There is always another side, always(TM) How does Jean Rhys demonstrate her understanding of this idea in her novel Wide Sargasso Sea Essay Example

There is always another side, always(TM) How does Jean Rhys demonstrate her understanding of this idea in her novel Wide Sargasso Sea? Essay The main intention of Rhys write-back was to give Brontà ¯Ã‚ ¿Ã‚ ½s mad woman in the attic a voice. On the behalf of all voices from the margins, Rhys, she felt a personal injustice was made in the creating of a figure in Jane Eyre that would be seen as mad and repulsive, and would represent to the nineteenth Century English reader a stereotype of the West Indies and the people who lived there. In a letter to Francis Wyndham that she explained that she was vexed at her (Brontà ¯Ã‚ ¿Ã‚ ½) portrait of the paper tiger lunatic, the wrong Creole scenes and above all the real cruelty of Mr Rochester she felt that Jane Eyre had only included one side-the English side In an attempt to create the other side Rhys humanises Bertha by dubbing her Antoinette to contrast the heavy and ugly name she is latter given in Wide Sargasso Sea and Jane Eyre. Rhys essentially creates the world and the background from which Antoinette is supposed to come, and re-defines Rochester as a young man, vulnerable and less powerful than he is in Jane Eyre. From the outset of the novel there is an unsettling atmosphere and both characters, of Rochester and Antoinette, are considered outsiders in the exotic and intoxicating Caribbean landscape. Set after the Emancipation Act and in an area where there is great racial hostility, Rhys incorporates many interpretations of the other side in her novel; vast cultural gaps, post-Freudian ideas of nature versus nurture, and loss of identity which influences a characters behaviour. Rhys is a writer who would provide commentary from an unobtrusive point on the edge of writing, she would write about instances and experiences that happ ened in her own life to provide the new revised characters of her write-back. She seemed such a poor ghost I thought Id like to write about her life completely re-thinks Bertha Masons character in Jane Eyre from being a two-dimensional ghost or vampyre who ultimately has to be sacrificed, in order for such a famous nineteenth Century heroine to claim her just and happy conclusion. We will write a custom essay sample on There is always another side, always(TM) How does Jean Rhys demonstrate her understanding of this idea in her novel Wide Sargasso Sea? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on There is always another side, always(TM) How does Jean Rhys demonstrate her understanding of this idea in her novel Wide Sargasso Sea? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on There is always another side, always(TM) How does Jean Rhys demonstrate her understanding of this idea in her novel Wide Sargasso Sea? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The beginning of the Wide Sargasso Sea, which plunges the reader into the hostile landscape of Jamaica after the Emancipation Act, gives an account of a young Creole girl commenting from the outside. They say when trouble comes close ranks, and so the white people did. But we were not in their ranks these simple yet powerful sentences introduce the reader into the world of the young Antoinette, who is considered an interloper, not only to those considered they, but also to herself. Rhys explains through Antoinette that the Emancipation Act that granted so much freedom to black slaves and was considered so miraculous and wonderful by those who designed also crippled blacks out of work and homes, and condemned slave owners to poverty and has another side not anticipated. This idea of being an outsider is adopted from Jane Eyre, both Jane and Antoinette consider themselves as an interloper and an alien, both are separated from their parents either physically or emotionally which draws a similarity between the lives of nineteenth century women at this time. One of the featured themes and important aspects of Wide Sargasso Sea is the complete misunderstanding of two very different cultures; English and Jamaican. The very characteristic that created Wide Sargasso Sea was the Englishs indifference to acknowledging and expressing emotion passionately the way the other cultures do. This is what Jean Rhys acknowledges as one of Rochesters traits in Jane Eyre, she incorporates this Englishness into her novel Wide Sargasso Sea (shown by Rochesters How old was I when I learned to hide what I felt? suggesting that this became second nature and built into his character). Rhys uses this