Statistics and Soft Drink Essay Example

Statistics and Soft Drink Essay CASE 1 DEMAND ESTIMATION and ELASTICITY: Soft Drinks in the U. S. Demand can be estimated with experimental data, time-series data, or cross-section data. In this case, cross-section data appear in the Excel file. Soft drink consumption in cans per capita per year is related to six-pack price, income per capita, and mean temperature across the 48 contiguous states in the United States. QUESTIONS 1. Given the data, please construct (a) a multiple linear regression equation and (b) a log-linear (exponential) regression equation for demand by MS Excel. (20%) 2. Given the MS Excel output in question 1, please compare the two regression equations’ coefficient of determination (R-square), F-test and t-test. Which equation is a good (better) fit? Which equation shows the stronger overall significance to predict the future demand? Which equation will you choose for a better demand estimation? Explain your answer in the language of statistics. 20%) 3. Given your choice of equation in question 2, please interpret each coefficient of independent variable in the soft drink demand estimated equation. (10%) 4. Given your choice of equation in question 2, how many cans/capita/year on soft drink should be for a state in which 6-pack price=$2. 45, Income/Capita=$36,500, and Mean Temp= 68Â °F? (20%) 5. Given your choice of equation in question 2 and the numbers in question 4, please calc ulate the price elasticity of demand and income elasticity. We will write a custom essay sample on Statistics and Soft Drink specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Statistics and Soft Drink specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Statistics and Soft Drink specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Comment on whether the demand is elastic or inelastic and whether soft drink is necessity, normal good or luxury good. (10%) 6. Now omit the price and temperature from the regression equation then run the regression again. Given the Excel output of only one independent variable, income, should a marketing plan for soft drinks be designed that relocates most canned drink machines into low-income neighborhoods? Please explain your answer in the language of economics. (20%)

Paper Towns Essay Topics Helps You Choose the Right Topic

Paper Towns Essay Topics Helps You Choose the Right TopicPaper Towns Essay Topics is made for choosing the right topics for your paper and taking your research to the next level. Paper Towns Essay Topics can provide you with an easy way to choose the topic that fits your paper, your interests, and your writing style. Your essay topics will tell your reader a little bit about yourself, as well as tell them a little bit about you. This is a good way to tell people how much you care about your subject, as well as what kind of person you are.Your paper towns essay topics will help you express yourself clearly. Paper Towns Essay Topics is easy to understand, because they have one main theme, which ties all of the different topic threads together. Themes are very important, because they allow you to begin by defining who you are, what you are looking for, and why you are researching the topic in the first place. These topics also help to set your tone and keep your topic from becoming too general.Paper Towns Essay Topics helps you define your audience and keep them in mind throughout your research. You will not only know who you are writing for, but who you are writing to as well. Paper Towns Essay Topics will also help you frame your research.Essays can be challenging for any writer, and sometimes, you may need to work hard to keep them in order. Paper Towns Essay Topics helps you do this, so that you can concentrate on what matters most. They also help you focus on a single theme, so that you can focus on what you need to write about. This way, you can achieve the clarity you want without losing focus on your main point.Papers are a very difficult thing to write. You might find yourself struggling over the topics you should choose. Paper Towns Essay Topics will help you make these decisions quickly and easily. Paper Towns Essay Topics will allow you to have exactly what you need, and nothing more, so that you do not waste time and energy searching for topics that y ou do not need.Essays are a very important part of a university, as well as the work of other professionals. If you are struggling with research, you will benefit greatly from choosing Paper Towns Essay Topics for your essays. Whether you are struggling with a particular topic, or just need a little direction, Paper Towns Essay Topics will help you choose what you need, and what you don't need.Paper Towns Essay Topics can help you make sure that your research is organized, clear, and organized. In addition, if you need a little guidance on how to do your research properly, Paper Towns Essay Topics can provide you with some tips and ideas that will make your research easier and more successful. Paper Towns Essay Topics will help you focus on one point and shows you how to show it clearly and effectively. Paper Towns Essay Topics helps you get a clear picture of the information you need and give you the information you need to write your paper.

