Paraphrase the answers for the following questions as listed below ( for the questions 2,4,5,6 combine the info from the provided text and images into one paraphrased answer :

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Questions:

1. Critics of ever-expanding college enrollments argue that many students should not be going to college. Rather they should be going to trade or vocational schools. That way, they could become electricians, plumbers, carpenters, or stonemasons. The reasoning is that skilled tradespeople often earn higher lifetime incomes than those who go to college and major in humanities. The conclusion is, therefore, that we should have fewer college graduates and more skilled tradespeople. Do you agree or disagree with this argument? Explain your answer.

2. Why don’t supply restriction programs work well in increasing farm prices and income?

3. GMO-free soybeans cost about $2 per bushel more than GMO soybeans.

a) How many hours does someone have to work to pay that premium ($2) in the United States, where average wages are about $25 per hour?

b) How many hours does someone have to work to pay that premium ($2) in those African nations where average wages are about 25 cents per hour?

c) Are attitudes towards GMO-free crops likely to be different in Africa and the United States?

4. American corn farmers receive billions of dollars in taxpayer subsidies each year. These subsidies allow them to sell their grain at prices below what it costs to produce it, particularly for export markets. How do U.S. corn subsidies hurt Mexican farmers?

5. answer the following:

A) How might protective tariffs reduce both the imports and the exports of the nation that levies tariffs?

b) How might the import competition lead to quality improvements and cost reductions by American firms?

6. If it would be cheaper (for the U.S.) to give each steelworker $375,000 per year in cash than impose restrictions on imports of steel, why do we have the import restrictions rather than the cash payments?

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Answers:

Question 1 answer:

Skilled trade person or vocational training can , as a matter of fact , help a person earn higher lifetime incomes . This is possible because vocational trainings occur for a short period of time and finding jobs after such in hand training is easier . There is always requirement for plumbers and masons but we do not require a humanities student in our day to day life . A student of humanities can become a professor or find a suitable job only after spending a lot of time in higher degrees . Then also requirement for such qualified people may vary time to time . Vocational training helps to get even more trained work force which is better for evonomic development .

But we must remember that a country’s work force should be a balance of all kinds of skills . There is a requirement for electricians , carpenters etc but there is also requirement for economists , mathematicians , scientists etc for new innovation , other intellectual jobs etc . So college enrolment is also important . A balance of both , versatality in work force helps a country develop better .

Question 2 answer:

Supply restriction programs limit the supply of (puts a quantitative quota on) the maximum quantity that can be supplied by a producer. The objective is to raise the price of the good by restricting its supply.

However, as supply is restricted and price rises, a shortage develops in market. Quantity demanded of the good falls, following law of demand. Therefore, not all output offered by the sellers is sold at the restricted regime. If quantity demanded fall by a large amount (if demand is highly elastic), in reality sellers’ total income will fall due to unsold output.

+ (see the attached image named “Question 2 answer” )

Question 3 answer:

It has been provided that GMO-free soybeans cost about $2 per bushel more than GMO soybeans.

Thus, to purchase same quantity of GMO-free soybeans as well as GMO soybeans, one has to pay $2 extra for GMO-free soybeans.

(a) Average per hour wage rate in United States = $25

For earning $25 in United States, one has to work for 1 hour.

For earning $1 in United States, one has to work for 1/25 hours

For earning $2 in United States, one has to work for 2/25 hours or 4.8 minutes.

Thus, someone has to work for extra 4.8 minutes to pay that premium ($2) in the United States.

(b) Average per hour wage rate in African nations = 25 cents

So, in order to earn $1, one has to work for 4 hours in African nations.

Similarly, to earn $2, one has to work for 8 hours in African nations.

Thus, someone has to work for 8 hours to pay that premium ($2) in the African nations.

