Cloudstreet Prologue

The prologue of Tim Wintons Cloudstreet transcends single familys tragic loss into the realms of the metaphysical, commenting on his views of life history and end. Readers can contrast these views to our much modern ideologies. Through the use of poetic language Winton adds a ghostlike dimension to the lives of people existing in a secular society. Through imagery he in like manner offers a construction of Australian ethnical identity. Using techniques like point of view, repetition, juxtaposition, symbolism, as well as tapping into Australian vernacular and language that appeals to the senses, he manages to convey these ideas to readers.I think that the change of point of view is wizard of the more effective techniques Winton uses in this extract. From the beginning where he clearly uses an inclusive pronoun to describe the gathering, Will you odor at us to the ending where the pronoun has switched to exclusive, And you cant help but worry for them This technique draws ci rcumspection to the exclusion both of lean, the reason this event as wellk place, and of the reader. We are forced to the sidelines, watching the physical description of the families evaporate into a spiritual description of life and death.This extract proposes ideas about living and dying that are kinda opposite to our modern ideologies. Winton suggests that the piece of the living is a closed, narrow one, material and foetid. This contrasts to his views on death which is portray as a dimension of freedom and broad vaults and spaces that you can see it all from. He makes this unornamented through emotive language that appeal to the senses. The olfactory** word foetid immediately gives the idea of living a negative connotation where silver-skinned river is presented with such a positive, beautiful image that even the suggestion of death feels beautiful.In fact, Winton discusses water, not only in this extract, but throughout the whole novel in highly symbolicalal terms. I rea d, in the prologue, the silver-skinned river to be a portal between the world of the physical and metaphysical. As Fish peers into it he sees all the wonders inside it. I believe Winton is conveying the idea that spirituality is a prerequisite aspect of life. Also the metaphor the sound of it (the water) has been in his ears all his life intensifies the description of Fishs desire for the metaphysical.The quote One of the here is leaving can be seen as very symbolic in the fact that it describes literally Fishs leaving the group and, in the end, leaving this life. alone it also could be read to mean how figuratively Fish is transcending from the material world to the physical one through means of the river. Certain phrases are used to enhance this metaphysical portrayal of the world. Images like mortal vision juxtapose to highlight the idea behind the image, togetherness of the two families. Burst of consciousness is another spiritual, figurative phrase which contributes to the sense of Fishs mind right before death.Referencing time and space, of course, immediately places the images into the world of the metaphysical. I think swapping so easily from materialistic images to spiritual is a clever way of expressing the themes and principal(prenominal) ideas of Cloudstreet. As well as a spiritual schooling, I see Winton making efforts to allude to a representation of Australian cultural identity. First, the use of Australian vernacular such as chiacking and skylarking sets the place for readers allowing us to see Wintons view of this country. Throughout the novel, and even in this extract, there is a tone of lust for an Australia of the past.An Australia that was never really existant, historically. The entirety of the reserve is a construction of Australian life, a representation of the cultural identity. The cumulating of picnic foods leads to an image of celebration in Australian summer. An image that continues throughout the episodic narrative of the lodge of the book. Australia can be seen as presented through an idealistic lens. For example in a good worlds in the midst of our living conveys an ideal Australia of community that anyone who has lived here for more than a day knows is not forever an accurate perception.Winton wanted to express this view so much that he emphasized it through poetic the language technique of repetition to draw attention to the one day, one clear, clean, sweet day. The syntax is move in parts as well as abrupt and sharp in others to bring idiom to ideas and images. For example where readers gain some insight into Fishs mind the sentences become far more simple and short. All. He sits. etc in order to express the simplicity of Fishs thoughts. Repetition too portray the thoughts of a more simply minded person. Teeth teeth teeth are the commission of Fishs mind therefore this will be the focus of Wintons description. In reading Tim Wintons flowing, emotive language I found myself understanding this view of life and death more clearly. This extract allows readers to open their minds to ideas that are quite contrary to our ideologies today. The construction of Australian culture is one infused with a sense of longing and love, something those who also love Australia today can identify with. For that reason, I believe this book has a strong essence of cultural identity despite the fact that its not inevitably a correct representation.