aftificial lift Essay

aftificial lift Essay aftificial lift Essay 1. The most common type of artificial lift pump system applied is beam pumping, which engages equipment on and below the surface to increase and push oil to the surface. Consisting of a sucker rod string and a sucker rod pump, beam pumps are the familiar jack pumps seen on an on shore oil wells. Hydraulic pumping is another type of artificial lift, hydraulic pumping equipment applies a downhole hydraulic pump, rather than sucker rods, which lift oil to the surface. The production is forced against the pistons, causing pressure and the pistons to lift the fluids to the surface. Hydraulic pumps are mostly composed of two pistons, one above the other, which are connected by a rod that moves up and down within the pump. The surface hydraulic pumps and the subsurface hydraulic pumps are powered by oil, or clean oil that has been previously lifted from the well. The electric submersible pump systems employ a centrifugal pump below the level of the reservoir fluids. Connected two a long electric motor, the pump is composed of several impellors, or blades, that move the fluids within the well. 2. Oil production is separated into three phases: primary, secondary, and tertiary, which is also known as Enhanced Oil Recovery (Eor). Primary oil recovery is limited to hydrocarbons that naturally rise to the surface, or those that use artificial lift devices, such as pump jacks. Secondary recovery employs water and gas injections,

Article Review Example | Topics and Well Written Essays - 250 words - 4

Review - Article Example belief and understanding that if only the next biggest competitor could be eliminated that business could somehow get better, the fact of the matter is that the competition that these two firms provide to each other as well as the ideas that are ultimately â€Å"borrowed†/stolen between the two are yet another reason why the firms continue to operate with such a high premium placed on innovation, design, and development. This tense competition is further interesting due to the fact that the article raises the specter of Internet Explorer and Netscape as well as the resurrection that Apple experienced as a result of the iPad under Steve Jobs ultimate direction. What these cases help to bring to the mind of the reader is the fact that as soon as a single firm gains market dominance and somewhat eliminates a rival, the ability of the dominant firm to continue to efficiently innovate and design quality products necessarily decreases. In this way, the reader can appreciate the way in which the firms in question are currently locked in competition; meaning that this ultimate translates to increased quality to the end user. Gupta, Poornima. "Insight: Apple and Samsung, frenemies for life| Reuters." Business & Financial News, Breaking US & International News | Reuters.com. Reuters, 10  Feb.  2013. Web. 24  Feb.  2013.

Report BP Main content ONLY Assignment Example | Topics and Well Written Essays - 1500 words

Report BP Main content ONLY - Assignment Example BP was privatised in the 1980s. The United Kingdom (U.K.) and the United States (U.S.) have active and extensive stock and bond markets, and a primary purpose of financial reporting in both countries is to provide investors and creditors (i.e., suppliers of capital) with information useful for decision making. Generally accepted accounting principles (GAAP) in the U.K. and the U.S. are similar. (Deans, Bob and Peter, 2010, 56) For example, both U.K. and U.S. GAAP require providing for un-collectible accounts and depreciating fixed assets over their useful lives. Nevertheless, differences exist between U.S. GAAP and U.K. GAAP, in terms of accounting standards and financial statement format and terminology. BP uses historical cost accounting, but its income statement also reports replacement cost information about certain earnings components. BP uses the FIFO inventory valuation method. In the U.K., companies may not use the LIFO method for either tax purposes or financial reporting pu rposes. Because under LIFO the costs of the latest goods acquired are treated as the costs of the first goods sold, LIFO based cost of goods sold will approximate cost of goods sold computed on a current or replacement cost basis. ... f gross margin that reflects two components: (a) gross margin on a LIFO basis; and (b) any gains or losses realised over the period from when inventory was acquired until it was sold (referred to as holding gains/ losses or inventory profits/losses). Therefore, gross margin computed under LIFO generally will differ from gross margin computed under FIFO unless changes in inventory costs are small in amount or inventory turns over very rapidly, such that the oldest costs under FIFO approximate current costs. Following graphs describe BP's financial statements and accompanying notes. BP's financial statements, comparative balance sheets, income statements and statements of cash flows are given below. This will build on knowledge of the basic financial statements and of inventory valuation methods. SWOT Analysis on British Petroleum British Petroleum is given position of third largest energy company of the world. BP has its headquarter in the UK and it is as a multinational oil company w hich: Strengths Functions petrochemical businesses globally with the help of its set of connections of other brands and subsidiaries ( Like ARCO; ampm; Amoco and Burmah Castrol etc) Holds prominent position in local Stock Exchange and is included in FTSE 100 Index; Holds enormous amount of trade loyalty in the field of oil; Possesses well-organised management with a slogan of ‘Beyond Petroleum’ . Raised its profit up to 83% for record oil and gas prices. Weaknesses Launch of contentious commerce with the Baku-Tbilisi-Ceyhan pipeline; Rise of prices of petrol within the UK; Outburst of British Petroleum plant in Texas resulted in hundred injuries and fifteen deaths; During 2006, Immoral act of spread of 270.000 gallons of crude oil in the Alaskan tundra; Poisonous leak of methanol in the

