The Use of Mathematics in Principles of Economics

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BỘ GIÁO DỤC & ĐÀO TẠO TRƯỜNG ĐẠI HỌC KINH TẾ THÀNH PHỐ HỒ CHI MINH LÊ MẠNH HÀ ĐỊNH HƯỚNG CHIẾN LƯỢC MARKETING DU LỊCH DALAT - LÂM ĐỒNG ĐẾN NĂM 2020 LUẬN VĂN THẠC SĨ KINH TẾ TP. HỐ CHÍ MINH - NĂM 2007 BỘ GIÁO DỤC & ĐÀO TẠO TRƯỜNG ĐẠI HỌC KINH TẾ THÀNH PHỐ HỒ CHI MINH LÊ MẠNH HÀ Cao học kinh tế K.14 - Dalat ĐỊNH HƯỚNG CHIẾN LƯỢC MARKETING DU LỊCH DALAT - LÂM ĐỒNG ĐẾN NĂM 2020 Chuyên ngành : Quản trị kinh doanh Mã số : 60.34.05 LUẬN VĂN THẠC SĨ KINH TẾ Người hướng dẫn khoa học: Tiến sĩ: Nguyễn Thanh Hội TP. HỐ CHÍ MINH - NĂM 2007 - 1 - LỜI CAM ĐOAN Tôi xin cam đoan: Bản luận văn tốt nghiệp này là công trình nghiên cứu thực sự của cá nhân, được thực hiện trên cơ sở nghiên cứu lý thuyết, kiến thức kinh điển, nghiên cứu khảo sát tình hình thực tiễn và dưới sự hướng dẫn khoa học của Tiến sĩ: Nguyễn Thanh Hội. Các số liệu, mô hình toán và những kết quả trong luận văn là trung thực, các chiến lược Marketing đưa ra xuấ t phát từ thực tiễn và kinh nghiệm, chưa từng được công bố dưới bất cứ hình thức nào trước khi trình, bảo vệ và công nhận bởi “ Hội Đồng đánh giá luận văn tốt nghiệp Thạc sĩ kinh tế ”. Một lần nữa, tôi xin khẳng định về sự trung thực của lời cam kết trên. LỜI CẢM ƠN Xin chân thành cảm ơn Tiến sĩ: Nguyễn Thanh Hội đã tận tình hướng dẫn và quý thầy cô khoa quản trị kinh doanh, khoa sau đại học đã truyền dạy những kiến thức quý báu trong chương trình cao học và giúp đỡ kinh nghiệm cho luận văn hoàn thành được thuận lợi. Cảm ơn anh Phùng Xuân Minh - Sở Thương mại & Du lịch Lâm Đồng và các công ty Du lịch Dalat cùng các bạn đồng nghiệp đã nhiệt tình trao đổi, góp ý và cung cấp thông tin tư liệ u. - 2 - Danh mục các ký hiệu, chữ viết tắt AFTA : Khu vực mậu dịch tự do ASEAN : Hiệp hội các nước Đông Nam Á CNH-HĐH : Công nghiệp hóa - Hiện đại hóa GDP : Tổng sản phẩm quốc nội PATA : Hiệp hội Du lịch Châu Á - Thái bình dương SWOT : Ma trận điểm mạnh - yếu - cơ hội - nguy cơ TAT : Cơ quan Du lịch quốc gia Thái lan USD : Đồng đô la Mỹ WTO : Tổ chức Thương mại th ế giới OMT : Tổ chức du lịch thế giới WB : Ngân hàng thế giới WTTC : Hội Đồng Du lịch Lữ hành The Use of Mathematics in Principles of Economics The Use of Mathematics in Principles of Economics By: OpenStaxCollege (This appendix should be consulted after first reading Welcome to Economics!) Economics is not math There is no important concept in this course that cannot be explained without mathematics That said, math is a tool that can be used to illustrate economic concepts Remember the saying a picture is worth a thousand words? Instead of a picture, think of a graph It is the same thing Economists use models as the primary tool to derive insights about economic issues and problems Math is one way of working with (or manipulating) economic models There are other ways of representing models, such as text or narrative But why would you use your fist to bang a nail, if you had a hammer? Math has certain advantages over text It disciplines your thinking by making you specify exactly what you mean You can get away with fuzzy thinking in your head, but you cannot when you reduce a model to algebraic equations At the same time, math also has disadvantages Mathematical models are necessarily based on simplifying assumptions, so they are not likely to be perfectly realistic Mathematical models also lack the nuances which can be found in narrative models The point is that math is one tool, but it is not the only tool or even always the best tool economists can use So what math will you need for this book? The answer is: little more than high school algebra and graphs You will need to know: • • • • • What a function is How to interpret the equation of a line (i.e., slope and intercept) How to manipulate a line (i.e., changing the slope or the intercept) How to compute and interpret a growth rate (i.e., percentage change) How to read and manipulate a graph In this text, we will use the easiest math possible, and we will introduce it in this appendix So if you find some math in the book that you cannot follow, come back to this appendix to review Like most things, math has diminishing returns A little math ability goes a long way; the more advanced math you bring in, the less additional knowledge that will get you That said, if you are going to major in economics, you 1/24 The Use of Mathematics in Principles of Economics should consider learning a little calculus It will be worth your while in terms of helping you learn advanced economics more quickly Algebraic Models Often economic models (or parts of models) are expressed in terms of mathematical functions What is a function? A function describes a relationship Sometimes the relationship is a definition For example (using words), your professor is Adam Smith This could be expressed as Professor = Adam Smith Or Friends = Bob + Shawn + Margaret Often in economics, functions describe cause and effect The variable on the left-hand side is what is being explained (“the effect”) On the right-hand side is what is doing the explaining (“the causes”) For example, suppose your GPA was determined as follows: GPA = 0.25 × combined_SAT + 0.25 × class_attendance + 0.50 × hours_spent_studying This equation states that your GPA depends on three things: your combined SAT score, your class attendance, and the number of hours you spend studying It also says that study time is twice as important (0.50) as either combined_SAT score (0.25) or class_attendance (0.25) If this relationship is true, how could you raise your GPA? By not skipping class and studying more Note that you cannot anything about your SAT score, since if you are in college, you have (presumably) already taken the SATs Of course, economic models express relationships using economic variables, like Budget = money_spent_on_econ_books + money_spent_on_music, assuming that the only things you buy are economics books and music Most of the relationships we use in this course are expressed as linear equations of the form: y = b + mx Expressing Equations Graphically Graphs are useful for two purposes The first is to express equations visually, and the second is to display statistics or data This section will discuss expressing equations visually To a mathematician or an economist, a variable is the name given to a quantity that may assume a range of values In the equation of a line presented above, x and y are the variables, with x on the horizontal axis and y on the vertical axis, and b and m 2/24 The Use of Mathematics in Principles of Economics representing factors that determine the shape of the line To see how this equation works, consider a numerical example: y = + 3x In this equation for a specific line, the b term has been set equal to and the m term has been set equal to [link] shows the values of x and y for this given equation [link] shows this equation, and these values, in a graph To construct the table, just plug in a series of different values for x, and then calculate what value of y results In the figure, these points are plotted and a line is drawn through them Values for the Slope Intercept Equation ... Journal of Water and Environment Technology, Vol. 8, No.4, 2010 Address correspondence to Kazuya Inoue, Graduate School of Agricultural Science, Kobe University, Email: mornel@kobe-u.ac.jp Received May 11, 2010, Accepted August 30, 2010. - 355 - Assessment of the Use of Hand Warmer for Nitrate Retardation in Porous Media Kazuya INOUE*, Ikko IHARA*, Akari YOSHINO**, Tsutomu TANAKA* *Graduate School of Agricultural Science, Kobe University, Hyogo 657-8501, Japan **Graduate School of Agricultural and Life Science, The University of Tokyo, Tokyo 113-8657, Japan ABSTRACT This paper assessed the possible reuse of used hand warmer contents (HWCs) as a nitrate retardation material in porous media. Under saturated and unsaturated flow conditions, column experiments with a pulse source of potassium nitrate solution were conducted in silica sand and Andisols with a mixture of HWCs. Mixture of HWCs and flow velocities in a flow field were varied in order to investigate the relation between the degree of retardation and the amount of HWCs under the approximately one order range of Reynolds number. Experimental breakthrough curves measured by capillary electrophoresis were analyzed using temporal moments to estimate the dispersion coefficient, retardation factor and distribution coefficient. The results of column experiments showed that the increase in the amount of HWCs added resulted in the increase of the first two temporal moments and retardation factor in both soils, particularly in silica sand. Reuse of HWCs would be useful to alleviate an immediate leaching of nitrate with high concentration to groundwater in a sandy medium rather than in an aggregated medium. Keywords: column experiment, hand warmer, nitrate, retardation. INTRODUCTION Overloading agricultural soils with nitrogen leads to rising nitrate concentration in groundwater, while enhancing crop growth by the application of nitrogen gives economic benefits in many parts of the world. Several strategies controlling nitrate levels in subsurfaces have been taken into consideration due to links with infantile methemoglobinemia and a risk of developing gastric cancer (Forman et al., 1985). However, because nitrate can readily be transported beneath the soil zone without ion exchange or adsorption to soil surface, high concentrations of nitrates can be found in groundwater systems, especially in sandy aquifers. Nitrate contamination has necessitated reliance on the development of several treatment processes including ion exchange, chemical denitrification and reverse osmosis with varying degrees of efficiency and cost (Kapoor and Viraraghavan, 1997). Hand warmers have been used for approximately 50 years in Japan, while the use of hand warmers during cold weather has recently become increasingly popular in Europe and other areas of the world. Iron powder, activated carbon, vermiculite, sodium chloride and water are the main components of hand warmers, and almost all of which have been incinerated as combustible wastes. In 2008, approximately 1.5 × 10 9 hand warmer sheets made in Japan were sold. Under the assumption that the mean weight of one hand warmer is 50 g, approximately 7.3 × 10 4 tons of hand warmers were disposed annually. To our DECLARATION I, Nguyen Nhu Mai, justify that this is the result