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Economics

In: Business and Management

Submitted By Doniezzy
Words 4150
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KINDERGARTEN
PHYSICAL EDUCATION ACTIVITIES

134

Inclement Weather Physical Education Activity
Resource Guide Correlated to Reading TEKS
Grade Level - Kindergarten Grade
Physical Education Activity
Reading TEKS
Locomotor License
Purpose: to have students practice locomotor skills and spatial awareness when moving in general space. Review what it means to travel safely in general space (move away from others, watch where you are going, avoid crashes, move to all the areas, don’t follow anyone) and introduce the following movement cues: police officer (the teacher who watches to see if students travel safely), rule of the road, license (a card with student’s name and self-drawn picture), ticket (mark placed on license by the police officer when the student moves in an unsafe fashion), license suspended (result of receiving 3 tickets). After handing out the licenses, the students spread out and begin to move according to the cue called out by the police officer. Cues = speed limit 30 mph (walk), bumpy road ahead (skip), narrow road ahead
(gallop), school crossing (walk in slow motion), road construction (leap over the potholes or hoops on the floor), flat tire (hop), interstate drive (run). Driving area can be reduced to increase bad driving conditions.

Knowledge & Skill

Student Expectations

(K.8) Reading/vocabulary development. The student develops an extensive vocabulary.

(C) identify words that name persons, places, or things and words that name actions (K-1).

(K.9) Reading/comprehension. The students uses a variety of strategies to comprehend selections read aloud.

(A) use prior knowledge to anticipate meaning and make sense of text (K-3).

(K.12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. (B) establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained (K-3); and

135

(C) draw conclusions from information gathered
(K-3)

Inclement Weather Physical Education Activity
Resource Guide Correlated to Reading TEKS
Grade Level - Kindergarten Grade
Physical Education Activity
Reading TEKS
Knowledge & Skill

Student Expectations

Crab Attack
Equipment: Gatorskin balls – as many as possible
Purpose or Objective:
(1) To improve upper body strength through crab walking.
(2) To practice dodging and throwing skills.
Description: Place one color group (1/4 of the class) on each of the four lines of a rectangle or square, and sitting down on the boundary. Choose one group to come to the middle of the playing area and sit in crab walk position.
Game begins when balls are given to the “crabs” in the middle circle. The other three groups begin running/dodging around the gym, while the crabs try to hit the runners with the balls. Crabs may throw, bounce or roll the balls at the runners. A ball striking a runner in ANY way, including rebound off of walls, counts as a
“hit”, and that player should immediately turn into a “crab” team member. The game is over when all runners have turned into
“crabs”. A new game begins as soon as all of the balls have been gathered and all players have returned to their lines. Remind the crabs that they must remain in a crab position, and are not allowed to crawl or play on their knees.
Variations: Teacher may call out crabs by colors, first initial, etc. in order to involve a variety of “crab” team members.

(K.8) Reading/vocabulary development. The student develops an extensive vocabulary.

(C) identify words that name persons, places, or things and words that name actions (K-1).

(K.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud.

(A) use prior knowledge to anticipate meaning and make sense of texts (K-3);

(K.12) Reading/inquiry/research. The student generates and conducts research about topics introduced through selections read aloud from a variety of other sources.

(B) establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained (K-3); and
(C) draw conclusions from information gathered
(K-3)

136

Inclement Weather Physical Education Activity
Resource Guide Correlated to Reading TEKS
Grade Level - Kindergarten Grade
Physical Education Activity
Reading TEKS
Knowledge & Skill