Assessment for Learning Essay Example for Free

Assessment for Learning Essay The results of the personal survey of assessment literacy showed that general considerations scored 87/90, prior to test design scored 53/55, writing the test scored 28/30, during test administration scored 15/15, and after testing reflected 25/25. Our school is a small private school with small classroom sizes. As a result, most of our students receive specialized one on one attention and strong supervision for their academic success. Teachers believe every student can and will succeed. It is not an option to do otherwise. â€Å"Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards† (Stiggins, 2005, pg. 326). How we test students need to take into consideration the impact of the learner (Stiggins, 2008). Stiggins (2008) informed teachers to utilize assessments for students by looking at the classroom level of use, the program level of use, and the institutional accountability and policy level of use. Looking at the school survey of assessment literacy will take into account these three types of assessment uses and their importance in generating an accountability system for our school to develop a system that fosters learning for all students. My greatest area of strength in regard to assessment literacy can be found in during test administration (15/15) and after testing (25/25). These were perfect scores and illustrated that student’s needs were met when considering the testing environment as conducive to maximize student performance and monitoring the students as they take ASSESSMENT FOR LEARNING 3 the test. Directions are always clear and questions are rarely asked. Tests are accurately scored because they are reviewed twice. Assessment data is gathered for what questions students answered incorrectly and notes are made for improvement of material taught the following year. It is reviewed again after the results of the test are completed to ensure mastery before moving on to the next chapter. The main goal is always on student achievement and mastery of the material. The data adjusts instruction to improve student performance. Any students who do poorly are given the opportunity to retest for 92% of the grade for improvement and mastery. Parents are notified of any student receiving below an 86%. This is our school policy. Retests are given within a week of the original test. Tests are graded the same day and given back the next day. This enables students to observe what they got wrong and assess ways to improve for the retest or master the material. Assessments are not always tests. Projects, reports, computer uses, etc. are vital ways to assess student learning through a plethora of ways. Gardner (1999) believed that students learn through spatial, linguistic, naturalist, interpersonal, intrapersonal, bodily kinesthetic, logical/mathematical, musical, and existential. Educators should recognize that diversity needs an on-going presence, availability, and active participation in the classroom teaching process (Spasovski, 2010). â€Å"If society wants all students to meet standards, then all students must believe they can meet those standards; they all must be confident enough to be willing to take the risk of trying† (Stiggins, 2008, p. 8). My greatest limitation in regard to assessment literacy is working with colleagues to design common assessments. Since we are a small private school, teachers are left ASSESSMENT FOR LEARNING 4 with the task of compiling their own assessments. Our principal will supply the assessments created by the publisher in book form or cd rom or teachers can compile their own. None of us work with colleagues to create assessments. We have team meetings that cross teach certain areas that are being studied to enhance learning across disciplines of teaching. However, assessments are each teacher’s responsibility. The Stanford test scores analyze our teaching productivity. Data is analyzed for the incorrect answer. The results address the weakest area of student learning. Teachers are to find solutions to fix them through data and research of proven strategies that work within successful classrooms. According to Creighton (2001), collecting data without purpose is meaningless. Data driven decision making and instructional leadership support one another. By analyzing the data that exist in our schools, student achievement and quality in teaching and learning can improve to assist students to become avid learners. Part 2: Analyzing the Survey Results The survey results of the criteria for the school survey of assessment literacy scored 84/90. Assessment, curriculum, and instruction are balanced in our school. Assessments are aligned to benchmarks, standards, and scaffolding of material over time to foster students’ learning. To promote student achievement, assessments are varied and reliable. Communication is accomplished with parents about performance through emails, assessments sent home requiring signatures, progress reports, report cards, and Stanford test scores. Since our students score in the 79-99% ranking of Stanford test scores as a class average, teachers seek solutions through data to ASSESSMENT FOR LEARNING 5 improve class average test scores. If any student did poorly, teachers seek ways that will improve student learning. Principals and teachers can learn to maneuver through the statistical data to help create goals and strategies for change and improvement (Creighton, 2001). The school’s greatest area of strength in regard to assessment literacy was that data-based decisions about student mastery of standards are made collaboratively by administrators and teachers. By looking at our strengths, opportunities, weaknesses, and threats, teachers can gain insightful information into how they may best serve their diverse students’ needs and administrators can find solutions to helping these students achieve an optimal learning experience at school. This creates an opportunity for teachers and administrators to work together to improve student achievement. By understanding our diverse students’ needs, teachers