Research Paper On Repiping - 863 Words

Repiping | Plumbing Arlington If you are tired of consistent water leaks, low water pressure and/or discolored water, repiping is the solution for your homes plumbing in Arlington, TX. Mister Sparky plumbers in Arlington, TX have the training, skill and latest technology for providing for your plumbing needs. Discolored Water Galvanized pipe is steel pipe still found in numerous older homes. Originally coated with zinc to prevent corrosion, over time the zinc erodes leaving the steel to rust from the inside out. Exposure to hard water, water with a heavy mineral presence, can accelerate the process. Eventually, due to the presence of rust, corrosion and the clogging due to minerals, water may be discolored, have an unpleasant taste, and†¦show more content†¦How long it will last depends on the grade and thickness of the pipe as different grades are available. Furthermore, the chemistry of the water it delivers can affect its lifespan. By selecting a quality grade of pipe, and choosing a qualified licensed plumber for installation, you will assure a better outcome for your homes plumbing in Arlington, TX. Polybutylene As with galvanized pipe, polybutylene is an outdated form of plumbing. Polybutylene was an economical choice used between 1978 and 1995 in both homes and underground water mains. It has a history of causing extensive and costly damage to structures, typically failing without warning. Once you have your home repiped, plumbing generally lasts an extremely long time, polybutylene is an exception. When your home contains polybutylene piping, replacement is highly advised. Contact a Ben Franklin plumber to schedule repiping of your homes plumbing in Arlington, TX. PVC and CPVC Pipe PVC and CPVC is a type of plastic pipe with an established reputation of reliability when installed properly. The joints are glued, rather than soldered as in copper pipe. As with soldering, proper joining is necessary to ensure reliability. It is not recommended to install PVC or CPVC in outdoor locations exposed to the suns ultraviolet rays, or in locations where it is vulnerable to freezing. PEX Pipe PEX pipe is the newest plumbing solution. PEX is an extremely flexible plastic pipe, and utilizes crimped connections rather than

Impact of Globalization Trends on Education Structures and Policies Free Essays

Introduction Globalization is a widely discussed and contested topic. The process of globalization has profound impacts on the capacity of a nation to formulate its policies. It is accompanied by a seemingly endless process of change within education (Peters, 1992). We will write a custom essay sample on Impact of Globalization Trends on Education Structures and Policies or any similar topic only for you Order Now Globalization is one main issue that is increasingly attracting the attention of most academicians, researchers and policy makers. It has gained relevance in the context of higher education. Education is an important driver of growth and poverty reduction. Education policies have been in existence for quite some time and have played an important role in the development policy. The most recent wave of globalization is likely to have profound effects on education structures and policies across the world. What is globalization? ‘Globalisation’ is a term that describes the process of integrating societies by removing legal, political and geographical constraints (Trowler, 1998). Vulliamy (2004) describes it as a process which is rapidly integrating the world into one economic space via an increasingly networked global telecommunication system. A study by Tikly (2003), suggest globalization as an inevitable and largely irresistible phenomenon that contains opportunities and threats for national development. Globalization is therefore seen to be concerned principally with integration into global and regional markets underpinned by technologies Although internationalization is not new to education policies, the forces and tensions under the umbrella concept of globalization constitute dramatically different environment in which education institutions and policy makers operate in (Marginson, 1999). The changes to which education structures in UK and around the globe is exposed are complex and varied (Marginson, 1999). Nonetheless, the globalization concept indicates that these changes are somehow interrelated. For the purpose of this analysis, we will stress the following tendencies within the overall force of globalization: †¢ Restructuring of the economic world system due to rapid integration of the world economy resulting from a transformation to a post industrial knowledge economy and increasingly liberalized trade and commerce. †¢ Rise of network society due to technological advancements and the expansion of the internet †¢ Increasing virtual mobility of people, knowledge and capital resulting from the development of new transport facilities, expansion of the internet and increasingly world integrated community †¢ Complex cultural developments whereby we have an increasing cultural exchange and multicultural reality on the one hand of homogeneity and cultural differentiation and segregation on the other hand. †¢ Erosion of the nation state and a widening of the gap between socio-political regulation and economic activity. Such is the nature and complexities of forces associated with globalization. These forces define the social environment in which education structures and policies operate in (Green, 1999). Further, these forces condition the context in which education policies and structures have to operate and profoundly alter people’s experience of both formal and informal education (Green, 1995). For example, most institutions are transformed to become targets of corporate expansion and sites for branding. A more detailed explanation will be discussed below. Impact of globalization on education structures and policies Globalisation has profound impacts on education structures and policies. The impact is profound but also diverse, depending on the locality within the global arena. While there is often a danger of oversimplification and generalisation when dealing with globalisation, diversity has to be recognised and promoted to a certain extent. Various views have been expressed in literature with regard to the impact of contemporary globalization on the processes and structure of education worldwide. 