Classroom Management Paper Essay

I am in the process of cr eating my school d intumesce watchfulness externalise for my future air divisionroom. Each day that I alternate(a) teach, observe a partitionroom, or originate new information from my classes, I l authorise aroundthing new that I whitethorn wish to incorporate into my classroom solicitude plan. A well written commission plan is a key to success in the classroom. The more I plan for my lessons and plan to run my class, the more of an strong learnedness climate I exit live for my disciples.This paper includes my personal philosophy of classroom steering, rules for disciple behavior, a t aim analysis, substitute instructor plans, classroom implementation plan, letter to p arnts explaining my classroom management plan, and my strategies I plan to aim to t sterilise under ones skin on my classroom management plan. Personal Philosophy of Classroom Management The following is my personal philosophy of classroom management listed in bullet form at. My goal is to provide a productive, safe surround, which is conducive to learning.My scholarly persons ordain be welcomed and feel a sense of belonging to the class community. Every schoolchild is just as alone important(p ruby-redicate) as the next. I plan to help my students become whole step students and help them develop the characteristic traits of responsibility, trustworthiness, caring, and respectful. I hope to spark enthusiasm for learning by creating engaging lessons, reaching all types of learners. To achieve this, I plan to differentiate instruction, use multiple modalities, and technology. I overly plan to pee-pee students ladder independently, in collaborative multitudes, and in reduplicates. I hope to bring erupt a student-centered or constructivist mien classroom where students ar active participants in their learning, which allows students to bring up a deeper connection to curriculum. To challenge my students, I plan to use in effect(p) i nquisitive techniques, which allow for allow my students to use higher(prenominal) levels of thinking. I provide create a class climate where students can express themselves freely with turn up judgment. Create a cooperative classroom where the students and instructor start together. To do this, I exit call my students my teammates and express to them the importance of team dally. It is my hope to encourage students to do their top hat and that it is to make a mistake. I result use official reinforcer and positive praise when I wait my students doing something grave. I go out model respecting incessantlyy peerless and accepting differences. I lead ask that my students do the same. To create a sense of power among my students, I will wipe out students participate in the creation of the classroom rules. When students create the rules, they have a tendency to adhere to the rules. In addition, I will have students answer weekly classroom jobs. I will be fair and lo gical and I will erect guide atmospheres for my students so they neck what is to be of them in both learning and behavior. To manage off-task behavior, I will use non literal and vocal cues, body language, and proximity. In some instances, I will move students to avoid make headway disruptions. savants who require extra assistance, will be strategically seated for easy access. If a lesson or appearance of teaching springs one-day and not the next, I will be flexible and change either my style of teaching or the lesson itself.Student Behavior Positive and Negative Consequences To minimize disruptions in the classroom, students make to tell apart what is expected of them. I will not have rules listed in my classroom. Instead, my class will have the timber student and quality teacher posters displayed, listing what characteristics the students and teacher should display at all beats. I will these characteristics often and engage in role playing activities at the beginning of the school year. Whenever I arrest that there is an issue regarding a characteristic trait, I will remind students model to be quality students. For off-task behavior in the classroom, I have established a tiered system of responses that will stupefy ab break through from various nonverbal and verbal cues, reminders, and possibly relocating student in the classroom. If behavior continues to disrupt the class for a total of three times, I will instruct the student to write a note syndicate explaining the off-task behavior. If off-task behavior continues in the classroom, I will call the p atomic number 18nt or ask to set up a meeting to discuss the students behavior and work with the pargonnt toward a positive solution.Kelly (n. d. ) states, B. F. Skinners theory on operant conditioning says that rewards atomic number 18 much more effective when they do not occur regularly. In other course, intermittent rewards mean more and have a greater effect than routine rewards. Stu dents who never know when a reward may happen will behave better than those who know that you never give out rewards on Tuesdays (para. 3). To motivate students in achieving good behavior in the classroom, I will use verbal praise and reward students from time to time somebodyly, by t satisfactory, or by class.Individual rewards will be minded(p) from to time when I see a student role model quality behavior and other students are off-task in the classroom. I will give this student an extra 10 cents. By doing this, the other students will take in positive reinforcement. throughout each week, I will also award table points. If I see a group of students at a table on-task, I will award their table a point. The table that earns the more or less points at the end of the week, will win and will be able to select from a few choices that include tiffin in the classroom and extra computer time, to name a few.If the class is doing a job on a lesson, I will have the stain friend add one marble to the celebration jar. Once the students reach their pre run acrossd goal (discussed monthly at class meeting), students are allowed to participate in a celebration of their choosing. Task Analysis for Morning bout To help students palliate into their day, I have created a dawning routine. With this morning routine, students know what to expect and do each morning entering the classroom. This routine will be displayed on the Promethean Board each morning as a reminder for my students.General area Needed Procedure Specific Procedures Whole Class Morning Routine Unpack backpacks and hang up coats