Student Expectations

Square Tag
Equipment: Might include balloons, scooters, bean bags, basketballs, etc. Equipment depends on the activities you choose.
Divide the area into four equal areas. Divide the class into 4 groups and assign each an area. Each area will have its own tag game with a tagger. The tagger must also do the activity in his/her assigned area. Here are some suggestions for tag games.
Area 1: Balloon Tag. All the students in this area must move and tap a balloon at the same time. Going out of bounds or running with your balloon is the same as being tagged.
Area 2: Bean Bag Tag. All students must move and balance a bean bag on their head. If the bean bag falls off, they must energize with 3 jumping jacks before playing again. A student can be tagged while energizing. Going out of bounds or holding your bean bag on your head while moving is the same as being tagged. When students are tagged, they put up their bean bag and go to the next area.
Area 3: Basketball Dribble Tag. All students dribble while moving. If a student goes out of bounds or moves without dribbling, it is the same as being tagged. When a student is tagged, they put up their basketball and go to the next area.
Area 4: Scooter Tag. Students move around area while sitting on a scooter. If they go out of bounds or are tagged, they put up the scooter. If they go out of bounds or are tagged, they put up the scooter and go to Area 1.
After a few minutes, stop the music and pick new taggers for each game. The students do not rotate when new taggers are picked. This is a fun activity with older grades also. If your space permits, have more tag games going at once with the older ones. (K.8) Reading/vocabulary development. The student develops an extensive vocabulary.

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experience (K-2).
(C) identify words that name persons, places, or things and words that name actions (K-1).

137

Inclement Weather Physical Education Activity
Resource Guide Correlated to Reading TEKS
Grade Level - Kindergarten Grade
Physical Education Activity
Reading TEKS
Mix It Up
This is great “entering-the-gym” activity. When children enter the activity area, have them travel using their knowledge of movement skills to create their own sequence or combination.
Write a “movement menu” on a poster of selected movement skills. These skills can be used in the sequence. (Menu is optional.) Music adds a lot to this activity. “Spotlight” a few excellent sequences at the end of the activity.

Knowledge & Skill

Student Expectations

(K.5) Reading/print awareness. The student demonstrates knowledge of concepts of print.

(A) recognizes that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger (K-1).

(K.8) Reading/vocabulary development. The student develops an extensive vocabulary.

(B) know that print moves left to right across the page and top to bottom (K-1)

(K.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud.

(C) understand that written words are separated by spaces (K-1).
(D) know the difference between individual letters and printed words (K-1);

(K.12)Reading/inquiry/research. The student generates and conducts research about topics introduced through selections read aloud from a variety of other sources.

138

(E) know the difference between capital and lowercase letters (K-1).

Inclement Weather Physical Education Activity
Resource Guide Correlated to Reading TEKS
Grade Level - Kindergarten Grade
Physical Education Activity
Reading TEKS
Bionic Star
Equipment: 10-12 poly-dots, 10-12 catchballs or foam dice, 4 cones to mark off a rectangular area.
This is a fitness activity that can be done outside or in a large gym or cafeteria area. Mark off a large rectangular playing area.
Along the long side of the rectangle, place enough poly-dots so there are 3 persons in each line. Leave a pathway between the poly-dots and rectangle. In the middle of the rectangle, place a catchball or foam dice for each line. To begin the activity, call out a locomotor movement, an exercise, and the number of exercise to do. Tell each squad its assigned catchball or dice.
When the music starts, the first person in each line does the designated movement counterclockwise in the pathway around the rectangle. When he/she returns to the squad, he/she does the designated exercise. When finished, the next person does the designated exercise. When all students in line have done the designated exercise, the leader runs to the middle and picks up their assigned catchball or dice. Have the students gently toss and catch their item. Walk down the line and add, subtract, multiply, or divide the numbers. You now have the number of exercises for the next round. Have the leader go to the end of the line so a new person is first. Pick a new movement and exercise.
Start the music and play again. The above fitness activity can be used to work on specific game skills. Use the same format as above. Place a football, basketball, soccer ball, volleyball, etc. at each poly-spot. Instead of choosing and exercise to do, pick an individual or partner ball skill.

Knowledge & Skill

Student Expectations

(K.8) Reading/vocabulary development. The student develops an extensive vocabulary.

(C) identify words that name persons, places, or things and words that name actions (K-1).

(K.10) Reading/literary response. The students responds to various texts.

