Describing the main points made by the graph (one page) AND Collecting Research Paper

Describing the main points made by the graph (one page) AND Collecting data for a period of 10 years on an economic variable for - Research Paper Example Its horizontal axis illustrates percentages of respective items relative to the nation’s gross domestic product while the horizontal axis represents period in years and communicates anticipated changes in effects of tax cut. ‘Extend Tax Policies’ is one of the major variables that the graphs illustrates and it demonstrates the anticipated trend of deficit. It is shown in a deep blue colour and has varying percentage, of the nation’s Gross domestic product, over time. The cuts would reduce deficit in the short run, over three-year period, before the deficit begins to increase. The graph further shows that the Conges will continuously nullify regulations to reduce Medicare payments. Another significant feature of the graph is the interest payment that the government is likely to occur based on its borrowings. The interest also has an increasing trend and the features suggest that the proposed tax cut was not a sound move. The graph is suitable for representin g the data that aimed at comparing different variables across time. It consolidates the variables in one graph and allows for easier comparison than if the variables were represented in separate simple line graphs. The use of different and visible colours also identifies effectiveness of the graph in communicating predicted changes in economic factors following tax cuts. The audience can easily identify differences in the sizes of each segment to understand the associated changes (Rampell, 2011; Mmerrier, Logan and Williams, 2007). Part 2: Data presentation on an economic variable Gross domestic product indicates a country’s level of productivity and is one of the major indicators of economic capacity and economic growth. The Gross Domestic Product at purchasing power parity is the total value of commodity that an economy produces and is valued in United States Dollar value (The World Bank, 2012). Changes in value of an economy’s currency therefore leads to correspondi ng changes in value of corresponding gross domestic product based on purchasing power parity (Brezina, 2011). It is therefore a reliable measure of an economy’s potential for comparison with other economies for economic decisions in the international set up. Its time series analysis in an economy also offers a basis for understanding economic trends in the given economy and allows for predictions. Consideration of growth rate instead of actual values simplifies analysis and represents both increments and decrements with positive and negative signs respectively. The following data represents growth in gross domestic product for Qatar based on purchasing power parity. The data has been retrieved from Index Mundi database. Table 1: Gross domestic product growth rate for Qatar based on purchasing power parity Year 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Growth (%) 7.75 3.35 -0.31 3.21 16.98 -1.88 11.08 3.14 1.82 -0.01 13.73 (Index Mundi, http://www.indexmundi.com/q atar/gdp_per_capita_(ppp).html) The following table summarizes descriptive statistics for the data. Table 2: Major descriptive statistics Mean 5.35 Standard deviation 6.19 Median 3.21 Range 18.86 Maximum 16.98 Minimum -1.88 The statistics shows that Qatar had an average growth rate of 5.35 percent in the ten-year period from the year 2000 to the year 2010. The median for the data was 3.21 percent but the mean is a better estimator because it considers both rank and quantity of the yearly gross domestic

Changing the Nature of Higher Education Research Paper

Changing the Nature of Higher Education - Research Paper Example n example, there was an authorized provision for â€Å"College Senate† in one of the institutions, but the bylaws stated that the membership could be drawn wholly from the board of administers and college governors, and not from the faculty. From these, one can assess that the creation and refinement of the structure is a legacy of the colonial colleges which in turn defined and shaped the higher education system in the United States to the present day. However, Thelin (2004) suggests that we do learn many straightforward incidents from Adams about Harvard in 1858. The classes were small and had about one hundred students per class with a total enrollment of about five hundred. Its faculty could enjoy a high local prestige in the society but were not well paid (p.63). This practice in the Harvard was implemented with intent to encourage them for developing the habit of self-criticism and even self-doubt. By the end of the 19th century, various systems in the German higher educ ation such as ideal of advanced scholarship and doctoral programs with graduate students had influences over the United States’ higher education system. The American university in the 1890s typically was the historic college that was internally renovated and enhanced by new programs. It seemed like a smorgasbord for students and a few of them opted for a bachelor’s degree from there. It was the Morril Act of 1862 contributed to the expansion of the state college into the university model of federated units (Thelin, p. 104). However, the faculty’s teaching overload remained the same even with the expansion into new system. Only token allowances were granted for graduate courses and seminars while curricular offerings were for undergraduates. The implementation of new academic systems resulted... From the disc ussion it is clear that  the higher education in the colonial era had been under the administration of queens, kings, and bishops for centuries. The faculty at these institutions faced daily scrutiny from the administrative board and received immoderate approach from the directors who appointed them. In fact, as Thelin states, the academic freedom and the rights of the teacher in respect to the â€Å"hiring and firing† received little consideration from the authorities. At this period, a class president usually reported to the board of administrators rather than the faculty.  This essay stresses that a major factor that influenced the changes in faculty system was the contributions made by Charles Eliot. He gained fame though often referred as notoriety by implementing bold modernizations at Harvard College. He introduced an elective system from which some colleges formulated provisions for electives in student curriculum, while others sustained the same cour se of study. There have been evidences about implementing more provisions for specialized departments. The faculty identification was the factor highly impacted by the provision to conglomerate the colleges.   The states’ silence on issues of higher education campus enhancement in the 1880s was not a result of the governments’ disinterest towards research, applied science or technology. It did not imply that colleges or universities were systems for large-scale government projects.