and backpacks Turn in notes/ dental platework to purple bin Make eat choice Morning work (daily mathematics worksheet to complete) Unfinished Work tract Independent Reading During the morning routine, morning announcements are displayed on the class television receiver and students coiffe their class jobs such as library helper, tiffin counter, and office m essengers. In addition, I will use this time to take attendance and achieve other housekeeping duties as necessary.Substitute Teacher Plans The following is a sample of my substitute teacher plans. The more detailed information the teacher carrys for the substitute, the better. This helps the substitute teacher run the class more swimmingly in the teachers absence. Thank you for covering my class while I am out today. Here is some information on a few procedures or routines in our class. Helpful Teachers Mrs. Fowler, room 6, Ms. Nuckles, room 4. Attendance please use attendance sheet on my desk and mark all students who are missing. enjoy note any absent students on attendance sheet on my desk and authority in office envelope and have office helper take to office during morning announcements. Morning lunch count This is a students job (see listing hanging from tv). The students mark their choices on the seawall chart behind the tv, and the lunch count helper writes out the sl ip and takes it to the cafeteria in the lunch brochure after announcements. Bathroom breaks Students have boys and girls hall passes hanging on the wall by the door. When they need to go to the restroom, they put the pass on their desk and go.Only two at a time are allowed out of the room. Class management/rules If class is going a good job, I usually ask the marble helper to add a marble to the class jar. If the class receives a compliment in the hallway, they earn two marbles. If the class is off-task and several reminders are given, a marble may be taken away. For individual behavior Banker gives each student 15 cents ( forge funds) at the start of each day. Students are to place their money in their money pocket at the back of the room during morning announcements. If a student is caught doing something good, you may reward him or her an extra 10 cents.The money earned allows for students to make purchases at our classroom fund at the end of each month. If a student is off-ta sk, use nonverbal cues as firstly reminder, and verbal cues as second reminder. If the student continues behavior, please have him or her write an apology letter to you and leave on my desk. If the student continues to disrupt class, please call one if the listed teachers above and ask to send student over to her class to finish working on assignment. enchant leave me a note if you have any issues with any of my students. Lunch Line students up (line leader, caboose, post lunch, choice 1,2, and 3).Please walk students calibrate to cafeteria at 1208. The students will go through the lunch line on their own. Most teachers eat in the Teachers Lounge, which is behind the office. The teacher restrooms are also by the teachers lounge. At 1238, please pick them up from the cafeteria and walk them back to class. Students with Special Needs (Food allergies, medicine, asthma) Student Difficulty/Need Tom Medicine- Goes to nurse after lunch to receive medicine Specials My calendar on my d esk has specials listed according to the day. Day1- Music Day2-PE Day3- Computer Lab, Library Day4-PE Day5- Art Recess 215-230Activities should be administer at all times. Teachers should have class backpacks, walkie gabbleie, and key (both located in office). Teachers should be positioned so that all students are visible at all times. Report any injuries to school nurse. The nurse will determine whether an Accident Report needs to be completed. If so complete form and send white sham to office and have student take yellow copy home. In Case of Emergency Please locate red backpack and evacuation plan in the classroom. In case of emergency, have students line up quickly and quietly. Bringing backpack, follow evacuation route listed in the classroom.Once outside, count students to make sure everyone is accounted for. Inform supervisor (person with walkie talkie and clipboard) of all students present in the class and state any parents names volunteering in the classroom. Remind stud ents to be single, straight, and silent and to face away from the school building. Once given the all induce from the supervisor, lead students back to class in a single, straight, and silent line. The following plat is our class seating chart. Please be sure that students sit in their correct seats. This seating plan should be helpful in familiarizing yourself with the students.(Note Please see Appendix A-seating chart). I have provided a list of helpful students, disruptive students, and special needs students. Helpful students Mary, Tyrone, Amy, and Tom. Disruptive students Dane and Alex (these students may need to have several reminders to carry on on task. Students who require assistance Daniel, Marco, and Aaron. Either you can help or ask one of my helpful students listed above to help these students. Computer username cuttingjm Password student123 845-915-Morning Routine (please log on to computer and put the following on the Promethean board). 1. Unpack backpacks and hang up coats and backpacks2. Turn in notes to red bin/homework to purple bin 3. Make lunch choice 4. Morning work (daily math worksheet- todays number to complete-on back table) 5. Unfinished Work folder 6. Independent Reading Please inform students of their jobs for the day. Jobs are on poster in front of room by the t. v. Please ask Mary to turn on t. v. for you when the bell rings. During the morning routine, morning announcements are displayed on the class television and students perform their class jobs such as library helper, lunch counter, and office messengers. During this time, please take attendance using attached attendance sheet.Place any notes and attendance sheet in clear folder and have office messenger take folder to the office for you. Ask lunch helper to take lunch count and place any money and lunch count in lunch folder. The lunch helper will take folder to the cafeteria for you. 915-920- Ask Tom to give each student 15 cents. Each student will come and will put the money in his or her money pocket located on the back bulletin board. 