Pollution Market Failure

Pollution Market Failure A tax on pollution is designed to confront a person or company causing pollution with the sum equivalent to the social costs they are imposing on others. Firms pay taxes on the income both in the legal sense that the company is an individual and in the economic sense that company is a tax on them. Taxation can be used to correct market failures. Pollution are things that cause discomfort or harm to our environment, it can be in different form such as air, water, noise, heat. Things that causes pollution are called pollutant because they harm living organism, causing global warming which is when the temperature on the earth is getter hotter and climate change. A pollution tax can promote productive efficiency when a firm produces where price is equal to marginal cost, Also when the firm produce at any given output at the lowest possible cost, given in this case that this is a perfect competitive market. Externalities are spill over cost or benefit we can refer to external economies and diseconomies. Externalities can either be good or bad, when good is called benefit and bad cost. The benefit is when the society are affected beneficially they are said to be external benefits, while cost is when the society are affected adversely .It creates a divergence between private and social costs and benefit. All cost are incurred by the producers and all benefits are reaped by their customers. The costs are often clearer when specific government activities are considered rather than taking everything in one lump. Externalities in production are very important in the real world. Pollution can be seen as an externalities. Taking a industry for example they throw their waste into the river and its smoke into the air. Apart from pollution been an externality, creation of a shopping mall increases traffic in the area causing discomfort to the people living in that area can also be seen as an externality. External cost of production is when the marginal social cost is greater than the marginal cost(MSC>MC).The problem of external cost arises in a free- market economy because no one has legal ownership of the air or river. Marginal cost (MC) is where the firm gets to produce its goods and services. It is the cost of the firm or private cost, this does not include the cost of pollution on the environment that the firm creates, these are external cost to the firm. We tax a firm that has external to make up to the society. marginal social cost(MSC) lies above the marginal cost(MC). Given MSC>MC, MSC is where the society wants the firm to produce ,the vertical difference between the MSC and MC is the external cost which is referred to pollution that the firm emits in the environment causing discomfort to the society. The individual who live and work around where the waste has been deposited bears the cost arising from the industry. At point Q1 the firm is profit-maximizing output, the society sees the external cost as an overproduction from the firms part .if the government required the firm to pay the external cost the firm would reduce its outputs to Q2 which is the level at which the society is comfortable with the level of production which is known as social optimum. At this point we can say the firm is attaining productive efficiency. Price MSC MC=S P D External cost 0 Q2 Q1 Quantity External benefits in production, the marginal social benefit is greater than the marginal cost, the benefits outweigh the cost. Given MC

