Oil and its Economics :: Economy Petrol

Supply of Oil â€Å"Since 1974 oil-exporting nations have substantially increased their imports in order to finance development plans and to pay for highly technical military training, equipment, and sophisticated defense systems such as the airborne warning and control system, AWACS. From 1972 to 1983, OPECs imports increased approximately sevenfold. Furthermore, exports to OPEC from OECD as a percentage of the latter's total exports increased from 4.1 percent in l972-73 to 8.8 percent in 1975-82, then to 8.4 percent in 1983; and it dropped to 7.1 percent in 1984.† (http://www.georgetown.edu/users/johnsonj/oweiss/petrod/increase.htm) â€Å"Dynamic forces of oil supply and demand led to all excess supply in world markets since 1980, which in turn led to a de facto decline in the price of oil even before OPEC's London agreement of March 1983 in which the official price was reduced by approximately 14 percent. This oil glut in world markets was the result of at least three mutually dependent dominant forces: high oil prices, increase in production, and reduction in demand.† (http://www.georgetown.edu/users/johnsonj/oweiss/petrod/since.htm) â€Å"First, following the initial leap of 1973 the price of oil was once again drastically increased in l979. This rise led to a substitution of other sources of fuel and a reduction in real income, which contributed eventually to a decline in the demand for oil after a three-year time lag.† â€Å"A second factor in the oil glut was the increase in world oil production--a predictable economic consequence of rise in its price.† â€Å"A third factor in the oil glut was decreased demand for oil. The 1980 economic recession, which had plagued the world economy and which had markedly reduced the productive capacity of industrial nations by its greatest percentage decline since World War II, was a dominant force in reducing the demand for oil yet further. As their gross national products headed downward because of the recession, industrial nations reduced their imports. This, in turn, led to a reduction in foreign exchange earnings of the less-developed countries. These had, therefore, to curtail their purchases from abroad, including imports of oil. A multiplier effect of all such factors had a marked effect on the demand for oil in world markets.† (http://www.georgetown.edu/users/johnsonj/oweiss/petrod/since.htm) DEMAND Demand for Oil over Time (http://www.georgetown.edu/users/johnsonj/oweiss/petrod/time.htm) â€Å"A conventional downward-sloping demand curve is not, in [Dr. Oweiss’]opinion, sufficient to explain the interaction of oil prices and quantity demanded over time. In studying the dynamics of international oil markets which differentiates between upward and downward trends in prices. A small rise in the price of oil, from its low, pre-1973 level, will not change the quantity demanded, for demand at such a low level may he regarded as perfectly inelastic.

