Assume that Mohammad has $144 to spend on Soccer Games and Fishing Trips each month and that both goods must be purchased whole (no fractional units). Attending a soccer game costs $6 each, and fishing costs $30 per trip. Mohammadâs preferences for soccer and fishing are summarized by the following information:
1- Fill in the figures for marginal utility and marginal utility per dollar for both soccer and fishing.
2- Are these preferences consistent with the law of diminishing marginal utility? Explain briefly.
3- Given the budget of $144, what quantity of soccer games and what quantity of fishing trips will maximize Mohammadâs level of satisfaction? Explain briefly.
4- Now suppose the price of soccer game rises to $8. Which of the columns in the table must be recalculated? Do the required recalculations.
5- After the price change, how many soccer games and how many fishing trips will Mohammad purchase?
6- Draw the total utility for both soccer games and for the fishing trips.
Sample Solution
Thus, reasonable adjustment implementation intends to stop the disabled student from suffering major disadvantage as a result of their disability and hence to permit them to accomplish their maximum potential but, in explaining âreasonablenessâ, EI are not needed to compromise âcompetence normsâ. As per EA (2010), âcompetence standardsâ are explained as the âmedical, academic, or other norms applied for the purpose of assessing whether or not an individual has a specific level of ability or competenceâ. According to the EHRC (2010) many of the reasonable adjustments that schools are already making for disabled pupils undoubtedly include the use of some auxiliary aids, such as coloured layovers for dyslexic pupils, pen grips, adapted PE equipment, adapted keyboards and computer software. Accountability for schools under the Equality Act All schools under the Disability Equality Act 2005 and now subsumed into the Equality Act 2010 have to ensure that all public bodies, therefore, schools have to pay âdue regardâ to the promotion of equality for young people with disabilities. The EA has two distinct elements that apply to all educational institutions within the UK, a general duty and a specific duty. The EHRC can take action against any schools that do not meet their duties. Hills (2012) Schools must be aware of the requirement under the general duty to have due regard when carrying out their duties to; Eliminate discrimination, harassment and victimisation Advance equality of opportunity between people with disabilities and non-disabilities Foster good relations between disabled and non-disabled people. All staff, students, parents and users of the educational institutions have to comply with this general duty with regard to disabilities. The specific duty requires schools to show how they are meeting the general duty. The specific duty is about how a school sets out to meet its general duty and how this evidence will be recorded to show what the school has done. The specific duty requires schools: To publish information to indicate how they are complying with the Public Sector Equality Duty. To prepare and publish one or more specific and measurable equality objectives. These objectives must be achievable within the context of the school and available resources. (Hills 2012) An example of a measurable objective would be;>
Thus, reasonable adjustment implementation intends to stop the disabled student from suffering major disadvantage as a result of their disability and hence to permit them to accomplish their maximum potential but, in explaining âreasonablenessâ, EI are not needed to compromise âcompetence normsâ. As per EA (2010), âcompetence standardsâ are explained as the âmedical, academic, or other norms applied for the purpose of assessing whether or not an individual has a specific level of ability or competenceâ. According to the EHRC (2010) many of the reasonable adjustments that schools are already making for disabled pupils undoubtedly include the use of some auxiliary aids, such as coloured layovers for dyslexic pupils, pen grips, adapted PE equipment, adapted keyboards and computer software. Accountability for schools under the Equality Act All schools under the Disability Equality Act 2005 and now subsumed into the Equality Act 2010 have to ensure that all public bodies, therefore, schools have to pay âdue regardâ to the promotion of equality for young people with disabilities. The EA has two distinct elements that apply to all educational institutions within the UK, a general duty and a specific duty. The EHRC can take action against any schools that do not meet their duties. Hills (2012) Schools must be aware of the requirement under the general duty to have due regard when carrying out their duties to; Eliminate discrimination, harassment and victimisation Advance equality of opportunity between people with disabilities and non-disabilities Foster good relations between disabled and non-disabled people. All staff, students, parents and users of the educational institutions have to comply with this general duty with regard to disabilities. The specific duty requires schools to show how they are meeting the general duty. The specific duty is about how a school sets out to meet its general duty and how this evidence will be recorded to show what the school has done. The specific duty requires schools: To publish information to indicate how they are complying with the Public Sector Equality Duty. To prepare and publish one or more specific and measurable equality objectives. These objectives must be achievable within the context of the school and available resources. (Hills 2012) An example of a measurable objective would be;>
