Rules for Writing out Numbers

Why do so many people find it difficult to remember the rules for using numbers in formal writing? Probably because the rules seem a little fuzzy sometimes. So what can you do? Its no mystery: as with anything, read and study the rules several times, and it will all seem natural, eventually. Writing Numbers One through Ten Spell out numbers one through ten, as in this example: My little brother ate four apples before dinner and became ill.Why do parents always check to see if babies have ten toes? Writing Numbers Above Ten Spell out numbers above ten, unless writing the number would involve using more than two words. For example: I have sixty-three dead bugs in my collection.My cousin has 207 bugs in his.This site has given me a thousand helpful hints for my homework.My grandmother is seventy-two today.My little sister had about 4,763 measles on her face. Always Spell Out Numbers that Begin Sentences It would look odd to begin a sentence with a numeral. Four hundred fifty people attended the birthday party. However, you should try to avoid using long, clunky numbers at the beginning of a sentence. Instead of writing that four hundred and fifty people attended a party, you could re-write: There were 450 people at the party. Dates, Phone Numbers, and Time Use numbers for dates: My birthday is on March 16.He was born on Valentines Day, 1975. And use numbers for phone numbers: The phone number for the school is 800-555-6262The international code for England is 44. And use numbers for telling time if using a.m. or p.m.: The alarm will sound at 7 p.m.I make my bed at 7 a.m. each morning. But spell out times when using oclock or when the a.m. or p.m. are omitted: The alarm will sound at seven oclock.I make my bed at seven each morning.

What Are the Advantages of Single-Sex Education

Whatever you choose to call it—single-sex, single-gender, or gender-isolated—an all-boys or all-girls school education can be an ideal learning situation for some children. It was widely accepted in the 20th century and it’s back in vogue, as parents learn more about the research and weigh the pros and cons. There are plenty of schools to choose from too: More than 500 institutions are counted as members of the National Coalition of Girls Schools and the International Boys’ Schools Coalition. And private schools are not the only avenues for single-sex learning environments, as there are about 850 entirely single-sex public schools. Three reasons to choose a single-sex education for your child: 1. Curbing Social Pressures Some children thrive in a single-sex school. Why? For one thing, social pressures can be significantly lower. Your child can grow at his or her own pace. This often is a good thing for both boys and girls, as they typically mature at different rates. The faculty at single-sex schools also keenly understand how their students learn. They adapt their teaching styles to those specific needs. Many  proponents of single-sex education argue that boys in co-educational settings are less likely to take courses in the arts or tackle advanced academic subjects simply to avoid being typecast as a nerd. Similarly, girls avoid the sciences and technology subjects because they dont want to appear to be tomboys. Single-sex schools are flourishing once again as parents realize that allowing their son or daughter to learn in his or her own individual way is a very important consideration in choosing a school. 2. Instilling Healthier Competitiveness Your childs happiness is one of the most important factors in selecting a school. Equally important is finding a school with inspiring, gifted teachers, considering their teaching style, and whats being taught. Will the school help nurture your childs individuality and socialization with peers? Boys tend to soften their competitive edge and become more collaborative in a single-sex setting. They can just be boys and not worry about what the girls might think or how they are perceived by girls. Boys enjoying poetry and playing in an orchestra as opposed to a marching band are the kind of thing you will see in a boys school. Girls often are less shy in a single-sex environment, which means they often take more risks. They become more positively competitive. They embrace sports with gusto without worrying about appearing like tomboys. 