The Scarlet Letter By Nathaniel Hawthorne Essay - 1189 Words

You’re free. Calmly sitting in a chair reading a book. One moment later, your tied up. Unable to move, unable to escape the ropes that tie you down. There is a tray of food in arms reach and you seem to be comfortably placed. You seek a way to get get out and run from whoever trapped you, yet part of you wants to stay. The pros and cons of the situation seem to be swirling around clouding your judgement. Equivalently, The Scarlet Letter by Nathaniel Hawthorne portrays the same clouded judgement with Hester’s exile. Throughout the novel Hester’s exile has the reader to believe that she has experiences that both enlighten and alienate her as a character. Even though experience with exile may seem to lead us down only one path, the one of despair and solitude, Hester’s experience with exile taught her that solitude gives strength, proving a rift teaches us more about our character. Throughout the book, Hester can been seen in conflicting views because of Pearl and the sin she created. As though it may seem as if her life in Boston for the seven years explained seems to lead to much despair, Hester was able to develop a close relationship with Pearl. Overtime Hester is put into question with her parenting skills and abilities to be an acceptable role model for her daughter. With these arising questions Hester proves to the minister her capabilities and intentions are everything pure by explaining that â€Å"[she] can teach [her] little Pearl what [she] has learned from this!†Show MoreRelatedThe Scarlet Letter By Nathaniel Hawthorne1242 Words   |  5 PagesLYS PAUL Modern Literature Ms. Gordon The Scarlet Letter The scarlet letter is book written by Nathaniel Hawthorne who is known as one the most studied writers because of his use of allegory and symbolism. He was born on July 4, 1804 in the family of Nathaniel, his father, and Elizabeth Clark Hathorne his mother. Nathaniel added â€Å"W† to his name to distance himself from the side of the family. His father Nathaniel, was a sea captain, and died in 1808 with a yellow fever while at sea. That was aRead MoreThe Scarlet Letter By Nathaniel Hawthorne960 Words   |  4 Pages3H 13 August 2014 The novel, The Scarlet Letter, was written by the author Nathaniel Hawthorne and was published in 1850 (1). It is a story about the Puritan settlers of the Massachusetts Bay Colony, set around 1650 (2). The story is written in the third person with the narrator being the author. The common thread that runs through this novel is Hawthorne’s apparent understanding of the beliefs and culture of the Puritans in America at that time. But Hawthorne is writing about events in a societyRead MoreThe Scarlet Letter, By Nathaniel Hawthorne919 Words   |  4 Pagessymbolism in Nathaniel Hawthorne’s â€Å"The Scarlet Letter†. Symbolism is when an object is used in place of a different object. Nathaniel Hawthorne is one of the most symbolic writers in all of American history. In â€Å"The Scarlet Letter†, the letter â€Å"A† is used to symbolize a variety of different concepts. The three major symbolistic ideas that the letter â€Å"A† represents in Nathaniel Hawthorne’s â€Å"The Scarlet Letter† are; shame, guilt, and ability. In Nathaniel Hawthorne’s â€Å"The Scarlet Letter†, the firstRead MoreThe Scarlet Letter By Nathaniel Hawthorne1397 Words   |  6 PagesFebruary 2016 The Scarlet Letter was written by Nathaniel Hawthorne in 1850 which is based on the time frame of the Puritans, a religious group who arrived in Massachusetts in the 1630’s. The Puritans were in a religious period that was known for the strict social norms in which lead to the intolerance of different lifestyles. Nathaniel Hawthorne uses the puritan’s strict lifestyles to relate to the universal issues among us. The time frame of the puritans resulted in Hawthorne eventually thinkingRead MoreThe Scarlet Letter By Nathaniel Hawthorne999 Words   |  4 Pages Nathaniel Hawthorne is the author of the prodigious book entitled The Scarlet Letter. In The Scarlet Letter, Hester Prynne commits adultery with Reverend Arthur Dimmesdale. Her husband, Roger Chillingworth, soon finds out about the incident after it becomes clear that she is pregnant. The whole town finds out and Hester is tried and punished. Meanwhile, Roger Chillingworth goes out then on a mission to get revenge by becoming a doctor and misprescribing Dimmesdale. He does this to torture DimmesdaleRead MoreThe Scarlet Letter, by Nathaniel Hawthorne1037 Words   |  5 Pagesthat human nature knows right from wrong, but is naturally evil and that no man is entirely â€Å"good†. Nathaniel Hawthorne, author of the classic novel The Scarlet Letter, believes that every man is innately good and Hawthorne shows that everyone has a natural good side by Hester’s complex character, Chillingworth’s actions and Dimmesdale’s selfless personality. At the beginning of the Scarlet Letter Hester Prynne is labeled as the â€Å"bad guy†. The townspeople demand the other adulterer’s name, butRead MoreThe Scarlet Letter By Nathaniel Hawthorne1517 Words   |  7 PagesNathaniel Hawthorne composes Pearl as a powerful character even though she is not the main one. Her actions not only represent what she is as a person, but what other characters are and what their actions are. Hawthorne makes Pearl the character that helps readers understand what the other characters are. She fits perfectly into every scene she is mentioned in because of the way her identity and personality is. Pearl grows throughout the book, which in the end, help the readers better understandRead MoreThe Scarlet Letter, By Nathaniel Hawthorne1488 Words   |  6 Pages In Nathaniel Hawthorne’s novel The Scarlet Letter, the main character, Hester Prynne, is a true contemporary of the modern era, being cast into 17th century Puritan Boston, Massachusetts. The Scarlet Letter is a revolutionary novel by Nathaniel Hawthorne examining the ugliness, complexity, and strength of the human spirit and character that shares new ideas about independence and the struggles women faced in 17th century America. Throughout the novel, Hester’s refusal to remove the scarlet letterRead MoreThe Scarlet Letter By Nathaniel Hawthorne1319 Words   |  6 PagesPrynne and Arthur Dimmesdale are subject to this very notion in Nathaniel Hawthorne s The Scarlet Letter. Hester simply accepted that what she had done was wrong, whereas Dimmesdale, being a man of high regard, did not want to accept the reality of what he did. Similar to Hester and Dimmesdale, Roger Chillingworth allows his emotions to influence his life; however, his influence came as the result of hi s anger. Throughout the book, Hawthorne documents how Dimmesdale and Hester s different ways of dealingRead MoreThe Scarlet Letter By Nathaniel Hawthorne1714 Words   |  7 PagesSome two hundred years following the course of events in the infamous and rigid Puritan Massachusetts Colony in the 1600s, Nathaniel Hawthorne, descendant of a Puritan magistrate, in the 19th century, published The Scarlet Letter. Wherein such work, Hawthorne offered a social critique against 17th Massachusetts through the use of complex and dynamic characters and literary Romanticism to shed light on said society’s inherent contradiction to natural order and natural law. In his conclusive statements

Montana 1948 by Larry Watson - Metamorphosis from Child...

Montana 1948 by Larry Watson - Metamorphosis from Child to Adult Maturity may come at any age and time in a person’s life. One moment he or she may be a carefree child, and then suddenly realize that they have been transformed into a mature adult by a powerful and traumatic experience. An experience they will remember their whole lives. Young David Hayden, the narrator of Montana 1948 by Larry Watson, has a traumatic experience. He discovers that his uncle has been sexually assaulting Native American women in his town. This is a heavy burden for a twelve year old boy, especially since it reveals that his beloved Uncle Frank is the bad-guy. However, one discovers, as the novel develops, that David matures and grows in order to†¦show more content†¦Young David Hayden grows in morals due to the shocking events of the summer of 1948. Consequently, David learns a great lesson about morals from all the episodes that occur. Marie is found dead a few days after Frank goes in to see her. Frank claims she died of pneumonia. David’s ne xt door neighbor, Daisy McAuley, goes to their house to comfort Gail. Daisy treats David maternally and wants him to leave the â€Å"scene of the crime.; So she tell him to go over to her house and have a piece of pie. While he’s there, David encounters the deputy sheriff, Len McAuley. Len is drunk and reveals the fact that he thought he saw Frank walking into David’s house a little while before Marie was found dead. David discloses this and the fact that, he too, saw Frank. David confesses to his parents, â€Å" †¦While I was sitting there I saw someone cutting across our backyard. There’s a knothole you can see out of. I was pretty sure it was Uncle Frank. Then I got out and watched him go down the tracks. He was going toward town†¦; (97). After receiving the shock of knowing his uncle is a fiend, David experiences a growth in morality. He chooses to tell his parents what he knows, or at least part of what he knows, about Uncle Frank. This shows th at he is developing in the area of honesty. Before, David would have kept all this to himself, rather than face his parents with knowledge he knows will displease them. Through dreadful experiences, DavidShow MoreRelatedMontana 1948 Essay1176 Words   |  5 PagesMontana 1948 Essay Maturity may come at any age and time in a person#8217;s life. One moment he or she may be a carefree child, and then suddenly realize that they have been transformed into a mature adult by a powerful and traumatic experience. An experience they will remember their whole lives. In To Kill a Mockingbird by Harper Lee, the adolescence of Jem and Scout is threatened one fateful night by a dangerous man bent on taking their lives. After this startling experience, they were never

Masque of the Red Death By Edgar Allen Poe Free Essays

Edgar Allen Poe â€Å"The Masque of the Red Death† 1) What does each color in each room mean? These colors represent the seven deadly sins which are laziness, lust, gluttony, greed, pride, anger, and covetousness. The colors can also represent the seven stages of man starting from birth, toddler age, childhood, teen age, middle age, old age, and lastly death. Blue is birth, Purple is royalty and power, Green is growth and life, Orange is destruction, White is purity, Violet is knowledge and memory, and Black is death. We will write a custom essay sample on Masque of the Red Death By Edgar Allen Poe or any similar topic only for you Order Now ) Why do you think Poe arranged the apartments in this manner? The way Prince Prospero arranged the rooms is very peculiar. He did it from east to west according from when the sun would rise to when it would set. When the sun would rise it would mean birth and when it would set death. Just like the rooms blue was on the east so it would mean birth and black being on the west meaning death. 3) What do the colors add to the suspense in the story? The colors add certain suspense to the story because we do not have a meaning to them. They give you a mysterious out look towards what can happen next. We obviously have the idea that the black room means death and that someone will eventually die. 4) What does the ebony clock represent and what in the story leads you to this conclusion? It represents every hour that they live past the Red Death or until it comes since they cannot escape it. The fact that the clock is ebony meaning black it symbolizes the color of death. So we can come to the conclusion that sooner or later someone is going to die. 5) Why does the ebony clock reflect Poe’s personal life? It reflects his personal life because Poe had a lot of deaths happen in his life, starting with his parents when he was young. These deaths were all related because at that time tuberculosis was the main cause of death. Reading his biography we soon see that all his loved ones died from tuberculosis. Although it is not clear of what he died from. How to cite Masque of the Red Death By Edgar Allen Poe, Essay examples

Current Issues and Trends in Assessment in Early Childhood Education free essay sample