Extrinsic and Intrinsic Motivation in Education

Extrinsic and Intrinsic Motivation in Education As life goes on, I am starting to learn more and more about what motivates me step forward and can be successful in education; I recognize that when I plan or want to do something, I have a motivation for that specific thing. In other words, when I do something, I have a reason why I should do that thing. According to the book â€Å"Drive† by Daniel H. Pink, it makes me thought-provoking about motivation 2. 0 and motivation 3. 0. So the question comes in my mind is what is the difference between motivation 2. 0 and motivation 3. , and which motivational system is more effective either for education. Motivation 2. 0, what we know as extrinsic motivation assumes that human beings are best motivated by rewards and punishments (carrots and sticks). On the other hand, motivation 3. 0 what we know as intrinsic motivation suggests that humans are primarily motivated to learn, create and better the world (learning and creating). In educa tion, I prefer that motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads to success and good behavior and motivation 2. leads to decreasing of students’ progress. The first thing, motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads to success. Students are most likely to show the beneficial effects of motivation when they are intrinsically motivated to engage in classroom activities. Intrinsically motivated students tackle assigned tasks willingly and are eager to learn classroom material, more likely to process information in effective ways by engaging in meaningful learning, and more likely to achieve at high levels.In contrast, extrinsically motivated students may have to be enticed or prodded, may process information only superficially, and are often interested in performing only easy tasks and meeting minimal classroom requirements. To understand how these two motivations work, I want to give out a specific example. I have two friends, Sang and Anne. The first person, Sang he does not enjoy accounting and is taking the class just because earning an A or B in the class will help him earn a scholarship at Business Department.The second person, Anne she has always liked accounting. The class will help her earn a scholarship, but in addiction, Anne really wants to become a good accountant. She sees its usefulness for her future profession as an accountant. Through this example, we can see the first person exhibits motivation 2. 0. Students who belong to motivation 2. 0 may want the good grades, money, or recognition that particular activities and accomplishments bring. In contrast, the second person exhibits motivation 3. 0. Students who belong to motivation 3. may engage in an activity because it gives them pleasure, helps them develop a skill they think is important, or seems to be the ethically and morally right thing to do. According to the book â€Å"Drive†, in chapter 3 Pink describes â€Å"They're working hard and persisting through difficulties because of their internal desire to control their lives, learn about their world, and accomplish something that endures† (77). In some cases, motivation 2. 0 can get students on the road to successful classroom learning and productive behavior. Yet motivation 3. 0 leads students over the long run.It will encourage them to make sense of and apply what they are studying and will increase the odds that they will continue to learn. Moreover, motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads student to good behavior. When student comes to motivation 3. 0, this basically means that student is motivated to do a particular task of the pleasure or satisfaction that they get in performing the task itself. In other words, intrinsically motivated student comes from within an individual rather than from extrinsic rewards such as money, grades, or class rank.A student who tends to be intrinsically motivated could be motivated by internal factors such as recognition, responsibility, growth and advancement. If a student is to be motivated by intrinsic rewards, then this means that what the student really wants is a job that interests him, a challenging work environment, and  the responsibility to perform the task in order  to motivate him. For example, an intrinsically motivated student will perform a task given to him willingly, either because he might find the task challenging or else interesting and satisfied with completing it.This is due to the fact the external rewards hardly motivate these students. In chapter 3 of the book, Pink points out about type I behavior â€Å"Type I behavior is self-directed. It is devoted to becoming better and better at something that matters. And it connects that quest for excellence to a larger purpose† (78-79). This explains that motivation 3. 0 leads student to good behavior and tends to be very much effective in the long run as the students perform the tasks willingly because it interests them, rather than trying to escape from it once the task is done. Furthermore, motivation 3. increases effort and persistence in activities and affects cognitive processes. As we discovered in chapter 4 about autonomy, Pink explains â€Å"According to a cluster of recent behavioral science studies, autonomous motivation promotes greater conceptual understanding, better grades, enhanced persistence at school and in sporting activities, higher productivity, less burnout, and greater levels of psychological well-being† (88-89). Motivation 3. 