Economys production possibilities Essay Example for Free

Economys production possibilities Essay Problem Set 2 Complete all questions listed below. Clearly label your answers 1. What impact would a change that shifts an economys production possibilities curve outward have on the long run aggregate supply curve? How have improvements in computer technology affected production possibilities and the long run aggregate supply curve? Explain Answer: Growth of population and the labor-force participation rate Capital accumulation Improvements in technology 2. Construct the AD, SRAS, and LRAS curves for an economy experiencing: (a) full employment, (b) an economic boom, and (c) a recession. (Graphs can be hand drawn or done by computer; label all curves and axes clearly.) a=full employment; b=boom; c= recession 3. What is a budget deficit? How are budget deficits financed? Why do Keynesians believe that budget deficits will increase aggregate demand? Answer: A budget deficit occurs when the government spending exceeds government revenue in a given time period, usually one year. Budget deficits are financed by a countrys bonds. In the U.S., its financed by Treasury bills, notes and bonds. This is the governments way of printing money. Actually, it is creating more credit denominated in that countrys currency. However, it has the same effect it lowers the value of that countrys currency. As bonds flood the market, the supply outweighs the demand. The Keynesians believe that when aggregated demand exceeds productive capacity of the economy, the federal government can prevent inflationary overheating by reducing demand with a budget surplus generated by a combination of less spending and higher taxes. 4. When output and employment slowed in early 2008, the Bush Administration and the Democratic Congress passed a legislation sending households a check  for $600 for each adult (and $300 per child). These checks were financed by borrowing. Would a Keynesian favor this action? Why or why not? Answer: No, the Keynesian would not agree with this action because their opinion is generating a combination of less spending and higher taxes, not giving away money.

Bushs Speech to the Nation: Regaining Confidence :: Essays Papers

Bush's Speech to the Nation: Regaining Confidence On September 11 2001, the American public's image of continental security was shattered in the form of terrorist hijacked passenger planes slamming first into the world trade center towers in New York and then the Pentagon in Washington DC. America prior to the incident had been a peaceful unsuspecting economic giant. "Americans have known wars -- but for the past 136 years, they have been wars on foreign soil, except for one Sunday in 1941" (Bush par.11). The week following the suicide jet liner attacks found Americans filled with anger, fear, and a missing sense of direction. The public was at a complete loss concerning why the tragic act occurred and the steps that were being taken to overcome it. Only nine days after the attack, the public got its answers in the form of a presidential speech given from the capitol building in Washington DC. On September 20 2001, President George W. Bush's speech regained the public's confidence by speaking of justice, public safety, and unity. The most predominant strategy Bush uses to gain civic confidence is letting the public know justice will be delivered: "Our grief has turned to anger, and anger to resolution. Whether we bring our enemies to justice, or bring justice to our enemies, justice will be done" (par.5). This quote from Bush gives insight into why justice is an important topic for bringing America alive. Knowing the public is enraged and has revenge on its' mind, Bush shows a similar determination. In doing so, he reassures society that vengeance is on the right path. Bush makes the ultimate demands on the network of terrorist believed to be responsible, creating confidence from the publics desire for retribution: "Close immediately and permanently every terrorist training camp in Afghanistan, and hand over every terrorist, and every person in their support structure, to appropriate authorities. (Applause.) Give the United States full access to terrorist training camps, so we can make sure they are no longer operating. These demands are not open to negotiation or discussion"(par.21). According to former FBI agent G. Gordon Liddy, these requests are successful at reassuring the public because unconditional surrender is a convincing way to communicate to Americans that the President means business: "General U.S. 'Unconditional Surrender' Grant received unconditional surrender from General Robert E. Lee at Appomattox Court House to end America's bloodiest war. Such was never the goal in Vietnam or the Gulf War.

