Friday, September 30, 2016

Simple 5 Paragraph Essay

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Thursday, September 29, 2016

Simply put: Marginal cost/benefit

February 18, 2011 at 5:00 am, Austin Frakt
A  doctor and an economist have the following conversation:
Doctor: There is no waste in health care. Allof care I provide my patients is valuable. Every bit improves health
Economist: That last little bit of care you provide costs far more than it is worth. It’s a waste of resources. You’re reducing, not increasing, welfare
Doctor: Reducing welfare? Ridiculous! My job is to benefit patients and the public. That’s what I do
Economist: Benefiting patients and the public? Don’t be so sure! My job is to point out where we can make better use resources. That’s what I do.
What’s this argument about? And who is right? It’s about two different views of “welfare” and both the doctor and the economist are right (or could be). It all can be explained in terms of marginal benefit and marginal cost.
Let’s start with one thing the doctor and the economist can both agree on. It’s the following intuitive idea: any good or service a person buys is worth at least as much to that person as the money that person spent on it. From this idea it follows that people will buy more of something the less they have to pay for it.
The maximum amount of money someone will spend on a good or service is called that individual’s valuation of that good or service. We can think of it as a monetized form of the benefit (or utility, in economist speak) they’ll derive from that good or service. If you’d spend up to $3 for a cup of coffee at a coffee shop but not a penny more, then $3 is your valuation of that cup of coffee. Though you may be willing to spend $3 for the first cup, you may not be for a second, or third, or tenth. If the price is lower, say $1 per cup, you might be more willing to buy more than one cup, however.
You’ll keep buying cups of coffee until the increase in benefit you’d get from the next cup is lower than the additional amount you’d have to spend on it. Notice those words “increase” and “additional”? Those are synonyms for another term economists use, marginal. So long as the marginal benefit exceeds the price, you’ll keep buying. This just means you keep buying something (coffee, whatever) until you no longer think it is worth it, given how much you’ve already bought (or consumed). This should be intuitive. It’s how you decide how many cups of coffee to buy at the coffee shop, or how many bananas to buy at the super market, or how much of anything to buy.
It’s true for health care too. Now, purchasing health care is more complicated because of insurance. But the same idea applies. You’ll consume as much health care as you think worth it for the transaction price (your copayment if you’re insured). The lower the price, the more you’ll consume. You’ll keep using health services until the marginal benefit falls below the price you pay.
Imagine you’re fully insured. (You pay no copayment.) You pay nothing for each health care service. How much will you use? Well, if it costs you $0 for a service you’ll use as much of that service until the marginal benefit is $0. So long as the service is at least providing a tiny bit of benefit (to your health, or just because you enjoy the experience for some reason), you’ll keep using it. This is illustrated in the following diagram. The vertical axis is price (that you pay out of pocket) and the horizontal axis is the quantity you’ll use. The downward sloping line is marginal benefit. It slopes downward for the reasons given above; lower price means you’ll buy more. You’ll use quantity B because that’s the quantity for which marginal benefit reaches the price you pay, $0 (because you’re fully insured).

So long as you’re benefiting from the service, the physician is likely willing to provide it, particularly if he perceives the benefit is at least not harming your health. In other words, the physician is inclined to provide quantity B of health services too. To the physician and the patient, all of that health care is “welfare” improving in the sense that it improves your health, or doesn’t harm it, anyway. (Qualitatively, the story doesn’t change if the patient is not fully insured, but pays a copayment. In that case, the horizontal axis in the figure is not at the $0 price level, but at the copayment level.)
The economist considers not just marginal benefit, but the (full) marginal cost. Imagine each health service costs a fixed amount, as shown by the marginal cost line in the figure. For example, each service costs $100, no matter how many are provided. (The story is not much different if marginal costs varies.) The insurance company may be paying most or all of that $100, but it is still a cost. It reflects real resources used (physician time, supplies, etc.).
The economist notices that the marginal benefit falls below marginal cost at quantity A. All the resources used to provide B-A services cost more than they’re valued by the patient. This is termed a “welfare loss” by economists because it reflects a misuse of resources in the following sense. If the patient were handed enough cash to buy B health care services, she would not buy that many. She’d buy the amount A and use the rest of the money for something else (like coffee). The cost reflected by the blue triangle in the figure is, in this sense, “wasted.” The patient only receives a benefit reflected by the marginal benefit line and all the cost of providing care that is above that line and to the right of A (the blue triangle) is economic waste, even if it is health improving.
Economists term the area of the blue triangle “deadweight loss.” To them it is a welfare loss even as the doctor (and patient) may perceive it as a health (or welfare in another sense) gain.
This is the crux of the debate between the doctor and the economist. One sees point B as providing the greatest value, the other point A. Who is right? They both are. “Waste” and “welfare” mean different things to each of them. To the right of A, marginal benefit is below marginal cost, notwithstanding any health improvements. The doctor sees providing quantity B as his job, the economist sees limiting provision to quantity A as his. If you already see how this relates to the notion of “rationing,” you’re on the right track.