of my own research and the substance of the thesis has not, wholly or in part, been submitted by any degree to any other university or institution. Hanoi, September 2007 Nguyen Nhu Mai i ACKNOWLEDGEMENTS I would, first and foremost, like to send my thanks to Dr. Duong Thi Nu for her tireless suggestions and invaluable recommendations. Her in time correction and constructive comments have been indispensable in making this minor paper a complete reality. My thanks also go to the teachers and students of Hanoi School for Foreign Language Gifted Students in taking part in the survey and providing useful feedback, which are fundamental in the completion of this study. Finally, I am also grateful to my friends and relatives for the help and assistance, both materially and spiritually during the course of my writing. ii ABSTRACT The study focuses on exploring the relationship between the impact of classroom discipline on second language acquisition, and to find out whether classroom discipline has a positive or negative impact on the students’ level of second language acquisition. Towards this end, the writer starts by looking for different sources of theoretical background, both from books and from the Internet. This makes up Chapter I of the Study. The background theory deals with three main issues that are most outstanding from the study, including theories of classroom discipline, motivation and second language acquisition. The inter-relationship among these aspects are also discussed in the analysis part following each theory description. The most important part of the study, however, is the research methodology, which is described in details in Chapter II. In this Chapter, the writer tries to find out the impacts of some codes of classroom discipline on students’ motivation in second language learning by means of a questionnaire, an interview and the writer’s own observation. At the same time, students and teachers’ feedback are called for regarding the effectiveness of these codes of classroom discipline and their actual practicality. Recommendations for other types of discipline codes are also sought after from both teachers and students by asking for suggested solutions to the classroom disruption. The results are really worth taking into account. Despites the effectiveness of some of the discipline codes on students’ performance during language lessons, there are also warnings against the overuse of discipline codes during the lesson, which is sometimes more harmful than otherwise. The writer, therefore, proposed some implications to motivation in second language acquisition by improving classroom discipline. iii TABLE OF CONTENTS Page Declaration i Acknowledgements ii Abstract iii Table of contents iv PART I: INTRODUCTION 1 1. Rationale of the Study 1 2. Significance of the Study 1 3. Scope of the Study 2 4. Aims of the Study 2 5. Overview of the Study 2 PART II: DEVELOPMENT 3 CHAPTER 1: LITERATURE REVIEW 3 1.1. Definition of 1 EFL Female Emirati Students’ Perception of the Use of an Interactive Mathematics Software Program in a CLIL Class at the Tertiary Level Submitted by Nancy Fahnestock to the University of Exeter as a thesis for the degree of Doctor of Education in TESOL October 2011 This thesis is available for Library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. Signature____________________________________________ 2 Abstract The use of an interactive mathematics software program was applied to first-year Foundations- level female students in a CLIL classroom in the United Arab Emirates, utilizing PC tablets. The learning experience was made to be enjoyable as well as meaningful, all while utilizing technology in the hopes of creating more autonomous students who would benefit from the change in pedagogy as they embarked on their tertiary learning experience. Their textbooks were integrated into an interactive program using Blackboard (Bb) to include video clips, authentic applications, and interactive applications in order to present the curriculum. Formative assessments were included throughout the process, all aimed specifically at second-language (L2) students with a minimum band of 2.5 level of English, in an attempt to give them immediate feedback on the learning process. The students‘ perspective for this particular medium of delivery shall be discussed and compared with traditional teacher-centered teaching, using the textbook, via observation data, questionnaires, and focus group data analysis. It is hoped that the data accumulated will contribute significantly to the usefulness (or lack of) technology-based instruction and best practices in mathematical interactive software development, specifically for Foundations-level L2 students in the UAE. 3 Acknowledgments I gratefully acknowledge the following people for supporting me as I worked on this dissertation and for their never-ending encouragement and patience throughout the project. First, I’d like to thank my professors, Dr. Susan Riley and Dr. Li Li at Exeter University. The feedback they provided guided me through this process and enabled me to put together a study to be proud of. Second, I would like to thank my family. My mother was always checking on my progress