?Current Issues and Trends in Assessment in Early Childhood Education The 1980s brought a new reform movement in education, accompanied by a new emphasis on testing. The effort to improve education at all levels included the use of standardized tests to provide accountability for what students are learning. Minimum competency tests, achievement tests, and screening instruments were used to ensure that students from preschool through college reached the desired educational goals and achieved the minimum standards of education that were established locally or by the state education agency. As we continue in a new century, these concerns have increased. Trends in a New Century In the 1990s many schools improved the learning environment and achievement for all children; nevertheless, a large percentage of schools were still low performing in 2000 and 2001. Inadequate funding, teacher shortages, teachers with inadequate training, aging schools, and poor leadership affected quality education (Wortham, 2002). During the 2000 presidential campaign, candidate George W. Bush named quality education as one of the goals of his presidency. After his election, President Bush worked for legislation that would improve education for all children. After months of dialogue and debate, Congress passed a new education actin December 2001. The No Child Left Behind Act (NCLB), signed into law onJanuary 8, 2002, had an impact on testing required by individual states. In addition to other provisions, all states were required to administer tests developed by the state and to set and monitor adequate yearly progress (Moscosco, 2001; Wortham, 2002). Former President Bush was also committed to strengthening early childhood programs. In 2002, several projects were conducted to support early childhood programs. Under the Sunshine Schools program, the U. S. Department of Education focused on what is working in early childhood education and gave attention to highly effective state, district, city, county, and campus programs (Grissom, personal communication, April 4, 2002). Another Bush initiative, Good Start, Grow Smart, was intended to strengthen Head Start and improve the quality of experiences for children. The initiative provided the following: Training for nearly 50,000 Head Start teachers in the best techniques Assurance that preschool programs are more closely coordinated with K–12 educational programs A research effort to identify effective early literacy programs and practices (Grissom, personal communication, April 4, 2002). The No Child Left Behind Act of 2001 NCLB requires states to do the following: Provide public school choice and supplemental services for students in failing schools as early as fall 2002. Integrate scientifically based reading research into comprehensive instruction for young children. Set and monitor adequate yearly progress, based on baseline 2001–2002 data. Issue annual report cards on school performance and statewide test results by 2002–2003. Implement annual, standards-based assessments in reading and math for grades 3 to 8 by 2005–2006. Assure that all classes are taught by a qualified teacher by 2005–2006. 10 Selected Emerging Trends and Issues in Early Childhood Education. 1). A reevaluation of the view that early childhood education is a panacea 2). Greater emphasis on planned continuity between kindergartens and the primary grades 3). Increased use of multi-age grouping 4). Need for parenthood education in the high school 5). Importance of parent involvement in the decision making and policy formation processes concerning the education of his child and the implementation of classroom programs 6). Wider acceptance of the structured or prepared environment in programs 7). Development of a quality day care environment based on careful research and evaluation 8). Importance of humanistic or affective education 9). Need for aesthetic education (music, dance, literature, dramatics) in the total education of the child 10). Accountability of teachers to the consumer as well as to the school boards. Multiple Intelligences According to MI Theory, identifying each student’s intelligences has strong ramifications in the classroom. If a childs intelligence can be identified, then teachers can accommodate different children more successfully according to their orientation to learning. Teachers in traditional classrooms primarily teach to the verbal/linguistic and mathematical/logical intelligences. The nine intelligences are: 1. VISUAL/SPATIAL children who learn best visually and organizing things spatially. They like to see what you are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costumes anything eye catching. 2. VERBAL/LINGUISTIC children who demonstrate strength in the language arts: speaking, writing, reading, listening. These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching. 3. MATHEMATICAL/LOGICAL children who display an aptitude for numbers, reasoning and problem solving. This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform. 4. BODILY/KINESTHETIC children who experience learning best through activity: games, movement, hands-on tasks, building. These children were often labeled overly active in traditional classrooms where they were told to sit and be still! 5. MUSICAL/RHYTHMIC children who learn well through songs, patterns, rhythms, instruments and musical expression. It is easy to overlook children with this intelligence in traditional education. 6. INTRAPERSONAL children who are especially in touch with their own feelings, values and ideas. They may tend to be more reserved, but they are actually quite intuitive about what they learn and how it relates to themselves. 7. INTERPERSONAL children who are noticeably people oriented and outgoing, and do their learning cooperatively in groups or with a partner. These children may have typically been identified as talkative or too concerned about being social in a traditional setting. 8. NATURALIST children who love the outdoors, animals, field trips. More than this, though, these students love to pick up on subtle differences in meanings. The traditional classroom has not been accommodating to these children. 9. EXISTENTIALIST children who learn in the context of where humankind stands in the big picture of existence. They ask Why are we here? and What is our role in the world? This intelligence is seen in the discipline of philosophy. Developing Multiple Intelligences in Young Learners By Connie Hine Current research on the brain, learning and human intelligence from a variety of disciplines, including medicine, cognitive sciences, and education has provided information with profound implications to education. This research is challenging and stretches the traditional approaches to education and teaching, particularly with regard to the ability to learn, human intelligence, and how efficient learning occurs. Intelligence—What Is It? The traditional theory of intelligence has two fundamental assumptions: 1. that human cognition is unitary; and 2. that individuals can be adequately described as having a single, quantifiable intelligence. The traditional theory of intelligence has helped create a mindset or paradigm as to what smart or intelligent is, who has potential or ability to be smart, and how we can or cannot become smart. This has clearly influenced current educational practices. It is still common educational practice to use the score from standardized intelligence tests to qualify children for various special programs. It is assumed these tests measure intelligence accurately and meaningfully. Current research indicates that the only limit to ones intelligence is what the individual believes is possible and how his or her behaviors either foster or limit his or her intelligence. Research also indicates that intelligence is not a static structure that can be measured and meaningfully quantified, but an open, dynamic system that can continue to develop throughout life. Through his work and studies, Reuven Feuerstein, an Israeli psychologist and educator, has developed a theory of the Modifiability of Intelligence. He has linked the importance of how teachers, through facilitating learning experiences, impact the quality of learning and influence the potential intelligence of each student. Feuersteins educational approach focuses on the quality of interaction between the teacher and the learner, which he calls Mediated Learning Experiences (MLE). He has successfully demonstrated how, through systematic and planned enrichment, intelligence can be modified, expanded, and developed. (Feuerstein, 1988). The Theory of Multiple Intelligences Supporting the new paradigm of intelligence, Howard Gardner of Project Zero at Harvard University has determined that intelligence is a pluralistic phenomenon, rather than a static structure with a single type of intelligence. Gardner defines intelligence as: the ability to solve problems that one encounters in real life; the ability to generate new problems to solve; the ability to make something or offer a service that is valued within ones culture. In his cross-cultural exploration of the ways in which people are intelligent, he has identified seven distinct types of intelligences: Verbal/Linguistic Logical/Mathematical Musical Visual/Spatial Body/Kinesthetic Interpersonal Intrapersonal According to Gardners theory, one form of intelligence is not better than another; they are equally valuable and viable (Gardner, 1983). Yet, he discovered that different cultures are biased towards and against certain types of intelligences. These biases, added to the traditional theory of intelligence, have limited our development of curricula, instructional strategies, and current methods of assessment-including how we measure intelligence. Recent brain/mind research and new theories of human intelligence redirect our attention in three specific areas-first, on the environmental conditions and messages we provide children; second, on the kind of support and relationships we develop between caregivers, educators, and children; and third, on the need to match what we know about the ways kids are intelligent and learn with teaching strategies designed to maximize the full development of each individual child. A Useful Model Gardners Multiple Intelligences theory is a very useful model for developing a systematic approach to nurturing and teaching children and honoring their individual needs and strengths within a classroom setting. The theory of Multiple Intelligences includes the notion that each person is smart in all seven types of intelligence. Every person is smart to varying degrees of expertise in each of the intelligences, stronger in some ways and less developed in others. Heredity and genetics influence the way the brain is neurologically wired before birth and are contributing factors that determine the strongest and/or most favored types of intelligence. This is often seen in children with very strong and overt talents demonstrated at very young ages, such as Mozart, who had started to play and compose music by age five. By broadening our view of intelligence, and valuing and nurturing abilities other than mathematics and reading, we can open doors by using the strengths of children as a means of complementing their less developed areas. Characteristics of Multiple Intelligences The following descriptions can be helpful to identify basic personal characteristics, traits, behaviors, and preferences for each of the seven intelligences. Remember, we are all intelligent to varying degrees in all seven ways. Each person has a unique profile. You may be very strong in one or two intelligences, medium in a few, and perhaps weak or empty (not yet filled) in one or two. Consequently, you may have four or five intelligences that are equally developed and two that are less developed. The important thing is to identify and build on ones strengths to modify and increase the less developed intelligences in ourselves and in children. 1) Verbal/Linguistic Intelligence—The Writer/Orator/Attorney People with high verbal/linguistic intelligence love words. They prefer to process information through words and language versus pictures. They may prefer oral or written methods, or excel in both. Additional characteristics include the following: Sensitive to the meaning, order, and sound of words Uses varied language Avid talkers; good speakers Likes to explain, convince, and persuade through words Enjoys and excels at word games Enjoys listening to, telling, and reading stories Enjoys rhymes and poetry Has good memory recall for names and dates 2) Logical/Mathematical Intelligence—The Scientist/Philosopher People with high logical/mathematical intelligence create order out of chaos by analyzing, grouping, and categorizing. They recognize relationships, connections, and patterns more easily than people with less logical intelligence. Additional characteristics include the following: Ability to handle long chains of reasoning Likes reasons for doing things Possesses good inductive and deductive reasoning Quick to learn equivalencies Asks why and how questions Solves problems rapidly Likes to predict, analyze, and theorize Enjoys dealing with abstraction Strong at math and problem solving skills Sequential thinker Enjoys board games and games with rules 3) Musical Intelligence—The Entertainer/Musician People with high musical intelligence learn best through sound, rhythm, and music. These people learn better when music is playing and through musical metaphors. Additional characteristics include the following: Ability to perceive pitch, tone, and rhythmic pattern Well developed auditory sense and discrimination Ability to create, organize rhythmically, and compose music Picks up and creates melodies/rhythm easily Remembers songs easily Ability to sing or play instruments Sensitive and drawn to sounds Possesses schemas for hearing music Constantly humming, tapping, and singing 4) Visual/Spatial Intelligence—The Architect/Engineer/ Sculptor People with high visual intelligence process information best using pictures, visuals, and imagery. They have a sense of direction and an ability to think and plan in three dimensions. Additional characteristics include the following: Ability to create complex mental images Active imagination Ability to find their way mentally and physically around environment Ability to see the physical world accurately and translate it into new forms Ability to see things in relationship to others Ability to use mind maps Uses imagery and guided visualizations Likes visual support-video, pictures, photos, charts, posters Organizes space, objects, and areas Enjoys designing and decorating 5) Body/Kinesthetic Intelligence—The Athlete/ Dancer/Actor/Surgeon People with high kinesthetic intelligence process information through their bodies-through muscle, sensation, and movement. Their bodies are their avenue to learning and understanding any content or subject and is also their preferred form of self-expression. Additional characteristics include the following: A fine-tuned ability to use the body and handle objects (fine and gross motor) Ability to express emotions through bodily movement Enjoys physical movement and dance Constant movement-likes to get up and move around Commitment to comfort Uses body to accomplish a task Experiences a strong mind/body connection Expands awareness through the body Experiences a total physical response Often good at creative drama 6) Interpersonal Intelligence—The Counselor/Minister/Teacher People with high interpersonal intelligence process information through relatedness to others. They are people people. It is in relationship to and with other people that they best understand themselves and the world. Additional characteristics include the following: Ability to notice and discern subtleties among others, such as moods, temperaments, and feelings Discerns underlying intentions, behavior, and perspectives Easily makes friends and enjoys the company of others Ability to get into the perspective of another Responds to verbal and nonverbal communications-facial cues and body movements Recognizes and empathizes with others feelings Ability to negotiate and handle conflict resolution Works cooperatively in a group Works well with a diverse group of people Good communication skills Loves to talk and influence 7) Intrapersonal Intelligence—The Poet/Efficiency Expert People with high intrapersonal intelligence have a strong sense of themselves, their wants, and needs. They are self reflective and in touch with themselves. They may be the nonconformist individuals who march to their own drummer. Additional characteristics include the following: Well developed sense of self Awareness and expression of different feelings Self reflection and mindfulness Ability to think about thinking (i. e. , metacognition) Transpersonal sense of self. Asks big questions—Why are we here? and What happens when we die? Often is a daydreamer Often writes introspectively including prose, poetry, or journal writing Excellent self planners and good at goal setting Enjoys solitude and likes to think alone Good understanding of strengths and weaknesses Enjoys self discovery Teaching Tools and Strategies Reflect on and identify your own strengths and intelligences which are less developed. Identify the strengths and empties of the children, too. You may begin to notice patterns and correlations between the strengths you enjoy or are less comfortable with in the children and your own strengths and empties. Are the childrens strengths the same as yours or are they most intelligent in a way you are least intelligent? We naturally rely on and use teaching strategies that match our strongest intelligences. Our strengths, therefore, create unconscious teaching biases. When we identify our own less developed intelligences, we may notice that we are untrained in or have avoided using the teaching strategies best designed for developing that intelligence in children. Therefore, it becomes our responsibility first to identify our own strengths and weaknesses and then to stretch and continue our lifelong learning process by developing our own intelligences. Only then can we incorporate teaching strategies which support all seven intelligences and meet the needs of all children. Environmental Strategies to Support Multiple Intelligences Because circle time and whole group instruction activities dictate that we do the same thing with all or most of the children at the same time, these activities are among the least effective strategies for meeting the diverse needs and intelligences of young children. Group activities often favor a teachers strengths while meeting the strengths of only a few of the children. The most significant modification we can make to meet diverse needs is to reduce the use of circle time and replace it by incorporating and using well-planned learning stations or centers where children can spend most of their day. Learning stations are temporary activity locations where materials are put out and later put away, usually by an adult. Learning centers are permanent locations, visually and spatially defined areas, ideally three-sided, where materials are organized by subject and available for children to select independently. Active Learning Centers for Multiple Intelligences The following suggested learning centers foster the development of each intelligence and allow children opportunities to build on and expand their strengths. Verbal/Linguistic Library or book-nook Story time Writing center Listening center Flannel board station Publishing center Logical/Mathematical Math center Science center Take-apart center Puzzle center Recycling center Weather station Computer center (e. g. , logical thinking, sequential software) Cooking center Musical Music center Instrument center Singing circle Listening center Background music Nature sounds Visual/Spatial Art center (e. g. , sculpting dough, collage, painting, drawing) Manipulatives (e. g. , 3-D manipulatives, visual puzzles) Block center, Media center (e. g. , videos, slides, photos, charts) Computer center (e. g. , visual design and layout software) Kinesthetic Gross motor center (e. g. , open space for creative movement, climbing structure, mini-trampoline) Dance circle Woodworking center Manipulative center Take-apart center Imaginative-play center Playground/outdoor play Tactile-learning center (e. g. , sandpaper letters, sample textures and cloth) Interpersonal Puppet theater Dramatic play center Sharing/social area Group discussion area Small group area Cooking center Intrapersonal Lofts One-person centers stations Life skills/self-help center Computer center (e. g. , self-paced software) Teaching Tools and Strategies The following are activities and strategies that can help us strengthen and support the development of each of our intelligences. When we begin systematically to implement these multiple strategies to teach any subject, concept, or activity, we will naturally meet the individual needs of more children. As Colin Rose states, The more ways you teach, the more people you reach. Verbal/Linguistic Activities Reading, Improving vocabulary, Emergent /creative writing, Writing and reading reports/essays, Taking and giving dictation, Giving and listening to verbal instructions (oral and/or written), Lecturing o Impromptu speaking, Story telling, Dialogue and discussion, Debate, Publishing, Telling jokes, Listening to tapes, Doing crossword puzzles, Keeping a diary or journal Logical/Mathematical Activities Sorting and classifying objects or ideas, Taking apart or fixing things, Solving math problems, Solving mysteries, riddles, puzzles, and word problems, Exploring, Outlining, Grouping and calculating activities, Creating timelines and sequences, Comparing and contrasting, Experiences that demonstrate change over time (e. g. , before/after), Using symbols and formulas, Playing pattern games, Socratic questioning-especially open-ended and what if questions Musical Activities Listening to background, instrumental, or environmental music, Unison recall activities, Giving or listening to musical performances, Singing, Clapping and slapping memory games, Rhythm, chants, and rap, Setting new ideas to familiar tunes, Using musical instruments, Composing music Body/Kinesthetic Activities Role playing/drama, Playing sports, Playing physical games such as Pictionaryâ„ ¢ or Charades, Dancing, Miming, Using physical gestures, Physical exercise, Hands-on activities, Changing seats and moving to different learning stations/centers, Creating new room rearrangements, Standing or moving while listening, Learning a topic or idea with a physical gesture associated, Taking things apart and tinkering, Finger writing on palms or back Visual/Spatial Activities Using guided imagery, Playing with patterns and designs, Mind-mapping, Taking pictures/photos, Drawing/painting/sculpting, Watching and making videos, Creating charts and graphs, Using color cues and organizers, Circle/line dancing, Changing teaching locations, Rearranging the room to suit the subject or project, Giving or taking visual/spatial instructions Interpersonal Activities Cooperative learning, Working with a partner, Group projects and games, Creative drama/role playing, Simulation, Practicing empathy, Win/win competition, Peer teaching and buddy systems, Subject drills with partners, Quizzing each other, Discussion, Getting and giving feedback Intrapersonal Activities Guided imagery, Thinking about how to solve a task/problem, Meditation, Journal writing, Self assessment, Personal contracts and goal-setting, Silent reflection and review time for recall or thinking about what has been learned, Emotional processing, Focusing/concentrating, Higher-order reasoning tasks, Time to be alone, Providing choices Multi-age classroom Multi-age classrooms or composite classes are classrooms with students from more than one grade level. They are created when either there are too many students for one class but not enough to form two classes of the same grade level, or as an educational choice by the school. Composite classes are more common in smaller schools; an extreme form is the one-room school. Studies of the performance of students in composite classes shows their academic performance is not substantially different from those in single-grade classrooms; instead, outcomes tend to be a function of the teachers performance Prevalence Social benefits often cited are: Older children in a composite class get more leadership opportunities and frequently build self-esteem as a sort or role model to the younger class mates. Younger children aspire to do work like the older children in the class. There were also social benefits in that my children experienced mixing with a wider range of children than they would have otherwise and that they developed both leadership experiences as seniors and when appropriate benefited from mentoring from older peers. The ability for a child to be educated by the one teacher for two years, creating a stronger relationship[7] Educational benefits often cited are: Because literacy and numeracy is taught in ability groups, teachers need heightened awareness of individual students capabilities they must think of children as individuals. [6] The techniques of classroom teaching and of individual teaching can be still applied. Learning by teaching occurs when students at different stages of learning can help each other with their work; children resolve differences in understanding of material. [8][9] Composite classes provide a range of levels of work, so the needs of both talented children and slower learners can be catered for, while providing a supportive environment for both At any one time, both composite and single-level classes have groups of students at a variety of levels. This is part of the normal delivery of the curriculum. Education expectations are set at curriculum levels which span across two years. Contemporary teaching and learning materials are developed for multi-age classes. By using them, teachers can introduce core concepts to the whole classroom, and then differentiate instruction for the range of learners in the classroom. Culture in the Classroom By Alison Levy For a number of years teachers have become more interested in multicultural education, with the assumption that such approaches help children feel more welcomed, validated, integrated, and able to cooperate with others in their classroom (Allen, McNeill, Schmidt, 1992; Bredenkamp, 1986; Byrnes Kiger, 1992; Gollnick Chin, 1994). In my experience, in addition to these benefits, exposing young children to different cultures makes for a fun and exciting learning environment! There are four main approaches to teaching young children about different cultures. These are multicultural education, anti-bias curriculum, global education, and international education. Multicultural Education Patty Ramsey (1987) defined multicultural education as a perspective which: ? â€Å"encompasses many dimensions of human difference besides culture, such as race, occupation, socioeconomic status, age, gender, sexual orientation, and various physical traits and needs; ? is relevant to all children, even those who live in homogeneous areas; and ? extends beyond the boundaries of this country to beliefs and attitudes about people all over the world†. In practice this means that if your class includes a variety of cultures or abilities, the group spends time learning about and cultivating an understanding of those unique features. The teacher pays careful attention to the types of literature available to the children and to the activities presented, while also encouraging children to cooperate. If there is little diversity within the group, the teacher presents many different cultural practices during the school year. For example, in many classrooms December is spent on the theme â€Å"Christmas around the world. The overall goal is to expose children to differences at an early age so that they can begin to appreciate and value them rather than to dismiss them. Peer Tutoring/teaching Strategies Peer tutoring is an intervention in which students work in pairs to master academic skills or content. Peer tutoring can involve partners who are the same age or different ages (cross-age). Cross-age peer tutoring involves older students serving as tutors for younger, lower-functioning students. Cross-age tutoring occurs, for example, when students in a high school child development class spend regularly scheduled time each week reading with struggling students in a fourth grade class. In this instance, the tutors might be expected to gain less from the content being tutored but may be expected to gain more in social responsibility or understanding of learning as a process. In same-age tutoring, in which students of the same age tutor each other, more skilled students may be paired with less skilled students. In this case, students with stronger skills may provide the first responses, providing a model for the less skilled partner. In other cases, the teacher may decide to pair students of similar ability and have those alternate tutoring roles, which are sometimes referred to as reciprocal peer tutoring. Class-wide Peer Tutoring (CWPT) occurs when the teacher creates highly structured tutoring materials for use during the tutoring session. Peer tutoring is differentiated from tutoring between adults, such as community volunteers, and students. It is also distinguished from cooperative learning, in which students work collaboratively in groups. The instructional components of the peer tutoring model include: a) Explicit teaching of students in how to be tutoring experts b) Purposeful partner assignment c) Careful preparation of tutoring materials d) Highly structured tutoring procedures that include specific feedback for tutors to provide tutees e) Expert role reversal, and f) Active teacher monitoring Peer Assisted Learning Strategies (PALS) is one peer tutoring activity that has been researched for grades kindergarten through 12. This tutoring program is designed to help students improve in reading and other academic skill areas. The steps to the program for reading are: (a) Predicting b) partner reading c) Retelling d) summarizing . . INTRODUCTION AND OVERVIEW What is Emergent Literacy? Over the past ten years, the concept of emergent literacy has gradually replaced the notion of reading readiness. Consequently, it has a significant impact on the way we approach the teaching of literacy in early childhood programs. The theory of emergent literacy developed from research in the fields of child development, psychology, education, linguistics, anthropology, and sociology. It virtually redefined the field of literacy and made educators, teachers, and parents aware that the term reading readiness no longer adequately describes what is happening in the literacy development of young children (Teale, 1986). Reading readiness suggests that there is a point in time when a child is ready to begin to learn to read and write. In contrast, emergent literacy suggests that the development of literacy is taking place within the child. It also suggests that it is a gradual process and will take place over time. For something to emerge it needs to be there at the beginning (the child’s own natural learning ability), and things usually only emerge under the right conditions (Hall, 1987). Literacy refers to the interrelatedness of languagespeaking, listening, reading, writing, and viewing. Traditionally we have viewed reading and writing as processes that were difficult for children to learn. Children were considered knowledgeable about literacy only when their reading and writing approximated adults’ reading and writing. Children who could identify written words without picture clues were considered readers. Similarly, children who could spell words so that adults could read the