(c) As answers in part (a) demonstrates payment of premium of $2 towards GMO-free crop is not much problem in United States as one can earn it by merely working for 4.8 minutes. Working for such a miniscule amount of extra time to pay extra for getting GMO-free crop will not bother the average American and they will favor the GMO-free crops.

On the other hand, as answer in part (b) shows that in order to earn extra $2, one has to work for 8 hours in African nations. This is considerable amount of time. This can totally disrupts the work-leisure balance in African nations. People in these nations will not like to pay such premium whose earning requires such a significant effort in terms of hours worked.

Thus, they would oppose the GMO-free crops

Therefore, the attitude towards GMO-free crops is likely to be different in Africa and United States.

Question 4 answer:

Receiving billions of dollars subsidies each implies that costs of production have fallen substantially for producer of corn in USA. Now it has become crystal clear that US farmer can easily compete in the international market. Other corn producers from rest of world if not provided with same kind of subsidies by respective govts would not able to stand the competition activated by the low cost production from USA. Similarly, Mexico if not provided with subsidies by domestic govt, would not be able to face US producer in market. Whole or substantial market share shall be cornered by US Firms.

+ (see the attached image named “Question 4 answer” )

Question 5 answer:

A) If tariff imposes than price increase in a local place, that would be the huge price in the rest of world places or the market as it increases the price than the local demand would decrease, and this leads to reduce the imports. Exporters also affected by import tariffs. If the commodity’s price doesn’t rise, then the whole import tariff’s burden goes on the shoulder of exporters. This leads to the worst-case that they make no benefit or profit.

B) As the state of the U.S. allows import products from the rest of the world than it puts the burden on the firms of America to strengthen the quality and decrease the cost. Because of the U.S. markets open to import, then the price of local places would go down below the local equilibrium price and could be equal in price with the markets of the world. So, the firms of the U.S. have to be a strong player because they do not only play with the local markets but also important in foreign places or markets.

+ (see the attached image named “Question 5 answer” )

Question 6 answer:

The rationale for not making cash payments and rather imposing import restrictions even when the former is cheaper is that the former actually reduces the scope of market for the domestic produces. Because if imports are not restricted then the market supplied by domestic producers will shrink and this means that the domestic producers cannot operate on a large scale and thus they cannot use Arrow’s Learning by Doing curve to improve their efficiency. Thus in a long run sense it is justified and preferable to impose restriction on imports even if it costlier to the US government than making cash payments.

+ (see the attached image named “Question 6 answer” )

In the case write up must have the Table of contents page and page number for each parts.For the calculations must have both explanation and shows detail math in FIGURE.

MODIFIED CASE WRITEUP: For this case, NO NEED for Background or SWOT. Only need the following: (1) RECOMMENDATIONS; (2) RATIONALE; (3) EXHIBITS OF YOUR REQUIRED CALCULATIONS.

For those 3 things
should be clear that you are faced with a pricing decision in this
case. Check the formula under the case reading. Change the number(e.g: how many seminars, how many salesforce, the price basic on Markup, ROI…how long need for payback(1-4 years…)) Use those formula and massage different numbers. Try to find the most logic decision! and shows the Exhibit (graph). Also all of them require explain for calculations.

Background:
You are first on the market with what is literally a life saving
medical breakthrough – although you do know that there are more
breakthroughs to come (e.g., drug eluting stents) within a relatively
short time frame. Your analysis must consider a variety
of ways that you might arrive at a price for the cardiac stent and,
then, choose the one price structure that makes the most sense to you.

While
one can consider the above from a philosophical, strategic viewpoint,
one must first understand the costs and the various pricing methods that
will enable one to arrive at a diverse range of prices from which to
choose. That is, which price has the best chance of maximizing profits
while satisfying sales growth in the category?

Therefore, in
order to proceed, consider the following when making your
recommendations and explaining the rationale behind those
recommendations.

1. Do you think a separate sales force should be established by Cook to sell its new stent?

If so, how will that effect cost – quantitatively.