(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretations (K-1)

139

Inclement Weather Physical Education Activity
Resource Guide Correlated to Reading TEKS
Grade Level - Kindergarten Grade
Physical Education Activity
Reading TEKS
Fitness Stations
Students divide up equally between the stations around the play area. Each station should have an example picture of the exercise and the name of the exercise on a sign.
Each sign should say, SPELL or COUNT. A number should also be on the sign. Say:
“When you get to your station, you will see a number, an exercise and the word spell or count on it. You will spell the name of the exercise or count the number of letters in the name of the exercise at each station as many times as you can in 30 seconds.” Then say: “Ready, Go!”
Time each station for 30 seconds. Break for 5 seconds to change stations. Knowledge & Skill

Student Expectations

(K.8) Reading/vocabulary development. The student develops an extensive vocabulary.

(C) identify words that name persons, places, or things and words that name actions (K-1).

(K.10) Reading/literary response. The student responds to various texts.

(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1)

140

Inclement Weather Physical Education Activity
Resource Guide Correlated to Reading TEKS
Grade Level - Kindergarten Grade
Physical Education Activity
Reading TEKS
Knowledge & Skill

Student Expectations

Student Choice
Provide ample opportunities for students to be self-responsible by allowing them to make choices. Choices can be made from equally effective alternatives. Systematically teach children the proper execution of a variety of exercises that will improve each of the following components of health related fitness:
1. Cardiovascular/aerobic endurance
2. Upper body strength
3. Abdominal strength and endurance
4. Flexibility
Provide signs that list the various exercise and activity choices that correspond to each of the components of health-related fitness. The sign will serve as a reminder to the students as to the various choices available to them with each category. A wide variety of fitness developmental activities can be modified to include these student choices. An added benefit is the built in cognitive connection that students quickly make in connecting certain exercises and activities with each components of healthrelated fitness and the recognition of the need to focus on all components of fitness when developing a well-rounded fitness routine or workout.
* The ultimate goal of this focus is to facilitate the development of students who eventually become independent, knowledgeable, and informed consumers of fitness and activity.
Example: Exercise and activity choices of FLEXIBILITY include: 1. Hamstring stretch
2. Standing or butterfly groin stretch
3. Tricep and shoulder stretch
4. Quadricep stretch
5. Calf stretch
6. Other student choices
Students count, discuss with others in groups, graph their number of exercises, days and months of activity and come up with positive outcomes for their health and physical fitness.

(K.8) Reading/vocabulary. The student develops an extensive vocabulary.

(C) identify words that name persons, places, or things and words that name actions (K-1).

(K.10) Reading/literary response. The student responds to various texts.

(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1)

141

Inclement Weather Physical Education Activity
Resource Guide Correlated to Reading TEKS
Grade Level - Kindergarten Grade
Physical Education Activity
Reading TEKS
Balance Card Game
Equipment: Balance Cards
Use the following symbols:
Triangle – knee
Red circle – elbow
Pink circle – head
Half circle – seat
Hands and feet – hands and feet
Use poster board to create different cards using the above symbols. To start the activity, tell the students what all the symbols mean. Hold up the cards and have the students figure out what balance to do. Give the students 5 seconds to perform the balance. Students who don’t figure out the balance, energize
(exercise). Hold up the next card and play again.

Knowledge & Skill

Student Expectations

(K.8) Reading/vocabulary development. The student develops an extensive vocabulary.

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experience (K-2);

(K.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud.

(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); and

(K.10) Reading/literary response. The students responds to various texts.

(C) identify words that name persons, places, or things and words that name actions (K-1).

(K.12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. (B) establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained (K-3)

(K.10) Reading/literary response. The student responds to various texts.

(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1); and

(K.12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. (B) use pictures, print, and people to gather information and answer questions (K-1)

142

Inclement Weather Physical Education Activity
Resource Guide Correlated to Reading TEKS
Grade Level - Kindergarten Grade
Physical Education Activity
Reading TEKS
Knowledge & Skill

Student Expectations

The Hollywood Game
Preface this activity by telling the students they’re going to
“Hollywood” to audition for an acting job. The activity area is the stage, and the imaginary audience is in front of them. The script will include all the non-locomotor skills. All actors must stand in a hoop (spotlight) and as, the script is read, students must perform the non-locomotor skills when they hear them in the script.
Hint: the script should be in story form and can include more movement (levels, shapes…) as well as feeling expressions
(happy, sad, mad, cold, hot.)