Chinese Cinderella :: essays research papers

i.  Ã‚  Ã‚  Ã‚  Ã‚  Title Chinese Cinderella ii.  Ã‚  Ã‚  Ã‚  Ã‚  Author Adeline Yen Mah – Yen Jun-ling iii.  Ã‚  Ã‚  Ã‚  Ã‚  Characters Yen Jun-ling/Adeline/Wu Mei (Fifth Daughter) – the main character. She was an unwanted child because she was considered bad luck because she was told to be the cause of her mother’s death Aunt Baba – Jun-ling’s loving aunt. She’s one of the few ones who takes Jun-ling’s side in the family, is also Jun-ling’s mother’s best friend. Ye Ye – Jun-ling’s grandfather; her father’s father. He is always siding the first children. Nai Nai – Jun-ling’s grandmother; her father’s mother. She is the authority in the house. Niang (Mother) – Jun-ling’s stepmother, is a French woman; married Jun-ling’s father one year after his wife died. She takes over after Nai Nai died. Father – Jun-ling’s father; married Niang one year after his wife died; Ye Ye and Nai Nai’s only son. Big Sister/Lydia – the eldest daughter; takes Niang’s side as the story continues. Married at the age of 17. Big Brother/Gregory – the eldest son, next to Big Sister. Goes to England with Second brother for college. Second Brother/Edgar – born after Big Brother. Goes to England with Big Brother for college. Third Brother/James – born after second brother and before Jun-ling. Is the only sibling Jun-ling is close to. Fourth Younger Brother/Franklin – Jun-ling’s younger stepbrother and is Niang’s little darling. He is treated especially by their father and he loves to see Ye Ye really†¦ really†¦ pissed off and angry. Little Sister/Susan – the youngest daughter Aunt Reine – Niang’s sister; rescued Jun-ling from the St. Joseph’s Uncle Jean – Aunt Reine’s husband Claudine and Victor – Uncle Jean and Aunt Reine’s children, Jun-ling’s best friends Lin Tao-tao and Wu Chun Mei – Jun-ling’s best friends at Shanghai Mary, Elanor and Monica – Jun-ling’s schoolmates at Sacred Heart Mother/Mama – Jun-ling’s real mother iv.  Ã‚  Ã‚  Ã‚  Ã‚  Setting This story, Chinese Cinderella starts at Tianjin. Then, their family moves to Shanghai. After an ordinary life at Shanghai, their parents decided to return Jun-ling to Tianjin and left her there in a boarding house. Aunt Jeane decides to take Jun-ling to Hong Kong because her family, except Aunt Baba, Big Brother, Second Brother and Third Brother, had already moved there. She studies secondary school at Shanghai, and later on is given privilege, by her father, to study college at England. v.  Ã‚  Ã‚  Ã‚  Ã‚  Summary A Chinese proverb says, â€Å"Falling leaves return to their roots.† In Chinese Cinderella, Adeline Yen Mah returns to her roots to paints an authentic portrait of twentieth-century China as well as to tell the story of her courage and ultimate triumph over despair. Chinese Cinderella :: essays research papers i.  Ã‚  Ã‚  Ã‚  Ã‚  Title Chinese Cinderella ii.  Ã‚  Ã‚  Ã‚  Ã‚  Author Adeline Yen Mah – Yen Jun-ling iii.  Ã‚  Ã‚  Ã‚  Ã‚  Characters Yen Jun-ling/Adeline/Wu Mei (Fifth Daughter) – the main character. She was an unwanted child because she was considered bad luck because she was told to be the cause of her mother’s death Aunt Baba – Jun-ling’s loving aunt. She’s one of the few ones who takes Jun-ling’s side in the family, is also Jun-ling’s mother’s best friend. Ye Ye – Jun-ling’s grandfather; her father’s father. He is always siding the first children. Nai Nai – Jun-ling’s grandmother; her father’s mother. She is the authority in the house. Niang (Mother) – Jun-ling’s stepmother, is a French woman; married Jun-ling’s father one year after his wife died. She takes over after Nai Nai died. Father – Jun-ling’s father; married Niang one year after his wife died; Ye Ye and Nai Nai’s only son. Big Sister/Lydia – the eldest daughter; takes Niang’s side as the story continues. Married at the age of 17. Big Brother/Gregory – the eldest son, next to Big Sister. Goes to England with Second brother for college. Second Brother/Edgar – born after Big Brother. Goes to England with Big Brother for college. Third Brother/James – born after second brother and before Jun-ling. Is the only sibling Jun-ling is close to. Fourth Younger Brother/Franklin – Jun-ling’s younger stepbrother and is Niang’s little darling. He is treated especially by their father and he loves to see Ye Ye really†¦ really†¦ pissed off and angry. Little Sister/Susan – the youngest daughter Aunt Reine – Niang’s sister; rescued Jun-ling from the St. Joseph’s Uncle Jean – Aunt Reine’s husband Claudine and Victor – Uncle Jean and Aunt Reine’s children, Jun-ling’s best friends Lin Tao-tao and Wu Chun Mei – Jun-ling’s best friends at Shanghai Mary, Elanor and Monica – Jun-ling’s schoolmates at Sacred Heart Mother/Mama – Jun-ling’s real mother iv.  Ã‚  Ã‚  Ã‚  Ã‚  Setting This story, Chinese Cinderella starts at Tianjin. Then, their family moves to Shanghai. After an ordinary life at Shanghai, their parents decided to return Jun-ling to Tianjin and left her there in a boarding house. Aunt Jeane decides to take Jun-ling to Hong Kong because her family, except Aunt Baba, Big Brother, Second Brother and Third Brother, had already moved there. She studies secondary school at Shanghai, and later on is given privilege, by her father, to study college at England. v.  Ã‚  Ã‚  Ã‚  Ã‚  Summary A Chinese proverb says, â€Å"Falling leaves return to their roots.† In Chinese Cinderella, Adeline Yen Mah returns to her roots to paints an authentic portrait of twentieth-century China as well as to tell the story of her courage and ultimate triumph over despair.

