Apple Inc. Elasticity of Demand Cross Elasticity

Introduction: Apple, Inc. is an electronics and software company based in California, USA. Originally known as Apple Computer, the company is familiar to most people as innovators of the personal computer as it is known today. Apple Computer had introduced many of the now-commonplace features of personal computers, including the GUI, the mouse, the floppy disk drive, and color graphics. Apple Computer s Macintosh line of PC s had brought numerous software and hardware components within reach of the average home consumer, often in a stylish case and with an emphasis on usability. The restructured company, now called simply Apple, designs, markets, and sells not only personal computers but also consumer electronics in the form of†¦show more content†¦These three multinationals form the core of Samsung Group and reflect its name. Taking the Samsung Galaxy Note as a substitute product as it is classified as the world 2nd best cell phone . Samsung says it has sold over 2 million Galaxy Note superphones globally. Now, it’s only fair to remember that this number includes international sales, so even though the Note only became available on February 19 here in the States, it’s been on Asian shelves since October and U.K. shelves since November. Let’s put this in perspective. Apple sold twice that many (4 million) units of the iPhone 4S in its first weekend on the market. Samsung sold 3 million units of the Galaxy S II after 55 days on the market. So, when measured against these flagship smash hits, it’s hard to call the Note a mega-success. The galaxy note lowest price was $249.99 amp; the average price was $274.99 , While the highest price it reached was $529.99 . Elasticity of Demand amp; Cross Elasticity Elasticity of demand: Qd1 = 2,500,000 Qd2 = 7,000,000 P1 = #599 P2 = #299 % Qd = Q2 – Q1 / Q2 + Q1 /2 = 7,000,000 – 2,500,000 / 9,500,000 / 2 = 0.947 % P = P2 – P1 / P2 = P1 / 2 = 299 – 599 / 898 / 2 = 0.668 Ed = % Qd / % P = 0.947 / 0.668 = 1.417 * Product is elastic as the Ed is greater than 1 . Cross ElasticityShow MoreRelatedApple Inc. : The Smart Phone Market1415 Words   |  6 PagesApple Inc. entered the smart phone market in 2007 with the launch of a basic 4GB and 8GB iPhone. Since that time, the iPhone has revolutionized the smart phone market and redefined the idea of meeting consumer demands. Apple has been introduced a new model of its successful iPhone each year and consistently achieves higher market share than its competition. This essay examines the Apple iPhone from an economic perspective. 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Hamlet’s Infatuation with Death Free Essays

†An Undiscover’d Country†: Hamlet’s Infatuation With Death Have you ever wondered what happens to you when you kick the bucket? Will you still be the same person? Or is death really the great equalizer? Is it possible we all end up the same? Death is a very scary and lonely thing to think about, and nothing is a greater example of that than William Shakespeare’s famous play Hamlet. Hamlet is infatuated with the idea of death and what it brings. With comments like, â€Å"To die: to sleep; / No more,† (Hamlet 3. We will write a custom essay sample on Hamlet’s Infatuation with Death or any similar topic only for you Order Now 1. 61-62) and â€Å"we fat all/ Creatures else to fat us† (4. 3. 3-24), it is clear Hamlet has a very lonely and depressing view on what happens when you bite the dust. Hamlet’s fascination with death and dismal view on it are all evident throughout the whole play. We start to learn that Hamlet has a bizarre fascination with death when, every other scene, he is talking how everyone will end up in the ground one way or another. â€Å"To be or not to be – that is the question† (3. 1. 57), is where it all starts off. From this famous speech to the end of the play, all Hamlet worries about is death. He continues to go on and on about how we will all become equal and starts to wonder what it is like to die. Hamlet often talks about self-murder, or suicide, and how it will affect his afterlife if he decided to do it. HAMLET. O, that this too solid flesh would melt Thaw, and resolve itself into a dew! Or that the Everlasting had not fix’d His canon ‘gainst self-slaughter! O God! O God! (1. 2. 129-132) Hamlet is obviously contemplating suicide here, but then he realized that he cannot go to Heaven if he commits suicide. Going to Hell is something that Hamlet does not want at all. This is obvious because, throughout the play, Hamlet thinks about killing himself, but he never does because he is scared to die, and even worse, scared to go to Hell. The language that Hamlet uses to express death is very interesting. The way and how Hamlet talks about death all the time is extremely depressing to read and I can only imagine how it made Hamlet depressed. Hamlet often has trouble with expressing his views on death as he often has conflicting statements. Sometimes he will think of death as an adventure, â€Å"The undiscover’d country from whose bourn/ No traveller returns† (3. 