Essay Help with Writing Your Essay to the Brown University

Essay Help with Writing Your Essay to the Brown University Essay Promts Admission Essay requirements The essay requirements usually pointed in application form that is specific for every course. Admission essay / personal statement prompts Tips for Writing your Personal Statement Remember that you have limited space; think carefully about what you will write. Before writing your statement, think about the characteristics that an admissions committee might be looking for: academic ability, knowledge of the field, personal commitment and integrity, and interpersonal skills. In addition to these characteristics, they will also be concerned with presentation, including writing abilities, grammar, and spelling. It is more important that your essay give admission committees a sense of the person they are evaluating. For this reason, you might want to focus your essay on something about yourself that is not apparent from the rest of your application. Do not use your essay to summarize all of the activities that you have been involved in. You will be able to do this elsewhere in your application. Instead, focus your essay on a particular theme, idea, or thesis that cites specific examples of your experiences, while also reflecting upon those experiences. Allow readers to draw their own conclusions about you. To this end, you should avoid using direct statements—such as â€Å"I like working with people,† or â€Å"I really care.† Avoid clichà ©s! Share your essay with one or two readers who can provide you with focused feedback. Office of Admissions Contacts Office of College Admission Brown University Box 1876 Providence, RI 02912 Phone 401-863-2378 Fax 401-863-9300 Career Service CareerLAB Brown University Box 1907 167 Angell Street Providence, RI 02912 Phone 401.863.3326 LinkedIn University Ranking for Software DevelopersGraduate #1 for Software Developers at StartupsUndergraduate #3 for Media ProfessionalsUndergraduate #10 for Investment BankersUndergraduate #12 for Software DevelopersUndergraduate #14 for Finance ProfessionalsUndergraduate #17 Alumni statistics (Alumni data based) Where they live Greater New York City Area   12,471 Greater Boston Area   7,267 Providence, Rhode Island Area   7,172 San Francisco Bay Area   5,403 Washington D.C. Metro Area   3,606 Where they work Google   400 Microsoft   159 Goldman Sachs   156 Pfizer   146 IBM   145 What they do Education   8,533 Research   6,683 Media and Communication   5,128 Entrepreneurship   4,816 Healthcare Services   4,207 Engineering   3,213 Consulting   3,172 Arts and Design   2,954 What they studied Economics   6,149 History   4,679 Computer Science   3,637 Political Science and Government   3,456 Biology, General   3,229 International Relations and Affairs   3,166 English Language and Literature/Letters   3,044 Psychology   2,752 What they’re skilled at Research   15,208 Public Speaking   11,840 Microsoft Office   8,865 Social Media   8,614 Teaching   8,180 Editing   8,094 Leadership   7,903 Nonprofits   7,149 Notable alumni Gary Briggs VP, CMO at Facebook Chairman at Plastic Jungle SVP, Marketing at Motorola Mobility EM, Associate at McKinsey and Company AB, Political Science, American Civ 1980 – 1984 Peter Norvig Research Director at Google Division Chief, Computational Sciences at NASA Senior Research Scientist at Sun Microsystems Chief Designer at Harlequin Software B.S., Applied Mathematics 1974 – 1978 Bob Smith Chief Technology Officer at Honeywell System Director at The Aerospace Corporation Vice President and Chief Technology Officer at Honeywell Vice President, Advanced Technology at Honeywell MS, Applied Math/Engineering 1986 – 1987 President at The World Bank Director at World Health Organization President at Dartmouth College Co-Founder Executive Director at Partners In Health AB, Human Biology 1979 – 1982 Recommendations to apply Quality University! Hands Down! Happy Graduate Student! It may go without saying that an ivy school should offer a quality experience for its students, but I want to elaborate that I have absolutely no qualms with cutting this school a check for tuition (which yes, is a lot). What makes the experience fairly painless is that I feel that I have just about every service, resources and form of support I could ask for. I can see where and how my money is being spent and I am truly thankful for being a part of such an amazing community! Krystal Sarcone Company Owner at Safariable Company Owner at Safariable 2014 – 2017, Master of Public Health (MPH)

Overfishing essays

Overfishing essays Over fishing is when an eco-system has been fished to the detriment or depletion of an organism. This has become an increasingly worse problem here in the Fiji Islands. Fiji has the perfect environment for the fishing industry. The fishing industry has continued to grow due to the large supply of big fish such as tuna. Over 150 fishing licenses have been issued to foreign fishermen from countries such as China, Korea, and Japan. Recently it has become aware to the people that their waters are being overfished, and these foreign vessels are destroying the environment. Overfishing in Fiji waters is caused to the large number of foreign fishing vessels. Some of these vessels are taking illegal steps to ensure they take more fish back home. Recently Greenpeace undertook and investigation in the fishing industry. They found illegal fish vessels in the waters. Fishermen from China would register one boat then paint two or three other boats the same as the registered boat and name it the same as the registered boat. This way it would seem that the boat is a legal registered boat, and then a few days later they would rename and paint the boat and match it with another registered boat. This allows the fish companies to take more fish than they are supposed too without being noticed. Another cause for overfishing is the increased technology. Fishing equipment and vessels have improved so much that it allows for more fish to be caught in strike and it also allows for bigger fish to be caught. This new high tech equipment does not only catch fish, but other marine animals which could lead to extinction. The overfishing is affecting the daily lives of the local people. For many of them their livelihoods depends on the catching and selling of fish. Because the waters are overfished, the locals cannot catch any big fish to sell therefore they cannot buy food or send their children to school. 26% of Fijians are in this position today. ...