Commitment to Students and Student Learning

1. Committedness to Students and Student Learning: The OCT members are dedicated to showing attention, demoing empathy and passion to pupils They are committed to pupils by endeavoring to understand each pupil and his demands and his abilities which inform the instruction planning. They besides promote diverseness inside and outside the schoolroom to reenforce positive acquisition Members show respect and equitably to pupils to heighten acquisition by provide enabling environment where pupils feel valued, free to portion thoughts and parts. Members encourage pupils to do pick and have entree in the schoolroom which is critical to patterning equity and equity They facilitate pupils ‘ growing by endeavoring to better acquisition installations and schoolroom environment. Members identify pupil ‘s involvement and their strengths in order to assist them develop their acquisition Members are sensitive to the demands of pupils by cognizing what to advance in pupils, accomplishments they need to utilize and how to actuate pupils ‘ larning utilizing differentiated instructions. Students are able to utilize their accomplishments to lend to the development of the communities. 2. Professional Knowledge Forms: Endeavoring and to be current: It is really of import for OCT member to update their professional cognition and remain current in their pattern. There are so many on preparation plans through the Board or the Ontario College which are eligible to members for them to upgrade their cognition. When instructors are current cognition, it improves their pattern and they can easy supply first manus information to their pupil. Understanding and reflecting pupil ‘s development, larning theory, teaching method, course of study, moralss, educational research and related policies and statute law: This involve that the instructor must a better apprehension of his topic, larning theory, teaching method, course of study, professional moralss, educational research and related policies and statute law. The instructor must besides understand the pupil as a whole individual with abilities, failings, strengths, positions and specific demands. It is indispensable for a instructor to reflect on a pupil ‘s acquisition development and place how to better development. 3. Professional Practice Forms: Application of professional cognition and experience: Teachers are expected to use their professional cognition to learning pattern by get the hanging the course of study and teaching method to advance pupil ‘s acquisition, professional cognition is really critical and it is the back bone of instruction. Besides an proverb says â€Å" experience is the best instructor † the more experienced a instructor is the better he is able to use a professional experience to different state of affairss that promote positive acquisition. Appropriate planning and method: It necessary for every instructor in a professional pattern to heighten pupil acquisition by utilizing the appropriate teaching method, carry out appraisal and rating, use assorted resources and engineering to run into the larning demands of every kid. Response to single demands: In professional pattern instructors need to understand each pupil and their single acquisition demands, this will help the instructor to react to the demands of the pupil by utilizing assorted professional instruction method and planning to run into that demands. . Refine professional pattern: All instructors should be brooding practicians. It is compulsory for all members to better on their professional pattern through on traveling enquiry, duologue and contemplation. This will help instructors to detect new ways of making things better. 4. Leadership in Learning Communities Forms: Creation of collaborative and supportive acquisition communities: Teachers should jointly work together as a squad to set about activities that will back up pupils ‘ larning. They should besides work together with parents to supply support for larning community. They should reflect on their activities in order to better pupils ‘ public presentation. Shared duty and leading function: Members should understand the vision of the school and their duties into doing it effectual, nevertheless, they should non merely be involved in the procedure of developing shared vision but brand is a duty to utilize the vision as a usher station in doing determination about learning and larning in the school. Maintain and uphold ethical criterion: Teachers should go on to demo unity, trust in larning communities. They should keep the moral rules of professional moralss by which they set themselves as function theoretical account to pupils, parents and the community in general 5. Ongoing Professional Learning Forms: Committedness to professional acquisition: Ongoing professional preparation is an effectual tool in dispatching instruction pattern and bettering pupils ‘ acquisition. Teacher should go on to develop their professional cognition by reading, transporting out research and reflect on experience. Identify interesting/controversial phrases in each of sphere. 1. Committedness to pupil and pupil acquisition Dedicated in their attention and committedness to pupil larning – interesting 2. Professional Knowledge. Strive to be current and acknowledge its relationship to pattern 3. Professional Practice Polish their professional pattern Apply professional cognition and experience 4. Leadership in Learning Communities Promote and take part in the creative activity of corporate, safe and supportive acquisition communities – controversial 5. Ongoing Professional Learning Acknowledge that a committedness to ongoing professional acquisition is built-in to effectual pattern and to student larning – interesting