to explain how Rochester manages to become both repulsed by and to desire Antoinette so deeply - I hated its indifference and the cruelty which was part of its loveliness. Above all I hated her. For she belonged to the magic and the loveliness. His hatred for the landscape, the culture and Antoinette stem from his inability to communicate with it and above all not w anting to be drawn into something he truly fears- She had left me thirsty and all my life would be thirst and longing for what I had lost before I found it. This raises connotations of Obeah and witchcraft and the notion that English women were never like this, that they would be quiet and docile and the mere notion that women would ever find sex appealing or enjoyable was completely unfounded in English culture, nevermind Rochesters inexperience with women in general. This idea would have been truly terrifying in nineteenth Century England. Furthermore there is a tangled relationship between dreams and reality. Antoinette feels that England must be a cold dark dream that the West Indies is the only place she knows. This is informative of the other side because Rochester feels very much the same dream-like reality of the West Indies and so far not considered Antoinettes view of England. The arrival of Daniel Cosways letter, does nothing other than make Rochesters anxieties on the island worse, by confirming ideas that Antoinette must be mad or unstable for being able to draw such roughness and rapacious thirst from him. Rochester then uses the letter to fuel his fears of Antoinette and to later draw away from her. Antoinette herself quotes There is always the other side, always but thus ignored by Rochester. However, by doing this Rhys creates the awareness in the reader of marginalised voices experienced not only by her own characters but also by herself who recognises and sympathises with other voices like hers; distant and unrecognised for a very long time, until it was too late. Throughout the novel, there is an underlying murmur of malignant gossip. Thus, Rhys gives us the effects of gossip on the receiving side and shows us how gossip has plagued Antoinettes (and her mothers) life. A lot of the gossip comes from the servants who in a striking contrast to English servants, quite freely say what they want and are considered brash and rude. Amà ¯Ã‚ ¿Ã‚ ½lie represents a lot of the freedom, unrestrained speaking and behaviour of Jamaican servants in a Creole household, quite freely criticising Rochester and Antoinette the white cockroach she marry suggesting that these white cockroaches ought to be gotten rid of. The times of day affect the characters behaviour significantly; during daylight hours Antoinette is happy and content (singing Christophines songs for example) but by night her behaviour is transformed into something darker and more savage-shall I wake her up and listen to the things she says, whispers in the darkness. Not by day., At night there is a certain loss of control, and emotions are set higher and more freely expressed than during daylight hours ( I see you were very rough with her eh?). Both characters acquire a rapacious sexual appetite-she was as eager for whats called loving as I was-more lost and drowned afterwards. This suggests the kind of need that the couple are looking for as a means to release, be distracted with or forget. I watched her die many times suggests that the other side may refer to a half-awakened state, or even death itself and the use of sex as a tool to reach this state of le petit mort-the little death as a temporary state. Overall, Rhyss decision to revive and reform the character of Bertha Mason -a character once so two-dimensional and hard to sympathise with in Jane Eyre, in place creates a deeper and meaningful female character with significant traits and background. Rhys breaks Bertha out of the confines of the attic and develops her character to create a more meaningful and just version of Bertha Masons life so that she can then be a more significant and organic character sacrifice and equally celebrates her, rather than a symbol of dissipation she was depicted in Jane Eyre. Rochester is also revised and depicted as a more vulnerable and naà ¯Ã‚ ¿Ã‚ ½ve younger man than his larger than life romantic hero persona in Jane Eyre; making it easier for readers to believe and understand his character but also easier to sympathise with him; his relations with his father and brother and his position as a younger son and his feelings of betrayal all amount to the cruel yet justified act of containing a loo se Caribbean woman in a secluded English manor house.