1. Direct impacts on both the curriculum and pedagogy Carnoy (1999) suggests direct impacts on both the curriculum and pedagogy. There is little evidence however to support such an assessment. Whilst attempts have been made to inject global awareness on school curricula in western industrialized countries, these have generally remained very low status add-ons. Carnoy (1999) continues to argue that whilst the direct impacts on pedagogy and curriculum are limited, the more general influences of economic restructuring and political ideologies are immense. For instance, globalization is putting considerable premium on highly skilled and flexible workers in an organisation hence increasing the demand for university education. 2. Emerging ‘bordeless’ higher education market The most visible manifestation of globalisation in the education sector is the emerging ‘bordeless’higher education market. Globalization leads to huge increases in worldwide demand for higher education through opportunities created by the internet and new communication technologies which in turn shape an environment in which providers can expand their supply of educational facilities (Breier, 2001). Universities from Australia, North America, Europe and England are reaching out their educational provisions to the international market by actively recruiting international students through establishing branch campuses or via distance education, e-learning and other transnational activities (Breier, 2001). These increasing demands bring new providers into the market. The business of borderless education comprises various forms and developments including the emergence of corporate universities, professional association that are directly active in higher education, and media companies delivering educational programmes among others (Alao Kayode, 2005). These new providers extensively use the Internet and ICT as a delivery channel. 3. Erosion of national regulatory and policy framework Globalization is also associated with the erosion of national regulatory and policy frameworks in which institutions are embedded (Slattery, 1995). The policy framework is subject to erosion in an increasingly international environment marked by globalizing professions, liberalized market place, mobility of skilled labour, and international competition between institutions (Slattery, 1995). Most institutions acknowledge this and thus develop consortia, partnerships and networks to strengthen their position in the global arena. Schemes such as the European Credit transfer system and mobility programmes such as UMAP and SOCRATES can be developed to stimulate internationalization in higher education with respect to the various national policy frameworks (Dearden et al, 2002). There is need for an international regulatory framework that transcends the eroded national policy framework and steer to some extent the global integration of higher education system. 4. Create new and tremendously important demands and exigencies towards universities as knowledge centre’s Consequently, globalization creates new and tremendously important demands and exigencies towards universities as knowledge centers (Dearden et al, 2005). Research and development is crucial in any knowledge and information driven society. Globalization of research and development leads to a more mobile and highly competitive international market of researchers. Moreover, universities are called upon to take up responsibilities in the society, deepen democracy, act as mediators and to function as centre’s of critical debate. These higher demands placed upon them create tensions in institutions and stimulate other organizations to engage in such kind of activities. 5. Increasing demand for higher education worldwide Finally, the continuing trend of globalization is expected to increase the demand for higher education worldwide. In the developed world, the society will always ask for highly qualified and flexible workers. Modernization, economic development and demographic pressure increase the demand for higher education in most parts of the world (Blanden Machin, 2004). Governments and local institutions generally lack enough resources to deal with the increasing demand hence leaving an unmet demand to the international and virtual providers. This demand not only grows quantitatively but also becomes more diverse. The internet together with new technologies are increasingly providing new opportunities for more flexible delivery of higher education, thus increasing demand in some countries and meeting demands in others where traditional institutions have failed. These developments brought by globalization underpin the assertion that higher education will emerge as one of the booming markets in future (Blanden Machin, 2004). The need for an international regulatory framework There is a big difference in the way countries deal with private universities and transnational higher education. Greece and Israel, for instance, rarely recognize their diplomas and degrees (Blanden, Gregg Machin, 2005). While other countries