920-930- calendar- Have students join you on the carpet (call them by table numbers). Ask questions rough the calendar (what is the go steady, what weekday, year, what was the date a week ago, what will the date be in one week).Have students give you math problems about the lunch graph. 930- 1000- Have students begin centers. Please read off the names from the chart to let them know where they go. 1000-1045- Library- please sting with class and bring library cards with you (they are on my desk). 1045-1126- Students finish centers 1126-1156- Lunch. Have line leader and caboose line up first. Lunch from home will line up first, followed by choice 1, 2, and 3 . (during lunch, please check my mailbox in the office). 1200-100- MATH- Review todays number on bang projector (Ask a helper to set up for you).Pull a popsicle stick out of the cup on my desk and have the student complete one problem. Continue until todays n umber is complete. Refer to Math Investigations check, lesson 2. 1 risk my number on the 100 chart. Tell students they will use the 100s chart on page 16 in their math binder for this biz. Review directions and model how to play game with a student. Have students pair up and give each a copy of the directions to play on their own. Once completed game twice, students can work on pages 13-15 in their textbook. 100-145- ART 145-210- Science- Students are to take out prevail journals.Overhead helper will pull out overhead projector. Laura is cloud helper, and Teresa is temperature helper. Cloud helper will go to window and brass to see what kind of clouds are outside. They will come to overhead and draw clouds on calendar page and graphing page. Overhead helper will fill in date and will write down weather words that students agree on (ask students to give weather words from each table). Choose one person from each table to predict the hi/lo temperature of the day. The temperature helper will pull up the temperature for the day on the computer. The overhead helper will record the temperature on the overhead.Students are to write this information on their calendar page and graphing page. 145- 200- RECESS 200- 245- Have students watch video on water cycle and have them complete science worksheet on back table. If the students finish early they can do scholastic news and work on their weather book report. 245-300- Please call one table at a time for students to get lap top. Students are to work on their social studies research project on the laptops. 300-315- portend tables one at a time and have students place laptops back in cart. Have students perform classroom jobs at this time. Call tables one at a time to pack and stack.Read book (students can select) until bell rings. 315- Dismissal Please let me know of any issues with any students. If they do a good as a class, they can earn marbles in the jar. Thank you so much Classroom Management Implementation Pla n I will conduct a classroom meeting at the beginning of the year for the students, and we will discuss the character traits of a quality student and quality teacher. Students will create poster of each and, the class will discuss and list what qualities students and teacher should have. Qualities will include responsibility, trustworthiness, caring, and respect.After posters are created, students will be asked to sign the poster, stating that they understand the guidelines of the classroom. Posters will be displayed in the class as a reminder of what a quality student and teacher should look like. I will review procedures of various topics such as morning routine, lunch count, dismissal, lining up for lunch, etc. During the first few weeks of school, I will walk the students through each procedure, often modeling procedures. After the first month or the majority of the students get the hang of the procedure, procedures will be reviewed and built as necessary.In addition to commun icating to the students, I will also share my classroom management plan and expectations in a letter addressed to the parents at the start of the school year. I will ask parents to discuss management plan and expectations with their child and ask that they he or she sign and devote the document. In addition, I will provide my contact information and encourage the parents to contact me should they have any questions throughout the year and promote working together for the well-being of their child. Prior to the start of the school year, I will develop a seating chart based on the academic needs of my students.I will place students desks in groups that will allow for a cooperative or collaboration learning environment, in which students will work in groups with varying learning abilities. By having students clustered in groups, higher academic students will work with those students who will require help. Using group seating, I will also be able to reach and work with my students more easily. For students who require instructional assistance, I will place those students close to my desk or in front of room. I will also work with my students in a small group or one-on-one setting.To prevent misbehavior, I will strategically place minimal brain damage students away from door, window to prevent distractions. To help motivate my students I will use positive reinforcement as previously mentioned. Students will have opportunities to be rewarded individually, by table, and as a class. To keep the students management during my lessons, I am going to use as many hands-on methods and employ the effective questioning and popsicle stick strategy. To gain my students attention, I will use 1,2,3 eyes on me. The students response will be 1,2 eyes on you. I will also use various hand lay signals and use online timers to keep students on track during transitions, learning centers, and assignments. Letter to refers The following is a sample of a letter I plan to send out to my students parents during the first week of school. Dear families, As we are settling into a routine and becoming familiar with the class, I wanted to introduce myself to you and share some information with you about how I conduct my classes. My name is Jennifer gash, and I am your childs teacher for the school year.This is my first year in my own classroom however I have been in education for the past five years. I have a Bachelors of Business face from Radford University and a masters degree from University of Phoenix. Our classroom is built on the characteristic traits of respect, trustworthiness, caring, and responsibility. On the first day of school, our class created both a student teacher poster that lists the qualities of each trait. In our class, we are constantly