Source: http://theincidentaleconomist.com/wordpress/simply-put-marginal-costbenefit/

Question:

The Role Of Opportunity Cost In Financial Decision Making

When it comes down to personal finance, one economic principal rules the roost - opportunity cost. With more household incomes stretched to the limits in the wake of the global economic slowdown, this principal is quickly becoming a budgeting essential. However, the rule doesn’t just affect what we spend our money on – it also dictates much of our personal finance lives. From our careers and our individual housing situations to how we invest and where to go to school, understanding the opportunity costs concerning these decisions is key for a sound financial footing.

The Basics
While most people are aware of the direct costs of life – for example, when you take money out of your wallet to buy a cheeseburger – many ignore the indirect costs associated with those actions. These are the opportunity costs. At its core, an opportunity cost is what you lose by choosing one alternative over another.  Now, let’s say you can choose between eating the aforementioned cheeseburger meal and putting $4.50 into savings. Each choice has benefits and drawbacks. If you choose the burger, you will likely have a nice lunch and a chance to leave the office. If you choose to save the money, you give up that break time and good food, but you get the chance to earn interest on that $4.50. That will give you more money in the future. Either way, you stand to gain and lose something. Every time you make a choice, you’re weighing the opportunity cost of that action.  Opportunity costs extend beyond just the monetary costs of a decision, but it includes all real costs of making one choice over another, including the loss of time, energy and a derived pleasure/utility.

Using Opportunity Costs in Our Daily Lives
For big choices like buying a home or starting a business, you may weigh the pros and cons, but generally, most of our day-to-day choices aren’t made without a full understanding of the potential opportunity costs. If they’re cautious about a purchase, most people just look at their savings account and check their balance before spending money. For the most part, we don’t think about the things that we must give up when we make those decisions.  However, that kind of thinking could be dangerous. The problem lies when you never look at what else you could do with your money, or buy things blindly without considering the lost opportunities. Certainly, buying a cheeseburger for lunch occasionally can be a wise decision, especially if it gets you out of the office when your boss is throwing a fit. However, buying one cheeseburger every day for the next 25 years could lead to several missed opportunities. Aside from the potential harmful health effects of high cholesterol, investing that $4.50 could add up to just over $52,000 in that time frame, assuming a very doable rate of return of 5%.
This is just one simplistic example, but the basic message holds true for a variety of situations. From choosing whether to invest in “safe” treasury bonds or deciding to attend a public college over a private one in order to get a degree, there are plenty of things to consider when making a decision in your personal finance life.

While it may sound like a bummer to have to think about opportunity costs every time you want to buy a candy bar or go on vacation, it’s an important tool in order to make the best use of your money. When it comes to personal finance, you cannot go through your life on autopilot. There are unseen positives and negatives with each financial decision. However, the good news is that once you recognize that these costs exist, it becomes easier to make good personal finance choices.

The Bottom Line
Most people are aware of the seen costs when it comes to personal finance. We understand the direct costs for our actions. However, the unseen costs could be more important to realize. Understanding these opportunity costs is critical to making the best possible decisions with our money.

source:http://www.forbes.com/sites/investopedia/2012/08/21/the-role-of-opportunity-cost-in-financial-decision-making/#66591e771ac8

Describe examples of using opportunity cost in your personal life, a local company in Sun Valley and a multinational corporation. What would be the argument for their decision and not the alternative?
Write a 5 paragraph essay

SERVICE LEARNING PORTFOLIO
50 hrs Required for Graduation
2016-2017 Seniors

Due May 12, 2017
The following  7 Sections must be completed in order to graduate from Sun Valley High School
as evidence of its vision and mission to develop social responsible students and community contributors.

