Cultural Issues in Middle School Essay

Middle school is one of the most difficult situations of transition. Middle schoolers are awkward, hard to deal with and confused. They aren’t children but certainly not adults. They are egocentric to say the least and have little concern for the consequences of their actions. Yet, they are also one of the best ages to work with, if one is willing to try to understand their difficult lives. The culture in middle school can be broken down as such: sexuality, intellect, and social status. Sexually, these students have to deal with their changing bodies and feelings. They also have to try to understand how these feelings and changes fit in appropriately within the community. This is the area they are most sensitive toward. Intellectually, students have to decide if being â€Å"smart† is something they are willing to do. In some environments, being smart is cool, so those students who are gifted have no trouble fitting in. In other schools, these students are outcasts. When it is not cool to be smart, many students have a hard decision to make. If they show their gifts, they may sacrifice social standing. When it is cool, the struggling students feel even more left out and troubled. At times, these students may even act dumber to try to hide how much they truly struggle. Social status varies with each school environment. Wealth, possessions, address, family legacy and athletic ability are all indicators of success. Middle school is a contest and students are constantly scrutinizing each other to see who will win, popularity being the prize, of course. There are leaders and followers; the status symbols then change as the leaders themselves change. Whether it is the newest clothing label, shoe or track star, the culture of middle school is dominated by judgment. Evaluation The Illuminative Model of Evaluation rests its assessment on process. It appraises based on qualitative analysis of a situation in order to understand its initiation as clearly as its conclusion. Thus, in order to evaluate a situation, one must observe the effects of the process not simply look at data. The following tools of assessment are based upon that model and are applied to the curriculum overall. Several lessons will be used that typify the learning environment created within the classroom. Evaluation One: How does this lesson provide skills that work outside the testing environment? To evaluate this lesson, the calendar of lessons was assessed. Questions were asked such as, how do the lessons flow and what overall messages are the students receiving? Can they define, find and apply the concepts discussed in class? Upon reviewing the lessons, they seem to present isolated concepts. The entire unit is research process and narrative writing techniques which are two genres and should be taught separately. These lessons are trying to do way too much too fast. Middle school students are more successful when you break the process down and connect it to real world reasons for completing the work. If they would’ve started with day five, â€Å"reading the memoir,† then they could use the text to help define and find the language. Once they can do that, then they can apply the concepts such as writing dialogue, good word choice and using sensory language. The lesson plans as they are, present interesting skill sets but they aren’t connected to the question of, how do I apply this to reading and writing outside school. These skills might help them pass a test, but if you ask them to write dialogue, they will not know how. The non-fiction author board is a great idea but is not developed. They are completing tasks that have a function. This project should be enhanced by having students read Georgia authors and doing actual research and a research project on their author. This schedule needs to be totally revamped in order to serve the real world needs of the students. Evaluation Two: Does this lesson connect to a home environment? As is, there is no connection with the home environment. This will lessen the importance of the work and disconnect the families from what the students are learning. To enhance the process, when having the students write narratives, why not have them collect narratives from family members? This validates the home environment while creating an interest in the school environment at home. For the research section, they could research their family tree or conduct a survey at home regarding their family’s favorite authors. The greater the involvement from the home, the greater opportunity to work with the family for the student’s well being. Evaluation Three: What purpose does technology serve? This also needs improvement. There is no use of technology which works against evaluative point number one. In the larger society, students must be technologically literate. Students should research using the internet, present their projects via power point, and utilize online oral history collections to hear memoirs. Computers should not only be used to type in language arts but should be used as a tool for diversification of learning styles and presentation methods. Conclusion Overall, the learning process in this curriculum model needs to be improved. The questions of evaluation, based on the Illuminative Model, show that the process is flawed. Although there are many interesting lessons, they don’t flow together to teach an entire concept that can be applied to a real world learning situation. The terms need to be taught as part of an entire concept. Students can then define, find and apply what they have learned rather than simply be occupied for a 45 minute block of time. According to this model, students are more successful when the process is improved. The product should be the last point of evaluation rather than the first.