1. 81-82), or he will think of it as an extremely gruesome thing, â€Å"A certain/ Convocation of politic worms are e’en at him. † (4. 3. 21-22). The way he talks about death here is cringe-worthy. Just thinking about worms chowing down on Polonius is nauseating. Hamlet does not often talk about death this way in the play, though. He is almost making a joke in this quote, but the joke is true and extremely gross. Hamlet’s view on death is very dark and grim. His believe that death makes us all equal and there is nothing we can do to prevent that. In Act Five, Hamlet is in a graveyard with Horatio and is carrying on a very dark conversation with him. Hamlet has a very interesting quote in this Act, â€Å"Alexander died, Alexander was buried, / Alexander returneth into dust† (5. 1. 189-190). This quote is about Alexander the Great, and his name should go without saying that he was a very important person. It is depressing to think about it because Alexander was a great king. But he ended up like we will all end up, and that is dust in the ground. In the same scene Hamlet drops another interesting quote, â€Å"let her paint an/ Inch thick, to this favor she must come† (5. 1. 170-171). Hamlet happens to be holding the skull of Yorick when he says this. No matter how much make-up, or paint, you put on, no matter how much you dress up and act fancy, you will still end up like Yorick. And the sad part is that there is nothing you can do to prevent it. Mortality is a very commonly thought about in this play. Hamlet is not the only character that worries about the afterlife. Almost every character in the play has a view on life and death. Their views maybe different, most are still depressing. This theme is present because Shakespeare’s view on death was depressing. Hamlet’s view on death is a direct relation to William Shakespeare’s. They both believe we will end up the same; a dead body in the ground. How to cite Hamlet’s Infatuation with Death, Papers

Understanding Language and Literacy ICT

Question: Discuss about theUnderstanding Language and Literacyfor ICT. Answer: Part A: Newsletter Article Language, Literacy and ICT The technological advancements of recent times have culminated in the rapid utilization of the information and communications technology (ICT) in various domains. Education sector is no exception to this and ICT has opened up a plethora of opportunities particularly for elementary education thereby facilitating inclusive learning. ICT act as tools to mediate the cognitive and holistic development in the child thus accounting for several essential skills and competencies encompassing language, numeracy and literacy among many. ICT can be effectively integrated with the pedagogical principles that are in vogue to make them accessible to children of school going age for appropriate utilization (Lim Oakley, 2013). Assessment of the advantages and disadvantages of the ICT has resulted in implicating for more benefits than risks in case of the students receiving primary education in school settings. Benefits may be understood in the context of the students, teachers and parents. Greater efficiency is generally fostered throughout the school curriculum through opening up of various avenues pertaining to communication channels. Motivational influence with respect to multiple curriculum subjects is generally provided by ICT through emancipation of students learning. Quality of education is facilitated through enhancement carried out with respect to teachers training and acquisition of basic skills (Kerckaert, Vanderlinde van Braak, 2015). However, the teachers attitude towards the implementation of the ICT in schools serves as a major impediment in terms of utilizing the full potential during the foundation years of a childs development. Reluctance of the teachers to use ICT in early education due to the notion of ICT as harmful may be cited as the cause behind such belief. Moreover, the expenses incurred in providing computer facilities through ICT are a major drawback accounting for the single largest curriculum budget cost thus providing little scope for other significant expenditures necessary for the school setting. Research suggests that in case of the impaired children, there is greater propensity for acceptance of ICT in contrast to the healthier counterparts (Hasan, Ashraf Rahman, 2016). Learning experiences are normally provided in course of a specific educational curriculum with the aim of providing optimum