For
example: 35 people used by Cook on salesforce for diagnostic each of
them cost $45000 per year. You can chose the number of salesforce you
need to make bring into sales the new stents. Also in the reading we see
9000 cardiologists in the US, but required between one to three
seminars per month needed for a year, each seminar cost $8000. However,
after 1 year they can do in service training class. So think about how
many salesperson you need basic on profit and cost. The sales team can
be mix with old diagnostic sales and new training sells. Calculate the
cost. See what is the best decision. How many use from each group?

2. How many seminars should Cook run to introduce doctors to the new stent?

Example: More seminars means more cost

Note:
Questions 1 and 2 pertain to costs. The decisions you make here will
derive some of the cost factors that you will use when doing your
calculations.

3. What do the following pricing methods indicate the price for Cook’s stent to be?

NOTE: Show the relevant calculations in your analysis of each method.

a. Use a simple mark-up on cost method to arrive at a number of prices. Be sure to test each price with a breakeven analysis
to see if the number of units needed to breakeven at that price is
logical based on the facts in the case. That is, how long will it take
Cook to payback its investment based on each price tested?

b. What price is suggested by using ROI pricing; that is, stating a ROI percentage to arrive at a price?

c. Does market skimming (AKA price skimming) make sense here, and, if so, what price do you arrive at?

d. What prices are suggested by demand and value pricing methods? Does such an approach make sense for the situation in which Cook finds itself?

Write Up Layout:

1.Table of contents page and page number for each parts

2. (1) RECOMMENDATIONS

should
be clear that you are faced with a pricing decision in this case. Check
the formula under the case reading. Change the number(e.g: how many
seminars, how many salesforce, the price basic on Markup, ROI…how long
need for payback(1-4 years…)) Use those formula and massage different
numbers. Try to find the most logic decision!

–
Do you think a separate sales force should be established by Cook to
sell its new stent? If so, how will that effect cost – quantitatively.

– How many seminars should Cook run to introduce doctors to the new stent?

– What do the following pricing methods indicate the price for Cook’s stent to be?

1 simple mark-up on cost method to arrive at a number of prices

2 using ROI pricing

3 AKA price skimming

4 Demand and value pricing methods

3. (2) RATIONALE

a.
Use a simple mark-up on cost method to arrive at a number of prices. Be
sure to test eachprice with a breakeven analysis to see if the number
of units needed to breakeven at that price is logical based on the facts
in the case. That is, how long will it take Cook to payback its investment based on each price tested?

b. What price is suggested by using ROI pricing; that is, stating a ROI percentage to arrive at a price?

c. Does market skimming (AKA price skimming) make sense here, and, if so, what price do you arrive at?

d. What prices are suggested by demand and value pricing methods? Does such an approach make sense for the situation in which Cook finds itself?

4. (3) EXHIBITS OF YOUR REQUIRED CALCULATIONS.

Word limit is not a criteria, the answer should be precise and upto the point answering every of the questions.

Critical Process Paper

Should violent video games have First Amendment protection? Make sure to include arguments both for and against. Consider the regulations for other types of media in your essay. You can find great information about how to format an argumentative paper here: Link.

Critical process papers should be written as a formal paper with an introduction, clear thesis statement, body paragraphs discussing the topic, and a strong conclusion. I’m interested in reading about what you have to say about the topic, so don’t rely too heavily on outside sources. If you do choose to quote an outside source, make sure to include an in-text citation and full citation at the end of the paper. MLA or APA format should be used for the paper. For more information about proper formatting, please visit the Purdue OWL online resource: Link.

Critical process papers should be double spaced, 10-12 point font, and 4-5 pages in length. If you have any questions, please feel free to email me.