and administrators can see the big picture and find viable solutions to problems that arise at their school. This year we have added a resource room to help struggling students with special needs get help from an ESE teacher. Curriculums are modified to accommodate student’s needs based on any language or learning barriers. The dominant culture of the nation-state should incorporate aspects of their experiences, cultures, and languages, which will enrich the mainstream culture as well as help marginalized groups to experience civic equality and recognition (Gutmann, 2004). Teachers have professional development sessions and team meetings to assess proven methodologies and research to help students learn. â€Å"When teachers support students by treating them with respect and caring about their futures, and encourage students by helping them to succeed, students are more likely ASSESSMENT FOR LEARNING 6 to respect and get along with one another; when taught how to be more tolerant of others, students exhibit greater tolerance† (Gollnick Chinn, 2006). Our school climate is multicultural and is reflected in every aspect of the education at our school. This is imperative if we want our students to compete in a global economy and to ensure learning and equity for all students. The school’s greatest limitation in regard to assessment literacy is that not all teachers recognize students’ emotional connection to assessment and its results. Also, the formative assessments are not used regularly to tell members precisely where to focus their improvement efforts and how to do it in a timely manner. My students complain that some teachers take a month to grade papers. Parents complain to me that other teachers do not understand their child’s special needs. For instance, I have a student with dysgraphia, dyslexia, and ADHD. For spelling tests, I have found it beneficial to call him up after tests and have him spell the word to me verbally that he got wrong in writing and he often gets it correct. He has transformed from a failing student to an â€Å"A† student. I grade his paper immediately after he turns it in and I ask him to spell the words he got wrong to me verbally. When students are failing, teachers need to find viable solutions to increase student learning. No single assessment is capable of answering all these questions to aid a student’s learning capabilities. A productive, multi-level assessment system is needed to ensure accuracy of all instructional decisions (Stiggins, 2008). Relying heavily on Stanford test scores impedes a student’s emotional connection to assessment and its results. Instead a wide arrangement of student work should become part of a portfolio to determine the overall ASSESSMENT FOR LEARNING 7 success rate of a student. â€Å"If all students are to succeed, they must have continuous access to credible evidence of their own academic success at mastering prescribed achievement standards† (Stiggins, 2008, p. 8). Data shows teachers areas that need improvement in teaching, student’s weaknesses, and how to do better next time. This will enable students to build self-efficacy when teachers help students to see what success looks like through assessment analysis to improve test taking the next time (Stiggins, 2008). This is the reason our school offers a retest at 92% of the grade. This is what Stiggins refers to as replacing the intimidation of accountability as the primary motivator through tests with the promise of academic success for all learners. This type of assessment promotes hope for all students to become successful. We are reminded by Tashik (2010), that an effective performance assessment system requires the complete interplay of several components: 1. Teaching and learning must remain the constant focus of the school. 2. Teams of teachers collaborate on all aspects of instruction and assessment. 3. Staff, department, and grade meetings are regular features of the school week. 4. Scheduling includes blocks of time for teachers to mentor and supervise student progress on the performance assessment tasks. 5. Continual development of new courses and units of study to better engage students in their learning and meet their academic needs. When these key components are intertwined, effective assessments can benefit our students through diversity and it can take the shape of molding into our students’ needs. When we look at the classroom level of use, the program level of use, and the ASSESSMENT FOR LEARNING 8 institutional accountability and policy level of use, assessments can work together to scaffold student learning for optimal success. In a perfect assessment system, the foundation would comprise of an array of assessments that enable students to learn more through scaffolding and take ownership of his or her learning success (Stiggins, 2004). ASSESSMENT FOR LEARNING 9 References Creighton, T. (2001). Data analysis and the principalship. Principal Leadership, 1(9), 52. Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books. Gollnick, D. and Chinn, P. (2006) Multicultural education in a pluralistic society. New Jersey: Pearson Education. Gutmann, A. (2004). Unity and diversity in democratic multicultural education: Creative and destructive tensions. In J. A. Banks (Ed. ), Diversity and citizenship education: Global perspectives (pp. 77-96). San Francisco: Jossey-Bass. Spasovski, Ognen. (2010). Principles of the inclusive education and the role of teachers and in-school professional staff. The Journal of Special Education and Rehabilitation,111(1-2), 67-86. Tashik, P. (2010). Changing the national conversation on assessment. Phi Delta Kappan, 91(6), 55-59. Stiggins, R. (2004). Classroom assessment for student learning: Doing it right – Using it well. Portland, OR: Assessment Training Institute. Stiggins, R. (2005, Dec. ). From formative assessment to assessment FOR learning: A path to success in standards-based school. Phi Delta Kappan, 87(4), 324-328. Stiggins, R. (2008). Assessment manifesto: A call for the development of balanced assessment systems. Portland, OR: ETS Training Institute.