striving to be a quality student and quality teacher. We look forward to manduction these with you at Back to School Night on Tuesday, September 20, 2011.To encourage students to be reminded of being a qual ity student, I will recognize positive behavior by verbal praise, earn fake money to be used for purchases at the classroom store, and other modes of communication to you. For off-task behavior in the classroom, I have established a tiered system of responses that will range from various nonverbal and verbal cues, and reminders. If behavior continues in class, I will instruct your child to write a note home explaining the off-task behavior. If off-task behavior continues in the classroom, I will call you or ask to set up a meeting to discuss your childs behavior and worktogether toward a positive solution. Our class has discussed our classroom management plan and students understand the consequences. By working together, we can help your child have fun and succeed in second grade. Below, please sign this document, indicating that you and your child understand my classroom management plan. In addition, please indicate a daytime and nighttime phone number and e-mail address. If you sh ould ever have any questions or concerns, please feel free to contact me via email, school phone, or memorandum a conference. My email is fourcuttingsmsn.com and the schools phone number is (703)791 2099. I am happy to talk with the families of my students. Heres to a wonderful year of learning in the second grade Fondly- Mrs. Cutting I have read and understand Mrs. Cuttings classroom management plan, and have discussed it with my child. Parent/Guardian Signature______________________________________Date_________ _____ Print Name________________________________________________________ Strategy for Assessing Classroom Management Plan I plan to use a variety of ways to prise my classroom management plan.One way to assess my classroom management plan is to have another teacher observe my class and rate my classroom based on the following chart (Note Please see Appendix B- Classroom Assessment chart) Another strategy I would use is to make antidotal notes and keep a journal of what s trategies or techniques seem to work or not work for my students. By reflecting, I can look back at my successes as well as reflect on areas that need to be improved. I need to be flexible. If a strategy does not work one day, I need to try something else.My third strategy to help assess my classroom management plan is to participate in peer group discussions and compare what strategies or techniques in other classrooms. Listening to other teachers can generate a multitude of ideas for my own classroom. Conclusion As of today, this is my classroom management plan that I hope to implement in my classroom. However, I believe it will change to meet the needs of my students in the classroom. Although I will plan for my students, classroom, and instruction, I will need to learn to be flexible if something does not work.I believe I will be able to prevent most misbehaviors from occurring and meet the goals of my classroom by implementing my classroom management plan. I will always strive to look for ways to improve my classroom management. It will always be a work in progress. References Kelly, M. ( n. d. ). Positive and Negative Reinforcement. Retrieved April 20, 2011from, http//www. netplaces. com/new-teacher/behavior-management/positive-and-negative-reinforcement. htm Teachers on Target (2008). Classroom Management. Retrieved April 20, 2011 from http//www. teachersontarget. com/Management. htm Appendix A pic (source University of Phoenix.(n. d. ). Classroom physical body Microsoft presentation. PowerPoint slide. Retrieved from https//portal. phoenix. edu/classroom/coursematerials/mte_520/20110315/ Appendix B 3 2 1 1. I foster an on-task learning environment? 3 2 1 2. Students understand that when they enter my classroom they are going to work 3 2 1 3. Students believe that my assignments are directed, productive, and enjoyable 3 2 1 4. Students know that the tasks in my classroom are never presented as punishment 3 2 1 5. Students believe that work done in my class has a definite purpose and objective 3 2 1 6.My classroom is a celebratory environment? 3 2 1 7. Students understand that they will be rewarded and praised for their hard work. 3 2 1 8. Students believe that my approach to them and their learning is positive. 3 2 1 9. My classroom is an engaged environment? 3 2 1 10. Students engage quickly in my assignments 3 2 1 11. Students know exactly what they are to do. 3 2 1 12. Students are clear why they are doing each assignment. 3 2 1 13. My classroom ethos is one of mutual respect. 3 2 1 14. Students know that they must respect one another. 3 2 1 15.Students are willing to cooperate with me. 3 2 1 16. Students are willing to cooperate with their classmates. 3 2 1 17. Students listen carefully to me. 3 2 1 18. My classroom procedures are clear? 3 2 1 19. Students know what they must do to succeed. 3 2 1 20. Classroom rules are consistent and fairly enforced. 3 2 1 21. Students know how much time they hav e to do assignments and how they will be assessed. 3 2 1 22. My classroom rules do not appear arbitrary. 3 2 1 23. My classroom is focused? 3 2 1 24. Assignments dont swim or appear out of left field. 3 2 1 25.There is a consistent routine to handing in assignments. 3 2 1 26. Work time in class is uninterrupted. 3 2 1 27. Students are expected to settle down quickly and work in class. 3 2 1 28. My classroom is a place where assignments are meaningful. 3 2 1 29. dumbfound away or filler assignments are never given. 3 2 1 30. Classroom work is not overly repetitive or redundant. 3 2 1 31. Students are clear about the objectives for each assignment. 3 2 1 32. There is a sense of humanness in my classroom. 3 2 1 33. Students are treated as human beings who have good and bad days. 3 2 1 34.Rules rarely if ever override human concerns. 3 2 1 35. Students understand that my classroom operates from a set of values. 3 2 1 36. My classroom is a predictable place. 3 2 1 37. There are no negative or unexpected surprises. 3 2 1 38. What I say in the classroom actually happens. 3 2 1 39. Students stay on task in my classroom. 3 2 1 40. When an assignment is given, students do it. 3 2 1 41. I expect and require all students to stay on task. 3 2 1 42. I deal with disruptions in a timely manner. 3 2 1 43. Student who stay on task are rewarded. (Sourcehttp//www. teachersontarget. com/Management. htm)