Rubric

MAC 143- Critical Process Paper

MAC 143- Critical Process Paper

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeStimulating IdeasThe writing: • focuses on a specific topic clearly expressed in a thesis statement. • contains specific facts, examples, and quotations to support the thesis. • displays critical thinking. • thoroughly informs and engages the reader.	40.0 to >30.0 pts All Criteria Met The writing: • focuses on a specific topic clearly expressed in a thesis statement. • contains specific facts, examples, and quotations to support the thesis. • displays critical thinking. • thoroughly informs and engages the reader. 30.0 to >20.0 pts Meets 3 of 4 Criteria The writing: • focuses on a specific topic clearly expressed in a thesis statement. • contains specific facts, examples, and quotations to support the thesis. • displays critical thinking. • thoroughly informs and engages the reader. 20.0 to >10.0 pts Meets 2 of 4 Criteria The writing: • focuses on a specific topic clearly expressed in a thesis statement. • contains specific facts, examples, and quotations to support the thesis. • displays critical thinking. • thoroughly informs and engages the reader. 10.0 to >0.0 pts Meets 1 of 4 Criteria The writing: • focuses on a specific topic clearly expressed in a thesis statement. • contains specific facts, examples, and quotations to support the thesis. • displays critical thinking. • thoroughly informs and engages the reader. 0.0 pts Meets 0 of 4 Criteria The writing : • focuses on a specific topic clearly expressed in a thesis statement. • contains specific facts, examples, and quotations to support the thesis. • displays critical thinking. • thoroughly informs and engages the reader.	40.0 pts
This criterion is linked to a Learning OutcomeVoiceThe writing: • employs a level of language suitable for the topic and audience • shows the writer’s commitment to the topic • explains or defines unfamiliar or complicated terms • includes unbiased, fair language appropriate for the topic	20.0 to >15.0 pts All Criteria Met The writing: • employs a level of language suitable for the topic and audience • shows the writer’s commitment to the topic • explains or defines unfamiliar or complicated terms • includes unbiased, fair language appropriate for the topic 15.0 to >10.0 pts Meets 3 of 4 Criteria The writing: • employs a level of language suitable for the topic and audience • shows the writer’s commitment to the topic • explains or defines unfamiliar or complicated terms • includes unbiased, fair language appropriate for the topic 10.0 to >5.0 pts Meets 2 of 4 Criteria The writing: • employs a level of language suitable for the topic and audience • shows the writer’s commitment to the topic • explains or defines unfamiliar or complicated terms • includes unbiased, fair language appropriate for the topic 5.0 to >0.0 pts Meets 1 of 4 Criteria The writing: • employs a level of language suitable for the topic and audience • shows the writer’s commitment to the topic • explains or defines unfamiliar or complicated terms • includes unbiased, fair language appropriate for the topic 0.0 pts Meets 0 of 4 Criteria The writing: • employs a level of language suitable for the topic and audience • shows the writer’s commitment to the topic • explains or defines unfamiliar or complicated terms • includes unbiased, fair language appropriate for the topic	20.0 pts
