Tag: Model Answer

  • [Solved] Need help

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    – 2 years ago **files (1)** – ## ASSIGNMENT.docx **## ASSIGNMENT.docx** **ASSIGNMENT:** **1. Complete one of the following prompts:**(20 points) 1. Recall the myth of the “Ring of Gyges.” What would you do if you found a magical ring like Gyges and why? 2. Recall the short story "The Ones Who Walk…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## ASSIGNMENT.docx

    **## ASSIGNMENT.docx**

    **ASSIGNMENT:**

    **1. Complete one of the following prompts:**(20 points)

    1. Recall the myth of the “Ring of Gyges.” What would you do if you found a magical ring like Gyges and why?

    2. Recall the short story "The Ones Who Walk Away from Omelas." Would you have walked away? Why or why not?

    **2. Fully complete the following question:** (20 points)

    1. What are two objections to relativism, as discussed in class? Fully explain your responses.

    **3. Fully complete the following question:**(20 points)

    1. What are your thoughts on Moral Relativism? Is it tolerant or intolerant? Fully explain your thoughts using facts from the class discussion.

    **4. Complete one of the following prompts:**(20 points)

    1. What is the difference between ethical egoism and psychological egoism? Completely explain the difference and give examples for each, explaining how these examples exemplify each type of egoism.

    2. What is the difference between Act Utilitarianism and Rule Utilitarianism? Completely explain the difference and give examples for each, explaining how these examples exemplify each type of egoism.

    **5.** **Fully complete the following question:**(20 points)

    1. What are the four attractions of Utilitarianism as discussed in class? List them and give a brief explanation of each.

    **## ASSIGNMENT.docx**

    **ASSIGNMENT:**

    **1. Complete one of the following prompts:**(20 points)

    1. Recall the myth of the “Ring of Gyges.” What would you do if you found a magical ring like Gyges and why?

    2. Recall the short story "The Ones Who Walk Away from Omelas." Would you have walked away? Why or why not?

    **2. Fully complete the following question:** (20 points)

    1. What are two objections to relativism, as discussed in class? Fully explain your responses.

    **3. Fully complete the following question:**(20 points)

    1. What are your thoughts on Moral Relativism? Is it tolerant or intolerant? Fully explain your thoughts using facts from the class discussion.

    **4. Complete one of the following prompts:**(20 points)

    1. What is the difference between ethical egoism and psychological egoism? Completely explain the difference and give examples for each, explaining how these examples exemplify each type of egoism.

    2. What is the difference between Act Utilitarianism and Rule Utilitarianism? Completely explain the difference and give examples for each, explaining how these examples exemplify each type of egoism.

    **5.** **Fully complete the following question:**(20 points)

    1. What are the four attractions of Utilitarianism as discussed in class? List them and give a brief explanation of each.

  • [Solved] 290 researchw2

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    **Database Security Research Paper and Outline** In this course, each student is required to conduct research and write a paper that covers an approved topic area of database security. Present your choice of topic for the Database Security Research Paper. Your topic proposal should be at least one p…

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    Assignment Prompt & Instructions

    **Database Security Research Paper and Outline**

    In this course, each student is required to conduct research and write a paper that covers an approved topic area of database security.  Present your choice of topic for the Database Security Research Paper.  Your topic proposal should be at least one paragraph in length with citations to at least two references (besides the book) that help support the topic you wish to research.  A brief summary of these references should be included.  In addition, you must provide a one (1) page, high-level outline of your paper.  Draft and final versions of the research paper are due by the end of Weeks 5 and 7, respectively.  Although this is not a graded assignment, the quality of the research paper proposal and outline will factor into the overall research paper grade.  **Topics for the Database Security Research Paper**

    Below are examples of the topics students may choose from, or one can be suggested by the student for approval by the instructor.

    Anonymization/Pseudonymization, Data Hiding, Metadata and Security, XML Security, Authorization and Access Control, Data Integrity, Privacy Preserving Data Mining, Statistical Database Security, Control of Data Disclosure, Private Information Retrieval, Secure Stream Processing, Secure Auditing, Data Retention, Search on Encrypted Data, Digital and Enterprise Rights Management, Multimedia Security and Privacy, Private Authentication, Identity Management, Privacy Enhancing Technologies, Security and Semantic Web, Security and Privacy in Ubiquitous Computing, Security and Privacy of Health Data, Web Service Security, Trust Management, Policy Management, Applied Cryptography

    – 2 years ago

  • [Solved] see below

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    Please follow instructions – 2 years ago **files (2)** – ## Week4_SkillBuildingActivity.pdf – ## Week4_LearningResources_Cross-CulturalPsychology-Spring2025.pdf **## Week4_SkillBuildingActivity.pdf** This assignment does not count toward the final grade. Due Mar 18 by 10:59pm Points 0 Submitting…

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    Assignment Prompt & Instructions

    Please follow instructions

    – 2 years ago

    **files (2)**

    – ## Week4_SkillBuildingActivity.pdf

    – ## Week4_LearningResources_Cross-CulturalPsychology-Spring2025.pdf

    **## Week4_SkillBuildingActivity.pdf**

    This assignment does not count toward the final grade.

    Due Mar 18 by 10:59pm
    Points 0
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184102

    An important component of scholarly writing is the use of evidence to support an academic argument. An
    academic argument is your position, claim about, or interpretation of a topic. Your position should be
    supported by evidence from the sources you read. For instance, if you want to argue that the age at
    which children move out of their parents’ house in a particular country is decreasing, you need to provide
    a source that supports this claim. This resource could be a reading from class, an article that you found
    on your own in the Walden library, or data from a government website, to name a few examples.

    You may be wondering: But what about my experiences? While true that this course and others in your
    program will ask you to examine your own life and experiences, these reflections should also be
    connected to concepts you are learning about. For instance, you might examine how your adolescent
    experiences can be explained by developmental theory, or what the literature says about how your
    culture’s perspective on early childhood education compares to others.

    As you move further along in developing your writing skills, you will become more adept at incorporating
    evidence to support an argument in your writing. This Skill Building Activity will guide you through this
    process.

    USING EVIDENCE TO SUPPORT AN ARGUMENT

    RESOURCES

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    Review the “Using Evidence in Academic Writing" podcast and “How to Use Evidence from the
    Literature to Support Your Assignments” video. Consider how you will increase your scholarly skills
    by incorporating evidence from the literature in your future Discussions and Assignments.
    Review the article “Can Parents Be Both Individualist and Collectivist?” Based on this article, take a
    position on whether parents can be both individualist and collectivist and use the article to support
    your argument.

    Based on the article you read and in one paragraph, take a position on whether parents can be both
    individualist and collectivist and use the article as evidence to support your argument. Make sure you
    use proper APA style and format for your citations and referencing.

    Before submitting your final assignment, you can check your draft for authenticity. To check
    your draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as WK4Assgn+last
    name+first initial.

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    Note: This Skill Building Activity is a non-graded exercise however, you must submit your
    post in order to complete the required Discussion for this week.

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?

    module_item_id=6184106)

    TO PREPARE:

    ACTIVITY:

    SUBMISSION INFORMATION

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    **## Week4_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 8, “Human Development and Socialization” (pp. 313–360)

    Chapter 11, “Personality and The Self” (pp. 458–494)

    Susskind, J. (2005). Social development
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://sk.sagepub.com/reference/humandevelopment/n574.xml) . In N. J. Salkind
    (Ed.), Encyclopedia of human development. Sage.
    Note: The article discusses parenting styles and Erikson’s theory on social development.

    Queendom.com. (1996–2022). Locus of control and attributional style test
    (https://www.queendom.com/tests/access_page/index.htm?idRegTest=704) .
    https://www.queendom.com/tests/access_page/index.htm?idRegTest=704

    Note: Complete this online test to prepare for this week’s Assignment. This test takes about
    10–15 minutes. It assesses internal versus external locus of control. You do not need to
    register to complete the test but must check the box confirming it is for personal use. Print the
    webpage displaying your results.

    Project Implicit. (2011). Project implicit social attitudes
    (https://implicit.harvard.edu/implicit/) . https://implicit.harvard.edu/implicit/

    Article for Skill Building Activity

    Lansford, J. E. (2022). Can parents be both individualist and collectivist?
    (https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist) Psychology Today.
    https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist

    Writing Resources

    OASIS. (n.d.). Develop and support arguments
    (https://academics.waldenu.edu/oasis/develop-support-arguments) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/oasis/develop-support-arguments

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    OASIS. (n.d.). Using evidence
    (https://academicguides.waldenu.edu/writingcenter/evidence/?
    utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis) .
    Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates
    (https://academicguides.waldenu.edu/writingcenter/templates/general) .
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    Required Media

    How to Use Evidence From the Literature to Support Your Assignments
    Time Estimate: 9 minutes

    The Lansford article referenced in this video can be found in the Learning Resources for this
    week. It may be helpful to have the article open as you review the video.

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    **## Week4_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 8, “Human Development and Socialization” (pp. 313–360)

    Chapter 11, “Personality and The Self” (pp. 458–494)

    Susskind, J. (2005). Social development
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://sk.sagepub.com/reference/humandevelopment/n574.xml) . In N. J. Salkind
    (Ed.), Encyclopedia of human development. Sage.
    Note: The article discusses parenting styles and Erikson’s theory on social development.