Monopoly and marginal cost Essay

hold enquires and terminations from Lesson III-3 Monopoly Pr turnice Questions and practises from Lesson III-3 Monopoly The following questions practice these skills ? beg off the sources of food market power. ? Apply the measurement and regain affects on taxation of any movement along a adopt curve. ? Find the bring in maximizing quantity and wrong of a single- harm monopolizer. ? Compute deadweight loss from a single- value monopoliser. ? Compute borderline receipts. ? Define the efficiency of P = MC. ? Find the advantage-maximizing quantity and impairment of a perfect- outlay-discriminating monopoliser.? Find the profit-maximizing quantity and price of an imperfect-price-discriminating monopolist. Question Each of the following firms possesses market power. develop its source. a. Merck, the gatherr of the patented cholesterol- rejecting drug Zetia b. Chiquita, a supplier of bananas and owner of most banana plantations c. The Walt Disney Company, the creators of Mickey Mouse Answer to Question a. Merck has a patent for Zetia. This is an example of a government-created barrier to entry, which gives Merck market power. b. Chiquita controls most banana plantations. overcome over a scarce resource gives Chiquita market power.c. The Walt Disney Company has the copyright over animations featuring Mickey Mouse. This Is other example of a government-created barrier to entry that gives the Walt Disney Company market power. Question Skyscraper City has a tube-shaped structure system, for which a one-way fare is $1. 50. There is pressure on the mayor to slue the fee by one-third, to $1. 00. The mayor is dismayed, thinking that this all(prenominal)ow for mean Skyscraper City is losing one-third of its tax income from sales agreements of subway tags. The mayors economic adviser reminds her that she is focusing only on the price resolution and ignoring the quantity effect.Explain why the mayors estimate of a one-third loss of revenue enh ancement is likely to be an overestimate. Illustrate with a diagram. Answer to Question A reduction in fares from $1. 50 to $1. 00 impart reduce the revenue on separately ticket that is currently interchange by one-third this Is the price effect. scarce a reduction in price go forth lead to more tickets being sold at the lower price of $1. 00, which creates additional revenue this is the quantity effect. The price effect is the loss of revenue on all the currently sold tickets. The quantity effect is the step-up in revenue from increased sales as a result of the lower price.Question Consider an industry with the remove curve (D) and bare(a) constitute curve (MC) launchn in the resultant diagram. There is no fixed personify. If the industry is a single-price monopoly, the monopolists bare(a) revenue curve would be MR. Answer the following questions by naming the fascinate points or field of forces. exercising Questions and Answers from Lesson III-3 Monopoly a. If the industry is short competitive, what will be the summarise quantity produced? At what price? b. Which area reflects consumer waste under perfect disputation? c. If the industry is a single-price monopoly, what quantity will the monopolist produce?Which price will it boot? d. Which area reflects the single-price monopolists profit? e. Which area reflects consumer unornamented under single-price monopoly? f. Which area reflects the deadweight loss to guild from single-price monopoly? g. If the monopolist can price-discriminate perfectly, what quantity will the perfectly price-discriminating monopolist produce? Answer to Question a. In a perfectly competitive industry, each firm maximizes profit by producing the quantity at which price friction matchs borderline cost. That is, all firms together produce a quantity S, corresponding to point R, where the marginal cost curve crosses the have curve. value will be decent to marginal cost, E. b. Consumer tautologic is the area und er the demand curve and above price. In part a, we maxim that the perfectly competitive price is E. Consumer unornamented in perfect competition is therefore the triangle ARE. c. A single-price monopolist produces the quantity at which marginal cost equals marginal revenue, that is, quantity I. Accordingly, the monopolist charges price B, the highest price it can charge if it wants to cover quantity I. d. The single-price monopolists profit per unit is the difference betwixt price and the average total cost.Since there is no fixed cost and the marginal cost is unremitting (each unit costs the same to produce), the marginal cost is the same as the average total cost. That is, profit per unit is the distance BE. Since the monopolist covers I units, its profit is BE times I, or the rectangle BEHF. e. Consumer superfluous is the area under the demand curve and above the price. In part c, we saw that the monopoly price is B. Consumer surplus in monopoly is therefore the triangle A FB. f.Deadweight loss is the surplus that would have been available (either to consumers or defendrs) under perfect competition but that is lost when there is a single-price monopolist. It is the triangle FRH. g. If a monopolist can price-discriminate perfectly, it will sell the first unit at price A, the second unit at a slightly lower price, and so forth. That is, it will extract from each consumer just that consumers willingness to pay, as indicated by the demand curve.It will sell S units, because for the last unit, it can just make a consumer pay a price of E (equal to its marginal cost), and that just covers its marginal cost of producing that last unit. For any further units, it could non make any consumer pay more than its marginal cost, and it therefore stops change units at quantity S.Practice Questions and Answers from Lesson III-3 Monopoly Question Bob, Bill, Ben, and Brad Baxter have just made a documentary exposure about their basketball team. They are thinking a bout making the movie available for transfer on the Internet, and they can act as a single-price monopolist if they choose to. Each time the movie is downloaded, their Internet service supplier charges them a fee of $4. The Baxter brothers are arguing about which price to charge customers per download. The accompanying table shows the demand document for their film. price of download Quantity of downloads demanded $10 0 $8 1 $6 3 $4 6 $2 10 $0 15 a.Calculate the total revenue and the marginal revenue per download. b. Bob is proud of the film and wants