Organizational Cultural Audit and Gap Analysis Essay - 1

Organizational Cultural Audit and Gap Analysis - Essay Example On the other hand, internal and external factors within the Corporation have had a significant role to play in the development and economic prosperity of McDonald Corporation. Some of the macro-environment factors that affect the performance of McDonald include legal policy frameworks enacted by the relevant authority. In this respect, the success of the organization will be influenced by these legal policies and regulations enacted to regulate and control the operations of an organization. Legal policies are aimed at monitoring the operation of the organization and ensuring that the organization complies with the taxation policy other than other business regulatory frameworks. Internally, the operations of McDonald is influenced by its ability to have full control over the internal affairs such as managing the cultural diversity, ethical considerations, resource management, and serving the interests of the stakeholders. Stakeholders are the engine of the corporation therefore, there needs and demands must be met by the organization in order for the organization to succeed. Although these demands are very diverse, all the leading stakeholders have a role to play in the corporation, an indication that their specifications must be met however conflicting these needs may be. Stakeholders and the Business Organization In this global era of the 21st century, business organizations sector has undergone a transformation in order to breakthrough because of the stiff nature of competition brought about by globalization and economic liberalization. Globalization and free trade has opened up boundaries for international trade and exchange of good and services. Besides, the concept of free trade and globalization is important for growth and development of industries through mobility of essential factors of production including labor and capital (Spitzer, 2012). Through the global economic liberalization, the quality of good and services produces in the economy has signific antly improved in order to increase the competitiveness of these products. However, the success of an organization heavily depend on how the resources at the disposal of the organization and managed. Not only the management that are at the helm of the success but all the stakeholders to the organization. The stakeholders of an organization that have a role to play in the organization include managers, customers and consumers, owners, and the community (Carroll, & Buchholtz, 2010). Therefore, the varied difference in the demands and expectation of these groups must be fulfilled by the organization. This is because all the stakeholders of the organization have a role to play for the success of the organization. Besides, all the stakeholders of a firm must draw benefits from the organization for pledging their loyalty and service. For instance, shareholders and firm owners benefits from their investment into the organization through wealth maximization, while customers are paid for loy alty through quality and affordable products. Therefore, the success of the business organization depends on the ability of the organization to satisfactorily meet the needs and expectation of the key stakeholders. Corporate Social Responsibility The future of an organization goes beyond the capacity of the organization to meet the demands of its stakeholders with direct involvement

Confucianism, Daoism, and Leagalism in China Essay

Confucianism, Daoism, and Leagalism in China - Essay Example Daoism is another ancient religion of China, which promotes the concepts of peace and harmony. If we talk about Legalism, we can say that it is a philosophy, which promotes the value of law in a society. Moral values are the cornerstone of the philosophy of Confucianism. The believers of Confucianism give great importance to the moral values and never do anything, which may go against their moral values. â€Å"Confucianism is mainly concerned with moral values, which form the cornerstone of its philosophy† (Islam Contemporary Perspective). Confucianism gives rise to such a society where everyone gives preference to moral and ethics, and tries to promote a real peaceful society where there is harmony and tranquility between the individuals. Believers of Confucianism take care of their friends and never produce harm to any person. They love each other and take care of each other’s rights. Unlike Legalists, believers of Confucianism view history and poetry as educational r esources, which they study to get awareness of their history, society, and traditions. Another difference between Confucianism and Legalism is related to the preference of family. For Legalists, preference to family comes second to laws whereas in Confucianism, family is the top priority for a person and he/she takes every step for the protection of his/her family. Some of the strongest points of the religion of Confucianism include belief in God, belief in the angels, respect for moral values, elimination of insincerity, appreciation for beneficial arts, and feelings of sympathy for the foreigners. Believers of Confucianism give extreme importance to the formation of strong governments. It is a fact that the role of a strong government is very important for the development of an orderly society. Therefore, the believers of Confucianism believe that a ruler should exhibit good morals and ethics in order to develop and maintain an orderly society. If we talk about Daoism, we can say that believers of Daoism believe in the importance of peace, harmony, kindness towards others, and sincerity. There is no concept of selfishness in the religion of Daoism. Believers of Daoism live a very peaceful life and do not struggle for such things, which can make their lives difficult. â€Å"Daoism believes that life is generally happy but that it should be lived with balance and virtue† (Chiu). Daoism promotes easy and peaceful life where there are no tensions between people. â€Å"Ritual is an important part of religious Taoism, and the rites are specific to particular deities and departed ancestors† (Harmon). De, Immortality, and The Dao are the main components of Daoism. De refers to the concepts of morality and integrity whereas Immortality refers to the concept of helping others through mediation. The believers of Daoism create such society where every individual tries to achieve immortality by helping others in every field of life. The Way is considered th e ultimate truth in Daoism. It refers to the way people live their lives. â€Å"Daoists do not believe in extremes, instead focusing on the interdependence of things† (Chiu). If we talk about Legalism, we can say that government comes before anything else in a pure Legalist society. People abide by the laws and do not do anything, which goes beyond the limits of law. People serve the government their level best because they know the importance of a well-structured and

An Industrial relations issue, its source and how to deal with this Essay

An Industrial relations issue, its source and how to deal with this - Essay Example When employees continue to press for their demands, they are sometimes considered greedy by the management who expect more work from them with little complaints. The employees are thus sometimes considered acquisitive, selfish and a union that has a tendency to consider itself as a political watchdog of the management and abandoning their primary goal of work. This paper reports about origins, development, primary causes and the effects of industrial disputes between the employees and the employers in state corporations. The wider aspects of these industrial disputes go to wage disputes, which most managers cannot justify especially after the global economic crisis. The consumers of goods and services, which results from these state corporations, have suffered a great deal. The quality of goods and services that results from these state corporations have also been greatly compromised since the employees have not devoted a good quality of their time to service. Industrial disputes in Australia Strikes are shaped on many levels that range from the macro to the mundane, as such, attempts to understand strikes must include broadest implications of industrial relations landscape. ... In the university level, students repeatedly mobilize and demonstrate against government measures and core of the union activists agitating from within the political system, causing a lot of disruptions in the learning system. Neoliberalism and labour Neoliberalism reforms, macro stabilization and structural adjustments programs promoted by international financial institutions, state reform, trade and investment liberalization seen in most parts of the world has enlightened the work operations. These reforms have led to creation of free market economies of all types followed by liberalization regimes resulting into protective labour standards. The reduction of employer’s contribution to social security and the dismal of workers with good jobs increased subcontracting of production resulting into increased employment based on low wages and low job security (Price, 2007). These developments weakened the capacity of labour relations to represent the workers hence leading to sever al disputes arising from workers. The establishment of entrepreneurial society dominates moat organizations leading to unexpected labour relations (Alexander and Lewer, 2004). Key developments in Australian employment relations The political and employment relations process at the national level led to the creation of new rules to take care of employment interest and to increase the cooperation between the employer and the employee. The swearing in of Rudd Labour Government and the appointment of Julia Gillard as deputy prime minister saw a number of changes in employment relations but the path to change seemed slower and complicated than anticipated (Burgess and McDonald, 2003). The government has been subjected to a lot of pressure on employment and increase in wage demands from the workers in

The relationship between firms and households

The relationship between firms and households 1.0 Introduction Factors of production are land, labor capital and entrepreneurship. Households are the owners of factors of production and the firms are users of factors of production. Firms use households (factors of production) to pay factor incomes which is rent, wages, interest and profit. Firms will use factor of production to produce output in the way of goods and services, which will be purchased by the household. In this way household incur their expenditures. 1.1 Body Circular flow diagram is the visual model of economy which shows how money flows through the markets among household and firms. Circular flow model consists of four separate models which each sequentially adding sectors or markets and also thus providing the greater complexity and realism. The four flows are flow factors of production from households to firms, flow of incomes from firms to household, flow of output of goods and services from firms to households and lastly flow of expenditures from households to firms. 1.1.1 Circular Flow Diagram http://wpcontent.answcdn.com/wikipedia/commons/thumb/b/b8/Circular_flow_of_goods_income.png/350px-Circular_flow_of_goods_income.png Above circular flow diagram divides the economy into two sectors which is one concerned with the producing goods and services, and the other with consuming them. All the four flows which has been stated as been illustrated in the circular flow above. In the diagram the outer flows of incomes and expenditures are flows of money and the inner flows of factors of productions and outputs are the flows of goods and services. 1.1.2 Households Households have the main function because they are the workers and also consumers. So they provide labour to firms and compensated with wages from the firms. Other then that as consumers they also buy goods and services from firms which constitutes as consumer expenditure. 1.1.3 Firms Firms are the producers of goods and services. Labour and capital is the input of the production process. Labour comes from households where wages are paid and the capital investment can be funded either by retained profits or borrowing from the financial sector. 1.1.4 Relationship between Households and Firms In a daily life example we are consumers who are working for a firm to earn wages. Because we working for the company the company makes profit and increase their production in their goods and services. When we are the households we receive wages from firms and we use it to buy goods and services produce by firms. 2.0 Withdrawals and Injections Withdrawals take place when there are movements of funds out of the circular flow in income. The three important things in withdrawals are Savings (S), Taxation (T) and Imports (M). In Savings households wont be spent all the factors income received on the current or even immediate consumption. Households also prefer to keep some for future or deferred consumption. For example households make their saving in the form of deposits at financial institutions such as banks. Taxation is where households have to pay to the government as taxes from their income. For example when household receive their wages their will be a deduction column as their income tax. Imports is where households willing to buy goods and services from abroad rather than consuming domestically produced goods and services. An injection takes place when there are movements of funds into the circular flow of incomes. The three important things in injection are Investments (I), Government expenditure (G) and Exports (X). In Investments households saved income which was deferred consumption there are later invested back in the circular flow/economy. In government expenditures government use all the taxes received from households and then ità ¢Ã¢â€š ¬Ã¢â€ž ¢s creates in flow of funds back into the circular flow. For example government expenditure includes road building, construction and more. Government use the total taxes which had collected from household to build road, hospital, buildings and other. In exports firms may sell some of their goods and services to foreign countries. In the economy expenditure from the foreign countries by foreigners becomes an injection. 2.1 Withdrawals and Injections diagramUntitled.jpg 3.0 Total Withdrawals equal wit Total Injectionsmmmm.jpg In the terms of the expanded circular flow of the income model the state of equilibrium takes parts when the total withdrawals that occur in the economy. It can be proven as: Savings + Imports +Taxes = Investment + Government Spending + Exports OR S + M+T = I + G + X 4.0 Conclusion Disequilibrium is the stage where the economic activity is not equal, and it is where withdrawals become greater than injections or even withdrawals less than injections, where also known as the stage of equilibrium when Withdrawals equal with injections. (693 WORDS) 5.0 Bibliography 1. Mankiw, Gregory N. Principles of Economics. 4th edition,  ©2007 Thomson Southwestern, 2. Sloman, John (1999), Economics, 3rd edition, Pretice Economics. 3. Graeme Chambelin, Lind Yueh (2006), Macroeconomics, Thomson Learning. QUESTION 2 1.0 Introduction The fluctuations in the level of the economics activities of a country over time are often be the best illustrated by the Business Trade Cycles. Business trade cycle is also known as the periodic fluctuation in the rate of the economic activity as it been measured by levels of employment, prices and also production. 1.1 Body The four main concepts in business trade cycles are full employment, unemployment, recession and inflation. Full employment takes place at the level of economic activity when all available at factors of production are fully utilized. In the business trade cycles, there is upward swings and also downward swings. The periods of adversity are alternate with the periods of business prosperity. Every boom is followed by a vice versa and also a slump. This business trade cycle is simply means that the whole course of trade or even business activity which is passes through all the phases of prosperity and also adversity. 2.0 Phrases in Business Trade Cyclemk.jpg 2.1 Phases in Business Trade Cycle Economists actually divided the business cycles into two main phases which is depression and recovery then boom and slump. Boom and slump mark turning points in the cycles. 2.1.1 Depression In this phase, the whole economy will be in depression mode and the business is at the lowest stage. Other than that the general purchasing power of the community is very low. In the productive activity, both production of consumer goods and the production of capital goods are at the low level. There are some of the main characteristics in depression. Depression makes the amount of production and trade shrinks. It is also increases unemployment and the overall prices become decreases. All the profits and wages decreases and the income of the community fall at a very low level. Other than that aggregate expenditure together with the effective demand also goes down. For example if a firm receiving a new investment or replacement investment they will make it delay as long as they are possible to go for it. Other than that in stock markets the prices of all shares and securities will be fallen to a very low level. Even in practically all the construction activity no matter in buildings o r machinery comes to an end. 2.1.2 Recovery Recovery is also known as expansion. In this phase the depression period comes to an end. In recovery phase all the economic situations become favourable. As money become cheap it makes the other materials and also factors of production easy and cheap. Here the aggregate demand becomes low aggregate supply. Other than that the productive activity also has been increased and the entrepreneurs also have sufficient financial backing. This makes the further investment and production increased. For example when a construction company ends all their projects in depression phase, now the same company will start receiving orders and employing more employees to create more income and employment. Lastly the whole economy will be moving faster towards the boom phase. 2.1.3 Boom Boom is also known as peak phase and it is a turning point in trade cycle. This phase is the highest point in economic recovery. In this phase there is a large number of production and also trade. There is also a high level of employment and also the job opportunities in limited amount to permit a good deal of labour mobility. Aggregate Demand will be equal with Aggregate supply. Overall it makes the prices rise. Other then that it also makes a rising structure in interest rates so then a bullish tendency rules makes stock exchanges. For example when a construction company starts to make more profit and inverse more the will improve their business and may need more employees. So then it makes the company offer more employment and it also makes the company get high level of investment. 2.1.4 Recession Recession is the sharp slow down in the economic activity, but slight different from depression which is more severe and also pronged downturn. Aggregate demand is low then aggregate supply. As the depression created the conditions of recovery, it is similarly and the boom conditions generate their own checks. All the idle factors have been employed and also further demand must raise their prices, but the quality is also inferior. In this phase there should be less efficient workers which have been taken for higher wages. The interest rates will rises and also other materials. Finally the costs have started to upward swing. 3.0 Conclusion Macroeconomics is mainly associate to the balance between Aggregate Demand and Aggregate supply in the whole economy/country. If the aggregate Demand becomes higher than Aggregate Supply the excess demand will be cause inflation. If the aggregate Demand becomes lower than aggregate supply, then the insufficient demand will cause recession and unemployment. (796 WORDS)