Physiological and psychological responses Essay

Attainment tests are an important aspect of measuring knowledge demonstrated or the outcomes that following instructions in a specific program. Intelligence tests determine an individual’s abilities being a reflection of experience gained in other means not necessarily part of school curriculum. However, examinee performance in these tests has been noted to vary from one kind of environmental setting to the other due to a number of both environmental and examinee factors (Pinku & Birenbaum, 1997).. For instance, environmental factors such as climatic stress due to global warming have over time impacted greatly on the conditions under which psychological tests are taken. Test environments vary substantially from place to place and also due to the cognitive demands of an assessment task. Recently, there have been extensive studies conducted to analyze the impact of test environments on mental performance. Much emphasis has especially been laid on the test environments that impact negatively on performance in tests and which are responsible for the misrepresentation of the competence of one’s mind. Test anxiety Test anxiety encompasses the behavioral, physiological and psychological responses that reflect apprehension regarding a possibility of failing during an evaluative test. Studies have indicated that there is a direct correlation between test anxiety and poor test scores (Gregory, 1996). However, there are two categories of test anxiety: (1) those who suffer from interfering thoughts during an exanimation and which compromise performance; and (2) those who suffer from the inability to learn by organizing the necessary information for recall when taking a test. The first category is referred to as the interference model while the second is referred to as the skill deficit model. According to research, test anxiety due to the inability to organize and learn essential information could be enhanced by inadequate study behaviors. This leads to poor scores since the examinee never learns the necessary material and which is the most basic requirement for good performance. Thus, test anxiety in such an occasion is usually exacted by unpreparedness and not performance decline per se (Holahan & Culler 1980). With reference to the condition of interfering thoughts, high anxiety leads to responses and thoughts that are not relevant to the test and these occupy much of the processing space in the mind. Competition for processing space by these responses affects the test related responses that are important for succeeding in an evaluation test. This leads to poor performance as test anxiety causes problems in recalling test-relevant information learned due to the maladaptive responses associate with irrelevant thoughts. Studies have shown that the test examiner can help the examinees in handling test anxiety by encouraging and helping them to relax before administering the test. Preparing adequately before a test can help learners to avoid studying at the last minute which increases anxiety. Being at the examination room quite on time and thinking about what ones knows about the subject being tested rather than what one does not know also helps reduce anxiety. Concentrating on the positive rather than negative and irrational thoughts can help in maintaining the mind at peace and hence reducing anxiety. It is also necessary that stressful tasks or situations are not scheduled just before one takes a test. Climatic Stress The physical conditions in which an examinee takes a test has an immense impact on the test’s score. For instance the environmental conditions such as high temperatures and humidity in the tropical region where close to two-thirds of the whole world population take their tests are unfavorable. It is important to note that systems that can correct such imbalances are not always available to every examinee. In the tropics for instance, examinees take tests in an environment with high and uncomfortable heat and high humidity. Current studies indicate that environmental stressors like high humidity and temperate can by impairing mechanisms such as selective attention and short-term memory affect performance negatively. According to Auliciems (1972), the short-term memory is paramount for the basic processing of information during a test. On the other hand, selective attention is a requisite for performing successfully in a psychological test. These aspects of the mind are essential in enabling the examinee to rule out stimuli that is irrelevant to the test task especially when an examinee ought to think laterally (Gregory, 1996). Given their importance in influencing test scores, these two domains: selective attention and auditory short-term memory have been studied through the Stroop and Digit span tests respectively and found to impact negatively on performance if distorted. Incase of uncomfortable environmental stress, the administration can ensure a conducive environment by installing the appropriate corrective measures such as air conditioning systems. Other factors such as hostility between the examiner and examinee which can significantly distract the two domains or block concentration can be effectively handled by seeking help from a mentor or a counselor. This helps the examinee to relax and take the test positively. It is indeed important that the mind as well as the body work in the most conducive environment for impressive test results to be attained. References Auliciems, A. (1972). Some observed relationships between the atmospheric environment and Mental work. Environmental Research, 5, pp. 217-240. Gregory, R. J. (1996). Psychological testing: History, principles, and applications (2nd Ed. ). Needham Heights, MA: Allyn & Bacon. Holahan, C. J. , & Culler, R. E. (1980). Test anxiety and academic performance: The effects of study related behaviors. Journal of Educational Psychology, 72, pp. 16-20. Pinku, P. , & Birenbaum, M. (1997). Effects of test anxiety, Information organization, and testing situation on performance on two test formats. Contemporary Educational Psychology, 22, pp. 23-38.

Physics - 2327 Words

Experiment Picket Fence Free Fall 5 We say an object is in free fall when the only force acting on it is the earth’s gravitational force. No other forces can be acting; in particular, air resistance must be either absent or so small as to be ignored. When the object in free fall is near the surface of the earth, the gravitational force on it is nearly constant. As a result, an object in free fall accelerates downward at a constant rate. This acceleration is usually represented with the symbol g. Physics students measure the acceleration due to gravity using a wide variety of timing methods. In this experiment, you will have the advantage of using a very precise timer connected to the calculator and a Photogate. The†¦show more content†¦If the acceleration of your Picket Fence appears constant, fit a straight line to your data. a. b. c. d. e. 5-2 Press ENTER , and select RETURN TO MAIN SCREEN from the SELECT GRAPH screen. Select ANALYZE from the main screen. Select CURVE FIT from the ANALYZE screen. Select LINEAR (VELOCITY VS TIME) from the SELECT CURVE FIT screen. Record the slope of the fitted line in the Data Table. Modified from and reported with permission of the publisher Copyright (2000), Vernier Software Technology Physics with Calculators Picket Fence Free Fall f. Press ENTER to see the fitted line with your data. g. To return to the main screen, press ENTER , and then select RETURN TO ANALYZE SCREEN, finally selecting RETURN TO MAIN SCREEN. 9. To establish the reliability of your slope measurement, repeat Steps 6 through 9 five more times. Do not use drops in which the Picket Fence hits or misses the Photogate. Record the slope values in the Data Table. DATA TABLE Trial 1 2 3 4 5 6 2 Slope (m/s ) Minimum Maximum Average 2 Acceleration (m/s ) Acceleration due to gravity, g Precision  ± m/s2 % ANALYSIS 1. From your six trials, determine the minimum, maximum, and average values for the acceleration of the Picket Fence. 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