as many people as possible to download it. Which price would he choose? How many downloads would be sold? c. Bill wants as much total revenue as possible. Which price would he choose? How many downloads would be sold? d. Ben wants to maximize profit. Which price would he choose? How many downloads would be sold? e. Brad wants to charge the efficient price. Which price would he choose? How many downloads would be sold? Answer to Que stion a. The accompanying table calculates total revenue (TR) and marginal revenue (MR).Recall that marginal revenue is the additional revenue per unit of payoff Price of download Quantity of downloads TR MR demanded $10 0 $0 $8 1 $8 $8 $6 3 $18 $5 $4 6 $24 $2 $2 10 $20 $-1 $0 15 $0 $-4 b. Bob would charge $0. At that price, there would be 15 downloads, the heavy(p)st quantity they can sell. c. Bill would charge $4. At that price, total revenue is greatest ($24). At that price, there would be 6 downloads. d. Ben would charge $6. At that price, there would be 3 downloads. For any more downloads, marginal revenue would be below marginal cost, and so further downloads would lose the Baxters money.e. Brad would charge $4.A price equal to marginal cost is efficient. At that price, there would be 6 downloads. Practice Questions and Answers from Lesson III-3 Monopoly Question recollect that De Beers is a single-price monopolist in the market for diamonds. De Beers has five potential cus tomers Raquel, Jackie, Joan, Mia, and Sophia. Each of these customers will vitiate at most one diamondand only if the price is just equal to, or lower than, her willingness to pay. Raquels willingness to pay is $400 Jackies, $ccc Joans, $200 Mias, $ vitamin C and Sophias, $0. De Beerss marginal cost per diamond is $century.This leads to the demand schedule for diamonds shown in the accompanying table. Price of Diamond Quantity of Diamonds Demanded $500 0 $400 1 $300 2 $200 3 $100 4 $0 5 a. Calculate De Beerss total revenue and its marginal revenue. From your calculation, draw the demand curve and the marginal revenue curve. b. Explain why De Beers faces a downward-sloping demand curve. c. Explain why the marginal revenue from an additional diamond sale is less than the price of the diamond. d. cogitate De Beers currently charges $200 for its diamonds. If it lowers the price to $100, how bighearted is the price effect?How king-sized is the quantity effect? e. Add the marginal cos t curve to your diagram from part a and determine which quantity maximizes De Beerss profit and which price De Beers will charge. Answer to Question a. Total revenue (TR) and marginal revenue (MR) are given in the accompanying table. Price of Diamond Quantity of Diamonds TR Demanded $500 0 $0 $400 1 $400 $300 2 $600 $200 3 $600 $100 4 $400 $0 5 $0 MR $400 $200 $0 -$200 -$400 The accompanying diagram illustrates De Beerss demand curve and marginal revenue (MR) curve. b. De Beers is the only producer of diamonds, so its demand curve is the market demand curve.And the market demand curve slopes downward the lower the price, the more customers will buy diamonds. c. If De Beers lowers the price sufficiently to sell one more diamond, it earns extra revenue equal to the Practice Questions and Answers from Lesson III-3 Monopoly price of that one extra diamond. This is the quantity effect of lowering the price. But there is also a price effect lowering the price means that De Beers also has to lower the price on all other diamonds, and that lowers its revenue. So the marginal revenue of selling an additional diamond is less than the price at which the additional diamond can be sold.d. If the price is $200, then De Beers sells to Raquel, Jackie, and Joan. If it lowers the price to $100, it will also sell a diamond to Mia. The price effect is that De Beers loses $100 (the amount by which it lowered the price) each from selling to Raquel, Jackie, and Joan. So the price effect lowers De Beerss revenue by 3 ? $100 = $300. The quantity effect is that De Beers sells one more diamond (to Mia), at $100. So the quantity effect is to raise De Beerss revenue by $100. e. The marginal cost (MC) curve is constant at $100, as shown in the diagram.Marginal revenue equals marginal cost at a quantity of 2 diamonds. So De Beers will sell 2 diamonds at a price of $300 each. Question theatrical role the demand schedule for diamonds given in the previous question. The marginal cost of produ cing diamonds is constant at $100. There is no fixed cost. a. If De Beers charges the monopoly price, how large is the idiosyncratic consumer surplus that each buyer experiences? Calculate total consumer surplus by summing the individual consumer surpluses. How large is producer surplus? Suppose that upstart Russian and Asian producers enter the market and the market becomes perfectly competitive.b. What is the perfectly competitive price? What quantity will be sold in this perfectly competitive market? c. At the competitive price and quantity, how large is the consumer surplus that each buyer experiences? How large is total consumer surplus? How large is producer surplus? d. Compare your answer to part c to your answer to part a. How large is the deadweight loss associated with monopoly in this case? Answer to Question a. The monopoly price is $300. At that price Raquel and Jackie buy diamonds. Raquels consumer surplus is $400 ? $300 = $100 Jackies is $300 ? $300 = $0.So total con sumer surplus is $100 + $0 = $100. Producer surplus is $300 ? $100 = $200 for each diamond sold 2 ? $200 = $400. b. In a perfectly competitive market, P = MC. That is, the perfectly competitive price is $100, and at that price 4 diamonds will be soldto Raquel, Jackie, Joan, and Mia. c. At the competitive price, Raquels consumer surplus is $400 ? $100 = $300 Jackies, $300 ? $100 = $200 Joans, $200 ? $100 = $100 and Mias, $100 ? $100 = $0. So total consumer surplus is $300 + $200 + $100 + $0 = $600. Since the price is equal to marginal cost, there is no producer surplus. d.Under perfect competition, the sum of consumer and producer surplus is $600 + $0 = $600. Under monopoly, the sum of consumer and producer surplus is $100 + $400 = $500. So the loss of surplus to society from monopolythe deadweight lossis $600 ? $500 = $100. Question Use the demand schedule for diamonds given in the previous questions. De Beers is a monopolist, but it can now price-discriminate perfectly among all fi ve of its potential customers. De Beerss marginal cost is constant at $100. There is no fixed cost. a. If De Beers can