The Role of Women in Peace-Building Essay -- international peace, human

In the undeniable patriarchy of the modern world it could be argued that with an increase in female participation in positions of power and influence there would inherently be an increase in world peace. This statement is multifaceted and riddled with a huge lack of empirical data due to only 20% of the world’s political leaders being female. Though with limited data, it can be seen that gender plays no real influence on how a leader will lead a state, and therefor has no play on whether a leader will be more peaceful. This essay intends to argue this idea through; the prevalence in the inevitability of states and war, the fact that there is already a continuing exponential decrease in war and violence in the world unrelated to gender and the idea that sex does not genetically instill in us personality traits. War is an inevitability of human nature and international peace does not relate to the gender of the leaders of the world. Women in power will still act within the states best interest and are not confined to the preconception that women have an â€Å"affinity for peace† . Realist theory suggests that the international system is anarchic and an attempt to obtain or even promote world peace would be an act in futility. In an international system with no global hegemon, states are free to act within the states best interest driven by the demand for power and state survival . From Cleopatra and her funding of the roman military campaigns to Helen Clark providing troops for the war in Afghanistan, globally, female leaders have played some part in the disharmony of the world. In April 1982, under the hand of Margaret Thatcher, Britain was lead to war with Argentina to defend British sovereignty. After 10 weeks and almost 100... ...l Leadership Inspire,† â€Å"Stanford Presidential Lectures: Mary Robinson.† Stanford Presidential Lectures in the Humanities and Arts, Accessed 13 May, 2012, http://prelectur.stanford.edu/lecturers/robinson/ Coy, Peter, Elizabeth Dwoskin. "Shortchanged: Why Women Get Paid Less Than Men." Bloomberg Business Week (2012): Accessed May 15, 2014. Eliot Smith, Jeffry Simpson, â€Å"When sex goes wrong.† Journal of Personality and Social Psychology 106, No. 5 2012 Pinker Steven, The Better Angels of Our Nature: Why Violence Has Declined (London: Penguin Group, 2011), 23 Charlotte Hooper, Manly States: Masculinities Relations, and, International Gender Politics (New York: Columbia University Press, 1999) World Economic Forum, Global Gender Gap Report (Cambridge: Harvard University Press, 2014) Saunders Malcolm, Are women more peaceful than men? (Armidale: Routledge, 2002)

Geoecology-Human Impact on Biomes

Humans have impacted on natural activities in the Sahel region and the desert biome region by over-cropping, overgrazing and deforestation. The Sahel is a narrow strip of land between the Sahara to the north and the Savanna and equatorial rain-forest to the South. It is a dry (Semi-Arid) region receiving rain in the wet Season from June to September. The Sahara desert is growing South by up to 5-10 Kilometers each year. Which is mainly due to human activity. Overgrazing: the people of the region were traditionally Nomadic. They moved following the rain and pasture- land. Wealth was defined by animal ownership by the tribes of the Sahel. As the number of cattle and goats increased so did the competition for grazing land. They allowed the animals to graze the land more than it could sustain. Young trees were also grazed. Herders also moved animals onto marginal grazing land until there was little or no vegetation remaining. Wells were sunk to provide water for all the animals. This made herders remain longer in the one area applying more pressure on the land. The wells used up all the ground water causing the water tables to fall. Eventually the wells dried up along with the land around it. As the human population increased farming methods changed, Nomadic herding was replaced with a more settled style of herding. Farmers began to fence in land and work it more intensely. Leading to soils being overused an d exhausted. Soils began to lose structure an minerals. Vegetation was lost due to the large numbers of animals grazing and trampling the land. It was also unable to grow back because the soil was now drained of all its nutrients. This in turn has a knock on effect, when the vegetative cover is lost it leaves the soil exposed to erosion by wind and heat. It leaves an easy job for heavy rain to wash away the topsoil. Over-cropping: The population of the region grew rapidly and this led to an increased demand in food. Grazing became replaced by growing food crops. The increased demand for food meant that the ‘Fallow Year' was abandoned. Farmers were also put under pressure by the Government to grow ‘Cash Crops' to help repay their International debt. this continuous usage of the grassland robbed the land of its nutrients and minerals. Soon this land became sterile and worthless. Farmers now needed more land in order to achieve the same return. ue to the shortage of wood people burned dried manure for heat and cooking, instead of using it on the land as a fertiliser. As the vegetation cover was reduced the amount of humus available was also reduced. Crops began to fail and again soil has lost its cover and was now vunerable to wind erosion. Deforestation: Wood accounts for around 90% of the energy requirements in the Sahel. Deforestation is ‘the loss of forests due to th over-cuttingvof trees'. Trees slow down the wind and their roots help to bind soil, they also absorb moisture during heavy rainfall. The removal of trees leaves soil exposed to erosion. The land which had been shaded by trees becomes dried out and burned by the sun, resulting in desertification. There are methods to solve the problems of over-cropping and overgrazing . Crop rotation is one way in which the soil is not exhausted, and so stop desertification. Farmers can also place lines of small stones acroos the land to act as dams. Here the water has no where to go but to be absorbed by the soil.. This reduces run-off and increases soil fertility. Contour ploughing is when the land is ploughed across rather than vertically. This to in the same way as the stones act as a dam and prevents run off and stops the topsoil being washed away in heavy downpours. Farming methods such as strip farming, where crops are planted widely spaced then a different plant is planted in the gap. This ensures the land is not being depleted of nutrients and the fact the crops are harvested at different times means both plants will be using different minerals. Shelters belts (trees) are also planted to prevent soil from wind erosion. Also shelter belts are normally friut producing trees which also provides a source of food.

Technology In Higher Education Example

Technology In Higher Education Example Technology In Higher Education – Coursework Example Technology in Higher Education Effects of Technology in Higher Education Modern technology has a significant impact in higher education globally. Advancement in technology has boosted the overall operations of a higher learning institution. It has improved the students’ learning experience. In addition, it has increased the accessibility of the higher learning institutions through creation of websites known to the public. The introduction of the Massive Open Online Course (MOOC) and other online offerings has significantly benefited the operations, learning, and accessibility of the higher learning institutions (Forbes editors, 2012).Technology has enabled students to no longer to congest auditorium rooms for lectures. Through leveraging online platforms, students can now pre-record lectures and assess lectures anytime, anywhere, and as many times as they want. The institutions are now operating easily since learning platforms provide faculty with learner analytics (Scott, 200 5). The institution’s faculty now has greater data on who is learning, what they are learning, and how they participate on the online lectures. MOOCs enable teaching part of a program online and the other part in person. The online course provides flexibility to working professional and adult students because they can access course material as their schedule permits (Lytras & Corti, 2012). The institutions are able to run several programs without inconveniencies. It is made possible because through online learning, they can reach to their students both in Diaspora and in campus. Integrated e-commerce in the college and university websites has enhanced accessibility to these institutions. Students can use the university website to contact and get news or updates. The online website also specifies the location of the higher learning institution, which enhances fast access. Therefore, the modern technology has developed the higher institutions. It has enhanced easier access, imp roved learning among students. Finally, it has enhanced the operations of the higher learning institutions.ReferencesForbes Editors (2012).5 Ways Technology Will Impact Higher Ed in 2013. Forbes. Retrieved on 21st May 2015 from forbes.com/sites/groupthink/2012/12/11/5-ways-technology-will-impact-higher-ed-in-2013/Lytras, M. D., & Corti, I. N. (2012). Trends and effects of technology advancement in the knowledge society. Hershey, PA: Information Science Reference. Print.Scott, P. (2005). Higher Education Re-formed. London: Routledge. Print.

Hill House essays

Hill House essays Ever do something stupid to impress someone? Throughout a persons life they will do something very ignorant or say something very stupid hundreds of times. Most of the time it is because they are trying to impress somebody or change their ways to make someone or others accept them. The story Haunting of Hill House has great examples of people changing just to fit in. The author Shirley Jackson, who died in 1965, was one of the most brilliant writers of her time. She was widely acclaimed for her hair-raising stories and novels of the supernatural. Although the Haunting of Hill House fits this description perfectly with its eerie description of supernatural tales of the happenings of Hill House; there is a more to it than hauntings. The story starts out with three guests being invited to the house to monitor any out of the ordinary occurrences in Hill House. Throughout the story the guests experience some ghostly moments. However during this one of the guest named Eleanor cha nges her ways to fit in with the guests. Her actions show that societys views on a person can lead that person to things they would never have thought of. One example would be when Eleanor told lies about herself and her past. Another example would be when Eleanor went around the house alone having no fear. Finally Eleanor became open and spoke out what was on her mind. An example of societys views on a person leading them to things they never thought of was when Eleanor became a liar and lied about her past. Today a lot of people are pressured so much by society to be a certain way they will lie about themselves to fit in with those certain people. In the story Eleanor feels that she does not fit in with the group of people who are staying at Hill House. She is a person with a lack of confidence so she feels she has to lie to feel accepted. Theodora came through the bathroom door into Eleanor...

Project Managment Essay Example | Topics and Well Written Essays - 2000 words - 3

Project Managment - Essay Example However, determining whether the renovation was a success moves beyond architectural tangibles and considers elements of planning and control when external stakeholders are supporting the project or criticizing its long-term value and benefit. Successful project management through an environment with ongoing disputes and interruptions whilst attempting to maintain a positive stakeholder relationship requires dedication to planning, establishing control systems for employees and systems and customer/partner relationship management. The same can be said for the Forth Bridge renovation project, as it entails economic considerations on the local community as well as measurable changes in best practice related to maintaining quality stakeholder relationships. Planning involves a focus on human resources development, maintaining quality in not only construction but in collaboration and controlling process and resource allocation in the most cost-effective method available. Both the Forth Bridge and Thermae Spa encountered delays and complications during the renovation phase, however in relation to planning, control and stakeholder service, both projects met or are meeting their intended goals. This is the nature of project management: â€Å"Ongoing, high quality business relationships with customers have been recognised as a source of competitive advantage†¦the ability to control these relationships and enhance their quality is important to satisfaction† (Myhal, Kang & Murphy 2008, p.445). In major renovation projects involving multiple stakeholder groups, relationship development over a long-term project is a key function both for planning and for control. Key personnel will be acting as representatives of the renovation business or sponsor organisation, thus training in public relations should be included in the training curriculum. Project management is identifying the impact of human personnel, as related to basic fundamentals of sociology and psychology, and

Domestic violence outline Essay Example | Topics and Well Written Essays - 750 words