and cheering me on. My brothers were all very supportive, as were my children, my two daughters-in-laws, and my father. I also have two aunts who offered words of encouragement through emails; given all that was going on in their lives as well as the distance that separated us, that was not only very considerate of them, but also very much appreciated. To all my wonderful friends from all over the world, who constantly asked about my progress, I thank you all so much for your love and support. I am probably one of the most blessed people in the world to have so many loving friends who are such an important part of my life. Also, this project would not have been possible without the continued support of not only my supervisor, but the entire management team at the college where I am employed. They were able to give me a reduction in my teaching schedule, so I was able to carry out a more thorough study. Their continued encouragement and endorsement of studying an alternative pedagogy to the more traditional teacher- centered approach helped to make me a better teacher and benefited the students tremendously. Further, the Informational VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ******************* LÊ THỊ THÚY AN INVESTIGATION INTO THE USE OF TASK-BASED METHOD IN TEACHING READING FOR THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT HANOI COLLEGE OF INDUSTRIAL ECONOMICS (NGHIÊN CỨU VIỆC SỬ DỤNG PHƯƠNG PHÁP DẠY KĨ NĂNG ĐỌC THEO ĐƯỜNG HƯỚNG GIAO NHIỆM VỤ CHO SINH VIÊN NĂM THỨ NHẤT KHÔNG CHUYÊN NGỮ TẠI TRƯỜNG CAO ĐẲNG KINH TẾ CÔNG NGHIỆP HÀ NỘI) M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ******************* LÊ THỊ THÚY AN INVESTIGATION INTO THE USE OF TASK-BASED METHOD IN TEACHING READING FOR THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT HANOI COLLEGE OF INDUSTRIAL ECONOMICS (NGHIÊN CỨU VIỆC SỬ DỤNG PHƯƠNG PHÁP DẠY KĨ NĂNG ĐỌC THEO ĐƯỜNG HƯỚNG GIAO NHIỆM VỤ CHO SINH VIÊN NĂM THỨ NHẤT KHÔNG CHUYÊN NGỮ TẠI TRƯỜNG CAO ĐẲNG KINH TẾ CÔNG NGHIỆP HÀ NỘI) M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Phạm Thị Thanh Thùy, Ph.D Hanoi, 2014 i DECLARATION I, Le Thi Thuy, hereby state that this thesis entitled “An Investigation into the Use of Task – Based Method in Teaching Reading for the First year non-English Major Students at HaNoi College of Industrial Economics” is the result of my own research in partial fulfillment of the requirements for the degree of Master of Arts at Faculty of Post Graduate studies – University of Languages and International Studies-Vietnam National University Hanoi, September, 2014 Signature Lê Thị Thúy ii ACKNOWLEDGEMENTS I would like first and foremost to thank Dr. Pham Thi Thanh Thuy - my thesis supervisor - for her critical comments and valuable guides without which this thesis could not have been completed. I would also like to express my thanks to the lecturers and the staff of the Postgraduate Department at University of Languages and International Studies for their useful lectures and careful guidance. My sincere thanks go to all my colleagues and my students at Hanoi college of Industrial Economics. And I also wish to express my thanks for the great cooperation from the first year students in the classes: CKT13.1, CKX13.4, CKX13.2 and CQS13.1 in the data collection of my study. Last of all, I would like to express my thanks to my family, especially my husband for their sacrifice and encouragement. iii ABSTRACT At HCIE, reading is one of the most important skills in learning English. Therefore, how to teach reading well and effectively has been concern of the teachers. In the past, the common teaching method applied in this college is Grammar- Translation Method. However, this method is not effective in teaching reading. Among the modern teaching methods, Task-Based Method (TBM) is considered a new and effective one. Task-Based Method has been tried by many English teachers at HCIE. The main purpose of this research paper is investigating the real situation of teaching reading skills at HCIE for the first year students and providing some suggestions for using TBM to improve teaching reading skills at HCIE. To gain these objectives, three kinds of instruments are applied such as survey questionnaire, class observation and informal interview. iv LIST OF ABBREVIATIONS HCIE: Hanoi College of Industrial Economics Ss: Students Ts: Teachers TBM Task Based Method GTM Grammar Translation Method OU Open University ULIS, VNUH University of Languages and International Studies, Vietnam National University, Hanoi v LIST OF TABLES AND FIGURES TABLES Table 1: Students’ and teachers’ attitude toward the ... in Principles of Economics 21/24 The Use of Mathematics in Principles of Economics Presenting Unemployment Rates in Different Ways, All of Them Accurate Simply changing the width and height of. .. graphs of [link], [link], and [link] These graphs all illustrate the unemployment rate—but from different perspectives 19/24 The Use of Mathematics in Principles of Economics 20/24 The Use of Mathematics. .. are the variables, with x on the horizontal axis and y on the vertical axis, and b and m 2/24 The Use of Mathematics in Principles of Economics representing factors that determine the shape of the