Othello Comparison of Themes :: essays research papers

Themes Envy and jealousy are the catalysts for Hugo’s desire to hurt Odin and Mike. Hugo envies Mike for Odin choosing him over Hugo to share the coveted Most Valuable Player award (MVP). At the presentation Hugo’s own father, Coach Duke Goulding states boldly, â€Å"†¦And I’m not ashamed to say this in public but, I love him like a son.† The camera shows the dismay displayed on Hugo’s face. From this point on Hugo envies both Mike and Odin and pledges to do whatever required of him to ruin both their lives. Just as Othello prefers Cassio as his lieutenant rather than Iago. Iago also mentions in a soliloquy that, â€Å"  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I hate the Moor, And it is thought abroad that ‘twixt my sheets He’s done my office. I know if’t be true.† Iago is suspicious of his own wife being unfaithful and is jealous of Othello, even though it is only rumour not truth.   Ã‚  Ã‚  Ã‚  Ã‚  Hugo’s plan is to fill Odin’s mind with doubts of infidelity about Mike and Desi’s relationship. Hugo first mentions his suspicions in the gym where the two are alone. He tells Odin, â€Å"If there’s one thing I know it’s white girls, they’re like horny snakes.† Hugo asks if there’s anything going on between Desi and Mike and if Odin trusts Mike. If Hugo hadn’t of warned Odin, the thought would’ve never have occurred to him as he said to Mike, â€Å"What I’m gone a few hours and you’re already stealing my girl big Mike?† This was said sarcastically by Odin after he was admitted to hospital after retaining an arm injury playing basketball. Iago questions Cassio and Desdemona’s relationship just as Hugo did.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"†¦I speak not yet of proof. Look to your wife, observe her well with Cassio; Wear your eyes thus; not jealous, nor secure.† Eventually Odin becomes so envious and jealous of Mike and Desi’s supposed affair he is so motivated to kill Mike. â€Å"How can I kill this mother fucker Hugo?† But Hugo mentions Desi, which only places the idea in Odin’s mind, and shows Hugo’s powers of manipulation. â€Å"But what about Desi.† He replies. Othello reacts in the same manner as Odin. â€Å"†¦Within these three days let me hear thee say That Cassio’s not alive.† Iago’s agreeingly replies but also manipulates Othello by mentioning Desdemona.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"My friend is dead; ‘Tis down at your request. But let her live.† â€Å"Damn her, lewd minx! O, damn her, damn her!† Also included in this cycle of envy and jealousy is Roger who is envious of Desi and Odin’s relationship and is ever willing to help Hugo in his plan to break them up.