benefits by means of engagement, motivation and enthusiasm to make way for active participation thereby accounting for learner autonomy. School serves as an important layout for the participation of the students in a vast array of computer based activities while home serves as the source for a comparatively narrower set of computer tasks. Transformation of the teaching style into a learner centric style is generally facilitated by virtue of applying ICT. Convenience and ease in mutual interaction between the teacher and the student is the prime merit of ICT based classroom teaching. Higher number of academic affordances as well as possibilities is generated for both the instructors and students alike through ICT. Thus a positive school culture and environment helps to promote ICT based education thereby ensuring holistic development in the child (Fu, 2013). In e lementary education, language and literacy are two of the crucial components that serve as potent factors in shaping a childs future. Communication skills help in promotion of these two competencies by adopting suitable educational interventions. In this context, ICT is found to be beneficial to harbor the optimal outcomes. Studies conducted on children having autism have highlighted on the applicability of the ICT to address the communication issues in the concerned population. Recent ICT applications concerning the autistic children comprise of the usage of interactive environments implemented in cases of special input devices as well as computers in addition to the virtual surroundings, serious games, avatars and telerehabilitation. Robotic systems an important ICT tool serves to evaluate the childs response to robot behaviors as well as allow elicitation of behaviors that are unique to the child. Further modeling, teaching and practicing of requisite skills with scopes of provid ing feedbacks relevant to a specific environment is encouraged through ICT. Thus the utilities of ICT may be procured through adaptability of the resources carried out in case of providing language and literacy competency (Boucenna et al., 2014). Impact of ICT is not limited to language and literacy sectors alone. Extended application of ICT includes application in the mathematical domain. Matters pertaining to the effectiveness and efficiency concerning mathematical education revealed certain significant findings. According to the study outcomes, differences existed between pupils in schools standing for with and without ICT shortage. Variations were also noted among students who are habituated to frequent usage of ICT or no ICT application at all. However, differences did not remain at instances of accounting for characteristics relevant to teacher, student and school. Mathematical ability is largely dependent upon the numeracy proficiency of the child; therefore careful attention being focused on the mathematical education may ensure numerical literacy improvement in the child (De Witte Rogge, 2014). The potent applications for ICT involve its utilization in the education for the pre schoolers. Research has highlighted on the necessity for collaborative learning in case of the kindergarten children along with proper assistance from ICT. Further, pre-school children having memory difficulties may benefit from ICT has also been the pivotal theme of research since quite a long time. Children having certain deficits are thus addressed by virtue of application of breakthrough technologies that lead to the all round growth and development in the child (Drigas, Kokkalia Lytras, 2015). Acquisition and subsequent consolidation of the language, literacy skills is encouraged by means of adopting various teaching methods. In this regard the didactic approach or a more learner centered approach may be suggested. Empirical findings emphasized on the effective utilizati on of the ICT by the parents, practitioners and young children during the early years foundation stage. Improvisation of active pedagogical methodologies is thus encouraged to procure the maximum benefits concerning technological advances through generation of imaginative solutions (Aubrey Dahl, 2014). Therefore, dynamic initiatives from all end concerned involving the parents, educators and the pupils will pave the way for promoting the language, literacy and communication skills. Speaking, reading, listening, writing, communicating skills that are very much interrelated serve to provide real life as well as meaningful experiences with respect to provision for gaining an insight into matters related to language and literacy. Part B: Teaching Resource Literacy is a long sought term that is applicable throughout the tenure of a persons lifetime in judging his or her potentials based on the education received. In this