(K.3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions.

(B) use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions (K-3);

(K.8) Reading/vocabulary development. The student develops an extensive vocabulary.

(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); and
(E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete (K.8) Reading/vocabulary development. The student develops an extensive vocabulary.

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2)
(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); and
(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1)

143

Inclement Weather Physical Education Activity
Resource Guide Correlated to Reading TEKS
Grade Level - Kindergarten Grade
Physical Education Activity
Reading TEKS
Knowledge & Skill

Student Expectations

Heart Stations
This as an activity adapted from Great Activities. It’s good activity for
Heart Month or Valentine’s Day. Each station has a laminated heart, which lists information and the activity. Divide the students evenly among the stations. Once the music starts, the students see how many times they can complete the circuit.
Station 1: Artery. Arteries take blood away from the heart to the body’s muscles and organs. Crawl through the artery without touching the sides.
Equipment: round expandable tunnel or hoop holders and hula-hoops.
Station 2: Springboard. Don’t wait until it’s too late. SPRING into action now! FIGHT HEART DISEASE. Equipment: springboards and mats. Station 3: Blood Vessels. Arteries, veins, and capillaries are tubes by which the blood moves through the body. Hang on the tube for 10 seconds. Equipment: chin-up bar.
Station 4: Balance. A healthy heart is a balance between exercise and a good nutritional diet. Walk the beam while balancing a beanbag on your head. Equipment: balance beam and beanbags.
Station 5: Cholesterol Buster. Cholesterol is a sticky substance that lines the heart vessel wall, causing heart disease. Hula-hoop 10 times to bust out cholesterol. Equipment: hula-hoops.
Station 6: Veins. Veins bring blood back to the heart from the body’s muscles and organs. Use the veins in your legs to bring the blood back to your heart. Jump rope 20 times. Equipment: jump ropes.
Station 7: Hoops for Heart. Score a goal for exercise. Equipment: gatorskin ball and basketball goal.
Station 8: The Heart Pump. The heart is a strong muscle that pumps blood through the body. To get your heart pumping, do 10 curl-ups.
Equipment: Tumbling mats if necessary.
Station 9: Lung Power. Lungs expand as you inhale and contract as you exhale. Use that lung power to do 10 mountain climbers.
Station 10: White Blood Cells. White blood cells help fight infection from germs in the body. Use the scooter board and go through the
“body” bringing white blood cells to fight infection. Equipment: anything you have that can be used as tunnels . Mats, tables, chairs, parachute, boxes etc. Then decorate the inside with information about the heart.
Station 11: Healthy Heart: Congratulations! You have found a healthy heart through exercise. You get to touch the heart and earn one point each time you complete the circuit. Equipment: heart balloon.

(K.5) Reading/print awareness. The student demonstrates knowledge of concepts of print.

(C) understand that written words are separated by spaces (K-1);

(K.7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language.

(B) understand that written words are composed of letters that represent sounds (K-1); and

(K.8) Reading/vocabulary development. The student develops an extensive vocabulary.

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);

(K.10) Reading/literary response. The student responds to various texts.

(C) identify words that name persons, places or things and words that name actions (K-1).
(B) participate actively, (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1)

(K-12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. (C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1); and

(K-13) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures.

(C) draw conclusions from information gathered
(K-3); and

144

(A) connect his/her own experiences with the life experiences, language, customs, and culture of others (K-3); and

Inclement Weather Physical Education Activity
Resource Guide Correlated to Reading TEKS
Grade Level - Kindergarten Grade
Physical Education Activity
Reading TEKS
Knowledge & Skill