0 increases the amount of effort and energy that students expend in activities directly related to their needs and goals.Intrinsically motivated students are more likely to continue a task until they’ve completed it, even if they are occasionally interrupted or frustrated in the process. In general, motivation 3. 0 increases students’ time on task, an important factor affecting their learning and achievement. Besides that, motivation 3. 0 affects what and how students mentally process information. For one thing, intrinsically motivated students are more likely to pay attention because they are sitting in class, doing the task for the long run purpose and larger achievement. So attention is critical for getting information into working memory.Intrinsically motivated students also try to understand and elaborate on material to learn it meaningfully rather than simply go through the motions of learning in a superficial, rote manner. One special thing is intrinsically students have higher self-esteem. Through the description type I behavior promotes greater physical and mental well-being in chapter 3, Pink states â€Å"According to a raft of studies from SDT researchers, people oriented toward autonomy and intrinsic motivation have higher self-esteem, better interpersonal relationships, and greater general well-being than those who are extrinsically motivated† (78). Thereby circumventing the intrinsic barrier.This can understand that the more students are motivated to achieve academic success, the more proud they will be of an A and the more upset they will be by an F or perhaps even a B. The more students want to be accepted and respected by their peers, the more meaningful the approval of the â€Å"in-group† will be and the more painful the ridicule of classmates will seem. As a last result, motivation 3. 0 is more effective than motivation 2. 0 because motivation 2. 0 leads to decreasing of students’ progress. Motivation 2. 0 what stands for extrinsic motivation comes when the students are thus motivated by means of external rewards.External rewards basically consist of money and grades. Motivation 2. 0 leads students are involved in performing a particular task is because of the external rewards that gives them satisfaction and pleasure, and not because they are interested in it. In ot her means, motivation 2. 0 drives students to do things especially for tangible rewards or pressure, rather than for the desire of it. Extrinsic motivators basically focus the students on rewards rather than actions. For example, students will perform tasks though they are not quite interested in it, thus because of the rewards involved with it.Some students will not want to do the work willingly, but rather they are motivated to do so by external rewards. According to Drive, in chapter 3 Pink argues â€Å"When people use rewards to motivate, that’s when they’re most demotivating† (70). When students are not interesting in doing tasks and learning and they are just focus on the rewards that they can receive, instead of trying to improve skills and get stronger performance that may affect on their long lives, this explains why motivation 2. 0 leads to decreasing of students’ progress. Therefore, if we can apply motivation 3. to students, we can reduce the emphasis on external rewards such as grades, class rank, and â€Å"pay for performance† (giving student money for good grades) and instead try to design tasks that allow students choice, challenge and purpose. Most students will be happy to work on their tasks in which they can determine things such as the product they will produce, or with whom they will work, especially if the task requires creative and critical thought, and if they see a real-life application to what they are doing. However, we need to recognize that most schools are still operating on motivation 2. . That is a problem between how we prepare students for work and how work actually operates. Moreover, the basic problem with Motivation 2. 0 is â€Å"if-then† rewards. In the summary of chapter 2, Pink explains why â€Å"if-then† reward is not good that â€Å"Traditional â€Å"if-then† rewards can give us less of what we want: They can extinguish intrinsic motivation, diminish performance , crush creativity, and crowd out good behavior† (220). Actually, â€Å"if-then† rewards often give less of what we are hoping to achieve and generally crush the stuff we want, like high performance, creativity, and good behavior.Anyway, motivation 2. 0 with external rewards is one of causes leads to decreasing of students’ progress because it motivates student only short term. This is because the extrinsically motivated students will do their task only as long as they receive their rewards and thereafter will stop performing the tasks, once the rewards are no longer there. Through the book â€Å"Drive† by Daniel H. Pink, I have a look at both motivation 2. 0 and motivation 3. 0; I could say that motivation 3. 0 is far stronger than motivation 2. 0 when it comes to motivate students in the long run.For me, I consider I need to apply the three elements of Motivation 3. 0 according to Pink to move forward in education. First, I need to gain autonomy which is my desire to be self-directed. Second, mastery in which is my desire to get better and better at something that matters. And third, purpose in which is my desire to be part of something larger than myself. Even though the system right now makes this very difficult to do, but I will not ignore standards, I believe I can and will find ways to engage myself in self-directed and meaningful work.