context, reference may be made of a book resource that is specifically meant for lower primary children to encourage them to read thereby promoting learning ability through acquisition of reading skill and supporting holistic development by means of fostering literacy. The book named Sails Take-Home Library Set A: A Safe Place to Sleep, may be recommended in this regard that contain stimulating texts encouraging take home reading programs. Inclusion of amusing characters, colorful illustrations in addition to descriptions of humorous situations attract the attention of the students and facilitate their learning abilities outside the conventional classroom set up. Further the incorporation of the Parents Notes section in the book assist in honing their wards reading skills (pearson.com.au, 2017). Aims of using the Resource: To encourage the child to actively take part in reading books thereby strengthening their reading proficiency To enable the pupils to get familiarize with words and sentences that might help them to better understand the application of the language taught in class in a lucid yet captivating manner Childhood encompasses the formative period in a persons life during which he or she engages in both active and passive learning by means of utilization of diverse skills and abilities. However, the varied cultural backgrounds and different native languages in case of many children pose challenges in getting acquainted with the specific format. The demographic distinction accounting for diverse practices have gradually leaded to the necessity for standardizing the language usage for the ease of understanding and maintaining uniformity. Linguistics skills offer the opportunity of reading, spoken as well as writing ability that in turn stand as vital markers for literacy (Genishi Dyson, 2015). Thus the reading book might enable the children to polish their language comprehension and enhance their vocabulary through learning of new words and phrases. Research has necessitated the development of innovative school curriculum in conjunction with family literacy programs and bridging the ho me and school practices through encouragement of parental involvement in school. Study concerning immigrant childrens literacy development has revealed the utility of reading books as the commonest practice. Engagement in oral language and literacy activities at home among immigrant second language learners are found to be beneficial to foster literacy likewise in case of monolingual children (Dixon Wu, 2014). Further studies have brought to the forefront important findings with respect to the issue of early development among dual language learners who possess varied cultural backgrounds. Factors related to the functions of language use at home along with other parameters of maternal immigration, country of descent as well as socio-demographic variables were closely examined. Results showed that immigrant status, gender along with maternal education status act as mediating factors between usage of home languages and child outcomes. In case of the English speaking households, both g ender as well as parental education was found to be more strongly related with child outcomes (Winsler et al., 2014). Literacy in todays world is guided by certain pertinent principles. Scaffolding of student reading, writing, viewing, listening and speaking are the responsibilities of effective teaching through various forms of reading and writing such as modeled, interactive, shared, independent and guided. The identification of the learning patterns of the students with the aid of sociocultural and sociolinguistics theories, behaviorism, constructivism and information regarding cognitive or information processing is integral to effective teaching apart from supporting for utilization of the appropriate cueing systems by the students. Organization of language, literature as well as literacy instruction through proper linkage between instruction and assessment are other functions of effective teaching (Tompkins et al. 2014). Thus in keeping with the existing guidelines the resource may be efficiently utilized to foster learning and literacy among the pupil receiving primary education through school setting. Further studies encompassing continuity and change relevant to the home literacy environment have been indicated as predictors of growth in vocabulary and reading (Snchal LeFevre, 2014). Therefore the book resource as suggested may be used that will enhance the habit of book reading among the children simultaneously improving their vocabulary base. Different ways of adapting and extending strategies to include the diverse interests and needs of children and cater for different age groups: Linking the relationship between speaking and listening in