residing in the developing world such as Malaysia recognize their incapacity to meet the increasing demand and thus welcome foreign providers (Blanden, Gregg Machin, 2005). Principally, there is no reason to oppose a positive and open attitude towards transnational higher education and private universities. In modern policy approach, it must be recognized that private and transnational institutions are also capable of fulfilling public functions. Despite the fact that traditional higher education institutions have a specific tradition and academic culture to defend, it should be amenable to competitors from diverse backgrounds. It therefore becomes imperative to have in place international and sustainable policy framework that deals with private and transnational providers. Conclusion The globalization trends are leading to a wide spread changes that are impacting on education worldwide. Nation states acknowledge this and have developed reforms to their educational systems in response to modernizing ideas and international trends. It should be noted that globalization represents a new and distinct shift in the relationship between states and supranational forces and that its impact on education is profound in a range of ways. Whilst this analysis does not present an exhaustive listing of the impact of globalization on education, it does bring out key dynamics and highlight important areas of action for academicians and policy makers with respect to globalization. (1557 words) Reference Alao Kayode (2005), Emerging Perspectives on Educational Assessment in an Era of Postmodernism, Commissioned paper presented at 31st Annual conference on International Association for Educational Assessment. Blanden.J.P., Gregg Machin.S (2005), Educational inequality and intergenerational mobility, The economics of education in the United Kingdom, Princeton, Princeton University press. Blanden.J Machin.S (2004), Educational inequality and the expansion of UK higher education, Scottish Journal of political economy, Vol 54, PP.230-49 Breier.M (2001), Curriculum Restructuring in Higher Education in Post-Apartheid South Africa, Pretoria Carnoy (1999), Education, globalization and nation state, Oxford, Oxford university press Dearden.L, Emmerson.C, Frayne Meghir.C (2005), Education subsidies and school drop-out rates Dearden.L, Mcintosh.C, Myck.M Vignoles.A (2002), The returns to academic and vocational qualifications in Britain, Bulletin of economic research, Vol 54, PP. 249-75 Green.A (1999), Education and globalization in Europe and East Asia: convergent and divergent trends, Journal of education policy, Vol 14, pp.55-71 Green.M.F (1995), Transforming British higher education: a view from across the Atlantic, Higher Education, Vol 29, pp.225-239 Marginson.S (1999), After globalization: emerging politics of education, Journal of Education Policy, Vol 14, pp.19-31. Peters M (1992), Performance and Accountability in ‘Post-industrial Society’: the crisis of the British universities, Studies in Higher Education, Vol 17, PP.123-139. Slattery, P. (1995) Curriculum development in the post modern era, New York, Garland Publishing Tikly (2003), Globalisation, knowledge economy and comparative education, vol 41, pp. 117-149 Trowler P.R (1998), Academics responding to change: new higher education frameworks and academic cultures, Buckingham, Open University Press. Vulliamy.G (2004), the impact of globalization on qualitative research in comparative and international education, journal of comparative and international education, Vol 34, pp.261-284 How to cite Impact of Globalization Trends on Education Structures and Policies, Essay examples

Economics for Sustainable Business Electronic Vehicles

Question: Discuss about the Economics for Sustainable Business for Electronic Vehicles. Answer: Introduction Electronic vehicles use electrical energy in place of fuels to provide the equivalent services as other automobiles that run on fuel. Electric cars are considered quite efficient in dealing with the rise in the cost of fuels along with the reduction in air pollution. The market for electric cars in Australia has not been developed enough to raise the demand among the customers and analyse the social benefits that could be redeemed from it. This essay aims at analysing various economical theories in accordance to theory of demand, supply, elasticity and government intervention. These economic theories would help in analysing the market for the electric cars in the country. The essay helps in analysing various factors that affect the demand and supply of the electric car market in Australia by taking price elasticity of demand for the cars into consideration, along with government taxation, the cost and the revenue structure of the dealers in the market and future prospects of growth of the referred market. The analysis is followed by a conclusion that would help in stating the overall analysis of the research that has been considered in the essay. Electric Car Market Price Elasticity of Demand According to Baumol Blinder (2015), the law of demand states that with the rise in the price of the product, there is a fall in the demand of the product fall in the price of the product; there is a rise in the demand for the product. Hence, it states that there is a negative relationship between the demand of the produce and it price. This results in a downward sloping demand curve. The rate at which the demand for the product changes with the change in its price is known as the price elasticity of demand (Frank, 2014). Commercial buyers have a relatively inelastic demand for electric cars. Hence, the buyers do not change their demand greater than the change in its price. Price elasticity of cars for individual buyers is