    Queendom.com. (1996–2022). Locus of control and attributional style test
    (https://www.queendom.com/tests/access_page/index.htm?idRegTest=704) .
    https://www.queendom.com/tests/access_page/index.htm?idRegTest=704

    Note: Complete this online test to prepare for this week’s Assignment. This test takes about
    10–15 minutes. It assesses internal versus external locus of control. You do not need to
    register to complete the test but must check the box confirming it is for personal use. Print the
    webpage displaying your results.

    Project Implicit. (2011). Project implicit social attitudes
    (https://implicit.harvard.edu/implicit/) . https://implicit.harvard.edu/implicit/

    Article for Skill Building Activity

    Lansford, J. E. (2022). Can parents be both individualist and collectivist?
    (https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist) Psychology Today.
    https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist

    Writing Resources

    OASIS. (n.d.). Develop and support arguments
    (https://academics.waldenu.edu/oasis/develop-support-arguments) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/oasis/develop-support-arguments

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    OASIS. (n.d.). Using evidence
    (https://academicguides.waldenu.edu/writingcenter/evidence/?
    utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis) .
    Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates
    (https://academicguides.waldenu.edu/writingcenter/templates/general) .
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    Required Media

    How to Use Evidence From the Literature to Support Your Assignments
    Time Estimate: 9 minutes

    The Lansford article referenced in this video can be found in the Learning Resources for this
    week. It may be helpful to have the article open as you review the video.

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    **## Week4_SkillBuildingActivity.pdf**

    This assignment does not count toward the final grade.

    Due Mar 18 by 10:59pm
    Points 0
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184102

    An important component of scholarly writing is the use of evidence to support an academic argument. An
    academic argument is your position, claim about, or interpretation of a topic. Your position should be
    supported by evidence from the sources you read. For instance, if you want to argue that the age at
    which children move out of their parents’ house in a particular country is decreasing, you need to provide
    a source that supports this claim. This resource could be a reading from class, an article that you found
    on your own in the Walden library, or data from a government website, to name a few examples.

    You may be wondering: But what about my experiences? While true that this course and others in your
    program will ask you to examine your own life and experiences, these reflections should also be
    connected to concepts you are learning about. For instance, you might examine how your adolescent
    experiences can be explained by developmental theory, or what the literature says about how your
    culture’s perspective on early childhood education compares to others.

    As you move further along in developing your writing skills, you will become more adept at incorporating
    evidence to support an argument in your writing. This Skill Building Activity will guide you through this
    process.

    USING EVIDENCE TO SUPPORT AN ARGUMENT

    RESOURCES

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    Review the “Using Evidence in Academic Writing" podcast and “How to Use Evidence from the
    Literature to Support Your Assignments” video. Consider how you will increase your scholarly skills
    by incorporating evidence from the literature in your future Discussions and Assignments.
    Review the article “Can Parents Be Both Individualist and Collectivist?” Based on this article, take a
    position on whether parents can be both individualist and collectivist and use the article to support
    your argument.

    Based on the article you read and in one paragraph, take a position on whether parents can be both
    individualist and collectivist and use the article as evidence to support your argument. Make sure you
    use proper APA style and format for your citations and referencing.

    Before submitting your final assignment, you can check your draft for authenticity. To check
    your draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as WK4Assgn+last
    name+first initial.

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    Note: This Skill Building Activity is a non-graded exercise however, you must submit your
    post in order to complete the required Discussion for this week.

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?

    module_item_id=6184106)

    TO PREPARE:

    ACTIVITY:

    SUBMISSION INFORMATION

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    **## Week4_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 8, “Human Development and Socialization” (pp. 313–360)

    Chapter 11, “Personality and The Self” (pp. 458–494)

    Susskind, J. (2005). Social development
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://sk.sagepub.com/reference/humandevelopment/n574.xml) . In N. J. Salkind
    (Ed.), Encyclopedia of human development. Sage.
    Note: The article discusses parenting styles and Erikson’s theory on social development.

    Queendom.com. (1996–2022). Locus of control and attributional style test
    (https://www.queendom.com/tests/access_page/index.htm?idRegTest=704) .
    https://www.queendom.com/tests/access_page/index.htm?idRegTest=704

    Note: Complete this online test to prepare for this week’s Assignment. This test takes about
    10–15 minutes. It assesses internal versus external locus of control. You do not need to
    register to complete the test but must check the box confirming it is for personal use. Print the
    webpage displaying your results.

    Project Implicit. (2011). Project implicit social attitudes
    (https://implicit.harvard.edu/implicit/) . https://implicit.harvard.edu/implicit/

    Article for Skill Building Activity

    Lansford, J. E. (2022). Can parents be both individualist and collectivist?
    (https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist) Psychology Today.
    https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist

    Writing Resources

    OASIS. (n.d.). Develop and support arguments
    (https://academics.waldenu.edu/oasis/develop-support-arguments) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/oasis/develop-support-arguments

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    OASIS. (n.d.). Using evidence
    (https://academicguides.waldenu.edu/writingcenter/evidence/?
    utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis) .
    Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates
    (https://academicguides.waldenu.edu/writingcenter/templates/general) .
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    Required Media

    How to Use Evidence From the Literature to Support Your Assignments
    Time Estimate: 9 minutes

    The Lansford article referenced in this video can be found in the Learning Resources for this
    week. It may be helpful to have the article open as you review the video.

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    **## Week4_SkillBuildingActivity.pdf**

    This assignment does not count toward the final grade.

    Due Mar 18 by 10:59pm
    Points 0
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184102

    An important component of scholarly writing is the use of evidence to support an academic argument. An
    academic argument is your position, claim about, or interpretation of a topic. Your position should be
    supported by evidence from the sources you read. For instance, if you want to argue that the age at
    which children move out of their parents’ house in a particular country is decreasing, you need to provide
    a source that supports this claim. This resource could be a reading from class, an article that you found
    on your own in the Walden library, or data from a government website, to name a few examples.

    You may be wondering: But what about my experiences? While true that this course and others in your
    program will ask you to examine your own life and experiences, these reflections should also be
    connected to concepts you are learning about. For instance, you might examine how your adolescent
    experiences can be explained by developmental theory, or what the literature says about how your
    culture’s perspective on early childhood education compares to others.

    As you move further along in developing your writing skills, you will become more adept at incorporating
    evidence to support an argument in your writing. This Skill Building Activity will guide you through this
    process.

    USING EVIDENCE TO SUPPORT AN ARGUMENT

    RESOURCES

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184102](https://waldenu.instructure.com/courses/155407/modules/items/6184102)

    Review the “Using Evidence in Academic Writing" podcast and “How to Use Evidence from the
    Literature to Support Your Assignments” video. Consider how you will increase your scholarly skills
    by incorporating evidence from the literature in your future Discussions and Assignments.
    Review the article “Can Parents Be Both Individualist and Collectivist?” Based on this article, take a
    position on whether parents can be both individualist and collectivist and use the article to support
    your argument.

    Based on the article you read and in one paragraph, take a position on whether parents can be both
    individualist and collectivist and use the article as evidence to support your argument. Make sure you
    use proper APA style and format for your citations and referencing.

    Before submitting your final assignment, you can check your draft for authenticity. To check
    your draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as WK4Assgn+last
    name+first initial.

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    Note: This Skill Building Activity is a non-graded exercise however, you must submit your
    post in order to complete the required Discussion for this week.

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?

    module_item_id=6184106)

    TO PREPARE:

    ACTIVITY:

    SUBMISSION INFORMATION

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    [https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106](https://waldenu.instructure.com/courses/155407/pages/week-4-learning-resources?module_item_id=6184106)

    **## Week4_LearningResources_Cross-CulturalPsychology-Spring2025.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 8, “Human Development and Socialization” (pp. 313–360)

    Chapter 11, “Personality and The Self” (pp. 458–494)

    Susskind, J. (2005). Social development
    (https://go.openathens.net/redirector/waldenu.edu?
    url=https://sk.sagepub.com/reference/humandevelopment/n574.xml) . In N. J. Salkind
    (Ed.), Encyclopedia of human development. Sage.
    Note: The article discusses parenting styles and Erikson’s theory on social development.

    Queendom.com. (1996–2022). Locus of control and attributional style test
    (https://www.queendom.com/tests/access_page/index.htm?idRegTest=704) .
    https://www.queendom.com/tests/access_page/index.htm?idRegTest=704

    Note: Complete this online test to prepare for this week’s Assignment. This test takes about
    10–15 minutes. It assesses internal versus external locus of control. You do not need to
    register to complete the test but must check the box confirming it is for personal use. Print the
    webpage displaying your results.

    Project Implicit. (2011). Project implicit social attitudes
    (https://implicit.harvard.edu/implicit/) . https://implicit.harvard.edu/implicit/

    Article for Skill Building Activity

    Lansford, J. E. (2022). Can parents be both individualist and collectivist?
    (https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist) Psychology Today.
    https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-
    individualist-and-collectivist

    Writing Resources

    OASIS. (n.d.). Develop and support arguments
    (https://academics.waldenu.edu/oasis/develop-support-arguments) [Interactive guide]. Walden
    University. https://academics.waldenu.edu/oasis/develop-support-arguments

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml](https://go.openathens.net/redirector/waldenu.edu?url=https://sk.sagepub.com/reference/humandevelopment/n574.xml)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://www.queendom.com/tests/access_page/index.htm?idRegTest=704](https://www.queendom.com/tests/access_page/index.htm?idRegTest=704)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://implicit.harvard.edu/implicit/](https://implicit.harvard.edu/implicit/)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist](https://www.psychologytoday.com/us/blog/parenting-and-culture/202201/can-parents-be-both-individualist-and-collectivist)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academics.waldenu.edu/oasis/develop-support-arguments](https://academics.waldenu.edu/oasis/develop-support-arguments)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    OASIS. (n.d.). Using evidence
    (https://academicguides.waldenu.edu/writingcenter/evidence/?
    utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis) .
    Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center (n.d.). Common assignments: Discussion posts
    (https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost) .
    https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    Walden University Writing Center. (n.d.). Walden Templates: General templates
    (https://academicguides.waldenu.edu/writingcenter/templates/general) .
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    Required Media

    How to Use Evidence From the Literature to Support Your Assignments
    Time Estimate: 9 minutes

    The Lansford article referenced in this video can be found in the Learning Resources for this
    week. It may be helpful to have the article open as you review the video.