Domestic violence outline - Essay Example Domestic Violence (Outline) Table of contents Thesis statement Introduction and Background Statement of the problem Background and purpose Importance of the research Literature review Articles 1-5 Articles 6-11 Books 12-16 Methodology Study dynamic Study Limitations Power control theory Victimization Marginalization Theory description Examination of Data and Research Findings Ability to Explain Female Crime Causes of Domestic Violence So far, researchers have not been able to come up with one theory to explain why domestic violence takes place. However, there are various reasons that have been brought forward explaining why people especially women suffer in their spouses’ hands and fail to reiterate or extricate themselves from such relationships Brief description Economic factor Physiological factor Drug and alcohol abuse Social learning Consequences of Domestic Violence Gender violence as earlier stated has various consequences both to the victim and the criminal. Some of the consequences include: Premature death Unwanted pregnancies from forced sexual encounters. Permanent disabilities as a result of injuries sustained. Sexually transmitted diseases such as HIV/AIDs, both to the victim and the criminal. Health and behavior problems in children who grow up in such relationships. Miscarriage in pregnant women. Breakage of marriages especially after a violent partner is imprisoned for the crime or else when a partner decides to extricate herself from violent relationship. Denial of fundamental human rights such as the freedom of speech, association and right to own property. Combating Domestic Violence In order to control this vice, joint efforts between the government, individuals, religious institutions and the society at large are essential. This section will discuss the roles of these entities in promoting respect among couples to ensure that the dilemma is washed out of the society. For example; The Government Religious organizations Individuals Society Socio-Economic Costs of Domestic Violence Correction and preventive costs Effects on labor as a result of consequences involved such as imprisonment, disability etc. Impact on social relations and quality of life Non-monetary costs Conclusions and Policy Implications References

E-business Essay Example | Topics and Well Written Essays - 2000 words - 2

E-business - Essay Example For purchasing groceries in an online mode, one of the most crucial aspects are that the buyers of groceries should be computer savvy. According to a research conducted by Chu et. al. (2010), the shopping behaviour of the households, especially those purchasing groceries side by side from online and offline sources is dependent upon their brand loyalty, price sensitivity and size loyalty. These offline-online differences are more prominent in the purchase behaviours towards food products which include the grocery category. According to the research, there is more brand loyalty, size loyalty but less price sensitivity in online shopping behaviour of consumers than in the offline shopping behaviour. The online environment for grocery shopping mostly consists of elements like purchasing carts, grocery categories mentioned with prices, the online navigation facilities to know the products’ features, online communication with the seller on specifications of the grocery. The product details and the prices of the product are the main information that is reviewed by the customer. The categories of groceries are present which could be viewed and grocery from these categories could be added to the purchase cart and ordered online after online payment. The online shopping environment also includes in-store displays which mainly attract the customers to buy the particular groceries. Also online displays help the customers search for grocery they need to buy easily. The search option present on the website is a convenient option that allows users to review their preferred products just with one or two clicks. According to a research conducted by Breugelmans and Campo (2010), online in-store displays (ISD) help increase brand sales and make grocery shopping easier and ISD that anticipates competition through first-order or isolated position outperforms the ISD that aims to make the items stand out in the online

Comparison of The Crucible and After Liverpool Essay Example for Free

Comparison of The Crucible and After Liverpool Essay For this assignment I am going to be comparing two plays both of which I have studied and preformed. The first play, which I studied, was the crucible by Arthur Miller and After Liverpool by James Saunders. Each of the two plays are naturalistic but are set in two very different times. The Crucible is set in Salem Massachusetts in 1642 and After Liverpool is set in the 70s. The two are quite contrary in how they were set out first of all After Liverpool was made up of 23 small scenes some only having a few lines some having quite a few but most of them were short. The main things used in the setting for each scene are very basic. The scene was made up of a coffee table, a few chairs and a sofa. It os so basic as everyone has these things and this type of thing could happen to anyone of us at any time. This produces the effect that relationships are similar and that in this performance the only thing that maters is the relationship between the actors whereas on the other hand The Crucible is quite different. This is made up of four long acts. This uses lots of sophisticated props for example detailed furniture and crockery. This is all needed to set the time in which the crucible is set. Whereas in After Liverpool the setting is not irrelevant but is not as important. After Liverpool was made up of two characters of not much significance and a series of duologues bar one. After Liverpool is about the lack of communication that can develop over time. The short scenes in this piece are somewhat symbolic to the nature of relationships today. The speed and the fact that long term relationships are not as common. Also most of them are based on sexual attraction, which is now an important thing when looking for a partner. The crucible has many different characters and each of the characters are described and are of quite significance. Compared to After Liverpool where there is no description of the characters. There is no description of characters as it is irrelevant of who you are in this piece as all people are involved or could be involved in a relationship. The crucible is based on a true story and some of the characters were real people. The crucible is an allegory and was written as Arthur Miller wanted to express his views but couldnt so he uses The Crucible as an allegory to do so. Miller wanted to express his views about the McCarthy communist hunts in America. What he was saying was that if America is so great and believes in freedom why is it that you were killed or exiled for believing in a contrary government to Americas own. Also The Crucibles main theme was mass hysteria and the community being ruled by the church and religion. After Liverpool also uses symbolism in the apples by this is mean is that the apple is representing the forbidden apple from the story of Adam and Eve. Both of theses plays are similar as both are about gaining power in a relationship in the crucible Abigail gains power over John Proctor leading to his death. After Liverpool this is about relationships and communication between couples. It is preformed entirely in chronological order with no flash backs unlike The Crucible tells you about past events. In After Liverpool each scene is wholly about the couples relationship and the communication or lack of the couples lack any past and never refer to the future. The Crucible is very detailed in its explanation of characters, which gives you an idea when performing of how to play each character. In After Liverpool there is no indication and it is entirely down to the person performing the piece. So it is an indication of how the performer sees the scene happening and maybe an indication on how they view relationships. The fact After Liverpool is written like this is also symbolic in that everyone can be in a relationship that is why the characters are labelled M and W. The reason they are labelled M and W is that it can represent anyone, which is rue as anyone can be in a relationship. The scenes did not have to be in any order this is also symbolic that the relationships in the play do not get anywhere they always end up asking the same questions. They had no specific chronological order as everything was happening in the present. Having looked at both plays it has given me an insight of two very effective ways of portraying relationships both of them very different from each other. I preferred performing After Liverpool as I could use my own drama skills to play each character, which I think is a lot better, and I enjoyed it more. Also I found it easier to understand, as it used more modern language, which was easier to learn.

Act 2, Scene 2 of William Shakespeares Henry :: Papers

Act 2, Scene 2 of William Shakespeare's Henry How does Shakespeare present Henry (and, by extension, England) in this scene? Refer in your answer to Shakespeare's language, stagecraft and sense of audience, as well as the two-filmed versions you have seen. Shakespeare presents Henry using a variety of language and stagecraft, in Act two, scene two, Shakespeare shows how Henry has a bad temper, and can go off into towering rages. First comes to the unmasking of the conspirators Cambridge, Scroop and Gray. Shakespeare uses a lot of exquisite dramatic art and a sense of the effect of irony. He makes Henry only seem to be concerned for the good of his kingdom. One of the personalities that Henry has is his liking for games. He plays with Scroop and the other traitors, handing them letters that they think are promotions when in reality they are letters to inform them that Henry knows their secret. Shakespeare's use of language was complex as he referred to biblical references and historical references through out the play. When he gets to Scroop, Henry stops using the 'we' pronoun. Shakespeare uses many linguistic devices, for example rhetorical questions. "Wouldst thou have practiced on me for my use?" This makes a difference in the tone of voice, and also in its structure, otherwise, all Henry would be doing is making statements. He also uses a pun during the first part of the speech, when addressing Cambridge. "This man, for a few light crowns hath lightly conspiredà ¢Ã¢â€š ¬Ã‚ ¦". Shakespeare used a pun for a slight contrast in the atmosphere, otherwise everything in his speech would be is very serious. Henry also uses personification: "Treason and murder ever kept together, as two yoke-devils sworn to each other's purposeà ¢Ã¢â€š ¬Ã‚ ¦" This technique is used as Henry can only imagine Scroop had been possessed, and not that he did this by his own choice. With this metaphor of a demon, he refers to him as betraying a good friend and because of this, sending him to death is what a king has to do.

Of Mice And Men :: Free Essay Writer

Of Mice And Men The novel ‘Of mice and men’ is set in 1930’s America. The characters suffer from this because of the Great Depression in 1929. This led to many things, for example people losing their jobs. Because of this factor the characters Lennie and George have to travel from place to place looking for a job and a place to live. Also Woman and Black rights did not exist as they were 2nd class citizens, Crook says to Lennie â€Å"Why aint you wanted† †Cause I’m black†, unlike contemporary America. Also in the 1930’s people were discriminated against because they were put before any other person wanting the job. I think the differences between 1930’s America and today’s America shows drastically in this novel by affecting the characters jobs and social lives. Lennie is a very interesting and important character in the novel; he affects all the character but mostly George. He is very forgetful, George says to Lennie â€Å"So you forgot that already did you!!!† Steinbeck uses Lennies ‘forgetfulness’ as a way to kill Curley’s wife without Lennie knowing. Also Lennie cannot take care of himself, unlike today society cannot provide help for him and if left alone him would slowly die. Also if he was left alone he would not be able to get a job because he would be discriminated against, but with the help of George he has a chance to work if he follows Georges rules, â€Å"If he sees ya work before he sees ya talk, were set†. In this quote George is telling Lennie what to do around the boss, Stienbeck makes it clear in this quote how much discrimination there is in the 1930’s. George, I think, is the main character in the novel, mainly because he controls the book by helping and telling the characters what to do. He teaches Lennie how to behave to other people, I think if Lennie weren’t there, George would be depressed and lonely, although George sometimes get annoyed with him, he thinks a lot of him and this is why he was king enough to kindly kill him. Candy is also an important character in this novel and I think she is also very clever. â€Å"Everybody wants a bit of land, not much† she understands what its like to live in a mans world. Curley’s Wife is a very depressed character because she is a 2nd class citizen and once had hopes of becoming famous, â€Å"he was gonna put me in the movies†, her dream disappeared and is now the wife of Curley’s wife and has no role and no job in the novel, she also wants children