3. Eliminating Gender Stereotypes If the teacher understands how to teach boys or girls, they can employ specific teaching strategies and engage classes in activities that accomplish specific goals. Often, girls are empowered to become leaders and boys are taught to better collaborate. In the right environment, students will quickly feel comfortable exploring nontraditional subjects. For girls, this is often mathematics, advanced sciences, computers, technology, and woodworking. Boys  often participate more in the arts, humanities, languages, choirs, and orchestras in single-sex settings. Children are more likely to break out of their stereotypical roles and behaviors when they are left to their own devices. Single-sex education has a delightful way of encouraging children to be fearless, curious, and enthusiastic—in short, to just be themselves. Blended vs. Co-Institutional Choice But what if you’re on the fence? You like what the single-sex education offers your child, but you also want him or her to experience a co-ed environment in preparation for the real world. There are schools that enroll both genders, but divide classes into single-sex learning environments. For instance, many Roman Catholic schools have their own unique approaches to single-sex schooling by offering co-institutional or blended schooling. Regis Jesuit High School in Aurora, Colorado, has two distinct high schools operating under the same roof: one for boys, the other for girls. This is the co-institutional approach. St. Agnes and St. Dominic School in Memphis, Tennessee, blends its single-sex education with co-educational, depending on the grade level involved. Compare the separate campus, co-institutional, and blended schools. Any  approach might be right for your son or daughter. Boys schools and girls schools have many advantages to consider. Single-Gender vs. Co-ed Classroom We have spent several generations advancing the equality of the sexes. Beginning with the  womens suffrage movement  and continuing through to the present day, many legal and social barriers to womens equality with men have been removed. Much progress has been made. With that in mind,  co-education  based on that laudable theme of equality seems like the right way to go. Thats why most private and  public schools  use the co-education model. Most of the time that works well. On the other hand, some research seems to suggest that  boys and girls learn in different ways.  Research  shows that a girls brain is different from a boys brain. If you accept that premise, co-education probably will not work satisfactorily for every child. Co-education does have the advantage of being politically acceptable, however. Recently, public schools have begun  to experiment  with single-sex classes and, in some cases, single-sex schools. Applying the Research Perhaps the most revealing research on single-sex versus co-education is  Single-Sex Versus Coeducational Schooling: A Systematic Review.  This study was commissioned by the U.S. Department of Education and was released in 2005. What were its conclusions? Basically, it seems to conclude that there is not enough evidence to suggest single-sex education is better than co-education, or vice versa. Another national study from the UCLA Graduate School of Education and Information Studies claims to show that girls from single-sex schools have an edge over their co-ed peers.   Article edited by  Stacy Jagodowski

Occupational Stress in Law Enforcement Intervention Strategies Free Essays

Occupational Stress in Law Enforcement Intervention Strategies Stress in law enforcement is complex. Stressors vary by individual and because of that combatting stress is law enforcement is not an easy task. Broad strokes and blanket programs are used in an effort to reach the greatest number of employees with strategies designed to prevent and reduce stress in the field of law enforcement. We will write a custom essay sample on Occupational Stress in Law Enforcement Intervention Strategies or any similar topic only for you Order Now I believe that a more individualized approach is required to have the greatest impact on officers working in this field. The occupation of a police officer is commonly referred to as one of the most stressful occupations. Causes of stress for police officers can be linked to the organizational structure and the demands of the profession to include shift work, overtime, and years of service. The rigid nature of the organization has been referred to as one of the primary sources of stress for law enforcement. In addition to the stress of the organizational structure, police encounter the threat of violent criminals and disturbing crime scenes as a part of routine daily possibilities. Potential causes of stress for correctional staff are similar to the stress that police officers endure. Stress is derived from internal and external sources to include, prison/jail organizational structure, nature of work-supervision of the inmate population, overtime, shift work, length of time on the job, privacy/safety concerns, threats of inmate violence/actual inmate violence, inmate demands/manipulations, co-workers, specific post or assignments, poor public image, and low pay. Correctional officers and police officers had the highest rates of non-fatal violent incidents at work between 1990-1995 (Finn, p. , 2001). Research regarding causes of stress for law enforcement was inconsistent when attempting to determine the highest rates of stress. Areas of concern for both correctional and police officers that