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis](https://academicguides.waldenu.edu/writingcenter/evidence/?utm_source=canvas&utm_medium=psyc.2001&utm_campaign=week-four-&utm_id=oasis)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

  • [Solved] 2226w

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Discussion Points:** Discuss the difference between full functional dependency and partial dependency. Include an example (other than the one in the text. **Include one question for your peers to research and answer.** A web search for relevant articles and information could be employed to further…

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    Assignment Prompt & Instructions

    **Discussion Points:**

    Discuss the difference between full functional dependency and partial dependency. Include an example (other than the one in the text. **Include one question for your peers to research and answer.** A web search for relevant articles and information could be employed to further assist you in your response.

    – 2 years ago

  • [Solved] Discussion Board

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    Consider your field experiences related to challenges between disciplines and professions with communication, ethics, and focus of interventions. Discuss work in host settings, whether you think that is an avenue of practice you would like to explore, and two practice examples which have helped to b…

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    Assignment Prompt & Instructions

    Consider your field experiences related to challenges between disciplines and professions with communication, ethics, and focus of interventions.  Discuss work in host settings, whether you think that is an avenue of practice you would like to explore, and two practice examples which have helped to build certain skills which may be helpful to you if you move into host environment practice in the future.

    – 2 years ago

  • [Solved] Case study

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    – [\ \ IMG_8182.png](https://www.sweetstudy.com/files/img-8182-png-10221437 "IMG_8182.png") – [\ \ IMG_8183.png](https://www.sweetstudy.com/files/img-8183-png-10221439 "IMG_8183.png") – [\ \ IMG_8184.png](https://www.sweetstudy.com/files/img-8184-png-10221441 "IMG_8184.png") – [\ \ IMG_8…

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    Assignment Prompt & Instructions

    – [\
    \
    IMG_8182.png](https://www.sweetstudy.com/files/img-8182-png-10221437 "IMG_8182.png")
    – [\
    \
    IMG_8183.png](https://www.sweetstudy.com/files/img-8183-png-10221439 "IMG_8183.png")
    – [\
    \
    IMG_8184.png](https://www.sweetstudy.com/files/img-8184-png-10221441 "IMG_8184.png")
    – [\
    \
    IMG_8181.png](https://www.sweetstudy.com/files/img-8181-png-10221443 "IMG_8181.png")
    – [\
    \
    IMG_8180.jpeg](https://www.sweetstudy.com/files/img-8180-jpeg-10221445 "IMG_8180.jpeg")

    – 2 years ago

  • [Solved] question assigment

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    – 2 years ago **files (1)** – ## Module9DiscussionThe5EInstructionalModel.docx **## Module9DiscussionThe5EInstructionalModel.docx** **Module 9 Discussion: The 5E Instructional Model** 1. Take a look at the overview of the [5E Instructional Model](https://molloy.instructure.com/courses/37943/files/4…

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    – 2 years ago

    **files (1)**

    – ## Module9DiscussionThe5EInstructionalModel.docx

    **## Module9DiscussionThe5EInstructionalModel.docx**

    **Module 9 Discussion: The 5E Instructional Model**

    1. Take a look at the overview of the
    [5E Instructional Model](https://molloy.instructure.com/courses/37943/files/4085932?wrap=1) [Download 5E Instructional Model](https://molloy.instructure.com/courses/37943/files/4085932/download?download_frd=1) by clicking here.

    2. Go to this site for a deeper dive:
    [https://www.knowatom.com/blog/what-is-the-5e-instructional-modelLinks to an external site.](https://www.knowatom.com/blog/what-is-the-5e-instructional-model)

    3. After viewing the 5E information described above, share a lesson plan idea for a Nursery through 2nd Grade class in this discussion post that uses all 5 parts of the 5E Model. Be sure to tell us the age group to which your plan applies.

    4. Remember to react to at least 2 of your peer's posts by stating specifically: How might you opt to extend the learning and differentiate instruction in planning for your peer's fictional class for which the plan was made?

    5. This discussion will contribute to your participation grade.

    **Resources**

    **Eliason, C., & Jenkins, L. (2016).**
    **A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978-**
    **0133801293)**
    Harms, T., Clifford, R. M., & Cryer, D. (2014).
    Early Childhood Environment Rating Scale, third edition (ECERS-3). New
    York, NY: Teachers College Press. (ISBN: 9780807755709)
    Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American
    Psychological Association

    **## Module9DiscussionThe5EInstructionalModel.docx**

    **Module 9 Discussion: The 5E Instructional Model**

    1. Take a look at the overview of the
    [5E Instructional Model](https://molloy.instructure.com/courses/37943/files/4085932?wrap=1) [Download 5E Instructional Model](https://molloy.instructure.com/courses/37943/files/4085932/download?download_frd=1) by clicking here.

    2. Go to this site for a deeper dive:
    [https://www.knowatom.com/blog/what-is-the-5e-instructional-modelLinks to an external site.](https://www.knowatom.com/blog/what-is-the-5e-instructional-model)

    3. After viewing the 5E information described above, share a lesson plan idea for a Nursery through 2nd Grade class in this discussion post that uses all 5 parts of the 5E Model. Be sure to tell us the age group to which your plan applies.

    4. Remember to react to at least 2 of your peer's posts by stating specifically: How might you opt to extend the learning and differentiate instruction in planning for your peer's fictional class for which the plan was made?

    5. This discussion will contribute to your participation grade.

    **Resources**

    **Eliason, C., & Jenkins, L. (2016).**
    **A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978-**
    **0133801293)**
    Harms, T., Clifford, R. M., & Cryer, D. (2014).
    Early Childhood Environment Rating Scale, third edition (ECERS-3). New
    York, NY: Teachers College Press. (ISBN: 9780807755709)
    Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American
    Psychological Association

  • [Solved] Week V

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics) See attached – 2 years ago **files (2)** – ## DBV.docx – ## UnitVStudyGuide.pdf **## DBV.docx** Please note that there are three posts needed to successfully complete the discussion board assignment. Identify a …

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    Assignment Prompt & Instructions

    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics)

    See attached

    – 2 years ago

    **files (2)**

    – ## DBV.docx

    – ## UnitVStudyGuide.pdf

    **## DBV.docx**

    Please note that there are three posts needed to successfully complete the discussion board assignment.

    Identify a real-world example of price discrimination (preferably not one from the unit lesson), and explain which type of price discrimination it is. Next, using the good from your chosen price discrimination as an example, illustrate how the good fits the criteria necessary for successful price discrimination. Finally, discuss how the price discrimination example leads to an increase in total benefit to society. Have you ever paid a higher price for something than somebody else did? Ever pay a lower price? How did those experiences make you feel?

    • Your initial post should be at least 300 words in length.

    • Your initial post should include at least one APA-formatted scholarly, professional, or textbook reference with accompanying in-text citation to support any paraphrased, summarized, or quoted material.

    Reply 1
    **Rose Wiley**

    Top of Form

    Good Afternoon Professor and Class,

    The airline industry demonstrates price discrimination because customers experience different ticket prices depending on their booking time frame, seat class choice and demographic profile. Third-degree price discrimination refers to the practice of dividing consumers into distinct groups and setting different prices for each group according to their price elasticity of demand (Varian, 2019). Business travelers face higher ticket prices when booking close to their departure date whereas leisure travelers receive lower prices when they book their travel far ahead. Students and senior citizens generally benefit from reduced ticket prices while first-class passengers incur higher fees.

    Market Power: The seller needs to possess pricing power which indicates their market is not perfectly competitive. The airline market operates as an oligopoly where dominant carriers maintain control over most market share which enables them to establish strategic pricing models.

    Market Segmentation: The seller needs to identify consumer groups that show different levels of payment willingness and keep them separate. Airlines segment their markets by differentiating business travelers from leisure travelers while offering discounts to targeted customer groups and implementing loyalty programs.

    Limited Arbitrage: The ability to resell the service or product at a different price should not be possible for consumers. The non-transferable nature of airline tickets blocks arbitrage opportunities between high-paying customers and low-paying customers.

    The airline industry uses price discrimination to enhance societal benefit through better resource allocation. This system enables airlines to fill more seats on their flights thereby decreasing empty trips and improving their operational performance. The airline industry offers more affordable options to leisure travelers which expands access to air travel while business travelers who need adaptable schedules pay premium prices. The system enables airlines to boost their revenue streams while serving a wider customer base which promotes economic growth and job creation within the airline sector (Varian, 2019).