This criterion is linked to a Learning OutcomeOrganizationPaper: • follows a well-chosen pattern of organization established in the thesis • forms a meaningful whole, including a clear beginning, a strong middle, and an effective ending • establishes a unified, coherent line of thinking • uses transitions to link ideas	20.0 to >15.0 pts Meets All Criteria Paper: • follows a well-chosen pattern of organization established in the thesis • forms a meaningful whole, including a clear beginning, a strong middle, and an effective ending • establishes a unified, coherent line of thinking • uses transitions to link ideas 15.0 to >10.0 pts Meets 3 of 4 Criteria Paper: • follows a well-chosen pattern of organization established in the thesis • forms a meaningful whole, including a clear beginning, a strong middle, and an effective ending • establishes a unified, coherent line of thinking • uses transitions to link ideas 10.0 to >5.0 pts Meets 2 of 4 Criteria Paper: • follows a well-chosen pattern of organization established in the thesis • forms a meaningful whole, including a clear beginning, a strong middle, and an effective ending • establishes a unified, coherent line of thinking • uses transitions to link ideas 5.0 to >0.0 pts Meets 1 of 4 Criteria Paper: • follows a well-chosen pattern of organization established in the thesis • forms a meaningful whole, including a clear beginning, a strong middle, and an effective ending • establishes a unified, coherent line of thinking • uses transitions to link ideas 0.0 pts Meets 0 of 4 Criteria Paper: • follows a well-chosen pattern of organization established in the thesis • forms a meaningful whole, including a clear beginning, a strong middle, and an effective ending • establishes a unified, coherent line of thinking • uses transitions to link ideas	20.0 pts
This criterion is linked to a Learning OutcomeWriting QualityWriting: • flows smoothly from one idea to the next. • exhibits a variety of sentence beginnings, lengths, and structures.	10.0 to >8.0 pts Meets All Criteria Writing: • flows smoothly from one idea to the next. • exhibits a variety of sentence beginnings, lengths, and structures. • no major spelling errors present • writer uses proper grammar throughout • MLA or APA format used correctly 8.0 to >6.0 pts Meets 4 of 5 criteria Writing: • flows smoothly from one idea to the next. • exhibits a variety of sentence beginnings, lengths, and structures. • no major spelling errors present • writer uses proper grammar throughout • MLA or APA format used correctly 6.0 to >4.0 pts Meets 3 of 5 criteria Writing: • flows smoothly from one idea to the next. • exhibits a variety of sentence beginnings, lengths, and structures. • no major spelling errors present • writer uses proper grammar throughout • MLA or APA format used correctly 4.0 to >2.0 pts Meets 2 of 5 Criteria Writing: • flows smoothly from one idea to the next. • exhibits a variety of sentence beginnings, lengths, and structures. • no major spelling errors present • writer uses proper grammar throughout • MLA or APA format used correctly 2.0 to >0.0 pts Meets 1 of 5 Criteria Writing: • flows smoothly from one idea to the next. • exhibits a variety of sentence beginnings, lengths, and structures. • no major spelling errors present • writer uses proper grammar throughout • MLA or APA format used correctly 0.0 pts Meets 0 of 5 Criteria Writing: • flows smoothly from one idea to the next. • exhibits a variety of sentence beginnings, lengths, and structures. • no major spelling errors present • writer uses proper grammar throughout • MLA or APA format used correctly	10.0 pts
This criterion is linked to a Learning OutcomeDue DatePaper is turned in by assigned due date	10.0 pts Full Marks Paper is turned in by assigned due date 0.0 pts No Marks Paper is turned in after assignment due date	10.0 pts
Total Points: 100.0