1) What is Service Learning and why is it important?
2-3 paragraphs

2) What are examples of Service Learning opportunities and what lessons would they teach
(write out 5 ideas and significance)
number 1 through 5, 4 to 5 sentences each

3) What was my Service Learning Choice and why?
Describe place, date, tasks and economic and/or social impact
3 paragraphs minimum

4) Interview 5 adults in your life: Provide picture with adult and have them briefly answer the following three questions.
1-Did they ever volunteered and what their experience?
2-What were the benefits?  
3-If they had to do service learning, where would they choose to do it?

5) Hours Sign-off Sheet
See attached
6) Pictures, Artifacts
Include evidence of you participation.  
You may include pamphlets or flyers of events and organizations where you completed service hours.

7) Reflection
3 paragraphs minimum reflection on you overall experience.  Would you participate again and what would you do differently.
Highlights anecdotes in your experiences that were funny, touching, sad, exciting, scary.  

Sun Valley High School Economics 2016-2017

Course Description- 1 Semester 12th Grade Requirement
The general objective of a high school economics course is for students to master fundamental economic concepts and appreciate how the principal concepts of economics relate to each other in real world scenarios. Students will understand basic concepts, elements of the American Economy, the role of the Federal Government,  use and interpretation of major economic indicators, and the role of International Trade.  They will use economic concepts in dealing with personal, community, national and global economic issues. Students will be expected to provide real world examples at the micro and macro economic level.  
Textbook : Economic: Principles and Practices.  Clayton, Gary. McGraw HIll Glencoe: 2005
Grading and Assignments
There are 25 major concept outlined in the attached document and student will be required to demonstrate proficiency based on a rubric they have been provided.  The class may not complete all 25 concepts and so grades will be based on percentage of completed outcomes throughout semester. Proficiency will be demonstrated completing 2 assignments:
1-   Student will read an article relating to concept and answer a writing prompt. (Close Reading)
2-   Student create a project in the form of an essay, powerpoint, class presentation  (Project Based Learning)
Proficiency  85% of concepts A *Economics Honors:  Advanced 85% of concepts A
Proficiency  70% of concepts B        Advanced 70% of concepts B
Proficiency  55% of concepts C        Advanced 55% of concepts C
Overall Assignment Expectations:   
Students should use gmail and google drive in order to store all work in a folder clearly marked Economics with their name and class period.  There is no excuses for lost work under any circumstances.  Students should be typing all work using 12 point, Times New Roman font.  If assignment is not typed, work must be turned in neat and legible.  Ripped out notebook paper will not be accepted.
If work is emailed, share to: mstapiasemail@gmail.com
Final Project
Students will be required to complete a final project encompassing the major topics and concepts learned throughout the semester.  Students will demonstrate their use of academic vocabulary and synthesize ideas presenting a project in front of the class on an International Corporation of their choice. No corporation can be repeated in the same class period. They will research the four factors of production and create a consulting memo for the future of the company and a comprehensive description of the company four factors.
Rules and Behavior
Each student will sign an agreement to adhere to the rules of the class and understanding the consequences of misbehavior in class
  • No one is allowed to keep anyone else from learning
  • be in your seat when bell rings, it is disrespectful to be late
  • Have all necessary supplies each day
  • One person speaks a t a time
  • Be respectful of teacher, classmates, and the classroom
  • Keep environment clean
  • Bathroom- one person at a time, 2-5 minute maximum unless otherwise agreed.  Any abuse of usage will require intervention
  • No hats, no hoods in class at any time
  • Walking around the class is allowed in order to use trash, sharpen pencil, and usage of any classroom supplies
  • Cell phone usage limited to research and word processing.  Any gaming or texting will require placing cell phone on teachers desk for pick at the end of class
  • No headphones during class discussion and presentations by teacher or students
  • No backpacks on tables
If you are disrespectful in the class, the following are the consequences depending on the severity of behavior:
  1. Verbal warning
  2. Asked to step outside
  3. Sent out with write-up of incident
  4. Call to parents
  5. Deans office with parent conference (extreme cases only)

Plagiarism

All plagiarized work will receive an F. Copying from the internet or from books without citing or giving credit to the author is not acceptable.