    My personal history includes instances where I paid both higher and lower rates for identical products. On one occasion my work trip required a last-minute flight which cost me much more than what my friend paid when booking weeks ahead. I have benefited from student discounts available at movie theaters and museums. The higher price was frustrating to pay but understanding its rationale made it clearer. Getting discounts felt like a special privilege because it helped me experience things without spending as much money.

    **Reference** Varian, H. R. (2019).
    _Intermediate microeconomics: A modern approach_ (9th ed.). W.W. Norton & Company.

    Bottom of Form

    Reply 2
    **Dusty Matthews**

    Top of Form

    A common example of price discrimination is found in the movie theater industry. Movie theaters often charge different prices based on the time of day, the day of the week, and the age or status of the consumer. For example, matinee showings are typically cheaper than evening showings, and seniors or children often pay lower ticket prices than adults. This example represents third-degree price discrimination, which involves charging different prices to different groups based on observable characteristics such as age, time, or location (Bergemann et al., 2020). In this case, movie theaters differentiate prices based on customer age (children, adults, and seniors) and the time of the showing (matinees vs. prime evening times). Movie theaters usually have a degree of market power in local markets, especially in areas where there are few competing theaters, allowing them to set prices to maximize profits.

    Different customer groups have different price sensitivities (Froeb, 2023). For example, seniors and children are more price-sensitive, so offering lower prices helps attract more of these groups. On the other hand, adults, especially in the evening, are less price-sensitive and willing to pay full price. Movie tickets are difficult to resell, especially because they often contain specific time and location information, preventing customers from reselling them at a profit. Movie theaters can easily segment customers based on observable characteristics (age, time of day, or loyalty cards) and apply different prices accordingly.

    Price discrimination in the movie theater industry can increase total societal benefit by allowing for more efficient allocation of resources (Froeb, 2023). Offering cheaper tickets during off-peak hours (matinees) encourages more people to attend movies who might not otherwise be able to afford it, increasing overall demand and filling more seats. For theaters, this improves utilization rates and revenue. Additionally, lower prices for children or seniors make it more affordable for these groups to attend, increasing accessibility. Theaters can then reinvest that revenue into better services or more movie offerings, benefiting consumers and society at large (Froeb, 2023).

    I’ve often paid a lower price for a movie ticket as a student or during matinee showings, which made me feel like I was getting a great deal. On the other hand, I’ve also paid full price for evening tickets when I didn’t plan ahead, which left me feeling a bit frustrated, especially knowing I could have saved money with a little more planning. These experiences highlight how pricing strategies can influence consumer behavior, encouraging people to make decisions based on timing or their specific demographic.

    **References:**

    Bergemann, D., Castro, F., & Weintraub, G. Y. (2020). Uniform Pricing Versus Third-Degree Price Discrimination.
    _SSRN Electronic Journal_. https://doi.org/10.2139/ssrn.3540156

    Froeb, L. (2023). Managerial Economics: A Problem Solving Approach (6th ed.). Cengage Learning US. https://online.vitalsource.com/books/9798214348278

    **## UnitVStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit V

    At the end of this unit, you should be able to:

    3. Analyze how price and output influence profit maximization under different market structures.
    3.2 Explain how market power affects different types of pricing strategies.

    4. Evaluate strategic pricing decisions.

    4.1 Explain the conditions necessary to price discriminate.

    Required Unit Resources

    Chapter 12: More Realistic and Complex Pricing (ULO 3.2)

    Chapter 13: Direct Price Discrimination (ULO 4.1)

    Chapter 14: Indirect Price Discrimination (ULO 4.1)

    Article: Public Subsidies and the Location and Pricing of Sports
    This article discusses sports subsidies and pricing by analyzing how sports teams make decisions.

    Unit Lesson

    Lesson: Pricing and Greater Profit (ULOs 3.2, 4.1)
    This lesson introduces you to the topics covered in this unit.

    Firms have to answer two important questions: How much of their product should they produce, and how
    much should they charge for their product? The two are certainly linked, but the pricing decision is generally
    more complicated and drives the production decision. In basic economics, price is determined by the
    intersection of supply and demand, with price (P) determined on output determined by marginal revenue (MR)
    equals marginal cost (MC). A pricing strategy given earlier in the course is to set price such that the following
    equation holds:

    In practice, however, pricing strategies often deviate from this standard theory. Sometimes, for example, firms
    have multiple products and this affects their pricing strategies. A firm might want to lower prices to sell more
    of a product, but if the increase in sales in one product simply comes from “stealing” sales from another of
    their products, then this is not really a net gain to the company. Also, owning more brands in a market gives
    the firm more market power, which means raising prices is more profitable. A potential problem with raising
    prices based on newfound market power is that it could attract the attention of the Antitrust Division of the
    Justice Department.

    The question is what to do strategically. A profit improving approach would be to raise the price on whichever
    product has a lower profit margin. With the lower margin product now being relatively more expensive,
    consumers will be more likely to purchase the higher profit margin.

    The preceding strategy is based on the goods being substitutes. If a single producer yields two products that
    are complements, then the profit maximizing action is to reduce the price on both products. By reducing the

    UNIT V STUDY GUIDE
    Pricing and Greater Profit

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    price, the producer increases quantity demanded for one good, but as a result, increases demand for the
    other good. Increasing sales of both products increases total profit.

    Another pricing situation of interest is when producers have fixed capacity (think a cruise ship or concert). In
    these cases, lowering prices to sell more product does not necessarily work because there might not be the
    ability to provide more product. The result might be a situation where MR > MC, contrary to the standard profit
    maximizing rule that MR = MC.

    Promotional pricing is another instance where firms might deviate from the standard pricing rule. Advertising
    can serve two broad goals: promote based on price or promote based on quality. The type of advertising will
    determine the appropriate price strategy. If the advertising focuses on promoting products based on price,
    demand will become more elastic, so lowering price makes sense. If the advertising focuses on promoting
    product quality, the demand will become more inelastic so raising price makes sense. This second point is
    important because price can often convey information about product quality. Promoting product quality and
    lowering price can send conflicting messages to consumers.

    Following in a similar vein of consumers inferring information about a product based on price, consumers
    sometimes have price expectations. Managing price expectations is why businesses will sometimes set a
    “suggested retail price” and then give the price of the product they are selling. The goal is to set a high price
    in the customer’s mind so that they will be happy about the lower price. You might also see producers set a
    low price but end up selling at a higher price or generating revenue some other way. Musicians might set low
    concert prices but then hold back tickets to sell themselves on the secondary market. Sports teams might set
    low prices to build up a fan base but then leverage that popularity to receive government subsidies for
    stadiums. If you would like to learn more about sports subsidies and pricing, you can read the article “Public
    Subsidies and the Location and Pricing of Sports” by Porter and Thomas.

    Price Discrimination

    Up until now, the assumption has been that firms can only charge one price to all of their customers, but
    sometimes firms can charge different prices to different customers. This is called price discrimination.
    Examples of price discrimination are matinee ticket prices for movies and discounts for seniors and military
    members.

    Several criteria must be met for firms to successfully price discriminate. There must be consumers with
    different elasticities, that is different price sensitivity, and firms must be able to identify those different
    customers (consumers with more inelastic demands pay higher prices). As part of that identification, they
    must be able to implement different prices for those customers. Finally, firms must be able to prevent resale.
    If consumers who can buy at low prices are able to turn around and sell to the consumers willing to pay a high
    price, then firms lose their ability to sell to the high price consumers.

    Price discrimination comes in three different categories. First-degree price discrimination, also called perfect
    price discrimination, is when firms are able to charge each consumer their maximum willingness to pay. Car
    sales that involve negotiation are an attempt at first-degree price discrimination. Data mining is a growing tool
    to help firms toward first-degree price discrimination.

    Second-degree price discrimination involves things like volume discounts or frequent customer cards. The
    idea is not to charge different prices to every customer but to allow customers to self-select into different price
    points for the producer to increase profit.

    Third degree price discrimination alters prices based on demographics or other group characteristics. This is
    the category of price discrimination with student or military discounts or movie theaters changing prices by
    time of day.

    Firms can use a variety of ways to identify customers based on their elasticity. Take airline tickets, for
    example. There are certain days of the week to travel when ticket prices are lower, and people can often get
    tickets at a lower price if they purchase their tickets a few weeks in advance. Why? Because airlines are
    attempting to separate the elastic buyers (vacation travelers) from the inelastic buyers (business travelers).
    Who likely plans a trip at least a few weeks in advance? Vacation travelers. Who is more likely to need a

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    ticket on short notice? Business travelers. Who is unlikely to travel over a weekend? Business travelers. Who
    can afford to pay more for their ticket? Business travelers.

    Firms can also sell different versions of a product. Consumers with a high value for a product will likely need
    all of the bells and whistles of the product, but consumers with a low value for a product might only need the
    basic. That is why you might see a “pro” version of software or a “student” or “home” version. Sometimes,
    businesses can separate high use customers, such as printers and ink or razors and razor blades. The cost to
    buy the printer or the razor might be low, but to continue using the product requires ink or razor blades and
    those are sold at a higher markup.

    Firms can also use bundling to extract extra revenue. This strategy led to the value meals at McDonald’s or
    computers with preloaded software. Bundling increases the value of the base product, allowing producers to
    sell the product for a higher price. Customers might also be more inclined to pay a higher price for an all-
    inclusive deal than to pay small amounts to continually add features or products. A similar approach is taken
    with all-inclusive resorts and wrist bands at fairs. There is comfort in knowing that you can pay one price and
    be done with paying.