Student Expectations

Winnie the Pooh
Station 1: Tigger’s Tunnel. Crawl through tunnel on hands and knees (make tunnel out of mats or use a play tunnel). Skills: crawling, spatial awareness.
Station 2: Pooh’s Party. Keep a balloon in the air using different body parts. Skills: striking, eye-hand, body awareness.
Station 3: Eeyore’s Elephant Walk. Elephant walk with a partner through a line of hoops or walk on buddy walkers.
Skills: stretching, bending, walking, swinging, swaying.
Station 4: Owl’s Wise Workout. Workout using homemade weights. Weights can be made from empty soft drink bottles filled with sand. Skills: twisting, turning, tactile, pushing, and pulling. Station 5: Rabbit’s Rock and Roll. Rock and roll on a mat holding a wand under your knees, and use a wand as a pretend guitar and do side bends as you play your guitar. Skills: body rolling, stretching, bending, rhythm.
Station 6: Christopher Robin’s Racer. Roller racer around a
“track” of cones. Skills: twisting, turning.
Station 7: Honey Tree Hustle. Draw a tree and put it on the wall with a “bee hive” at the bottom. Run to the tree, reach in, get one drop of honey, put it in the bucket and run back.
(Another option would be to use a 5 –foot climbing trestle to get the honey.) Skills: running, climbing, eye-hand and eye-foot coordination. (K.5) Reading/print awareness. The student demonstrates knowledge of concepts of print.

(D) know the difference between individual letters and printed words (K-1);

(K.7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language.

(B) understand that written words are composed of letters that represent sounds (K-1); and

(K.8) Reading/vocabulary development. The student develops an extensive vocabulary.

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experience (k-2).
(C) identify words that name persons, place, or things and words that name actions (K-1).

(K.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud.

(B) establish purpose for reading or listening such as to be informed, to follow directions, and to be entertained (K-3); and

(K-12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. (C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1); and

145

(B) use picture, print, and people to gather information and answer questions (K-1)

Inclement Weather Physical Education Activity
Resource Guide Correlated to Reading TEKS
Grade Level - Kindergarten Grade

Physical Education Activity
CODE BREAKER
RESOURCE
Indoor Action Games for Elementary Children, pg. 168
DESCRIPTION

Reading TEKS
Knowledge & Skill

Student Expectations

(K.5) Reading/print awareness. The student demonstrates knowledge of concepts of print.

(D) Know the difference between individual letters and printed words (K-1);

(K.8) Reading/vocabulary development. The student develops an extensive vocabulary.

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);

In this game, the student will enhance reading and reasoning skills. (C) identify words that name persons, places, or things and words that name actions (K-1).
(F) recognize how readers use capitalization and punctuation to comprehend (K-1);
(K.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud.

(B) establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained (K-3);

(K.10) Reading/literary response. The student responds to various texts.

(B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1);

(K.13) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures.

(A) connect his/her own experiences with the life experiences, language, customs, and culture of others (K-3)

146…...

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Economics

...Finance is based on economics.  Therefore, to properly understand financial markets and their behavior one must first understand economics.   Economics at its core is concerned with the production, distribution, trade and consumption of goods and services.   To put this in human terms we can say that economics is the science that arises out of the interplay between limited resources and unlimited human wants and needs. There are two basic ways to view economics.  There is the broad and distant view, which attempts to view things in aggregate for a society at large.   We call this view “Macroeconomics”.  Macroeconomics is concerned with the status of the economy as a whole.  Thus, it looks at overall employment of a general population or overall income of a nation as opposed to a more focused view of a population segment or specific industry.  This view is helpful because it is only by this kind of analysis that we can see the general trends which a society or nation is following.   Macroeconomic theory and analysis is employed most often by Governments and institutions, which have a responsibility to make policies and decisions which affect the economy as a whole. Some terms you may have heard of which concern themselves with the macroeconomic view of the economy are Gross National Product, Inflation, Consumer Price Index and Fiscal Policy.   The meaning of each of these is listed below. Gross National Product – This is the most common measure of economic productivity for......

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...definitions. More often than not, development is measured as economic growth. Economic growth basically explores the increase in the productive capacity of any state. This upward change in productive capacity is usually ascertained in terms of Gross Domestic Product as well as Gross National Product. The former takes a look at the total final output of goods and services produced in a year and the latter is a measure of income earned by both domestic and non-resident citizens. Sad it is to know, that the popularly used measure of development; economic growth, does not give a detailed view of the economic atmosphere of any nation. Using growth as a measure of development does not tell us much about the actual state of the economy. Development goes beyond the mere knowledge of certain economic indices. It is concerned with structural changes that go a long way to improving the conditions of living of all and sundry. One implication of measuring development as growth is the neglect of the level of income distribution in the economy. In spite of the positive changes in the levels of economic growth over accounting periods, is there really an equitable income distribution? Are there few poor people? Economic growth indices such as GNP and GDP merely show the overall income of the state but fail to reveal how much each person in the economy actually possesses. Akin to that, international comparisons of economic performance become less representative. This is due to......