George Orwells Animal Farm - 582 Words

Elie Wiesel in Night and Snowball from Animal Farm are very similar characters because they were victimized by tyrants and used as scapegoats, but they are also unique and individual characters because Elie knew he was being taken advantage of and Snowball did not. Animal Farm is written by George Orwell, and it is about a farm of animals that take over the farm. Napoleon, a large pig, slowly takes away food and supplies from the other animals until he starts walking on two feet and becomes a â€Å"human.† Because of him Snowball is expelled from the farm and acts as a scapegoat for everything that goes wrong on the farm. Night is an autobiography written by Elie Wiesel, and in it Elie tells the story of he was taken from his home and put into a concentration camp under the control of Adolf Hitler. In Night Elie shares the horrific experiences as he is taken from his home and goes to Auschwitz where he is brutalized by Nazis. Elie lost his youth and began to doubt his faith (â€Å"Entering the Night†). Elie was given an insufficient amount of food and water, forced to work for long amounts of time, and punished for crimes he did not commit (â€Å"Night†). All of Elie’s suffering in the concentration camps during the Holocaust was because of a man named Adolf Hitler. Hitler used his powerful position to try and get rid of the Jewish population. When people became unemployed and Hitler wanted to be reelected, he used the Jews as scapegoats and blamed problems on them. Then, he put peopleShow MoreRelatedAnalysis Of George Orwells Animal Farm701 Words   |  3 Pageswith what he was told. George Orwell’s Animal Farm is about Manor Farm that is seized by its maltreated animals that set up their own government in the now renamed â€Å"Animal Farm† . There are many animals on this farm, including Benjamin, a donkey who is quite old, Clover, a horse who is not very bright, and the two main leaders, pigs named Napoleon and Snowball. Napoleon and Snowball create this new government with seven commandments, the last commandant being that â€Å"All animals are equal†. But when NapoleonRead MoreGeorge Orwells Animal Farm Essays2826 Words   |  12 PagesGeorge Orwell includes a strong message in his novel Animal Farm that is easily recognizable. Orwell’s Animal Farm focuses on two primary problems that were not only prominent in his WWII society, but also posed as reoccurring issues in all societies past and present. Orwell’s novel delivers a strong political message about class structure and oppression from the patriarchal society through an allegory of a farm that closely resembles the Soviet Union. George Orwell wrote Animal Farm: A Fairy StoryRead MoreElements in George Orwells Animal Farm861 Words   |  4 PagesAnimal Farm, written by George Orwell, depicts a group of animals who plot to destroy their master, Mr. Jones. The oldest and wisest pig on the farm, Old Major, told the other animals a story about a revolt called, The Rebellion. The pigs, which were considered to be the most intelligent of all the animals, devised a plan and successfully conquered Manor Farm. The animals ran the farm effectively, with the pigs overseeing and constantly developing new ideas. One pig, Snowball, was in favorRead MoreAnalysis Of George Orwells Animal Farm1142 Words   |  5 Pagesâ€Å"Those who do not remember the past are condemned to repeat it,† said Spanish philosopher George Santayana. This brilliant message shows to be present in George Orwell’s satirical novel Animal Farm. In this book, Orwell uses farm animals to illustrate the true nature of the communist S oviet Union under Joseph Stalin. There are many examples in this book and in real life that show the truth of aforementioned Santayana’s statement, for if one does not remember the past, they are only allowing it toRead MoreGeorge Orwells 1984 And Animal Farm1994 Words   |  8 Pages George Orwell’s 1984 and Animal Farm share a very important theme and common elements that shape the idea of an Orwellian society. Orwellian is widely described as a society in which the liberties of all are diminished due to powerful rule. Orwell conveys the theme of â€Å"Many believe that man’s actions result from his free will, the presentation/perception of what is fact, remains dominant over society s actions.† through parallel elements of repression of information, fear propaganda, and languageRead More George Orwells Animal Farm Essay2355 Words   |  10 PagesGeorge Orwells Animal Farm Mollie- Represents the rich and noble of Russia at the time (esp. the Czar and his family). Those who fled Revolutionist Russia, because they had had a better life beforehand, and were un-willing to accept change. The messages that Orwell is trying to express through Mollie are directly opposite to the actions which are displayed through Benjamin. Although they were both unwilling to accept change, their actions were very different. The message that OrwellRead More Messages of George Orwells Animal Farm Essay1412 Words   |  6 PagesMessages of George Orwells Animal Farm Though Animal Farm can be considered nothing more than a charming animal fable depicting a doomed rebellion, its origin is actually of a more serious and political nature. It is not only the tale of Napoleon and Animal Farm, but a satire and commentary on that of the Russian Revolution, Stalin and Communism. For a person to gain a true understanding of Orwells meaning in Animal Farm, it is best that he or she has an understanding of the political partiesRead More The Warnings in George Orwells Animal Farm Essay1248 Words   |  5 PagesGeorge Orwells Animal Farm George Orwells goal in writing the novel Animal Farm was to portray the events surrounding the Russian revolution that took place in 1917. Orwells tale of Animal Farm is seemingly a story of how a group of farmyard animals plot to overthrow their owner and seize control of the land. The novel seems to be a simple story, however Orwell wrote this book as an allegory, a story that has a clear secondary meaning beneath is literal sense. Everything in Animal Farm isRead MoreThe Power Of Power In George Orwells Animal Farm764 Words   |  4 Pages133). In George Orwells allegorical novella Animal Farm, a successful rebellion, was held against the Mr. Jones (the farm owner), as he mistreated the animals. After the expulsion of Mr. Jones, the farm lacked a figure of authority, so the pigs stepped up to that position as they were the most literate and the cleverest among the animals. Slowly it progressed to a state where the pigs had absolute power over the lives of the animals and the farm . Which led to a situation where the animals had to agreeRead MoreThe Allegory Of The Farm In George Orwells Animal Farm999 Words   |  4 PagesAnimal Farm, by George Orwell, is a novella detailing a farm in England where the animals overthrow their human masters. The whole book is an allegory of the Russian Revolution. Stalin took control in Russia and eventually became a dictator, controlling every aspect of life and killing those he thought were enemies. Napoleon is Stalin, as he took control of the farm. There are many different animals that represent the different types of people in society and government. Napoleon had become overcome