The Best Way to Review Your Mistakes for the SAT

The Best Way to Review Your Mistakes for the SAT/ACT SAT / ACT Prep Online Guides and Tips What do you do when you've been prepping tirelessly for the SAT, sit down to take a practice test...and then have to face all the questions you missed? Since banging your head against a wall is not very effective, other strategies must be employed. This article lists ways to grapple with missed questions on the SAT, with targeted strategies for students scoring in the 500 and 700 ranges on the SAT (or the 21 and 31 ranges on the ACT). All these tips apply equally to the SAT and the ACT, though for simplicity I'll mostly use the SAT for specific examples in this guide. feature image credit: "Questioned Proposal" by Ethan Lofton, used under CC BY 2.0/ Cropped from original. Reconsidering How You React to Mistakes Getting questions wrong on an SAT practice test or ACT practice test can be anywhere from mildly disappointing to absolutely infuriating. Discovering that you have answered a question incorrectly can trigger any or all of the following impulses: Impulse 1: Focusing on what you did well and ignoring what you did wrong (not helpful). Impulse 2: Disregarding questions you got wrong because they were just "careless mistakes" (not helpful). Impulse 3: Focusing on the fact that you got things wrong and ignoring review in favor of self-loathing (popular among some overachievers, and yet...still not helpful). Reviewing the questions you missed, however, is an extremely important part of test prep. As this article on preparing for the LSAT states, "Reviewing...preptests is the point at which you switch over from merely practice to actually teaching yourself." Strategy: Analyze Your Confidence for Each Question It is not only important that you review missed questions, but that you also review them effectively. A helpful way to do this is by going through the questions you messed up on and sorting them into categories. Many times, questions can be sorted into these general categories: Skipped (guessed randomly on), Guessed (through elimination), and (thought you) Knew. Seeing how many questions you skipped, how many you guessed, and how many you were certain were correct can help to focus your studying. For instance, if the majority of the questions you missed were ones you skipped answering, it's possible that you could be eliminating more answers before guessing on more questions. Alternatively, you might be accidentally skipping over some questions because you're rushing and end up zipping right past them. Once you've sorted the questions you missed into these general categories, make sure to review all of the questions you guessed on, including the ones you answered correctly. Compare these questions with the questions you guessed incorrectly on. Was it just blind luck, a combination of the process of elimination and Pin the Pencil on the Scantron ®? Or is there a difference between the way you approached the guessed questions you got correctly and incorrectly? "140617_FF_CHEAPDEGREE" by Natalie Freitas, used under CC BY-S.A. 2.0/Cropped from original. Pin-the-pencil-on-the-Scantron ®: probably the worst party game. Strategy: Understand the Reason for Missing Each Question Sort the questions by the fundamental reason you missed them. Don't just think, "Well, I got that one wrong." That's not useful in figuring out where you're really making mistakes. I find that nearly all mistakes fall into four categories: Time Issue: You were pressed for time. Question Comprehension Issue: The question was too complicated, you weren't exactly sure what it was asking, or you were tricked by the question. Procedural/Content Issue: You didn't know how to find the answer to the question, or didn't know the material the question covered. Careless Error: A.k.a. careless mistakes, a.k.a. stupid mistakes, a.k.a. the most frustrating mistakes of all. We'll go more deeply into each one. I'll also give you tips on how to prepare, depending on whether you're scoring around a 500/21 level or around a 700/31 level. Mistake Type 1: Time Crunch These are questions where you were pressed for time and couldn't answer the question. This is often the case with skipped or incorrectly guessed questions. Out of all the questions you missed, how many of these "ran out of time" questions are there? If the majority of your missed questions happened because you were running low on time, you may have a time management issue. Do You Have Good Time Management? So how do you know if you have a problem with time management? One way to check is by taking a timed practice test (under realistic conditions). If you run out of time to answer all of the questions, continue answering questions, but mark the questions for which you needed the extra time. Afterwards, you can go back and categorize the questions you needed extra time for and sort them into the remaining three categories of errors. How many questions did you get right with extra time, as compared to questions you answered correctly during test length? If your scaled scores differ by more than either 50 points on any section of the SAT, or by more than 4 points on any section of the ACT, then you have a time management issue. For more information about why time management is so important, look into our article on scoring perfectly on the SAT. If you want more specifics on how to combat time management weaknesses, especially for Reading, definitely check out 10 Strategies for getting a perfect SAT Reading score and how to avoid running out of time on SAT Reading (or ACT Reading). You may notice particular skill weaknesses across all the questions you ran out of time on. Make a note of these: if you know what is wrong, then you can fix it. If there are no commonalities between the questions, you might just be spending too much time on some questions, and you need to improve your fluency with taking the test by following some of our suggested actions. Actions for a 500/21 Scorer: Don't get sucked in- monitor your time on each question. On the SAT, the breakdown of total time allowed for each question (including double-checking!) is as follows: Section Total Questions Total Time (minutes) Approximate Time per Question Reading 52 65 75 seconds Writing and Language 44 35 47 seconds Math (No Calculator) 20 25 75 seconds Math (Calculator) 38 55 86 seconds And here's the breakdown of time per question for the ACT: Section Total Questions Total Time (minutes) Approximate Time per Question English 75 45 36 seconds Math 60 60 60 seconds Reading 40 35 52 seconds Science 40 55 52 seconds You can do the math yourself, if you want the practice! For more information on the SAT and timing, try our expert guide on the SAT's length, or read our equivalent article on the ACT's length here. Do you find that you always run out of time? One of the best strategies for students scoring in the 500 range is to just guess on the hardest questions. In fact, because of the way the SAT is scored, you can actually guess on up to 25% of the multiple choice questions and still get a 600. How do you know which questions are the hardest ones? In Math, the questions at the end of each section are the most difficult. This means that, for instance, in the 20-question Math section, you should completely skip the last 4 questions. Focus the energy you would have spent on those questions on getting the other 16 correct. For more surefire strategies to attain a 600 in SAT Math, read our article on improving your SAT Math score. Reading is a little trickier, since it includes lengthy reading passages, and the questions are not (for the most part) ordered by difficulty. Our blog has more specific information in our post on improving your SAT Reading score, but the basic takeaways are: -When faced with a lengthy passage, read and mark-up the questions first. This way, you will already know the information you should be considering when reading the passage. -Skim the passage on your first read-through. Sometimes, several lines of the passage will not have relevance to any of the following questions, so why spend extra time on a detailed read the first time through? If possible, try finishing the passage in 3 minutes or less. -If you cannot answer a question in 30 seconds or less, guess "B" on it and move on. You won't have points taken off for incorrect answers, so if you guess the same answer choice for every answer you don't know, you should get it right about 25% of the time. Overall, practice can help you get faster at taking the SAT/ACT, and the more high quality practice questions and tests you do and take, the more comfortable you'll be. Actions for a 700/31 Scorer: If you're already scoring in the 700 range, and you know time management is not the issue, chances are you just need to up your speed (whether for one particular type of question or overall). Again, this comes from practice, like endless lay-up drills in basketball or scales on a musical instrument. When I had to learn piano scales as part of the graduation requirements for my Master's program, I started out by seeing what my natural pace was (average of 1 note every 4-5 seconds). I followed this by calculating the difference between that and the target pace (1 note/second) for the exam, then setting incremental goals for myself so that I could create a realistic timeline for learning this new skill and focus my practicing towards that timeline. The same strategy works for test prep. For every section, you should calculate your own time per question. For ACT Math, for example, there are 60 minutes to solve 60 questions. This means an average of 1 minute per question, but the questions at the end will likely take you much longer than 1 minute. This means you might have a goal of 30 seconds per question for questions 1-20, 60 seconds per question for #21-40, and 90 seconds per question for #41-60. The key here is that during the test, if you find yourself spending more than your target time goal, you need to skip that question. You want to avoid getting sucked into wasting time on a question. On these points every question is worth the same point, and at your level every point counts. Therefore, your goal should be to answer as many questions correctly as possible. Mistake Type 2: Question Comprehension SAT questions might need to have one unambiguous answer, but that doesn't mean that they can't trick you with the wording of the question. Oddly, this is especially lethal for those who read quickly, because it can lead you (and by you, I perhaps mean me) to focus on the wrong part of the question. The first time I looked at this question, I read through it too quickly and solved for p, rather than 3p + 2. Always make sure you know what the question is asking before you look at the answers. Often, the SAT will give several incorrect answer choices that each could be correct if you'd misread the question a particular way. "It's a trap!" by anneheathen, used under CC BY 2.0/ Cropped from original. Not all traps are this obvious. Actions for a 500/21 Scorer: In some cases, it can help to write out the information the question provides in simpler form. Take this sample math question: In one semester, Doug and Laura spent a combined 250 hours in the tutoring lab. If Doug spent 40 more hours in the lab than Laura did, how many hours did Laura spend in the lab? Now, write out the information given in the question separately, in your scratch area: Total hours in lab = 250 Laura = x hours Doug = x + 40 hours Solve for x (take that, Doug!) It might seem redundant, but writing out the information separately not only gets it into your brain, but also prevents you from grabbing the wrong number or unit of measure when you go to plug it into your equation or answer. If you're concerned that writing everything out will take too much time, underlining the relevant information in the question can also be useful. Example (underlining mine): Which of the following does the author suggest about the "female goats" mentioned in line 59? A) They secreted antithrombin in their milk after giving birth. B) Some of their kids were not born with the antithrombin gene. C) They were the first animals to receive microinjections. D) Their cells already contained genes usually found in humans. Actions for a 700/31 Scorer: Slow down when reading the question for the first time. Students who leave time to double (or even triple) check their answers sometimes don't bother re-reading the question on their second (or third) time through, which means that if you misread the question the first time, it doesn't matter how many times you double-check your thinking process- you won't be able to correct your mistake. Because of this, re-reading the question is important as well, because it allows you to make sure the question is asking what you think it was asking when you go through it again. Mistake Type 3: Procedural/Content Issue If it is a multiple choice question, identify what type of question it is. For instance, we at PrepScholar have identified the major SAT Reading passage question types as: #1: Big Picture/Main Point #2: Little Picture/Detail #3: Inference #4: Vocabulary in Context #5: Function #6: Author Technique For a breakdown of the SAT Math question types, read our article here. If you want to learn more about the Writing section, try our complete breakdown of SAT grammar rules. Is your problem with how to answer certain types of questions, like Inference questions? Or is the problem knowing the content, like specific grammar rules or trigonometry formulas? Actions for Everyone: For these kinds of missed questions, there are two main steps to take. Step 1: Find a source for lesson material. For content issues, this could be class notes, textbooks on the material, or a test prep book or a complete prep program like PrepScholar. For procedural issues, definitely check out SAT prep books and sites on strategies. Step 2: Practice answering questions, over and over and over (see above regarding lay-ups and scales), reviewing them well. If you follow these two steps, you will be full of well-founded confidence when questions that previously stymied you (whether in terms of how to answer them or what they were asking about) pop up on test day. "consumer confidence" by Chris Karen Highland, used under CC BY-SA 2.0/ Cropped from original. Cape not suggested as part of your test-day apparel. Bonus (or possibly not, depending): You are far less likely to drive your siblings crazy by drilling yourself on practice questions than by drilling yourself on piano arpeggios! Not that I would know from personal experience. Nope. Mistake Type 4: Careless Error My favorite type of mistake- seemingly innocuous, but with a potentially fatal impact. Story time: Once upon a time, during my very sleep-deprived junior year of high school, I added 2 and 2 together to get A) 8 and B) 2. At various points on the SAME CALCULUS TEST. And while yes, I was sleep-deprived, this was not the only factor. Rushing headlong through answer choices (or problem solving, in the case of some math questions) is often the prime culprit for careless mistakes. This is completely understandable, as you are taking a timed test, but ultimately it can be counterproductive if you don't have the appropriate backups in place. Common Careless Errors Here I've broken down some of the most common careless errors by subject area. Reading: Misreading the question, particularly by not noticing words like "except." On practice tests, I would sometimes lose valuable time by trying to choose among answers that seemed to be all correct, only to realize that the question was actually asking for the one that was INcorrect. Math: Solving for the wrong value. I cannot stress enough how annoying it is to finish a practice test and realize you solved for the wrong value (particularly since these are often answer choices). See my previous example of the sort of questions where this can happen particularly easily. Writing and Language: Reading through the question too quickly and choosing "NO CHANGE," particularly with questions at the end of the section. Don't just select "No Change" if the sentence looks right to you- also make sure you can eliminate all three other answer choices. Actions for a 500/21 Scorer: Ask yourself why you made the careless mistakes. Were you feeling pressed for time? Were you actually pressed for time? What can you do in the future to help head this off? Check out our article on top SAT test day tips for some helpful suggestions. Actions for a 700/31 Scorer: Make sure you leave yourself enough time to go back over questions- not just going over your work, but redoing questions (especially those you are unsure of). PrepScholar co-founder Allen Cheng suggests leaving yourself at least 5 minutes to spare in his article on how to get a perfect SAT score. How to Streamline Future Review Okay, you know everything now about what you were doing wrong with your reviewing of missed questions. How can you make it more efficient (and effective) in the future? A few final tips: #1: When going through tests, always mark the questions you think you have a 3/4 or less chance of getting correct. Circling the numbers of the questions works well for me, because you can circle them lightly on your first time through the test, and circle ones you're still unsure of more heavily on your second time through. You'll be able to review everything you were unsure about, even if you ended up getting them right. Knowing you've looked over everything you were unsure about, even if you ended up getting the question correct, will make you more confident you're choosing the right answer in the future, because you will have put in the time. #2: Just like a tooth with a cavity, the best way to get better is to...drill. I have no regrets about this wordplay. I am also 100% serious. Practice may not make perfect, but it does make answering the questions you have trouble with more routine, which in turn can get you