experience work-related stress span from work-related effects to the effects on the employees personal life. Officers can suffer physical ailments as a result of work-related stress that include heart disease, high blood pressure, and eating disorders, etc. Studies have shown that disability of officers has been linked to stress related causes. Additional areas of concern are staff burnout, personal and family relationships that include the displacement of frustration onto family/friends and poor work performance which ultimately compromises institutional safety and creates stress for co-workers. One of the most significant causes of stress in law enforcement is critical incidents and the impact of critical incident stress in law enforcement. A critical incident can be defined as â€Å"any situation in which an officer’s expectations of personal infallibility suddenly become tempered by imperfection and crude reality† (Kureczka, 1996). Critical Incidents in law enforcement are loosely defined because the nature of the incidents can affect officers differently. Examples of critical incidents in law enforcement include line of duty death, serious injury of a co-worker, officer involved shooting, traumatic death of a child, hostage and riot situations. Critical Incident Stress can lead to Post Traumatic Stress Disorder. Four to ten percent of individuals who experience a critical incident will develop PTSD. Research shows that 87% of all emergency workers experience the effects of critical incident stress (Kureczka,1996). Stressors can be multiplied by compounding events (i. e. death of a suspect and injury to the officer). The effects of a critical incident affect the officer physically, emotionally and cognitively. Physical affects (effects) can range from headaches, muscle aches, sleep disturbance, decreased sexual activity, decreased appetite, and impotence. Emotional affects include anxiety, fear, guilt, sadness, anger, irritability, withdrawal and a sense of feeling lost. Cognitive affects include flashbacks, repeated visions of the incident, nightmares, slowed thinking, difficulty in decision making, disorientation, memory lapse, and the lack the ability to concentrate. Intervention strategies include a variety of options that have been implemented in law enforcement over the past twenty years. Some intervention programs are specific to the everyday stressors of the profession while others are more concentrated to areas involving critical incidents. The development and establishment of stress programs or Employee Assistance Programs are types of intervention programs available. Programs vary by department and in levels of perceived success. Possible program components include trained correctional staff assisting other correctional staff that have experienced a critical incident at work, implementation of a counseling team, implementation of a stress unit, critical incident debriefing, increased communication with employees, wellness programs, staff involvement in policy making and training education programs. The benefits of the implementation of programs to help employees deal with stress include, reduction of overtime costs incurred due to sick time usage, reduction in staff turnover rates, enhanced staff morale coupled with improved job performance, increased institutional and officer safety, improved relations with the union, staff feeling that management/administrators value them as individuals. The role of the administration in providing support to officers’ both pre and post critical incidents has a tremendous The administration’s role in combatting critical incident stress is mutually beneficial to the employee and the agency. The agency impact is on the organizational structure (i. e. other officers, the department, the public, and families) as a whole as well as budgetary impact that affects all areas (retention, training, etc. ). When compared to the cost of intervention, it is financially more beneficial to the organization to spend money on intervention which in turn also benefits the entire organizational structure. . Intervention strategies specific to critical incidents include counseling for employees with counselors that have a thorough understanding f the type of work of law enforcement, as well as the availability of peer support officers that are specially trained to recognize problems and make referrals. The availability of pre-incident stress education and stress management training for new recruits and seasoned employees throughout employment allows employees who experience critical incident stress to recognize the signs and seek help. Additional orientations for families also provides for information on stress in law enforcement to be communicated to prepare families for what to expect in the event that an incident occurs. References Finn, P. (2001). Addressing Correctional Officer Stress: Programs and Strategies. Criminal Justice Media, Inc. Retrieved from