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...Implications of Economics and Policy for Health Professionals Katrina Hill Health Policy and Economics Dr. Shana Lavarreda September 7, 2014 Discipline of Health Economics Many years ago healthcare and its delivery system were limited in care for patients or treatment options for physicians. The procedure of care includes diagnosis, treatment, prevention, rehabilitation, and palliative care (Buchbinder, 2012). However, over the years there is much to be learned from the discipline of health economics which vary from studies, practices, and demand by discipline of health promotion. Unfortunately, health promotion has not always gotten the attention by health economists because contributing factors lack demand, scare resources, and unclear utility analysis of health care (Teiltelbaum & Wilensky, 2013). As with any given system, values contribute to decision making route in which delivers thoughtful insight into how health operates from a planned and funded context to address an extensive scope of matters in a clear systematic manner. Benefits of Health Care Financing and Delivery There are many profits to understanding health policy or governmental involvement in health care financing and delivery. Financial or economic assessment consists of a set of methods designed at inspecting other ways of action that aids in making choices in terms of their costs and benefits (Getzen, 2013). In theory, these practices are useful to promote......

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Economic

...Thesis Economics Thesis The goal of an economics thesis is to solve a problem regarding the exchange of goods and services in an innovative way. To this end, the student may explore macroeconomics, the study of large economics systems, or microeconomics, the study of person-to-person exchanges of goods and services, in a completely unique manner or in a manner that simply expands on or addresses previous ideas. Students who are struggling to develop ideas for their economics theses may benefit from asking themselves what problems they have a passion for solving. For example, perhaps the student feels greatly irritated about gas prices and could develop an idea on how to cut costs. Perhaps the student has a fascination with the failure of communism and would like to develop a thesis on where the economic system went wrong and why. If the student cannot identify a topic that would produce a viable economics thesis, he or she should talk with the major professor and see if together they can brainstorm a usable idea. Economics theses may have concerns that most disciplines do not have, particularly in formatting. Because pictures can carry a great deal of information in a much more succinct way than text and because economics theses often handle highly complex issues, writers of economics theses may find it useful to include a number of charts, graphs, and tables both in appendices and in the body of the thesis itself. Depending on the complexity of those graphics, the......

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...and the industry price is lower than the monopoly price. The total economic profit made by the industry is also smaller than the monopoly’s economic profit. Therefore the complier incurs an economic loss while the cheater gains economic profit. If since both firms have an incentive to cheat as long as price exceeds marginal cost. In this price-fixing game, it will occur a situation that both firms cheat. If both firms produce more cigarettes than the number agreed, the industry output will be increased, the price of cigarettes will fall and both firms makes zero economic profit, as shown in the figure. -In monopolistic competition a company in the short run, makes its output and price decision just like a monopoly company does. The following figure illustrates the monopolistic competition in the short run. As you can see, when the marginal revenue equals its marginal cost (MR = MC), the firm charges the highest price (P) that buyers are willing to pay for this quantity, which is highly higher than the average total cost (ATC). Therefore the firm makes greatest profit and the consumer pay price that is higher than the market equilibrium price. However, a firm may face a level of demand for its product that is too law for it to make an economic profit. As it shows in the figure, the price that consumers are willing to pay for this output is lower than the average total cost ( P < ATC). The firm makes economic loss. On the other hand, in the long run, the other firms......