IS3230 Access Security Final Project Essay - 995 Words

Project schedule summary The project will be a multi-year phased approach to have all sites (except JV and SA) on the same hardware and software platforms. Project deliverables †¢ Solutions to the issues that the specifies location of IDI is facing †¢ Plans to implement corporate-wide information access methods to ensure confidentiality, integrity, and availability †¢ Assessment of strengths and weaknesses in current IDI systems †¢ Address remote user and Web site user’s secure access requirements †¢ Proposed budget for the project—Hardware only †¢ Prepare detailed network and configuration diagrams outlining the proposed change †¢ Prepare a 5 to 10 minute PowerPoint assisted presentation on important access control infrastructure, and†¦show more content†¦Ã¢â‚¬ ¢ 10th Objective Initialization of the entire network and any last minute configuration adjustments to have the network up and operating within all specified ranges. Risks and Vulnerabilities 2.1Overall: There is a mess of servers, switches, switches, and inward equipment firewalls. Each of the associations areas is working with diverse data advances and foundation IT frameworks, provisions, and databases. Different levels of IT security and access administration have been actualized and inserted inside their individual areas. The data engineering framework is maturing and numerous areas are running on antiquated fittings and programming. Additionally, the framework is woefully out-of-dated regarding fixes and overhauls which significantly expand the danger to the arrange as far as classifiedness, trustworthiness, and accessibility. Billings, Montana: ï‚ § Logisuite 4.2.2 has not been upgraded in almost 10 years. Also, over 350 modifications have been made to the core engine and the license agreement has expired. Progressive upgrading to the current version will be required. As a result, renewing this product will be extremely cost and time-prohibitive. ï‚ § RouteSim is a destination delivery program used to simulate routes, costs, and profits. It is not integrated into Logisuite or Oracle financials to take advantage of the databases for real-ime currency valuaion and profit or loss projections. ï‚ § IDI’s office automation hardwareShow MoreRelatedFinal Exam Essay1089 Words   |  5 Pagesï » ¿Access Control Project Access Control: IS3230 By: Phil Kurutz Nathan Gleed April 22, 2014 TABLE OF CONTENTS INTRODUCTION: 1.1 Project Title 1.2 Project Schedule Summary 1.3 Project Deliverables 1.4 Project Guides 1.5 Project Team Members 1.6 Purpose 1.7 Goals and Objectives 2 Risks and Vulnerabilities 2.1 Overall 2.2 Billings, Montana 2.3 Warsaw, Poland 3 Proposed Budget 4 IDI Proposed Solution 4.1 Billings, Montana 4.2 Warsaw, Poland 5 Drawings 6 Conclusions INTRODUCTION Read MoreEssay on Access Control FInal Project1199 Words   |  5 Pagesprogram Project: Access Control Proposal IS3230 - Access Control Bernard Downing David Crenshaw /2014 1 INTRODUCTION 1.1 Title of the project Access Control Proposal Project for IDI 1.2 Project schedule summary The project will be a multi-year phased approach to have all sites (except JV and SA) on the same hardware and software platforms. 1.3 Project deliverables †¢ Solutions to the issues that specifies location of IDI is facing †¢ Plans to implement corporate-wide information access methods

Quadratic Equation Worksheets - Printable PDF Download

Programme Msc Management Finance Stream - 3716 Words

Programme MSc Management – Finance Stream Module name Corporate Finance Schedule Term May 2014 Student Reference Number (SRN) 1054922 Report/Assignment Title Summative Assignment Date of Submission (Please attach the confirmation of any extension received) Tuesday 19th August 2014 Declaration of Original Work: I hereby declare that I have read and understood BPP’s on plagiarism and that this is my original work, researched, undertaken, completed and submitted in accordance with the requirements of BPP Business School. The word count, excluding contents table, bibliography and appendices, is __3,025_ words. Student Reference Number: 1054922 Date: 13/08/2014 By submitting this coursework you agree to all rules and regulations of BPP†¦show more content†¦Robert is more prudent about this new project. He has conscience that this project will demand excessive amount of money and it would not allow RMC to undertake another major investment for the next few years. Furthermore, RMC might suffer a shortage of quality mining staffs in Columbia; therefore they will have to spend more money to get better-qualified technicians. Helen was more optimistic about this project. She thought that Boraca site was a big opportunity that RMC must absolutely not lose. Robert was principally concerned about the political stability of the Government stability. As the project will last 20 years, there is a risk that the government nationalizes the oil or coal industry within this period. One of the major concerns is about the unclear Columbian regulation about ground rules for overseas investors. It was ambiguous and blurred on the withdrawal profit from Columbia. Furthermore, Helen seemed not worried about Colombia political climate. She argued that there is no reason for the government to nationalize RMC site over 20 years. Columbian government priorities are focusing on education and infrastructure development rather than oil or coal industry. Robert was also tempted by the Intercoa offer. Intercoa offered five million dollars to RMC for the rights of this project. This offer would allow Robert to pursuit his other projects and avoid every risk associated