    Price discrimination sounds bad, largely because of the word discrimination, but it can be beneficial to society.
    When people hear about price discrimination, they often think of charging higher prices to certain consumers,
    but in many cases, it is about lowering prices (coupons, student discounts, matinees, etc.). Since some
    consumers can pay a lower price, that brings them into the market and allows them to benefit from the
    exchange. When looking at value to society, economists generally look at the total amount of exchange that
    occurs. How much the consumer benefits and how much the producer benefits are certainly interesting, but
    ultimately it is the amount of exchange that occurs. With price discrimination, the amount of exchange
    certainly increases, though it does come with more benefit going to producers and less going to consumers.

    Just because producers benefit at the expense of consumers does not mean consumers cannot benefit from
    price discrimination. Take Uber’s surge pricing, for example. Surge pricing is a type of price discrimination.
    People who are going to use an Uber on a busy night, such as Friday or Saturday night are going to pay more
    for an Uber. However, by charging more, Uber also attracts more Uber drivers to work on those busy nights.
    Without these additional drivers, Uber customers looking for an Uber on Friday or Saturday night would likely
    have long waits for an Uber or may not be able to get an Uber at all.

    Similarly, hotels charging higher prices during conferences, sporting events, and even natural disasters
    discourages demand and encourages consumers to be efficient in their consumption. By encouraging efficient
    consumption, there will be more rooms available for other people. Without the higher prices, more people
    would be left out. Certainly, this all works to the benefit of the producers, but it also works to the benefit of the
    consumer, and that is an important feature of price discrimination that should not be overlooked. It is another
    benefit of a free market system. Even if producers are acting in their own best interest, the benefits of those
    self-interested actions help other people.

    Reference

    Porter, P. K., & Thomas, C. R. (2010). Public subsidies and the location and pricing of sports. Southern

    Economic Journal, 76(3), 693–710.
    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=bsu&AN=47776241&site=ehost-live&scope=site

    **## UnitVStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit V

    At the end of this unit, you should be able to:

    3. Analyze how price and output influence profit maximization under different market structures.
    3.2 Explain how market power affects different types of pricing strategies.

    4. Evaluate strategic pricing decisions.

    4.1 Explain the conditions necessary to price discriminate.

    Required Unit Resources

    Chapter 12: More Realistic and Complex Pricing (ULO 3.2)

    Chapter 13: Direct Price Discrimination (ULO 4.1)

    Chapter 14: Indirect Price Discrimination (ULO 4.1)

    Article: Public Subsidies and the Location and Pricing of Sports
    This article discusses sports subsidies and pricing by analyzing how sports teams make decisions.

    Unit Lesson

    Lesson: Pricing and Greater Profit (ULOs 3.2, 4.1)
    This lesson introduces you to the topics covered in this unit.

    Firms have to answer two important questions: How much of their product should they produce, and how
    much should they charge for their product? The two are certainly linked, but the pricing decision is generally
    more complicated and drives the production decision. In basic economics, price is determined by the
    intersection of supply and demand, with price (P) determined on output determined by marginal revenue (MR)
    equals marginal cost (MC). A pricing strategy given earlier in the course is to set price such that the following
    equation holds:

    In practice, however, pricing strategies often deviate from this standard theory. Sometimes, for example, firms
    have multiple products and this affects their pricing strategies. A firm might want to lower prices to sell more
    of a product, but if the increase in sales in one product simply comes from “stealing” sales from another of
    their products, then this is not really a net gain to the company. Also, owning more brands in a market gives
    the firm more market power, which means raising prices is more profitable. A potential problem with raising
    prices based on newfound market power is that it could attract the attention of the Antitrust Division of the
    Justice Department.

    The question is what to do strategically. A profit improving approach would be to raise the price on whichever
    product has a lower profit margin. With the lower margin product now being relatively more expensive,
    consumers will be more likely to purchase the higher profit margin.

    The preceding strategy is based on the goods being substitutes. If a single producer yields two products that
    are complements, then the profit maximizing action is to reduce the price on both products. By reducing the

    UNIT V STUDY GUIDE
    Pricing and Greater Profit

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    price, the producer increases quantity demanded for one good, but as a result, increases demand for the
    other good. Increasing sales of both products increases total profit.

    Another pricing situation of interest is when producers have fixed capacity (think a cruise ship or concert). In
    these cases, lowering prices to sell more product does not necessarily work because there might not be the
    ability to provide more product. The result might be a situation where MR > MC, contrary to the standard profit
    maximizing rule that MR = MC.

    Promotional pricing is another instance where firms might deviate from the standard pricing rule. Advertising
    can serve two broad goals: promote based on price or promote based on quality. The type of advertising will
    determine the appropriate price strategy. If the advertising focuses on promoting products based on price,
    demand will become more elastic, so lowering price makes sense. If the advertising focuses on promoting
    product quality, the demand will become more inelastic so raising price makes sense. This second point is
    important because price can often convey information about product quality. Promoting product quality and
    lowering price can send conflicting messages to consumers.

    Following in a similar vein of consumers inferring information about a product based on price, consumers
    sometimes have price expectations. Managing price expectations is why businesses will sometimes set a
    “suggested retail price” and then give the price of the product they are selling. The goal is to set a high price
    in the customer’s mind so that they will be happy about the lower price. You might also see producers set a
    low price but end up selling at a higher price or generating revenue some other way. Musicians might set low
    concert prices but then hold back tickets to sell themselves on the secondary market. Sports teams might set
    low prices to build up a fan base but then leverage that popularity to receive government subsidies for
    stadiums. If you would like to learn more about sports subsidies and pricing, you can read the article “Public
    Subsidies and the Location and Pricing of Sports” by Porter and Thomas.

    Price Discrimination

    Up until now, the assumption has been that firms can only charge one price to all of their customers, but
    sometimes firms can charge different prices to different customers. This is called price discrimination.
    Examples of price discrimination are matinee ticket prices for movies and discounts for seniors and military
    members.

    Several criteria must be met for firms to successfully price discriminate. There must be consumers with
    different elasticities, that is different price sensitivity, and firms must be able to identify those different
    customers (consumers with more inelastic demands pay higher prices). As part of that identification, they
    must be able to implement different prices for those customers. Finally, firms must be able to prevent resale.
    If consumers who can buy at low prices are able to turn around and sell to the consumers willing to pay a high
    price, then firms lose their ability to sell to the high price consumers.

    Price discrimination comes in three different categories. First-degree price discrimination, also called perfect
    price discrimination, is when firms are able to charge each consumer their maximum willingness to pay. Car
    sales that involve negotiation are an attempt at first-degree price discrimination. Data mining is a growing tool
    to help firms toward first-degree price discrimination.

    Second-degree price discrimination involves things like volume discounts or frequent customer cards. The
    idea is not to charge different prices to every customer but to allow customers to self-select into different price
    points for the producer to increase profit.

    Third degree price discrimination alters prices based on demographics or other group characteristics. This is
    the category of price discrimination with student or military discounts or movie theaters changing prices by
    time of day.

    Firms can use a variety of ways to identify customers based on their elasticity. Take airline tickets, for
    example. There are certain days of the week to travel when ticket prices are lower, and people can often get
    tickets at a lower price if they purchase their tickets a few weeks in advance. Why? Because airlines are
    attempting to separate the elastic buyers (vacation travelers) from the inelastic buyers (business travelers).
    Who likely plans a trip at least a few weeks in advance? Vacation travelers. Who is more likely to need a

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    ticket on short notice? Business travelers. Who is unlikely to travel over a weekend? Business travelers. Who
    can afford to pay more for their ticket? Business travelers.

    Firms can also sell different versions of a product. Consumers with a high value for a product will likely need
    all of the bells and whistles of the product, but consumers with a low value for a product might only need the
    basic. That is why you might see a “pro” version of software or a “student” or “home” version. Sometimes,
    businesses can separate high use customers, such as printers and ink or razors and razor blades. The cost to
    buy the printer or the razor might be low, but to continue using the product requires ink or razor blades and
    those are sold at a higher markup.

    Firms can also use bundling to extract extra revenue. This strategy led to the value meals at McDonald’s or
    computers with preloaded software. Bundling increases the value of the base product, allowing producers to
    sell the product for a higher price. Customers might also be more inclined to pay a higher price for an all-
    inclusive deal than to pay small amounts to continually add features or products. A similar approach is taken
    with all-inclusive resorts and wrist bands at fairs. There is comfort in knowing that you can pay one price and
    be done with paying.

    Price discrimination sounds bad, largely because of the word discrimination, but it can be beneficial to society.
    When people hear about price discrimination, they often think of charging higher prices to certain consumers,
    but in many cases, it is about lowering prices (coupons, student discounts, matinees, etc.). Since some
    consumers can pay a lower price, that brings them into the market and allows them to benefit from the
    exchange. When looking at value to society, economists generally look at the total amount of exchange that
    occurs. How much the consumer benefits and how much the producer benefits are certainly interesting, but
    ultimately it is the amount of exchange that occurs. With price discrimination, the amount of exchange
    certainly increases, though it does come with more benefit going to producers and less going to consumers.

    Just because producers benefit at the expense of consumers does not mean consumers cannot benefit from
    price discrimination. Take Uber’s surge pricing, for example. Surge pricing is a type of price discrimination.
    People who are going to use an Uber on a busy night, such as Friday or Saturday night are going to pay more
    for an Uber. However, by charging more, Uber also attracts more Uber drivers to work on those busy nights.
    Without these additional drivers, Uber customers looking for an Uber on Friday or Saturday night would likely
    have long waits for an Uber or may not be able to get an Uber at all.