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The Instructions of Literacy Observation & Reflection:

Follow these steps below and site two sources from the readings that is on the bottom. I have also a sample on the bottom, look at it but do not paraphrase it. I also want you to upload me a similarity report.

The purpose of this assignment is to:

• provide practice in observing and gathering data related to literacy practices
• demonstrate understanding of reading as a process, second language acquisition, and assessment practices in literacy

You will observe a literacy-based lesson in your EFE, take notes, focus on a student who is either an English learner or struggles with reading, look at work samples (if possible), and write a reflection of 1-2 pages, not more than two pages (12 point font, double spaced).

The first paragraph of the reflection should describe the lesson and the student (e.g., topic, literacy focus, student background). Please use a pseudonym to preserve confidentiality.

Then, write a paragraph describing the literacy practices and instructional strategies you observed in the lesson. Use the terms we learned in class and cite from the readings.Next, describe the student’s likes and dislikes around literacy, particular strengths, and any struggles. Describe how well the student comprehends text (fiction and/or nonfiction) and performs on assessments. Describe a strategy the teacher already uses or suggest a strategy that would help this student progress in developing literacy skills.

Data Gathering

• Observing a focal student
• Examining student work
• Talking to the teacher
• Talking to students
• Talking to other adults
• Other (please describe):

Literacy Considerations

• Second language acquisition stages
• Phonemic awareness and/or decoding
• Reading comprehension
• Spelling and vocabulary development
• Oral fluency
• Performance on assessments

Topic Readings in Literacy, Theory, and Second Language Acquisition

Please use these suggested readings for the source citations in your Literacy Observation & Reflection paper. To meet standards for this paper you must cite two sources.

Cognitive and Social Constructivism: Developing Tools for an Effective Classroom (Powell & Kalina, 2009)

First Language vs. Second Language Acquisition (Hummel, 2013)

Balanced, Differentiated Teaching: Explicit Instruction, Scaffolded Support, and Active Student Responding (Peterson, 2009)

Research (Read Charlotte, 2018)

The Simple View of Reading (Davidson, Farrell, Hunter, & Osenga, 2010)

Encyclopedia Articles on Specific Topics

Note: See highlighted author names and dates to cite.

• Overview: Literacy/ Learning to Read
• Literacy/Learning to Read: Common Problems
• Spelling
• Reading: Comprehension
• Vocabulary & Questioning
• Assessment: Overview
• Assessment: Running Records
• Assessment: Gray Oral Reading Test
• Assessment: Gates-MacGinitie Reading Tests

Here is the SAMPLE of the assignment:

Literacy Observation and Reflection

For vocabulary practice, Mrs. Place’s fourth graders did a read-around activity in which they continued learning their “post-” words. During the activity, ten students at a time were randomly given a slip of paper on which a “post-” word and a definition was written. The first student read, “I have the first word ‘postpone’,” which was followed by a definition that read, “Who has the word that describes something that is occurring or done after death?” The student who had the word that corresponded to the definition answered, “I have the word ‘postmortem’,” and then he proceeded to the next definition. This process was repeated until the last student read their slip that said, “Who has the first word?” Throughout the lesson, I collected data for literacy by observing my focal student, “Ariel,” by talking to Mrs. Place about Ariel’s background, and by examining Ariel’s previous work in vocabulary.

Ariel is a Mexican-American student who is an English learner. According to the teacher, Ariel moved to the United States last year, speaks fluent Spanish, and speaks English at a BICS (basic interpersonal communication skills) level (Cummins, 1979). During the activity, Ariel had the word “postscript.” When another student defined her word, she remained quiet to avoid embarrassment, and she waited until the teacher asked the class, “Who has the word ‘postscript’?” Ariel’s low performance on previous vocabulary assessments also suggest that she struggles in vocabulary development. The “word detective” method of vocabulary development was used in the lesson, specifically through analysis of words and word parts (Öney et al., 2002). For instance, the word “postmortem” was defined as something “occurring or done AFTER death.” The word “after” is written in bold, capitalized letters to emphasize the definition of the prefix “post-,” and the word “death” is italicized to define the word part “mortem.” Thus, from this visual, the students can describe “postmortem” as a term that pertains to something “after death.” According to Mrs. Place, Ariel is relatively strong in assessments and activities, such as the read-around, that simply involve matching words with definitions. However, she needs more practice in defining words based on their surrounding text, which contributes to her lacking passion for reading. According to Mrs. Place, Ariel struggles in reading comprehension both in fiction and non-fiction, particularly with texts and questions that involve new, undefined vocabulary.

The vocabulary lesson was done in a form of a read-around “game” as an attempt to reduce the affective filter for learning, especially for English language learners like Ariel (Krashen, 1983). However, the activity was heavily based on individual performance, which can keep the affective filter high and essentially increase levels of intimidation among students like Ariel. To lower the affective filter in the vocabulary lesson, the game should be done in partners to promote more collaboration. After the game, partners should construct sentences that use the vocabulary words to practice applying words in writing and context. Partners can also be given a fill-in-the-blank worksheet that lists sentences with missing vocabulary words to practice learning vocabulary based on its surrounding text. These additional lessons can provide more ways to learn new words, which can further improve vocabulary development especially for English learners like Ariel.