Attention Deficit disorder Free Essays

My high school years have been challenging but I have managed to fit in. I was born with a condition known as Attention Deficit disorder (ADD). This condition causes inattentiveness, over-activity and impulsivity. We will write a custom essay sample on Attention Deficit disorder or any similar topic only for you Order Now I learnt to cope with these conditions by having a good self-esteem. I did not to inform the administration about my condition because I did not want to receive special treatment like getting more time to take my tests. I took challenging courses like chemistry, functions statistics and trigonometry. To improve my understanding of the academic material and also to get a better grade in my course, I attended summer school. I did this to retake courses that were difficult to understand during school time and to boost my overall cumulative G.P.A. These courses required sustained mental efforts in class, which were difficult to maintain, but I extended my school hours to get more help from my teachers. I even arranged with them to stay longer hours in the school labs for extra tutoring. I am very talented in gymnasium and my talent helped me get admitted in the varsity cheerleading team during my junior year, where I learnt to cultivate my interpersonal skills. During practice I dedicated all my energies to the teams performance and was promoted me to the assistant co-captain of the varsity cheerleading team. I had supportive friends in the team, who with my coaches assisted me to solve difficult class work problems. They lifted my self-esteem in believing in me. Through the team I learnt that to succeed I needed to have self-confidence. During my sophomore year I attended sylvan learning center, where I learnt to study and improve my skills to become academically successful. In the center I was able to develop good interpersonal skills and improve my communication skills. This has enabled me cultivate good leadership qualities. I believe am capable of getting in the university and once am there I will use talents in the gymnasium to occupy my free time. Being idle is a way of causing distraction and I want to remain focused during my academic years. I will use my interpersonal skills to develop good relations with a students and also to be become a student leader. I will study hard in the university to achieve all my goals despite my condition. I believe in working hard to be successful. Work cited Stein, E, Amy. Fragments: Coping with attention Deficit Disorder. Haworth press. 2003. 91-120. How to cite Attention Deficit disorder, Papers

Comparing and Contrasting Ancient Rome with Ancient China free essay sample

Over the course of history there have been many empires that amass enough wealth and influence to be considered major world powers. Two of these empires are ancient China, and ancient Rome. Though they shared similarities, they were fundamentally different in several ways. Both the Chinese and Roman empires were vast and powerful. They each encompassed a diverse group of people in different areas- whether states or polis. They both participated in wars to expand and maintain their borders. Romans expanded through the Latin War, the Pyrrhic War, the Punic Wars, and so on until they encompassed Syria, Egypt, Macedonia, and Greece. Ancient China, as we understand it, began after the Warring States period from 453- 221 BCE, when the state of Qin triumphed against its rival states and unified the Chinese Central plains. Once unified, the Qin sent a force of 30,000 soldiers to battle with the Hu people to the north. We will write a custom essay sample on Comparing and Contrasting Ancient Rome with Ancient China or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the early Han Dynasty, Emperor Wudi expanded into what is today known as Vietnam. Both Rome and China allied with nomadic people in an effort to maintain their borders against Germanic and Mongolian people, respectively. These empires also engaged in trade with foreign entities, even each other. Wealthy Roman women loved to wear Chinese silk, and Roman glass was prized in China. While these similarities are definitely present, the Roman and Chinese empires were in no way identical to one another. When Rome began, there were seven successive Etruscan kings. The seventh king was so horrible to the people that there was never an eighth king. Instead, Rome established the Republic. In ancient China, there were several dynasties from the Qin to the Yuan. Although there was no single royal bloodline, China always had an emperor, who usually ruled the country. The Roman Empire allowed conquered areas to maintain their own culture, language, and laws. China was more consistent in its culture, having a unified language and common rituals. Rome was more militarized, going so far as to obliterate Carthage so they would never pose a threat again. China had a military, but spent more energy maintaining their borders rather than expanding, until the Yuan Dynasty. Even then, Ghenghis Khan was actually a Mongolian that rose to power and became Chinese. Furthermore, when he conquered an area, that area was assimilated into the Chinese Empire- and thus is considered a great unifier. Perhaps the greatest difference between the Chinese and Roman Empires is the sustainability. Rome- between social and political strife, Germanic invasion, and epidemics- was finished by 490 CE. China, despite having decreased in size from its largest peak, is a major power to this day.