    Similarly, hotels charging higher prices during conferences, sporting events, and even natural disasters
    discourages demand and encourages consumers to be efficient in their consumption. By encouraging efficient
    consumption, there will be more rooms available for other people. Without the higher prices, more people
    would be left out. Certainly, this all works to the benefit of the producers, but it also works to the benefit of the
    consumer, and that is an important feature of price discrimination that should not be overlooked. It is another
    benefit of a free market system. Even if producers are acting in their own best interest, the benefits of those
    self-interested actions help other people.

    Reference

    Porter, P. K., & Thomas, C. R. (2010). Public subsidies and the location and pricing of sports. Southern

    Economic Journal, 76(3), 693–710.
    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=bsu&AN=47776241&site=ehost-live&scope=site

    **## DBV.docx**

    Please note that there are three posts needed to successfully complete the discussion board assignment.

    Identify a real-world example of price discrimination (preferably not one from the unit lesson), and explain which type of price discrimination it is. Next, using the good from your chosen price discrimination as an example, illustrate how the good fits the criteria necessary for successful price discrimination. Finally, discuss how the price discrimination example leads to an increase in total benefit to society. Have you ever paid a higher price for something than somebody else did? Ever pay a lower price? How did those experiences make you feel?

    • Your initial post should be at least 300 words in length.

    • Your initial post should include at least one APA-formatted scholarly, professional, or textbook reference with accompanying in-text citation to support any paraphrased, summarized, or quoted material.

    Reply 1
    **Rose Wiley**

    Top of Form

    Good Afternoon Professor and Class,

    The airline industry demonstrates price discrimination because customers experience different ticket prices depending on their booking time frame, seat class choice and demographic profile. Third-degree price discrimination refers to the practice of dividing consumers into distinct groups and setting different prices for each group according to their price elasticity of demand (Varian, 2019). Business travelers face higher ticket prices when booking close to their departure date whereas leisure travelers receive lower prices when they book their travel far ahead. Students and senior citizens generally benefit from reduced ticket prices while first-class passengers incur higher fees.

    Market Power: The seller needs to possess pricing power which indicates their market is not perfectly competitive. The airline market operates as an oligopoly where dominant carriers maintain control over most market share which enables them to establish strategic pricing models.

    Market Segmentation: The seller needs to identify consumer groups that show different levels of payment willingness and keep them separate. Airlines segment their markets by differentiating business travelers from leisure travelers while offering discounts to targeted customer groups and implementing loyalty programs.

    Limited Arbitrage: The ability to resell the service or product at a different price should not be possible for consumers. The non-transferable nature of airline tickets blocks arbitrage opportunities between high-paying customers and low-paying customers.

    The airline industry uses price discrimination to enhance societal benefit through better resource allocation. This system enables airlines to fill more seats on their flights thereby decreasing empty trips and improving their operational performance. The airline industry offers more affordable options to leisure travelers which expands access to air travel while business travelers who need adaptable schedules pay premium prices. The system enables airlines to boost their revenue streams while serving a wider customer base which promotes economic growth and job creation within the airline sector (Varian, 2019).

    My personal history includes instances where I paid both higher and lower rates for identical products. On one occasion my work trip required a last-minute flight which cost me much more than what my friend paid when booking weeks ahead. I have benefited from student discounts available at movie theaters and museums. The higher price was frustrating to pay but understanding its rationale made it clearer. Getting discounts felt like a special privilege because it helped me experience things without spending as much money.

    **Reference** Varian, H. R. (2019).
    _Intermediate microeconomics: A modern approach_ (9th ed.). W.W. Norton & Company.

    Bottom of Form

    Reply 2
    **Dusty Matthews**

    Top of Form

    A common example of price discrimination is found in the movie theater industry. Movie theaters often charge different prices based on the time of day, the day of the week, and the age or status of the consumer. For example, matinee showings are typically cheaper than evening showings, and seniors or children often pay lower ticket prices than adults. This example represents third-degree price discrimination, which involves charging different prices to different groups based on observable characteristics such as age, time, or location (Bergemann et al., 2020). In this case, movie theaters differentiate prices based on customer age (children, adults, and seniors) and the time of the showing (matinees vs. prime evening times). Movie theaters usually have a degree of market power in local markets, especially in areas where there are few competing theaters, allowing them to set prices to maximize profits.

    Different customer groups have different price sensitivities (Froeb, 2023). For example, seniors and children are more price-sensitive, so offering lower prices helps attract more of these groups. On the other hand, adults, especially in the evening, are less price-sensitive and willing to pay full price. Movie tickets are difficult to resell, especially because they often contain specific time and location information, preventing customers from reselling them at a profit. Movie theaters can easily segment customers based on observable characteristics (age, time of day, or loyalty cards) and apply different prices accordingly.

    Price discrimination in the movie theater industry can increase total societal benefit by allowing for more efficient allocation of resources (Froeb, 2023). Offering cheaper tickets during off-peak hours (matinees) encourages more people to attend movies who might not otherwise be able to afford it, increasing overall demand and filling more seats. For theaters, this improves utilization rates and revenue. Additionally, lower prices for children or seniors make it more affordable for these groups to attend, increasing accessibility. Theaters can then reinvest that revenue into better services or more movie offerings, benefiting consumers and society at large (Froeb, 2023).

    I’ve often paid a lower price for a movie ticket as a student or during matinee showings, which made me feel like I was getting a great deal. On the other hand, I’ve also paid full price for evening tickets when I didn’t plan ahead, which left me feeling a bit frustrated, especially knowing I could have saved money with a little more planning. These experiences highlight how pricing strategies can influence consumer behavior, encouraging people to make decisions based on timing or their specific demographic.

    **References:**

    Bergemann, D., Castro, F., & Weintraub, G. Y. (2020). Uniform Pricing Versus Third-Degree Price Discrimination.
    _SSRN Electronic Journal_. https://doi.org/10.2139/ssrn.3540156

    Froeb, L. (2023). Managerial Economics: A Problem Solving Approach (6th ed.). Cengage Learning US. https://online.vitalsource.com/books/9798214348278

    **## UnitVStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit V

    At the end of this unit, you should be able to:

    3. Analyze how price and output influence profit maximization under different market structures.
    3.2 Explain how market power affects different types of pricing strategies.

    4. Evaluate strategic pricing decisions.

    4.1 Explain the conditions necessary to price discriminate.

    Required Unit Resources

    Chapter 12: More Realistic and Complex Pricing (ULO 3.2)

    Chapter 13: Direct Price Discrimination (ULO 4.1)

    Chapter 14: Indirect Price Discrimination (ULO 4.1)

    Article: Public Subsidies and the Location and Pricing of Sports
    This article discusses sports subsidies and pricing by analyzing how sports teams make decisions.

    Unit Lesson

    Lesson: Pricing and Greater Profit (ULOs 3.2, 4.1)
    This lesson introduces you to the topics covered in this unit.

    Firms have to answer two important questions: How much of their product should they produce, and how
    much should they charge for their product? The two are certainly linked, but the pricing decision is generally
    more complicated and drives the production decision. In basic economics, price is determined by the
    intersection of supply and demand, with price (P) determined on output determined by marginal revenue (MR)
    equals marginal cost (MC). A pricing strategy given earlier in the course is to set price such that the following
    equation holds:

    In practice, however, pricing strategies often deviate from this standard theory. Sometimes, for example, firms
    have multiple products and this affects their pricing strategies. A firm might want to lower prices to sell more
    of a product, but if the increase in sales in one product simply comes from “stealing” sales from another of
    their products, then this is not really a net gain to the company. Also, owning more brands in a market gives
    the firm more market power, which means raising prices is more profitable. A potential problem with raising
    prices based on newfound market power is that it could attract the attention of the Antitrust Division of the
    Justice Department.

    The question is what to do strategically. A profit improving approach would be to raise the price on whichever
    product has a lower profit margin. With the lower margin product now being relatively more expensive,
    consumers will be more likely to purchase the higher profit margin.

    The preceding strategy is based on the goods being substitutes. If a single producer yields two products that
    are complements, then the profit maximizing action is to reduce the price on both products. By reducing the

    UNIT V STUDY GUIDE
    Pricing and Greater Profit

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    price, the producer increases quantity demanded for one good, but as a result, increases demand for the
    other good. Increasing sales of both products increases total profit.

    Another pricing situation of interest is when producers have fixed capacity (think a cruise ship or concert). In
    these cases, lowering prices to sell more product does not necessarily work because there might not be the
    ability to provide more product. The result might be a situation where MR > MC, contrary to the standard profit
    maximizing rule that MR = MC.

    Promotional pricing is another instance where firms might deviate from the standard pricing rule. Advertising
    can serve two broad goals: promote based on price or promote based on quality. The type of advertising will
    determine the appropriate price strategy. If the advertising focuses on promoting products based on price,
    demand will become more elastic, so lowering price makes sense. If the advertising focuses on promoting
    product quality, the demand will become more inelastic so raising price makes sense. This second point is
    important because price can often convey information about product quality. Promoting product quality and
    lowering price can send conflicting messages to consumers.

