ) ) ) ( ( ) ) ( ) ( ) v v ( ) ( ) Figure 10 The graph of roots of equation z^3=i As shown above, the equation has three distinct roots. And the distance of arc between each neighboring roots are same with others.Roots of this equation increase by are three roots on the unit circle. , so we can find that there When ( ( ( ) ) ) Suppose ( ) ( ( ( ) ) ) Figure 11 The graph of roots of equation z^4=i When n=5, ( ( ) ) Suppose ( ( ) ( ( ( ) ) ) ) ( ) Figure 12 The graph of roots of the equation z^5=i Basically all the roots we found are on the lane of the unit-circle, because we use the complex ( ) number whose modulus is 1. ] . So if I generalize the equation of , I would get: ( ( So for the equation like equation is Generalize the equations of , ) ) that satisfy this ( ). And I can should be (0+1i)= i.And t he value of into , where n=3,4 and 5. rad. So we can change the equation ( ) ( ( ( ) ) ) With the knowledge of in the right triangle of a b So With the knowledge v It is possible state that This generalization is proved naturally as we found out that the angle of the roots is . When But when | under the condition of | | | has a generalization of the generalization would change as Conclusion I found out some patterns about two different equation: some conjectures that led me to find out and prove it. For of all length of the line segments connected form a root to others. . There were n is equal to the product

Discussion Questions Week 1 Economics 365

Discussion Questions Week One Economics 365 TEAM C- WEEK ONE DISCUSSION QUESTIONS 1. What is economics? What role does economics play in your personal and organizational decisions? Provide an example of the role of economics in decision making. (Ana K Gonzalez) * According to â€Å"What Is Economics? A Definition Of Economics† (2012): * Economics is the study of the production and consumption of goods and the transfer of wealth to produce and obtain those goods. Economics explains how people interact within markets to get what they want or accomplish certain goals.Since economics is a driving force of human interaction, studying it often reveals why people and governments behave in particular ways. There are two main types of economics: macroeconomics and microeconomics. Microeconomics focuses on the actions of individuals and industries, like the dynamics between buyers and sellers, borrowers and lenders. Macroeconomics, on the other hand, takes a much broader view by analyzi ng the economic activity of an entire country or the international marketplace (Para. 2 & 3). Economics play an important role in all aspects of life and sometimes people don’t realize that they are using economics day by day.With the use of economics people can understand how to spend time and money. Unemployment, technological progress, interest rates and budget deficits are important issues presented in our daily personal and professional lives. As students, economics can help us to acquire more knowledge about what kind of difficulties business in our region presents, how to solve it, and the difference procedures to follow to succeed as a business holder. 2. What is the difference between a movement along and a shift of the demand curve?What is the effect on the equilibrium price and quantity that results from an increase in demand, supply, and both? Provide examples for each instance. What is the role of supply and demand in decision making? Provide a real-world example . (Sonia Elias) The difference between a movement along and a shift of the demand curve in the movement along is caused by a change in the price of goods or services performed and a shift of the demand curve is caused because a change in any non-price determining on the demand and it can change to both side the right or the left.The effect in the equilibrium price and quantity that result from the increase in demand is the price goes up because of the demand of the product is more and also the quantity has its effect because with more demand it requires more quantity on the product. A good example is the petroleum now its price is going up because of the demand it is suffer. The role of the supply and demand takes the role of decide how much quantity will require to provide the costumers with their demands on a certain product; it makes the decision of require more quantity of products to supply the costumers. . What is the definition of price elasticity of demand? What is the relat ionship between price elasticity of demand and total revenue? How does price elasticity of demand affect a firm’s pricing decisions? How does the availability of substitutes affect the price elasticity of demand? Provide an example. (Chuck Crain) By definition, price elasticity simply means the way demand responds to price changes. The relationship between price elasticity and total revenue can be a very successful one or a total nightmare based on whether or not the product has good elasticity.As long as the product is something the general public either needs or is very high on their want list, then the product has good elasticity and the profits will continue to increase, thus making total revenue much greater. However, if the product is something society can live without, then the product has bad elasticity and total revenue will go down. When a firm decides to make or sell a product, many considerations go into their long term plans, such as will this product stand the t est of time and will it be profitable even in tough financial cycles.As long as the product has good price elasticity and the competition is low, then prices can be adjusted to meet the current market price or to increase revenues. However, if the product has a bad elasticity, then the business will have to decide on whether or not to raise prices, but this decision could cost the company money now and in the future because the customers chose not to pay a higher price. When people want a similar product without the high price, they turn to substitutes.This can include any generic brands of products that provide close to the same experience for the customer, without the higher price of their original brand. Substitutes greatly affect the elasticity of price, because people can choose to buy another product at a lower price, and basically get the same results from the product. An example would be if a person loves to drink Coke, but can’t afford the price they charge.The perso n would turn to a cheap brand such as Sam’s Cola and receive basically the same benefit, without spending the extra money. * Reference Principles of Macroeconomics. (2009). Retrieved from http://ocw. mit. edu/courses/economics/14-02-principles-of-macroeconomics-fall- 2009/ What is Economics? A Definition of Economics. (2012). Retrieved from http://www. whatiseconomics. org/ Why is economics considered social science?. (2012). Retrieved from http://wiki. answers. com/Q/Why_is_economics_considered_social_science