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...Free Essays Home Search Essays FAQ Contact Search: Related Essays - Economics of Information - Introduction There have been discussions among scholars in developed countries regarding economics of information. Developed countries includes Australia, New Zealand, United States, Ireland, Germany...[ view ] - Economics and Growth - The demand curve is likely to change upwards or rise as a result of changes in a number of factors. One, if there is a move up in the price of an alternative commodity, or decrease in price of the giv...[ view ] Classical Economics vs. Keynesian Economics :: 5 Works Cited Length: 1187 words (3.4 double-spaced pages) Rating: Red (FREE) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - My research of Classical Economics and Keynesian Economics has given me the opportunity to form an opinion on this greatly debated topic in economics. After researching this topic in great lengths, I have determined the Keynesian Economics far exceeds greatness for America compared to that of Classical Economics. I will begin my paper by first addressing my understanding of both economic theories, I will then compare and contrast both theories, and end my paper with my opinions on why I believe Keynesian Economics is what is best for America. Classical Economics is a theory that suggests by leaving the free market alone without human intervention; equilibrium will be obtained. This......

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...relations such as China, with a G.D.P growth rate or economic growth rate of nearly 9% a year, China has a faster economic growth rate by 6x. Now what do these numerical figures mean in contrast to leaving the EU? Well, whether or not to leave the EU has a massive effect on our economy, influenced by trade. But how does this correlate to affecting British businesses? Well a faster, well protected economy will allow businesses to run faster, trade faster, produce faster, and become efficient, which in plain English means the business would become better off. My point is, countries which have a very high G.D.P growth rate such as China and India, that are not apart of the EU, achieve great economic figures and statistics, and are economically self-sufficient. Does this mean that Britain would be better not being in the EU? Would this effect trade? Would it affect the economy? Would it affect how well business do? The aim of this project is to determine the best alternative to what we should do as an individual, as a nation, and provide evidence for this. I will be analysing every policy related to the topic, in order to reach an unbiased, and thorough conclusion. I will be assessing the basic economic benefits and negatives, in relation to leaving or staying in the EU, and will be developing these ideas in an economic point of view. I will do this by discussing, and explain key economic theories, and basic Macro economic principles, and how this can be influenced by the......

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...Scarcity & Opportunity Cost Economics is a very important field of study in modern society. It helps us to understand the choices we have to make to satisfy our unlimited wants and needs to have a better life. Microeconomics is the study of households, firms, and government in specific markets. One of the main problems economics tries to address is scarcity. Scarcity is the term economist use to describe a situation when the amount of something available is not sufficient to satisfy the desire or demand for it. Scarcity can be applied to all aspects of economics and is one of the most crucial points to understand. Because we are consumers in a free market, we live on income constraints or budgets. Limited income forces us to make choices about goods and services we will purchase, as well as goods and services we will forgo. As a society, we also experience scarcity. Societies face scarce economic resources. Economist classify these economic resources into four categories: land, labor, capital, and entrepreneurial ability. Land is considered to be not only physical land but also water, oil, wind, and all other natural resources. Labor would be described as not only the workforce, but the quality of the workers in the workforce. Capital is the facilities, tools, machinery, and any other components that go into manufacturing a good. Entrepreneurial ability is outlined by the people who exploit opportunities in markets. Entrepreneurs combine economic resources with creative......

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...3 different business/economic cycles – a total of 6 economic aggregates – which will include a recession period and an expansion period. I will choose the current economic cycle as the basis to compare the performance of the economy since December 2007 to that of the other 2 business cycles on the basis of the 6 Economic Variables. As a data consistency analysis measure, I will make use of data from Federal Reserve Economic Data (FRED) and National Bureau of Economic Research (NBER) websites in my research. In simple terms, an economic/business cycle refers to fluctuations in aggregate production, trade and activity over several months or years in a market economy. The economic cycle is the upward and downward movements of levels of gross domestic product (GDP) and refers to the period of expansions and contractions in the level of economic activities (business fluctuations) around its long-term growth trend. These fluctuations occur around a long-term growth trend, and typically involve shifts over time between periods of relatively rapid economic growth (an expansion or boom), and periods of relative stagnation or decline (a contraction or recession). Business cycles are usually measured by considering the growth rate of Real Gross Domestic Product (Real GDP). Despite being termed cycles, these fluctuations in economic activity can prove to be unpredictable. A. F. Burns and W. C. Mitchell, Measuring business cycles, New York, National Bureau of Economic Research,......

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