    Following in a similar vein of consumers inferring information about a product based on price, consumers
    sometimes have price expectations. Managing price expectations is why businesses will sometimes set a
    “suggested retail price” and then give the price of the product they are selling. The goal is to set a high price
    in the customer’s mind so that they will be happy about the lower price. You might also see producers set a
    low price but end up selling at a higher price or generating revenue some other way. Musicians might set low
    concert prices but then hold back tickets to sell themselves on the secondary market. Sports teams might set
    low prices to build up a fan base but then leverage that popularity to receive government subsidies for
    stadiums. If you would like to learn more about sports subsidies and pricing, you can read the article “Public
    Subsidies and the Location and Pricing of Sports” by Porter and Thomas.

    Price Discrimination

    Up until now, the assumption has been that firms can only charge one price to all of their customers, but
    sometimes firms can charge different prices to different customers. This is called price discrimination.
    Examples of price discrimination are matinee ticket prices for movies and discounts for seniors and military
    members.

    Several criteria must be met for firms to successfully price discriminate. There must be consumers with
    different elasticities, that is different price sensitivity, and firms must be able to identify those different
    customers (consumers with more inelastic demands pay higher prices). As part of that identification, they
    must be able to implement different prices for those customers. Finally, firms must be able to prevent resale.
    If consumers who can buy at low prices are able to turn around and sell to the consumers willing to pay a high
    price, then firms lose their ability to sell to the high price consumers.

    Price discrimination comes in three different categories. First-degree price discrimination, also called perfect
    price discrimination, is when firms are able to charge each consumer their maximum willingness to pay. Car
    sales that involve negotiation are an attempt at first-degree price discrimination. Data mining is a growing tool
    to help firms toward first-degree price discrimination.

    Second-degree price discrimination involves things like volume discounts or frequent customer cards. The
    idea is not to charge different prices to every customer but to allow customers to self-select into different price
    points for the producer to increase profit.

    Third degree price discrimination alters prices based on demographics or other group characteristics. This is
    the category of price discrimination with student or military discounts or movie theaters changing prices by
    time of day.

    Firms can use a variety of ways to identify customers based on their elasticity. Take airline tickets, for
    example. There are certain days of the week to travel when ticket prices are lower, and people can often get
    tickets at a lower price if they purchase their tickets a few weeks in advance. Why? Because airlines are
    attempting to separate the elastic buyers (vacation travelers) from the inelastic buyers (business travelers).
    Who likely plans a trip at least a few weeks in advance? Vacation travelers. Who is more likely to need a

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    ticket on short notice? Business travelers. Who is unlikely to travel over a weekend? Business travelers. Who
    can afford to pay more for their ticket? Business travelers.

    Firms can also sell different versions of a product. Consumers with a high value for a product will likely need
    all of the bells and whistles of the product, but consumers with a low value for a product might only need the
    basic. That is why you might see a “pro” version of software or a “student” or “home” version. Sometimes,
    businesses can separate high use customers, such as printers and ink or razors and razor blades. The cost to
    buy the printer or the razor might be low, but to continue using the product requires ink or razor blades and
    those are sold at a higher markup.

    Firms can also use bundling to extract extra revenue. This strategy led to the value meals at McDonald’s or
    computers with preloaded software. Bundling increases the value of the base product, allowing producers to
    sell the product for a higher price. Customers might also be more inclined to pay a higher price for an all-
    inclusive deal than to pay small amounts to continually add features or products. A similar approach is taken
    with all-inclusive resorts and wrist bands at fairs. There is comfort in knowing that you can pay one price and
    be done with paying.

    Price discrimination sounds bad, largely because of the word discrimination, but it can be beneficial to society.
    When people hear about price discrimination, they often think of charging higher prices to certain consumers,
    but in many cases, it is about lowering prices (coupons, student discounts, matinees, etc.). Since some
    consumers can pay a lower price, that brings them into the market and allows them to benefit from the
    exchange. When looking at value to society, economists generally look at the total amount of exchange that
    occurs. How much the consumer benefits and how much the producer benefits are certainly interesting, but
    ultimately it is the amount of exchange that occurs. With price discrimination, the amount of exchange
    certainly increases, though it does come with more benefit going to producers and less going to consumers.

    Just because producers benefit at the expense of consumers does not mean consumers cannot benefit from
    price discrimination. Take Uber’s surge pricing, for example. Surge pricing is a type of price discrimination.
    People who are going to use an Uber on a busy night, such as Friday or Saturday night are going to pay more
    for an Uber. However, by charging more, Uber also attracts more Uber drivers to work on those busy nights.
    Without these additional drivers, Uber customers looking for an Uber on Friday or Saturday night would likely
    have long waits for an Uber or may not be able to get an Uber at all.

    Similarly, hotels charging higher prices during conferences, sporting events, and even natural disasters
    discourages demand and encourages consumers to be efficient in their consumption. By encouraging efficient
    consumption, there will be more rooms available for other people. Without the higher prices, more people
    would be left out. Certainly, this all works to the benefit of the producers, but it also works to the benefit of the
    consumer, and that is an important feature of price discrimination that should not be overlooked. It is another
    benefit of a free market system. Even if producers are acting in their own best interest, the benefits of those
    self-interested actions help other people.

    Reference

    Porter, P. K., & Thomas, C. R. (2010). Public subsidies and the location and pricing of sports. Southern

    Economic Journal, 76(3), 693–710.
    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=bsu&AN=47776241&site=ehost-live&scope=site

    **## DBV.docx**

    Please note that there are three posts needed to successfully complete the discussion board assignment.

    Identify a real-world example of price discrimination (preferably not one from the unit lesson), and explain which type of price discrimination it is. Next, using the good from your chosen price discrimination as an example, illustrate how the good fits the criteria necessary for successful price discrimination. Finally, discuss how the price discrimination example leads to an increase in total benefit to society. Have you ever paid a higher price for something than somebody else did? Ever pay a lower price? How did those experiences make you feel?

    • Your initial post should be at least 300 words in length.

    • Your initial post should include at least one APA-formatted scholarly, professional, or textbook reference with accompanying in-text citation to support any paraphrased, summarized, or quoted material.

    Reply 1
    **Rose Wiley**

    Top of Form

    Good Afternoon Professor and Class,

    The airline industry demonstrates price discrimination because customers experience different ticket prices depending on their booking time frame, seat class choice and demographic profile. Third-degree price discrimination refers to the practice of dividing consumers into distinct groups and setting different prices for each group according to their price elasticity of demand (Varian, 2019). Business travelers face higher ticket prices when booking close to their departure date whereas leisure travelers receive lower prices when they book their travel far ahead. Students and senior citizens generally benefit from reduced ticket prices while first-class passengers incur higher fees.

    Market Power: The seller needs to possess pricing power which indicates their market is not perfectly competitive. The airline market operates as an oligopoly where dominant carriers maintain control over most market share which enables them to establish strategic pricing models.

    Market Segmentation: The seller needs to identify consumer groups that show different levels of payment willingness and keep them separate. Airlines segment their markets by differentiating business travelers from leisure travelers while offering discounts to targeted customer groups and implementing loyalty programs.

    Limited Arbitrage: The ability to resell the service or product at a different price should not be possible for consumers. The non-transferable nature of airline tickets blocks arbitrage opportunities between high-paying customers and low-paying customers.

    The airline industry uses price discrimination to enhance societal benefit through better resource allocation. This system enables airlines to fill more seats on their flights thereby decreasing empty trips and improving their operational performance. The airline industry offers more affordable options to leisure travelers which expands access to air travel while business travelers who need adaptable schedules pay premium prices. The system enables airlines to boost their revenue streams while serving a wider customer base which promotes economic growth and job creation within the airline sector (Varian, 2019).

    My personal history includes instances where I paid both higher and lower rates for identical products. On one occasion my work trip required a last-minute flight which cost me much more than what my friend paid when booking weeks ahead. I have benefited from student discounts available at movie theaters and museums. The higher price was frustrating to pay but understanding its rationale made it clearer. Getting discounts felt like a special privilege because it helped me experience things without spending as much money.

    **Reference** Varian, H. R. (2019).
    _Intermediate microeconomics: A modern approach_ (9th ed.). W.W. Norton & Company.

    Bottom of Form

    Reply 2
    **Dusty Matthews**

    Top of Form

    A common example of price discrimination is found in the movie theater industry. Movie theaters often charge different prices based on the time of day, the day of the week, and the age or status of the consumer. For example, matinee showings are typically cheaper than evening showings, and seniors or children often pay lower ticket prices than adults. This example represents third-degree price discrimination, which involves charging different prices to different groups based on observable characteristics such as age, time, or location (Bergemann et al., 2020). In this case, movie theaters differentiate prices based on customer age (children, adults, and seniors) and the time of the showing (matinees vs. prime evening times). Movie theaters usually have a degree of market power in local markets, especially in areas where there are few competing theaters, allowing them to set prices to maximize profits.

    Different customer groups have different price sensitivities (Froeb, 2023). For example, seniors and children are more price-sensitive, so offering lower prices helps attract more of these groups. On the other hand, adults, especially in the evening, are less price-sensitive and willing to pay full price. Movie tickets are difficult to resell, especially because they often contain specific time and location information, preventing customers from reselling them at a profit. Movie theaters can easily segment customers based on observable characteristics (age, time of day, or loyalty cards) and apply different prices accordingly.

    Price discrimination in the movie theater industry can increase total societal benefit by allowing for more efficient allocation of resources (Froeb, 2023). Offering cheaper tickets during off-peak hours (matinees) encourages more people to attend movies who might not otherwise be able to afford it, increasing overall demand and filling more seats. For theaters, this improves utilization rates and revenue. Additionally, lower prices for children or seniors make it more affordable for these groups to attend, increasing accessibility. Theaters can then reinvest that revenue into better services or more movie offerings, benefiting consumers and society at large (Froeb, 2023).