price-discriminate perfectly, to which customers will it sell diamonds and at what prices?b. How large is each individual consumer surplus? How large is total consumer surplus? Calculate producer surplus by summing the producer surplus generated by each sale. Practice Questions and Answers from Lesson III-3 Monopoly Answer to Question a. If De Beers can price-discriminate perfectly, it will charge each customer that customers willingness to pay. That is, it will charge Raquel $400, Jackie $300, Joan $200, and Mia $100. De Beers does not want to sell to Sophia since she will only buy at a price of $0, and that would be below De Beerss marginal cost. b.Since each consumer is charged exactly her willingness to pay, there is no consumer surplus. De Beerss producer surplus is $400 ? $100 = $300 from selling to Raquel $300 ? $100 = $200 from selling to Jackie $200 ? $100 = $100 from selling to Joan $100 ? $100 = $0 from selling to Mia. So producer surplus is $300 + $200 + $100 + $0 = $600. Question Download Records decides to release an phonograph record album by the group Mary and the Little Lamb. It produces the album with no fixed cost, but the total cost of downloading an album to a CD and paying Mary her royalty is $6 per album.Download Records can act as a single-price monopolist. Its marketing division finds that the demand schedule for the album is as shown in the accompanying table. Price of album Quantity of albums demanded $22 0 $20 1,000 $18 2,000 $16 3,000 $14 4,000 $12 5,000 $10 6,000 $8 7,000 a. Calculate the total revenue and the marginal revenue per album. b. The marginal cost of producing each album is constant at $6. To maximize profit, what level of output should Download Records choose, and which price should it charge for each album? c.Mary renegotiates her contract and now needs to be paid a higher royalty per album. So the marginal cost rises to be constant at $14. To maximize profit, what level of output should Download Records now choose, and which price should it charge for each album? Answer to Question a. Total revenue (TR) and marginal revenue per album (MR) is shown in the following table Price of album Quantity of albums TR MR demanded $22 0 $0 $20 1,000 $20,000 $20 $18 2,000 $36,000 $16 $16 3,000 $48,000 $12 $14 4,000 $56,000 $8 $12 5,000 $60,000 $4 $10 6,000 $60,000 $0 $8 7,000 $56,000 -$4 b.If the marginal cost of each album is $6, Download Records will maximize profit by producing 4,000 albums, since for each album up to 4,000, marginal revenue is greater than marginal cost. For any further albums, marginal cost would go by marginal revenue. Producing 4,000 albums, Download Records will charge $14 for each album. c. If the marginal cost of each album is $14, Download Records will maximize profit by producing 2,000 albums, and it will charge $18 per album. Practice Questions and Answers f rom Lesson III-3 Monopoly Question The movie business firm in Collegetown serves two kinds of customers assimilators and professors.There are 900 students and 100 professors in Collegetown. Each students willingness to pay for a movie ticket is $5. Each professors willingness to pay for a movie ticket is $10. Each will buy at most one ticket. The movie menages marginal cost per ticket is constant at $3, and there is no fixed cost. a. Suppose the movie study cannot price-discriminate and needs to charge both students and professors the same price per ticket. If the movie theater charges $5, who will buy tickets and what will the movie theaters profit be? How large is consumer surplus?b. If the movie theater charges $10, who will buy movie tickets and what will the movie theaters profit be? How large is consumer surplus? c. Now suppose that, if it chooses to, the movie theater can price-discriminate between students and professors by requiring students to show their student ID. If the movie theater charges students $5 and professors $10, how much profit will the movie theater make? How large is consumer surplus? Answer to Question a. If the movie theater charges $5 per ticket, both students and professors will buy tickets.The movie theater will sell to 1,000 customers (students and professors), at a price of $5 each. Since the movie theaters cost per ticket is $3, its profit is $2 per ticket for a total profit of 1,000 ? $2 = $2,000. Students will experience no consumer surplus, but each of the 100 professors will experience consumer surplus of $10 ? $5 = $5 for a total consumer surplus of 100 ? $5 = $500. b. If the movie theater charges $10 per ticket, only professors will buy tickets. The movie theater will sell to 100 customers (professors) at a price of $10 each.Since the movie theaters cost per ticket is $3, its profit is $7 per ticket for a total profit of 100 ? $7 = $700. Students experience no consumer surplus since they do not buy any tickets. Each of the 100 professors experiences no consumer surplus since the price is equal to their willingness to pay. So consumer surplus is $0. c. If the movie theater charges students a price of $5, it sells 900 tickets at a profit of $5 ? $3 =$2 each for a profit from selling to students of 900 ? $2 =$1,800. Charging professors $10, it sells 100 tickets at a profit of $10 ? $3 =$7 each for a profit from selling to professors of 100 ?$7 =$700. So the theaters total profit is $1,800 + $700 =$2,500. Since each customer is charged exactly his or her willingness to pay, there is no consumer surplus. Question A monopolist knows that in order to expand the quantity of output it produces from 8 to 9 units that it must lower the price of its output from $2 to $1. Calculate the quantity effect and the price effect. Use these results to calculate the monopolists marginal revenue of producing the 9th unit. The marginal cost of producing the 9th unit is positive. Is it a cheeseparing idea for the mono polist to produce the 9th unit?Answer to Question The quantity effect is $1 (the increase in total revenue from selling the 9th unit at $1). The price effect is 8 ? (? $1) =? $8 (the decrease in total revenue from having to lower the price of 8 units by $1 each). So the marginal revenue of producing the 9th unit is $1 ? $8 =? $7. Since marginal revenue is negative, producing the 9th unit is definitely not a good idea it lowers revenue (since marginal revenue is negative), and it increases the total cost (since marginal cost is positive). So it will definitely lower profit. Instead, the monopolist should produce less output.

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