http://search. proquest. com/socialsciences/docview/ 214386062/fulltext/ 136F9663B05382C356E/ 3? accountid=36616 on May 28, 2012 Kureczka, A. (1996). Critical Incident Stress in Law Enforcement, FBI Law Enforcement Bulletin. Retrieved from http://search. proquest. com/socialsciences/docview/204132441/ fulltextPDF/136F9D8BC523F17E9DF/2? accountid=36616 on May 28, 2012 Feemster, S. 2010). The Forensic Examiner. Addressing the Urgent Need for Multi- Dimensional Training in Law Enforcement Retrieved from http://search. proquest. com/ SocialSciences/docview/859010103/fulltextPDF/136FB22E6C16A280637/4? accountid= 36616 on May 28, 2012 To Quit or not to Quit: Perceptions of Participation in Correctional Decision Making and the Impact of Organizational Stress Retrieved from http://search. proquest. com/social sciences/docview/214563577/136FB3A66E950711643/2 ? accountid=36616 on May 28, 2012 Jaramillo, F. , Nixon, R. Sams, D. (2004). The Effect of Law Enforcement Stress on Organizational Commitment. Retrieved from http://search. proquest. com/socialsciences/ docview /211301458/ fulltextPDF/136FB495CC464AAE192/14? accountid=36616 on May 28, 2012 McCarty, W. , Zhao, J. Garland, B. , (2007). Occupational Stress and Burnout between Male and Female Police Officers Retrieved from http://search. proquest. com/socialsciences/ docview/211277163/fulltextPDF/136FBFDCC4976A43D80/1? accountid=36616 on May How to cite Occupational Stress in Law Enforcement Intervention Strategies, Essay examples

Explain Microeconomics and its Demand

Questions: 1.Explain, with the use of demand and supply diagram(s), the difference between a change in quantity demanded of hats and a change in demand for hats. 2.Explain, with the use of demand and supply diagrams, the effect of the following events on the market for solar panels: (a) The price of solar panels has fallen to below the market equilibrium price.(b) The price of electricity for an average household has increased by 50 percent.(c) New technology has increased the productivity of solar panel producers.3. Assume new medical research has proven that consuming oranges will prevent heart attacks, whilst at the same time, a typhoon destroys 60 percent of the orange crop. Explain, using demand and supply diagram(s), the impact on the equilibrium price and quantity in the market for oranges? 4. If the price of a good increases from $6 to $9, leading to a fall in quantity demanded from 55 to 35 units, what is the price elasticity of demand for the good at this price range? Interpret the calculated elasticity value and explain the impact of the price rise on total revenue. 5. Higher education benefits society as a whole. Discuss two (2) measures a government can implement to increase the demand for higher education. Explain, with the use of demand and supply diagram(s), the impact of the suggested government measures on the equilibrium price and quantity of higher education. 6. Assume the government has removed all entry restrictions in an industry where the existing firms are making an economic profit. Explain, with the use of demand and supply diagram(s), the impact of the government measures on the profit of firms in the industry. 7. Critically examine, using the game theory matrix diagram and relevant assumptions, why there is a lack of price competition between the main banks in Australia. In your answer, evaluate both the collusive and non collusive scenario. What are the alternatives available to banks to maintain or increase their market share? Answers: 1. There are two graph represents change in quantity demanded shown in figure 1 and the change in demand in figure 2 respectively. These two particular terms have different types of meaning in economics. As shown in figure 1, it can be made out that the change in quantity demand of a product can lead to change of the price of the product (Mankiw, 2007). For example, the quantity demand of hats increases if the price decreases as shown in figure 1. On the other hand, the change in demand can affect the change in quantity demanded. For example, the change of demand of the consumer can change the demand graph. This happens because the change in price causes the change in the products demand. 