relatively elastic in nature (Nicholson Snyder, 2014). It states that the proportional change in demand for electric cars is more than the change in the price of the product. This can be illustrated with the help of the following diagram. Figure 1: Price Elasticity of Demand (Source: As Created By Author) In figure 1, D is the downward sloping demand curve, which is elastic in nature. The demand curve is flatter, which states that the proportionate change in the demand for electric cars is greater than the proportionate change in price. Electric cars are costlier than the cars that run on fuels. Hence, with the rise in price of electric cars from P1 o P2, the corresponding quantity demanded of the product falls from Q1 to Q2. The fall in the demand of the product is greater than the rise in its price. Hence, it could be inferred that the individual demand for electric cars reduces to a certain degree. Effect of Taxation Luxury car tax (LCT) is a tax on cars with a GST-inclusive value above the LCT threshold. LCT is imposed at the rate of33% on the amount above the luxury car threshold (Individual income tax rates, 2016). LCT is paid by businesses that sell or import luxury cars (dealers), and by individuals who import luxury cars. Electronic cars are costly in nature, yet these cars are not bought to raise the status of the buyer. Electronic vehicles help in sustaining the negative impacts on air pollution of the particular country. Hence, the government of other countries uses a tax-offset incentive on the purchase of electronic cars. In Australia, the government does not provide such provisions. The incidence of tax on the buyers and sellers of electric vehicles could be analysed with the help of figure 2, below : Figure 2: Incidence of Tax (Source: As Created By Author) In figure 1, the demand curve faced by the individual buyers of electric cars is relatively elastic in nature. As price with tax with fixed at Pt, there is a fall in the quantity demanded, from Q to Qt. According to the diagram above, the area which is marked blue shows the incidence of tax on the buyer, whereas, the green area shows the incidence of the tax on the producer. Hence, it can be easily seen that the incidence of tax is more on the producers concerning the tax on electric vehicles. Cost and Revenue Structure of the Dealers Supply of a particular product is determined by various factors, among which cost of raw materials play a vital role for the producers. There is a negative relation between the cost of raw materials and the quantity supplied of a particular product (Rader, 2014). In order to build electric cars, the cost of production for the dealers is much higher than that of normal vehicles. This would state that the dealers would not be willing much to produce the product. Moreover, the servicing cost is quite low in comparison to the traditional petrol and diesel cars. This would instigate lesser chances of revenue in the long run, after the car has been bought by the individual. Hence, the dealers do not want to sell electric vehicles. Future Prospects of the Market Future prospects of a particular product depend upon the future demand and supply patterns of the particular product (Varian, 2014). Electric cars constitute various positive effects in relation to the environment. This shows that the product would be quite favourably affected with respect to demand of the product. Till now, the product has no close substitutes with respect to its environmental friendly attributes. Traditional cars are cost friendly on being compared to EVs . Hence, the effect of the substitutes would not be much for this market as it has some unique beneficial attributes. With the awareness programs being generated in a country, there is a tendency of achieving a positive gain in the demand of EVs as the consumers are of the mentality of achieving safer environment (Bernanke, Antonovics Frank, 2015). Government would be helpful in raising the demand by removing the tax to be paid for purchasing an electric car. Conclusion and Recommendation Electronic vehicles are eco friendly automobiles that would help in achieving a safe and clean environment of the country, free from pollutants. The cost of electric cars is much greater than the traditional cars run on fuel. Hence, this has achieved a relatively elastic demand curve. The cost of production of these cars is much greater, which reduces the potential of the producer to produce such cars. Moreover, the government in Australia charges tax on the purchase of electric cars, unlike the government of other countries. Reduction in the cost of the cars is possible only when government provides subsidies to the producers of electric cars. This would reduce the price and raise the demand for such cars. Creating awareness among the customers for pertaining a healthy environment, free from air pollution for the society would help the people being citizens that are more responsible. This would help in maintaining a better future market for the electric cars in Australia. Reference Baumol, W. J., Blinder, A. S. (2015).Microeconomics: Principles and policy. Cengage Learning. Bernanke, B., Antonovics, K., Frank, R. (2015).Principles of macroeconomics. McGraw-Hill Higher Education. Frank, R. (2014).Microeconomics and behavior. McGraw-Hill Higher Education. Individual income tax rates. (2016). Ato.gov.au. Retrieved 28 December 2016, from https://www.ato.gov.au/rates/individual-income-tax-rates/ Nicholson, W., Snyder, C. M. (2014).Intermediate microeconomics and its application. Nelson Education. Rader, T. (2014).Theory of microeconomics. Academic Press. Varian, H. R. (2014).Intermediate Microeconomics: A Modern Approach: Ninth International Student Edition. WW Norton Company.