Is there a relation between age and income Speech or Presentation

Is there a relation between age and income - Speech or Presentation Example Politicians and the media often include age as a factor when taking about income inequalities. Differences in wealth between old and young people are even greater than the differences witnessed when it comes to income. For example studies show that households headed by person who is over 65 years have more than 15 times as much wealth as compared to households held by persons below 35 years of age (Bowles and Herbert, 75). Age differences is just one of the many reasons that explains the reason behind insinuations about wealth and income that are thrown around in politics and in the media are often remote from reality. The statistics about the differences between age and income are almost perpetually about abstract income brackets. Additionally, a lot of statistical studies that follow specific individuals throughout their lives often reach diametrically conflicting conclusions from the conclusions attained by statistical studies that follow income brackets for a long period of time. A study undertaken by university of Michigan indicated that many of the working people who were in the bottom 20% of income earners in the year 1975 were also in the top 40% at some point in the year 1991. Of those in the bottom quartile in 1975, only 5% were still glued there come the year 1991 while 29% of them were now in the top quartile. This study tries to analyze the relationship between income and age and tries to explain the trend that exists between age and income. The question will be guided by the following research question: what is the relationship between income and age from the year 1974-2011 (Gray et.al, 76). Studies that have been carried out to determine the relationship between age and income have resulted in a general result that income is positively related to the age of an individual. The studies have generalized a sample to a population. Assumptions are vital concept of empirical

Optimum Class Size Essay Example | Topics and Well Written Essays - 2000 words

Optimum Class Size - Essay Example Outline This paper examines the effect of class proportions on introductory accounting pupil performance within the perspective of a dynamic learning setting. Class group actions were applied as an essential part of the education environment in both small and large divisions. This paper analyses the studies conducted by academics and argues for the thesis statement. An investigative look into the conclusions of academics and scholars reveals that thesis statement is in fact true and proven. Academic Evidence The subject of class size and its influence on student knowledge has been a time-honored debate across institutes and schooling levels (Siegel et al., 1959 cited in Murdoch and Guy, 2002: p271; Simmons, 1959 cited in Murdoch and Guy, 2002: p271; Shane, 1961 cited in Murdoch and Guy, 2002: p271; Laughlin, 1976 cited in Murdoch and Guy, 2002: p271; McConnell and Sosin, 1984: cited in Murdoch and Guy, 2002: p271; Williams et al., 1985: cited in Murdoch and Guy, 2002: p271). Analyses have been wide-ranging through disciplines. Simmons (1959: p309-15) detected a greater failure degree and lesser overall accomplishment for intermediate algebra learners in big class settings. However, Williams et al. (1985: cited in Murdoch and Guy, 2002: p272), Siegel (1959: cited in Murdoch and Guy, 2002: p272), and Laughlin (1976: cited in Murdoch and Guy, 2002: p271) in studies through numerous disciplines, all resolved that class size does not affect pupil education. On the subject of accounting class proportions, Anderson (1964: cited in Murdoch and Guy, 2002: p272) contended that, though tiny classes with outstanding teachers are best, large classes with exceptional teachers are better than small classes with less skilled teachers. A revision by Baldwin (1993: cited in Murdoch and Guy, 2002: p271) concentrated on this very matter. It examined whether a reputable teacher with an exceptional standing as a lecturer could attain results in a bulk lecture segment that were equiv alent to or better than doctoral pupils could accomplish with smaller divisions. Baldwin determined that there was no noteworthy variance in apprentices’ performance. Likewise, Hill (1998: cited in Murdoch and Guy, 2002: p271) discovered no performance benefits for small classes. Certainly, when Hill reckoned for grade point average (GPA) and attending, the large fragment outdid the small division in both concluding examination marks and general course ranking. Literature Review The Baldwin (1993: cited in Murdoch and Guy, 2002: p272) learning has limits that propose extra inquiries may add to the facts concerning class size in accounting studies. In his study, Baldwin disclosed that an prized teacher trained the large section whereas doctoral students trained the smaller classes and that this teacher observed some burden to do a decent job so as not to hurt an otherwise satisfactory teaching status. Baldwin’s goal was not to regulate variables other than strength prop ortions, but to match outcomes from Introductory Accounting communicated in a bulk-lecture design by an exceptional teacher to results achieved by doctoral student teachers in smaller divisions.