closer to perfection. See also my earlier explanation for why you should structure your practice. "Facepalm" by Philipp Boisserà ©e, used under CC BY-ND 2.0. #3: Don't immediately go back and try to re-do missed questions (or if you do, don't let that be the only time you re-do them). It's more helpful to let some time pass in between attempts- a day is usually good enough, but anywhere between few hours or a week can also work, depending on the person- because then you can try it again fresh. #4: Keep a notebook or computer record of questions you got wrong, sorted by subject (Math, Reading, Writing and Language for the SAT, or English, Math, Reading, and Science for the ACT) and question subtype (e.g. big picture vs. little picture questions in Reading). Note for each question why you missed it and how you plan to remedy this in the future (even if the remedy is just "Practice this kind of question until it appears in my dreams, possibly accompanied by piano scales"). Reviewing questions you got wrong is integral to effective test prep. Learning from one's mistakes is not just a saying- it reflects the reality that can help you break through a score ceiling and drastically improve your score on the the SAT or ACT. The trick is to know not just where you are making mistakes, but to practice those same types of questions over and over until you have mastered them. What's Next? What's a good target score you should aim for? Find out in our guides for the SAT and the ACT. Want to score a perfect SAT score or ACT score? A perfect scorer has the advice you need. Read our guide on getting a 1600 on the SAT or getting a 36 on the ACT. Not sure when to start studying? Get advice on how much time you should put into studying for the SATs here. If you want more specifics on how to prepare for each section for the SAT, try our study guides for low scorers (Math, Reading, Writing) or high scorers (Math, Reading, Writing). Looking to review mistakes in your code as well as on your SAT/ACT? Our guide to the JavaScript TypeOf Function explains what TypeOf can tell you and how to use it. Want to improve your SAT score by 160 points or your ACT score by 4 points? Check out our best-in-class online SAT and ACT prep classes. We guarantee your money back if you don't improve your SAT score by 160+ points or your ACT score by 4+ points. Our classes are entirely online, and they're taught by experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Principles of Economics Assignment Example | Topics and Well Written Essays - 1000 words - 2

Principles of Economics - Assignment Example Thus, the price of goods to be sold to them shall be cheaper. Conversely speaking, tourists are less likely to question and be discouraged by imposition of higher prices of goods since they are just visiting the college town. Thus, local residents shall be offered goods and services at lower prices as compared to visitors’ prices of similar goods. Further, locals should be the only ones aware of the pricing difference. They come very often and I am able to make relationships with them brings more revenue to the business. With my price discrimination strategy, I would not only help with the revenue of my business. More importantly, I would also make a profit and gain more customers. 2. Suppose the cable TV industry is currently unregulated. However, due to complaints from consumers that the price of cable TV is too high, the legislature is considering placing a price ceiling on cable TV below the current equilibrium price. If the government does make this price ceiling law, dia gram and explain the effects with supply and demand analysis. If the cable TV company is worried about disgruntling customers, suppose that the company may introduce a different type of programming that is cheaper for the company to provide yet is equally appealing to customers. Explain what would be the effects of this action. - Price Ceiling is actually a government-imposed limit on the price charged for a product in a particular industry. Governments usually require price ceiling to protect consumers from conditions that could make necessary commodities impossible. However, a price ceiling can cause troubles if imposed for a long period without any controlled rationing. Price ceilings can generate negative results when the correct solution would have been to increase supply. In the example given, the price ceiling has a considerable impact on the market. Cable TV Company finds that it cannot charge what it had been before the imposition of price ceiling. This may result TV Cable Company to drop out of the market. The consequence will be a reduced supply. Meanwhile, customers and/or consumers suddenly find they can now buy the product for less, so quantity demanded increases. These two events results in the quantity demanded which may exceed the quantity supplied. This may cause a shortage unless rationing or other consumption controls are imposed. 3. Consider a perfectly competitive market. Analyze and explain in detail using graphical tools to show what you expect to happen to the number of firms and firm profitability in the short run and long run a) if demand for the product falls and b) if demand for the product rises. - A perfect competitive market is filled with buyers and sellers so nothing can affect the market price. If the demand of the product falls it is tolerable because the firm does not pick the price, the firm just chooses how much to make at the given market price. The firm does not lose anything. If the demand for the product increases the n the firm benefits of course and the price is not changed. There is no need to cut the price to sell more because the firm picks the amount they are willing to sell; if the price is increased buyers will fall off. Â   4. Discuss why some long-run average cost curves are steeper on the downward side than others. Discuss fully. - Long run average cost curves show the economies and diseconomies of scale of a specific firm. So when a firm gets