International Movie Revenues: Determinants and Impact of the Financial Crisis

Institute of Economic Studies Faculty of Social Sciences Charles University in Prague Empirical Project Assignment — Econometrics II Due on Friday, 13 January 2012, 11. 00 International movie revenues: determinants and impact of the financial crisis Marek Kre? mer, Jan Mati? ka c c International movie revenues : Determinants and impact of the ? nancial crisis Table of Contents Abstract Keywords Introduction Literature survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data analysis variables used . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . model 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . model 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Results model 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . model 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conclusion References primary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . secondary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . data sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Appendix Descriptive statistics for the dependent variables model 1 . . . . . . . . . . . . . . . . . . . . . . . Residuals versus ? tted values plot . . . . . Breusch-Pagan test for heteroskedasticity . model 2 . . . . . . . . . . . . . . . . . . . . . . . Residuals versus ? tted values plot . . . . . . Breusch-Pagan test for heteroskedasticity . The correlation matrix . . . . . . . . . . . . 2 2 2 2 3 3 4 4 4 4 6 6 6 7 8 8 8 8 9 9 10 11 11 12 13 13 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Marek Kre? mer, Jan Mati? ka c c Page 1 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Abstract This empirical project examines the determinants of international box o? ce revenues for movies produced in United States during 2006 – 2010. Our sample consists of 424 ? lms released in this period. We also test the hypothesis if the world ? nancial crisis had any signi? can t impact on the international box o? ce revenues. Keywords the ? ancial crisis, movie international box o? ce revenue, movies produced in the United States, budget, rating, Academy Awards, Introduction When choosing a topic of our empirical paper we were considering di? erent suggestions. As we both are pretty much interested in movies we ? nally decided to exit a viewer seat for a while and perform an empirical study on the movie industry. While being newcommers in sophisticated movie data analysis, we needed ? rst to get acquainted with important theoretical concepts and empirical papers concerning this topic. Literature survey When going down the history, [Litman, 1983] was the ? st who has attempted to predict the ? nancial success of ? lms. He has performed a multiple regression and found a clear evidence that various independent variables have a signi? cant and serious in? uence on the ? nal success of a movie. Litemans work has been gradually getting developed, [Faber & Oâ₠¬â„¢Guinn, 1984] tested the in? uence of ? lm advertising. They proved, that movie critics and word-of-mouth are less important then movie previews and excerpts when explaininng movie succes after going on public. [Eliashberg & Shugan, 1997] explored the impact of restricted-rating labeled movies on their box o? e performance. [Terry, Butler & De’Armond, 2004] analysed the determinants of movie video rental revenue, ? nding Academy Award nominations as the dominant factor. [King, 2007] followed their research and used U. S. movie data to ? nd the connection between the criticism and box o? ce earnings†¦ Many other authors has extended the initial work of [Litman, 1983], but none of them has focused on the key factors of the international box o? ce revenues as we planned to. So we ? nally decided to use [Terry, Cooley & Zachary, 2010] as our primary source. Their object of interest is very much similar to our resarch.Therefore we studied their metodology the most and we u se their results in the analytical part as a primary resource of comparison. Marek Kre? mer, Jan Mati? ka c c Page 2 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Data We got quickly stucked realising that the strong majority of movie data on the internet are not free available. It was quite a surprise because there are many movie-oriented sites with seemingly endless data access. But when there is a need of more profound, well structured and complete set of random data everything gets little bit tricky.After hours of searching, we luckily got to a 30 days free access to this kind of databases [opusdata. com] and got the core data for our analysis. Then we wanted to add some interesting or usefull variables just as the movie rating or the number of AcademyAwards to complete our dataset. It has been done using well known and free accessed databases [imdb. com], [numbers. com] and [boxo? cemojo. com]. Thanks to our literature survey we discovered a model which we have thought would be interesting to test on di? erent or new data. The most interesting would be to test it on our domestic data but these are quite di? ult to obtain (as explained before). Anyway, it would be possible to get data for the highest grossing ? lms but that would violate the assumption of random sample. Therefore we decided to use data from U. S. and Canada which we considered the most likely to obtain. We also wanted to test whether the ? nancial crisis have had an impact on movie box o? ce revenues and whether the world ? nancial crisis made people less likely to go to the cinema. Model We considered several models and in the end we used two models. The ? rst one is just the same as the one used in paper [Terry, Cooley & Zachary, 2010], but it is slightly modi? d by using di? erent data plus setting the crisis variable. We considered it as a dummy variable, which was 1 if the movie was released during crisis (2008-2009), otherwise it is equal to zer o. As it was proposed before, this model has been used as a comparison to the original model [Terry, Cooley & Zachary, 2010] wihle we wanted to test whether their inference holds up with slightly di? erent and newer data. In the second model we tried to use a slightly di? erent approach. We used a time series model with year dummies and we also used all the variables which we obtained and were statistically signi? ant. Our ? rst model is basic linear regression with cross-sectional data. Our data are a random sample thanks to [opusdata. com] query which was capable of selecting a random sample of movies. We have tested all the variables for multicollinearity with the correlation matrix and there is no proof for multicollinearity in our used variables. The only high collinearity is between domestic and budget variables, which is about 0. 75. After running the regressions we have used the Breusch-Pagan test for heteroscedasticity and the chi squared was really high therefore showing s igns of strong heteroscedasticity.Even after looking at the graph of residuals against ? tted values it was clear that the heteroscedasticity is present. Therefore we had to run the regressions with the heteroscedasticity robust errors. We therefore tested in both models for presence of these: †¢ the variables which have an impact on movie international box revenues †¢ any signi? cant impact of ? nancial crisis on these revenues Marek Kre? mer, Jan Mati? ka c c Page 3 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Data analysis Here we list all the used variables in both models and their a description. ariables used academy awards . . . . . . . . . number of Academy Awards a ? lm earned action . . . . . . . . . . . . . . . . . . categorical variable for movies in action genre animation . . . . . . . . . . . . . . . categorical variable for movies in animation production method budget . . . . . . . . . . . . . . . . . . the estimated pr oduction and promotion cost of a movie comedy . . . . . . . . . . . . . . . . . . categorical variable for movies in comedy genre crisis . . . . . . . . . . . . . . . . . . dummy variable for movies released during crisis domestic . . . . . . . . . . . . . . . omestic box o? ce earnings horror . . . . . . . . . . . . . . . . . . categorical variable for movies in horror genre international . . . . . . . . . . . . international box o? ce earnings kids . . . . . . . . . . . . . . . . . . categorical variable for movies for children rating . . . . . . . . . . . . . . . . . . average user rating from the [imdb. com] source ratingR . . . . . . . . . . . . . . . . . . is a categorical variable for movies with a restricted rating romantic . . . . . . . . . . . . . . . . . . categorical variable for movies in romantic genre sequel . . . . . . . . . . . . . . . . . categorical variable for movies derived from a previously released ? lm y06 ? y10 . . . . . . . . . . . . . . . . . . dummy vari able for movies released in a year The list of variables is followed by both model equations and reggression table comparism, while model 1 and model 2 mean the original [Terry, Cooley & Zachary, 2010] model and our new model respectivelly. model 1 international = ? 0 + ? 1 domestic + ? 2 action + ? 3 kids + ? 4 ratingR+ + ? 5 sequel + ? 6 rating + ? 7 academy awards + ? 8 budget + ? 9 crisis model 2 international = + + ? 0 + ? 1 academy awards + ? 2 budget + ? 3 domestic + ? 4 sequel + ? horror + ? 6 romantic + ? 7 comedy + ? 8 action + ? 9 ratingR + ? 10 animation + ? 11 y06 + ? 12 y07 + ? 13 y08 + ? 14 y09 Marek Kre? mer, Jan Mati? ka c c Page 4 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Table 1: Model comparison model 1 domestic action kids rating R sequel rating academy awards budget crisis horror romantic comedy animation y 06 y 07 y 08 y 09 Constant Observations t statistics in parentheses ? model 2 1. 025 (13. 31) -18. 56? (-2. 29) 1 . 028 (12. 70) -13. 43 (-1. 79) 48. 33? (2. 10) 5. 922 (1. 52) 26. 91? (2. 06) 0. 309 (1. 42) 6. 978? (2. 33) 0. 68 (5. 48) -5. 320 (-1. 01) 9. 259? (2. 36) 28. 74? (2. 16) 7. 097 (2. 59) 0. 508 (4. 73) -9. 867? (-2. 23) 13. 41 (1. 79) -17. 77 (-3. 31) 52. 02 (2. 87) -7. 962 (-1. 24) 1. 182 (0. 17) -6. 748 (-1. 01) -11. 79 (-1. 30) -43. 25 (-3. 05) 424 -15. 11? (-2. 41) 424 p < 0. 05, p < 0. 01, p < 0. 001 Marek Kre? mer, Jan Mati? ka c c Page 5 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Results model 1 After running the ? rst regression we get quite similar results as [Terry, Cooley & Zachary, 2010], so their inference holds up even under our data.The similar results we get are that one dollar in revenues in US makes $1. 02 in international revenues, therefore succesful movie in US is likely to be similarly succesful in international theatres, if movie is a sequel it adds to revenues about $26 mil. , every academy award adds about $7 mil. and every additional dollar spent on budget adds about $0. 57 so there is about 57% return on budget. We also have similarly insigni? cant variables which are whether is movie rated as restricted and how great or poorly is movie rated by critics or other people.That means that international audience is not in? uenced by age restrictions and critical movie ratings. When we look at our and theirs results regarding the genres then we get quite di? erent results. They say that when a movie is of an action genre then it adds about $26 mil. whereas we obtained results that revenues for an action movie should be lower about $13 mil. and our result for children movies is two times larger and it says that a children movie should make about $48 mil. more. It could be explained that movie genre preferences shifted in the last two years.But more likely explanation is the di? erence in our data in labeling the movies. In our data we have had more detailed labeling and movies which they had labe led as action movies, we had labeled adventure movies etc. Therefore the strictly action movie genre is not so probable to make money as it would seem. Action movies are usually of low quality and many of them could be labeled as B-movies which usually are not very likely to have high revenues. The children movies could be getting more popular and taking children to the movies could be getting more usual thing.Our last and new variable is the crisis dummy which is not signi? cant and therefore we have no proof that the ? nancial crisis had any e? ect on movie revenues. Our model has quite high R2 which is about 0. 83, that is even higher then [Terry, Cooley & Zachary, 2010] have. But the main reason behind this high R2 is that most of the variation in data is explained by US revenues. If we regress international revenues on domestic alone we still get high R2 which is about 0. 59. model 2 In our time series model we get quite similar results as in the ? rst one. We have there ? e ne w variables which are genres comedy, romantic and horror, animation dummy, which tells us whether the movie is animated or not and year dummies. Our model implies that when a movie is a comedy it will make about $17 mil. less in revenues, when horror about $10 mil. less, when romantic about $13 mil. more and when animated it will add about $52 mil to its revenues. The restricted rating is now also statistically signi? cant and it should add to the revenues about $9 mil. which is quite unexpected. Y ear dummies are statistically non-signi? cant and even when we test them for joint signi? ance they are jointly non-signi? cant. Therefore even in this model there appears no reason to believe that the ? nancial crisis or even year makes di? erence in the movie revenues. Marek Kre? mer, Jan Mati? ka c c Page 6 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Conclusion The inferences from our models are quite like we expected. We expected that people ar e more likely to go to cinema to see movies that had won academy awards, that were succesful in U. S. theatres and that are some kind of sequel to previous succesful movies. The resulting e? cts of di? erent movie genres could be quite puzzling but these e? ects depend highly on quality of the movies released these years and on the mood and taste of current society. If we had had larger sample with data from many years then it is possible that we would have seen trends in the di? erent movie genres. The insigni? cance of the ? nancial crisis on movie revenues was also likely because the severity of the crisis and impact on regular citizen has not been so large that it would in? uence his attendence of movie theatres. Marek Kre? mer, Jan Mati? ka c c Page 7 of 14International movie revenues : Determinants and impact of the ? nancial crisis Reference primary [Terry, Cooley & Zachary, 2010] Terry, Neil, John W. Cooley, & Miles Zachary (2010). The Determinants of Foreign Box O? ce Reven ue for English Language Movies. Journal of International Business and Cultural Studies, 2 (1), 117-127. secondary [Eliashberg & Shugan, 1997] Eliashberg, Jehoshua & Steven M. Shugan (1997). Film Critics: In? uencers or Predictors? Journal of Marketing, 61, 68-78. [Faber & O’Guinn, 1984] Faber, Ronald & Thomas O’Guinn (1984). E? ect of Media Advertising and Other Sources on Movie Selection.Journalism Quarterly, 61 (summer), 371-377. [King, 2007] King, Timothy (2007). Does ? lm criticism a? ect box o? ce earnings? Evidence from movies released in the U. S. in 2003. Journal of Cultural Economics, 31, 171-186. [Litman, 1983] Litman, Barry R. (1983). Predicting Success of Theatrical Movies: An Empirical Study. Journal of Popular Culture, 16 (spring), 159-175. [Ravid, 1999] Ravid, S. Abraham (1999). Information, Blockbusters, and Stars: A Study of the Film Industry. Journal of Business, 72 (4), 463-492. [Terry, Butler & De’Armond, 2004] Terry, Neil, Michael Butler & D e’Arno De’Armond (2004).The Economic Impact of Movie Critics on Box O? ce Performance. Academy of Marketing Studies Journal, 8 (1), page 61-73. data sources [opusdata. com] Opus data – movie data through a query interface. 30-days free trial. http://www. opusdata. com/ [imdb. com] The Internet Movie Database (IMDb). The biggest, best, most award-winning movie site on the planet. http://www. imdb. com [numbers. com] The numbers. Box o? ce data, movies stars, idle speculation. http://www. the-numbers. com [boxo? cemojo. com] Box o? ce mojo. Movie web site with the most comprehensive box o? ce database on the Internet. ttp://www. boxofficemojo. com Marek Kre? mer, Jan Mati? ka c c Page 8 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Appendix Descriptive statistics for the dependent variables Marek Kre? mer, Jan Mati? ka c c Page 9 of 14 International movie revenues : Determinants and impact of the ? nancial crisis model 1 Regr ession of the original model published in [Terry, Cooley & Zachary, 2010] Marek Kre? mer, Jan Mati? ka c c Page 10 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Residuals versus ? tted values plotBreusch-Pagan test for heteroskedasticity Marek Kre? mer, Jan Mati? ka c c Page 11 of 14 International movie revenues : Determinants and impact of the ? nancial crisis model 2 Regression of our model Marek Kre? mer, Jan Mati? ka c c Page 12 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Residuals versus ? tted values plot Breusch-Pagan test for heteroskedasticity Marek Kre? mer, Jan Mati? ka c c Page 13 of 14 International movie revenues : Determinants and impact of the ? nancial crisis The correlation matrix Marek Kre? mer, Jan Mati? ka c c Page 14 of 14 International Movie Revenues: Determinants and Impact of the Financial Crisis Institute of Economic Studies Faculty of Social Sciences Charles University in Prague Empirical Project Assignment — Econometrics II Due on Friday, 13 January 2012, 11. 