addition to reading and writing Creative approach to writing for the sake of promoting literacy Motivating the children to engage in writing Teachers must pay attention to the progresses as well as the challenges faced in course of learning modules Teachers must be thorough about the curriculum knowledge and demonstrate good subject knowledge as well Proper planning should be followed while preparing for well structured lessons Cognitive development of the child must be considered while improvising the lessons and utilizing the teaching resource Age of the pupil is an important determinant of the learning and cognitive development in the child and therefore calls for adequate emphasis being laid upon the age specific moderation of the academic curriculum (Wilson, 2014). Justification of the Learning Experiences The early Years Learning Framework (EYLF) has detected five key principles that accounts for effective childhood practice that include secure, reciprocal and respectful relationships, collaboration between early childhood educators and families, high expectations and equity, value for diversity as well as ongoing learning and reflective practice. Holistic approaches are generally followed to trace the responsiveness in children and facilitating learning through play by means of amalgamating the content with pedagogy to achieve the desired learning outcomes meant for present and future well being, participation and success of young learners (foundationinquirylearning.global2.vic.edu.au, 2017). Transition to literacy is considered as a vital step towards progressive learning through various skills enhancement Cook-Gumperz, 2013). Thus the differences in cultural backgrounds as well as home languages in case of children must be addressed properly to provide succinct resolution relevant to the pertinent issues related to learning and education. References Aubrey, C., Dahl, S. (2014). The confidence and competence in information and communication technologies of practitioners, parents and young children in the Early Years Foundation Stage.Early years,34(1), 94-108. Boucenna, S., Narzisi, A., Tilmont, E., Muratori, F., Pioggia, G., Cohen, D., Chetouani, M. (2014). Interactive technologies for autistic children: a review.Cognitive Computation,6(4), 722-740. Cook-Gumperz, J. (2013). The Transition to Literacy.Writing: The nature, development, and teaching of written communication, 89. De Witte, K., Rogge, N. (2014). Does ICT matter for effectiveness and efficiency in mathematics education?.Computers Education,75, 173-184. Dixon, L. Q., Wu, S. (2014). Home language and literacy practices among immigrant second-language learners.Language Teaching,47(04), 414-449. Drigas, A., Kokkalia, G., Lytras, M. D. (2015). ICT and collaborative co-learning in preschool children who face memory difficulties.Computers in Human Behavior,51, 645-651. Foundationinquirylearning.global2.vic.edu.au,. (2017). Foundations for learning: Relationships between the Early Years Learning Framework and the Australian Curriculum. Retrieved 5 February 2017, from https://foundationinquirylearning.global2.vic.edu.au/files/2013/06/ECA_ACARA_Foundations_Paper-2cq59mi.pdf Fu, J. S. (2013). ICT in education: A critical literature review and its implications.International Journal of Education and Development using Information and Communication Technology,9(1), 112. Genishi, C., Dyson, A. H. (2015).Children, language, and literacy: Diverse learners in diverse times. Teachers College Press. Hasan, N., Ashraf, M., Rahman, A. (2016). Effects of Information Communication Technology (ICT) in the Childhood Developments and Lives of Disabilities: A Multivariate Analysis.Science,4(1-1), 28-37. Kerckaert, S., Vanderlinde, R., van Braak, J. (2015). The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal,23(2), 183-199. Lim, C. P., Oakley, G. (2013). Information and communication technologies (ICT) in primary education. InCreating holistic technology-enhanced learning experiences(pp. 1-18). SensePublishers. Pearson.com.au,. (2017). Sails Take-Home Library Set A: A Safe Place to Sleep (Reading Level 7/FP Level E), 1st, Gibson, Brylee | Buy Online at Pearson. Pearson.com.au. Retrieved 5 February 2017, from https://www.pearson.com.au/9781869701673 Snchal, M., LeFevre, J. A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading.Child Development,85(4), 1552-1568. Tompkins, G., Campbell, R., Green, D., Smith, C. (2014).Literacy for the 21st century. Pearson Australia. Wilson, A. (Ed.). (2014).Creativity in primary education. Learning Matters. Winsler, A., Burchinal, M. R., Tien, H. C., Peisner-Feinberg, E., Espinosa, L., Castro, D. C., ... De Feyter, J. (2014). Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables.Early Childhood Research Quarterly,29(4), 750-764.