2. Figure 3 a) Market equilibrium price is a certain price of a particular product when the price does not tend to change on a frequent basis. Now, if the price of solar panels has fallen to below the market equilibrium, price, from figure 3 it can be said that the demand quantity of the solar panels are greater than quantity supplied (Perloff, 2004). It also signifies that there will be possibilities of price hike of the solar panels in the market of solar panels as shown in figure 3. b) If the price of electricity for an average household has increased by 50 percent then in the market of solar panels the can increase. The quantity demand for solar panels will also see a jump from the past. If the supply remains good the price will not change radically but if the supply demand ration is not met properly that can cause change in the prices of the solar panels in the market. In figure 3 it can be understood properly. c) Now if new technology has increased the productivity of solar panel producers that suggests there will be ample supply of the product and no shortage of it can be found. In that case the prices will drop significantly in the demand remains the same. However, if the demand picks up the prices of the product might not face a drastic slip down. In figure 3, one can see that if there is surplus of a product then the prices will see a down fall. 3. Figure 4 Now, one has to discuss this question by looking at two things simultaneously. Providing the fact that medical research has shown that orange consumption will prevent heart attacks then there will be certain jump in the demand of oranges can be observed (Pindyck and Rubinfeld, 2005). On the other hand at the same time as typhoon destroys 60 percent of the production of oranges, there will be a supply issue in the market. As shown in figure 3 and 4, there is a relation between supply demand if the supply decreases and demand increases at the same time there will be price hike of oranges. That suggests the market equilibrium price will go down. But as the prices will go up therefore the quantity in the market of the oranges will decrease. 4. Past Present % change Price 6 9 50 Quantity demanded 55 35 36.36364 Price elasticity = percentage change in quantity demanded/ Percentage change in price = 36.36/50= 0.7272 As the quantity demanded decreases at high rate with the rise in the price of the product, the revenue earned from the product decreases. If the price elasticity is high, the revenue earned from the product seems to decrease. Therefore the total revenue earned from the product decreases (Sloman and Sutcliffe, 2003). 5. To increase the demand for higher education in the society the government can take several measures. First of all government can come out with a modal that can suitable for the students to compete the students of the outer world. Secondly, the cost of the higher education should be taken under consideration to attract more and more students (Krugman and Wells, 2006). Besides, the structure of the course should be job oriented so the students can find it easy in work places. As shown in figure 3, if government comes out with prolific measures to promote higher studies the growth of the market will certainly extend to some extent (Krugman and Wells, 2005). Therefore, as we can see the growth brings demand and demand brings sales. Therefore, the market will be more beneficiary. As the sale is improved the profitability will certainly improve. As government measures will certainly bring down the education cost of the students therefore the market equilibrium price will go upwards and thus the quantity of higher education will be increased significantly. 6. Figure 5 Now as it is said in this question, if the government has removed all entry restrictions in an industry where the existing firms are making an economic profit significantly then there will be a certain impact on the profit firms in that particular industry. As shown in the above figure 5, due to the government measures more companies will able to take part in the particular market and therefore there will be a huge supply of products. But as the consumers are not increases significantly therefore the demand does not grow compare to the supply. That is why the price of the product will be going down to a certain extent. As a result the profit of the firms will decrease due to surplus of product. 7. It has been found that the banks performing in the Australian market performs in a highly competitive market that forces the Banks from not increasing or changing the price. If any of the Bank changes the price, it will face a high change in the quantity demanded of the services provided by them. This can effect adversely for the Banks (Abel and Bernanke, 2001). Therefore the bank lacks a price competition in the Australian market. Banks can use alternative methods for attracting customers by providing them with better services and attractive offers. This would help the banks to gain a good market share in the highly competitive market of Australia. Hence, it is recommended for the Banks to choose alternative methods to increase the market share. References Abel, A. and Bernanke, B. (2001).Macroeconomics. Boston: Addison-Wesley. Krugman, P. and Wells, R. (2005).Microeconomics. New York: Worth. Krugman, P. and Wells, R. (2006).Economics. New York: Worth Publishers. Mankiw, N. (2007).Macroeconomics. New York: Worth Publishers. Perloff, J. (2004).Microeconomics. Boston: Pearson Addison Wesley. Pindyck, R. and Rubinfeld, D. (2005).Microeconomics. Upper Saddle River, N.J.: Pearson Prentice Hall. Sloman, J. and Sutcliffe, M. (2003).Economics. Harlow, England: Prentice Hall/Financial Times.