    I’ve often paid a lower price for a movie ticket as a student or during matinee showings, which made me feel like I was getting a great deal. On the other hand, I’ve also paid full price for evening tickets when I didn’t plan ahead, which left me feeling a bit frustrated, especially knowing I could have saved money with a little more planning. These experiences highlight how pricing strategies can influence consumer behavior, encouraging people to make decisions based on timing or their specific demographic.

    **References:**

    Bergemann, D., Castro, F., & Weintraub, G. Y. (2020). Uniform Pricing Versus Third-Degree Price Discrimination.
    _SSRN Electronic Journal_. https://doi.org/10.2139/ssrn.3540156

    Froeb, L. (2023). Managerial Economics: A Problem Solving Approach (6th ed.). Cengage Learning US. https://online.vitalsource.com/books/9798214348278

    **## UnitVStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit V

    At the end of this unit, you should be able to:

    3. Analyze how price and output influence profit maximization under different market structures.
    3.2 Explain how market power affects different types of pricing strategies.

    4. Evaluate strategic pricing decisions.

    4.1 Explain the conditions necessary to price discriminate.

    Required Unit Resources

    Chapter 12: More Realistic and Complex Pricing (ULO 3.2)

    Chapter 13: Direct Price Discrimination (ULO 4.1)

    Chapter 14: Indirect Price Discrimination (ULO 4.1)

    Article: Public Subsidies and the Location and Pricing of Sports
    This article discusses sports subsidies and pricing by analyzing how sports teams make decisions.

    Unit Lesson

    Lesson: Pricing and Greater Profit (ULOs 3.2, 4.1)
    This lesson introduces you to the topics covered in this unit.

    Firms have to answer two important questions: How much of their product should they produce, and how
    much should they charge for their product? The two are certainly linked, but the pricing decision is generally
    more complicated and drives the production decision. In basic economics, price is determined by the
    intersection of supply and demand, with price (P) determined on output determined by marginal revenue (MR)
    equals marginal cost (MC). A pricing strategy given earlier in the course is to set price such that the following
    equation holds:

    In practice, however, pricing strategies often deviate from this standard theory. Sometimes, for example, firms
    have multiple products and this affects their pricing strategies. A firm might want to lower prices to sell more
    of a product, but if the increase in sales in one product simply comes from “stealing” sales from another of
    their products, then this is not really a net gain to the company. Also, owning more brands in a market gives
    the firm more market power, which means raising prices is more profitable. A potential problem with raising
    prices based on newfound market power is that it could attract the attention of the Antitrust Division of the
    Justice Department.

    The question is what to do strategically. A profit improving approach would be to raise the price on whichever
    product has a lower profit margin. With the lower margin product now being relatively more expensive,
    consumers will be more likely to purchase the higher profit margin.

    The preceding strategy is based on the goods being substitutes. If a single producer yields two products that
    are complements, then the profit maximizing action is to reduce the price on both products. By reducing the

    UNIT V STUDY GUIDE
    Pricing and Greater Profit

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    price, the producer increases quantity demanded for one good, but as a result, increases demand for the
    other good. Increasing sales of both products increases total profit.

    Another pricing situation of interest is when producers have fixed capacity (think a cruise ship or concert). In
    these cases, lowering prices to sell more product does not necessarily work because there might not be the
    ability to provide more product. The result might be a situation where MR > MC, contrary to the standard profit
    maximizing rule that MR = MC.

    Promotional pricing is another instance where firms might deviate from the standard pricing rule. Advertising
    can serve two broad goals: promote based on price or promote based on quality. The type of advertising will
    determine the appropriate price strategy. If the advertising focuses on promoting products based on price,
    demand will become more elastic, so lowering price makes sense. If the advertising focuses on promoting
    product quality, the demand will become more inelastic so raising price makes sense. This second point is
    important because price can often convey information about product quality. Promoting product quality and
    lowering price can send conflicting messages to consumers.

    Following in a similar vein of consumers inferring information about a product based on price, consumers
    sometimes have price expectations. Managing price expectations is why businesses will sometimes set a
    “suggested retail price” and then give the price of the product they are selling. The goal is to set a high price
    in the customer’s mind so that they will be happy about the lower price. You might also see producers set a
    low price but end up selling at a higher price or generating revenue some other way. Musicians might set low
    concert prices but then hold back tickets to sell themselves on the secondary market. Sports teams might set
    low prices to build up a fan base but then leverage that popularity to receive government subsidies for
    stadiums. If you would like to learn more about sports subsidies and pricing, you can read the article “Public
    Subsidies and the Location and Pricing of Sports” by Porter and Thomas.

    Price Discrimination

    Up until now, the assumption has been that firms can only charge one price to all of their customers, but
    sometimes firms can charge different prices to different customers. This is called price discrimination.
    Examples of price discrimination are matinee ticket prices for movies and discounts for seniors and military
    members.

    Several criteria must be met for firms to successfully price discriminate. There must be consumers with
    different elasticities, that is different price sensitivity, and firms must be able to identify those different
    customers (consumers with more inelastic demands pay higher prices). As part of that identification, they
    must be able to implement different prices for those customers. Finally, firms must be able to prevent resale.
    If consumers who can buy at low prices are able to turn around and sell to the consumers willing to pay a high
    price, then firms lose their ability to sell to the high price consumers.

    Price discrimination comes in three different categories. First-degree price discrimination, also called perfect
    price discrimination, is when firms are able to charge each consumer their maximum willingness to pay. Car
    sales that involve negotiation are an attempt at first-degree price discrimination. Data mining is a growing tool
    to help firms toward first-degree price discrimination.

    Second-degree price discrimination involves things like volume discounts or frequent customer cards. The
    idea is not to charge different prices to every customer but to allow customers to self-select into different price
    points for the producer to increase profit.

    Third degree price discrimination alters prices based on demographics or other group characteristics. This is
    the category of price discrimination with student or military discounts or movie theaters changing prices by
    time of day.

    Firms can use a variety of ways to identify customers based on their elasticity. Take airline tickets, for
    example. There are certain days of the week to travel when ticket prices are lower, and people can often get
    tickets at a lower price if they purchase their tickets a few weeks in advance. Why? Because airlines are
    attempting to separate the elastic buyers (vacation travelers) from the inelastic buyers (business travelers).
    Who likely plans a trip at least a few weeks in advance? Vacation travelers. Who is more likely to need a

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    ticket on short notice? Business travelers. Who is unlikely to travel over a weekend? Business travelers. Who
    can afford to pay more for their ticket? Business travelers.

    Firms can also sell different versions of a product. Consumers with a high value for a product will likely need
    all of the bells and whistles of the product, but consumers with a low value for a product might only need the
    basic. That is why you might see a “pro” version of software or a “student” or “home” version. Sometimes,
    businesses can separate high use customers, such as printers and ink or razors and razor blades. The cost to
    buy the printer or the razor might be low, but to continue using the product requires ink or razor blades and
    those are sold at a higher markup.

    Firms can also use bundling to extract extra revenue. This strategy led to the value meals at McDonald’s or
    computers with preloaded software. Bundling increases the value of the base product, allowing producers to
    sell the product for a higher price. Customers might also be more inclined to pay a higher price for an all-
    inclusive deal than to pay small amounts to continually add features or products. A similar approach is taken
    with all-inclusive resorts and wrist bands at fairs. There is comfort in knowing that you can pay one price and
    be done with paying.

    Price discrimination sounds bad, largely because of the word discrimination, but it can be beneficial to society.
    When people hear about price discrimination, they often think of charging higher prices to certain consumers,
    but in many cases, it is about lowering prices (coupons, student discounts, matinees, etc.). Since some
    consumers can pay a lower price, that brings them into the market and allows them to benefit from the
    exchange. When looking at value to society, economists generally look at the total amount of exchange that
    occurs. How much the consumer benefits and how much the producer benefits are certainly interesting, but
    ultimately it is the amount of exchange that occurs. With price discrimination, the amount of exchange
    certainly increases, though it does come with more benefit going to producers and less going to consumers.

    Just because producers benefit at the expense of consumers does not mean consumers cannot benefit from
    price discrimination. Take Uber’s surge pricing, for example. Surge pricing is a type of price discrimination.
    People who are going to use an Uber on a busy night, such as Friday or Saturday night are going to pay more
    for an Uber. However, by charging more, Uber also attracts more Uber drivers to work on those busy nights.
    Without these additional drivers, Uber customers looking for an Uber on Friday or Saturday night would likely
    have long waits for an Uber or may not be able to get an Uber at all.

    Similarly, hotels charging higher prices during conferences, sporting events, and even natural disasters
    discourages demand and encourages consumers to be efficient in their consumption. By encouraging efficient
    consumption, there will be more rooms available for other people. Without the higher prices, more people
    would be left out. Certainly, this all works to the benefit of the producers, but it also works to the benefit of the
    consumer, and that is an important feature of price discrimination that should not be overlooked. It is another
    benefit of a free market system. Even if producers are acting in their own best interest, the benefits of those
    self-interested actions help other people.

    Reference

    Porter, P. K., & Thomas, C. R. (2010). Public subsidies and the location and pricing of sports. Southern

    Economic Journal, 76(3), 693–710.
    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=bsu&AN=47776241&site=ehost-live&scope=site

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