00 International movie revenues: determinants and impact of the financial crisis Marek Kre? mer, Jan Mati? ka c c International movie revenues : Determinants and impact of the ? nancial crisis Table of Contents Abstract Keywords Introduction Literature survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data analysis variables used . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . model 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . model 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Results model 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . model 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conclusion References primary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . secondary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . data sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Appendix Descriptive statistics for the dependent variables model 1 . . . . . . . . . . . . . . . . . . . . . . . Residuals versus ? tted values plot . . . . . Breusch-Pagan test for heteroskedasticity . model 2 . . . . . . . . . . . . . . . . . . . . . . . Residuals versus ? tted values plot . . . . . . Breusch-Pagan test for heteroskedasticity . The correlation matrix . . . . . . . . . . . . 2 2 2 2 3 3 4 4 4 4 6 6 6 7 8 8 8 8 9 9 10 11 11 12 13 13 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Marek Kre? mer, Jan Mati? ka c c Page 1 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Abstract This empirical project examines the determinants of international box o? ce revenues for movies produced in United States during 2006 – 2010. Our sample consists of 424 ? lms released in this period. We also test the hypothesis if the world ? nancial crisis had any signi? can t impact on the international box o? ce revenues. Keywords the ? ancial crisis, movie international box o? ce revenue, movies produced in the United States, budget, rating, Academy Awards, Introduction When choosing a topic of our empirical paper we were considering di? erent suggestions. As we both are pretty much interested in movies we ? nally decided to exit a viewer seat for a while and perform an empirical study on the movie industry. While being newcommers in sophisticated movie data analysis, we needed ? rst to get acquainted with important theoretical concepts and empirical papers concerning this topic. Literature survey When going down the history, [Litman, 1983] was the ? st who has attempted to predict the ? nancial success of ? lms. He has performed a multiple regression and found a clear evidence that various independent variables have a signi? cant and serious in? uence on the ? nal success of a movie. Litemans work has been gradually getting developed, [Faber & Oâ₠¬â„¢Guinn, 1984] tested the in? uence of ? lm advertising. They proved, that movie critics and word-of-mouth are less important then movie previews and excerpts when explaininng movie succes after going on public. [Eliashberg & Shugan, 1997] explored the impact of restricted-rating labeled movies on their box o? e performance. [Terry, Butler & De’Armond, 2004] analysed the determinants of movie video rental revenue, ? nding Academy Award nominations as the dominant factor. [King, 2007] followed their research and used U. S. movie data to ? nd the connection between the criticism and box o? ce earnings†¦ Many other authors has extended the initial work of [Litman, 1983], but none of them has focused on the key factors of the international box o? ce revenues as we planned to. So we ? nally decided to use [Terry, Cooley & Zachary, 2010] as our primary source. Their object of interest is very much similar to our resarch.Therefore we studied their metodology the most and we u se their results in the analytical part as a primary resource of comparison. Marek Kre? mer, Jan Mati? ka c c Page 2 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Data We got quickly stucked realising that the strong majority of movie data on the internet are not free available. It was quite a surprise because there are many movie-oriented sites with seemingly endless data access. But when there is a need of more profound, well structured and complete set of random data everything gets little bit tricky.After hours of searching, we luckily got to a 30 days free access to this kind of databases [opusdata. com] and got the core data for our analysis. Then we wanted to add some interesting or usefull variables just as the movie rating or the number of AcademyAwards to complete our dataset. It has been done using well known and free accessed databases [imdb. com], [numbers. com] and [boxo? cemojo. com]. Thanks to our literature survey we discovered a model which we have thought would be interesting to test on di? erent or new data. The most interesting would be to test it on our domestic data but these are quite di? ult to obtain (as explained before). Anyway, it would be possible to get data for the highest grossing ? lms but that would violate the assumption of random sample. Therefore we decided to use data from U. S. and Canada which we considered the most likely to obtain. We also wanted to test whether the ? nancial crisis have had an impact on movie box o? ce revenues and whether the world ? nancial crisis made people less likely to go to the cinema. Model We considered several models and in the end we used two models. The ? rst one is just the same as the one used in paper [Terry, Cooley & Zachary, 2010], but it is slightly modi? d by using di? erent data plus setting the crisis variable. We considered it as a dummy variable, which was 1 if the movie was released during crisis (2008-2009), otherwise it is equal to zer o. As it was proposed before, this model has been used as a comparison to the original model [Terry, Cooley & Zachary, 2010] wihle we wanted to test whether their inference holds up with slightly di? erent and newer data. In the second model we tried to use a slightly di? erent approach. We used a time series model with year dummies and we also used all the variables which we obtained and were statistically signi? ant. Our ? rst model is basic linear regression with cross-sectional data. Our data are a random sample thanks to [opusdata. com] query which was capable of selecting a random sample of movies. We have tested all the variables for multicollinearity with the correlation matrix and there is no proof for multicollinearity in our used variables. The only high collinearity is between domestic and budget variables, which is about 0. 75. After running the regressions we have used the Breusch-Pagan test for heteroscedasticity and the chi squared was really high therefore showing s igns of strong heteroscedasticity.Even after looking at the graph of residuals against ? tted values it was clear that the heteroscedasticity is present. Therefore we had to run the regressions with the heteroscedasticity robust errors. We therefore tested in both models for presence of these: †¢ the variables which have an impact on movie international box revenues †¢ any signi? cant impact of ? nancial crisis on these revenues Marek Kre? mer, Jan Mati? ka c c Page 3 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Data analysis Here we list all the used variables in both models and their a description. ariables used academy awards . . . . . . . . . number of Academy Awards a ? lm earned action . . . . . . . . . . . . . . . . . . categorical variable for movies in action genre animation . . . . . . . . . . . . . . . categorical variable for movies in animation production method budget . . . . . . . . . . . . . . . . . . the estimated pr oduction and promotion cost of a movie comedy . . . . . . . . . . . . . . . . . . categorical variable for movies in comedy genre crisis . . . . . . . . . . . . . . . . . . dummy variable for movies released during crisis domestic . . . . . . . . . . . . . . . omestic box o? ce earnings horror . . . . . . . . . . . . . . . . . . categorical variable for movies in horror genre international . . . . . . . . . . . . international box o? ce earnings kids . . . . . . . . . . . . . . . . . . categorical variable for movies for children rating . . . . . . . . . . . . . . . . . . average user rating from the [imdb. com] source ratingR . . . . . . . . . . . . . . . . . . is a categorical variable for movies with a restricted rating romantic . . . . . . . . . . . . . . . . . . categorical variable for movies in romantic genre sequel . . . . . . . . . . . . . . . . . categorical variable for movies derived from a previously released ? lm y06 ? y10 . . . . . . . . . . . . . . . . . . dummy vari able for movies released in a year The list of variables is followed by both model equations and reggression table comparism, while model 1 and model 2 mean the original [Terry, Cooley & Zachary, 2010] model and our new model respectivelly. model 1 international = ? 0 + ? 1 domestic + ? 2 action + ? 3 kids + ? 4 ratingR+ + ? 5 sequel + ? 6 rating + ? 7 academy awards + ? 8 budget + ? 9 crisis model 2 international = + + ? 0 + ? 1 academy awards + ? 2 budget + ? 3 domestic + ? 4 sequel + ? horror + ? 6 romantic + ? 7 comedy + ? 8 action + ? 9 ratingR + ? 10 animation + ? 11 y06 + ? 12 y07 + ? 13 y08 + ? 14 y09 Marek Kre? mer, Jan Mati? ka c c Page 4 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Table 1: Model comparison model 1 domestic action kids rating R sequel rating academy awards budget crisis horror romantic comedy animation y 06 y 07 y 08 y 09 Constant Observations t statistics in parentheses ? model 2 1. 025 (13. 31) -18. 56? (-2. 29) 1 . 028 (12. 70) -13. 43 (-1. 79) 48. 33? (2. 10) 5. 922 (1. 52) 26. 91? (2. 06) 0. 309 (1. 42) 6. 978? (2. 33) 0. 68 (5. 48) -5. 320 (-1. 01) 9. 259? (2. 36) 28. 74? (2. 16) 7. 097 (2. 59) 0. 508 (4. 73) -9. 867? (-2. 23) 13. 41 (1. 79) -17. 77 (-3. 31) 52. 02 (2. 87) -7. 962 (-1. 24) 1. 182 (0. 17) -6. 748 (-1. 01) -11. 79 (-1. 30) -43. 25 (-3. 05) 424 -15. 11? (-2. 41) 424 p < 0. 05, p < 0. 01, p < 0. 001 Marek Kre? mer, Jan Mati? ka c c Page 5 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Results model 1 After running the ? rst regression we get quite similar results as [Terry, Cooley & Zachary, 2010], so their inference holds up even under our data.The similar results we get are that one dollar in revenues in US makes $1. 02 in international revenues, therefore succesful movie in US is likely to be similarly succesful in international theatres, if movie is a sequel it adds to revenues about $26 mil. , every academy award adds about $7 mil. and every additional dollar spent on budget adds about $0. 57 so there is about 57% return on budget. We also have similarly insigni? cant variables which are whether is movie rated as restricted and how great or poorly is movie rated by critics or other people.That means that international audience is not in? uenced by age restrictions and critical movie ratings. When we look at our and theirs results regarding the genres then we get quite di? erent results. They say that when a movie is of an action genre then it adds about $26 mil. whereas we obtained results that revenues for an action movie should be lower about $13 mil. and our result for children movies is two times larger and it says that a children movie should make about $48 mil. more. It could be explained that movie genre preferences shifted in the last two years.But more likely explanation is the di? erence in our data in labeling the movies. In our data we have had more detailed labeling and movies which they had labe led as action movies, we had labeled adventure movies etc. Therefore the strictly action movie genre is not so probable to make money as it would seem. Action movies are usually of low quality and many of them could be labeled as B-movies which usually are not very likely to have high revenues. The children movies could be getting more popular and taking children to the movies could be getting more usual thing.Our last and new variable is the crisis dummy which is not signi? cant and therefore we have no proof that the ? nancial crisis had any e? ect on movie revenues. Our model has quite high R2 which is about 0. 83, that is even higher then [Terry, Cooley & Zachary, 2010] have. But the main reason behind this high R2 is that most of the variation in data is explained by US revenues. If we regress international revenues on domestic alone we still get high R2 which is about 0. 59. model 2 In our time series model we get quite similar results as in the ? rst one. We have there ? e ne w variables which are genres comedy, romantic and horror, animation dummy, which tells us whether the movie is animated or not and year dummies. Our model implies that when a movie is a comedy it will make about $17 mil. less in revenues, when horror about $10 mil. less, when romantic about $13 mil. more and when animated it will add about $52 mil to its revenues. The restricted rating is now also statistically signi? cant and it should add to the revenues about $9 mil. which is quite unexpected. Y ear dummies are statistically non-signi? cant and even when we test them for joint signi? ance they are jointly non-signi? cant. Therefore even in this model there appears no reason to believe that the ? nancial crisis or even year makes di? erence in the movie revenues. Marek Kre? mer, Jan Mati? ka c c Page 6 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Conclusion The inferences from our models are quite like we expected. We expected that people ar e more likely to go to cinema to see movies that had won academy awards, that were succesful in U. S. theatres and that are some kind of sequel to previous succesful movies. The resulting e? cts of di? erent movie genres could be quite puzzling but these e? ects depend highly on quality of the movies released these years and on the mood and taste of current society. If we had had larger sample with data from many years then it is possible that we would have seen trends in the di? erent movie genres. The insigni? cance of the ? nancial crisis on movie revenues was also likely because the severity of the crisis and impact on regular citizen has not been so large that it would in? uence his attendence of movie theatres. Marek Kre? mer, Jan Mati? ka c c Page 7 of 14International movie revenues : Determinants and impact of the ? nancial crisis Reference primary [Terry, Cooley & Zachary, 2010] Terry, Neil, John W. Cooley, & Miles Zachary (2010). The Determinants of Foreign Box O? ce Reven ue for English Language Movies. Journal of International Business and Cultural Studies, 2 (1), 117-127. secondary [Eliashberg & Shugan, 1997] Eliashberg, Jehoshua & Steven M. Shugan (1997). Film Critics: In? uencers or Predictors? Journal of Marketing, 61, 68-78. [Faber & O’Guinn, 1984] Faber, Ronald & Thomas O’Guinn (1984). E? ect of Media Advertising and Other Sources on Movie Selection.Journalism Quarterly, 61 (summer), 371-377. [King, 2007] King, Timothy (2007). Does ? lm criticism a? ect box o? ce earnings? Evidence from movies released in the U. S. in 2003. Journal of Cultural Economics, 31, 171-186. [Litman, 1983] Litman, Barry R. (1983). Predicting Success of Theatrical Movies: An Empirical Study. Journal of Popular Culture, 16 (spring), 159-175. [Ravid, 1999] Ravid, S. Abraham (1999). Information, Blockbusters, and Stars: A Study of the Film Industry. Journal of Business, 72 (4), 463-492. [Terry, Butler & De’Armond, 2004] Terry, Neil, Michael Butler & D e’Arno De’Armond (2004).The Economic Impact of Movie Critics on Box O? ce Performance. Academy of Marketing Studies Journal, 8 (1), page 61-73. data sources [opusdata. com] Opus data – movie data through a query interface. 30-days free trial. http://www. opusdata. com/ [imdb. com] The Internet Movie Database (IMDb). The biggest, best, most award-winning movie site on the planet. http://www. imdb. com [numbers. com] The numbers. Box o? ce data, movies stars, idle speculation. http://www. the-numbers. com [boxo? cemojo. com] Box o? ce mojo. Movie web site with the most comprehensive box o? ce database on the Internet. ttp://www. boxofficemojo. com Marek Kre? mer, Jan Mati? ka c c Page 8 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Appendix Descriptive statistics for the dependent variables Marek Kre? mer, Jan Mati? ka c c Page 9 of 14 International movie revenues : Determinants and impact of the ? nancial crisis model 1 Regr ession of the original model published in [Terry, Cooley & Zachary, 2010] Marek Kre? mer, Jan Mati? ka c c Page 10 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Residuals versus ? tted values plotBreusch-Pagan test for heteroskedasticity Marek Kre? mer, Jan Mati? ka c c Page 11 of 14 International movie revenues : Determinants and impact of the ? nancial crisis model 2 Regression of our model Marek Kre? mer, Jan Mati? ka c c Page 12 of 14 International movie revenues : Determinants and impact of the ? nancial crisis Residuals versus ? tted values plot Breusch-Pagan test for heteroskedasticity Marek Kre? mer, Jan Mati? ka c c Page 13 of 14 International movie revenues : Determinants and impact of the ? nancial crisis The correlation matrix Marek Kre? mer, Jan Mati? ka c c Page 14 of 14