As You Show Sow U Ripe

This proverb has great significance in every day life. It means as the action is, so is the result. A good action has a good result, and an evil action has a bad result. A result is the natural fruit of man's action. Happiness or misery in life depends upon the deeds of man and neither any accident, nor a mischance is responsible for our troubles. Grapes cannot be gathered from thorny bushes. If you sow wheat, what harvest you can expect. It is thus the man who is responsible for his failure. In the golden period of youth, if you sow the seeds of idleness, bad habits, you will reap nothing, but misery, hardship and humiliation: but if you sow the seeds of industry, patience, strong will, life will be bright and fruitful. The actions of man shape his life to come. So everybody must beware that he builds his future life in the right way. So let our field of life be strew with the seeds of virtue and good deeds, so that we may reap a rich harvest of happiness here and here after. As you sow so shall you reap’ is a proverb which means that actions or deeds of a person repay him/her in kind. Origin of the proverb is traced to the Bible, Galations VI (King James Version): Whatsoever a man soweth, that shall he also reap. To understand the proverb better, one has to know the meanings of terms used in the proverb and relevance of such words with the actions and results. Seeds are the grains of a crop harvested at the maturity of the crop. These seeds are sown in the field to multiply them through reproduction. If seeds are healthy, these will produce healthy plants and they will produce a good crop. Contrary to this, if one sows weak and diseased seeds, there are chances that plants emerging from these seeds will be weak and diseased as well. Our actions and deeds are alike seeds. If one sows seeds of grasses, one shall harvest the crop of grass and not a cereal crop like wheat or rice. He has to sow seeds of wheat or rice to harvest the grain or cereal crop. Law of the Karma stipulates if a person is spreading happiness through charity and kind it means he is sowing the seeds of happiness that will produce the fruits of happiness. This simply means that good things happen to those who do good work and bad things happen to people who indulge in doing bad things always in their lives. You can read here a very interesting story of a rich and beggar who were destined to heaven and hell as per their deeds after their death. I read a good article wherein author disagrees with the popular saying. Author visited an old age home and found several old people suffering physically and emotionally. These people kept themselves busy for earning and caring for their children, they got neglected by the children and even tortured to such an extent that they have to take shelter in old age home. This is true that this is the story of betrayal by their own children but they are themselves responsible for their fate. In most of the cases, these people were busy. This is a proverb from the bible. Man is responsible for the effect of his actions. If the action is based on goodness, it will churn out only goodness in the long run. If the action has been evil, the outcome also tends to be evil. The Holy Gita and Koran also emphasize the same. Goodness is the child of good deeds and misfortune and calamities are the children of evil. If we do good, even if it doesn’t yield proper results immediately we can certainly expect goodness out of it in the future. This wants us to check our actions whenever they tend to be evil or harmful to others. Besides, good deeds endow us with a clear conscience thus making our lives smooth and cheerful. In short goodness will always bear goodness in our life. As you sow, so shall you reap† As the saying goes, â€Å"As you sow, so shall you reap,† we will be rewarded or punished according to the good or bad deeds that we do. We all know that we cannot escape from the law of nature. Sowing and reaping, are part and parcel of the law of nature. If we sow good seeds in our lives , we will get good results. However, the reverse will happen if we decide to take the wrong way. To study or work honestly, and diligently is one way to sow good seeds. In order to get good results, we need to work really hard. We must not be lazy and must not have the spirit of procrastination, because when you procrastinate, you will not finish the work that you are supposed to finish on time. We also need to be and have the spirit of honesty and diligence. When you do all these things correctly, you will succeed in your work. You will get good results which will make you and the people around you happy. You will also live a good life in the future. Sowing and reaping are not only for the students, but also for working people. There are many of them who have succeeded and there are many people who have failed. Those people who have succeeded in their work, excelled in their studies when they were younger. Those people who failed to succeed simply sowed bad seeds when they were younger. For example, nowadays teenagers take drugs, and when they take drugs, hundreds of cells will die and they will feel very weak. This will lead to a chain of negative events. If they are weak, they cannot concentrate on their studies. In no time, they will soon reach a working age but, the rude awakening is that they will find that no job awaits them except for menial jobs.

Guns Germs and Steel Essay

Yali asked the question of â€Å"why is it that you white people developed so much cargo and brought it to New Guinea, but we black people had so little cargo of our own?† (Diamond 14) In other words, he is asking â€Å"what is the factor between our people and ours that causes human development to proceed at different rates?† (Diamond 16) What Yali is really asking though, is, what is this mysterious factor? According to Diamond, the basis for development is the environment around us including the resources and the native people of New Guinea don’t live in an area where a chance is provided for them to take advantage of. The natural resources are just enough for them to get by. This is why the people of New Guinea produce so little â€Å"cargo† of their own. Pizarro’s capture of Atahuallpa and destruction of the Incas made the Europeans realize what power they head, and what they could do to the rest of the world. They easily wiped out the Inca’s of 80,000 with 168 men. From the Battle of Cajamarca, Pizzaro came back to Charles I saying that Europe had the power to conquer the Americas. There were reasons Pizarro and the Europeans could conquer the Americas†¦ They had better warfare than the Incas. Pizarro’s men had armor rode horseback and used steel compared to their wooden weapons. Eurasia happened to have an abundance of edible material because of the right environment leading to the domestication of plants and animals led the people to settle down in one place instead of being nomads. When people started to settle down and bring the food to them, they started to have a surplus which led for the people to have extra jobs and it started to also support a higher population while allowing women to have more children contributing to job specialization. These specialists were not devoted to farmers or food producers but varied to priests, blacksmiths etc. Permanent agriculture societies were able to from with the food surpluses leading to empires. Some of the reason that people began to settle down and farm are because at the time many wild foods began to decrease due to hunters and gatherers killing off too many large animals leaving life unsustainable. More wild plants that could be domesticated became available at the time. Technological advances allowe3d people to harvest and store greater amounts of food that they cultivated. Human populations rose it’s not clear how much it caused food production and how much food production caused it but researchers believe there’s a connection. As populations rose, they needed to have better food supplies and started farming. The farm societies were able to drive out neighboring hunter-gatherers. A continent with long east-west axis like (Eurasia) has an advantage over continents with long north-south axes (like Africa and the Americas). The reasons it does have to do with crops and longitude. In general similar crops can grow at similar longitudes. In other words a cropped that developed in one place can be spread east to west (or west to east) but less likely to spread north and south. Epidemic diseases developed among the societies that had been farming the longest. These were Eurasian societies. Societies in the Americas, Australia, and other places had not been farming as long and lacked epidemic diseases. When Europeans came in contact with Native Americans, for example, European epidemic diseases killed huge percentages of the Native Americans. This helped the Europeans conquer and the conquest made them richer and more powerful. Therefore germs help to answer Yali’s question. The societies that did independently invent writing were those with complex hierarchie s and sophisticated systems of food production. Writing was needed for politics and was generally learned by bureaucrats who had the comfort of available time and energy. As food was available to them, they had no need to hunt and gather for themselves. Since their basic needs were being met, they could focus on a higher level of existence and communication. There are two conditions in which technology may develop. The first is â€Å"mother necessity ideology† which is when a society needs something to make things easier they invent it. Technology differed from place to place because there were more people to invent and better diffusion to spread the invention. The opposite happened in the Americas because there were less people and a slower diffusion rate. Also different cultures had different ideas for change. The only way that society can emerge is through food. Such developments include jobs, such as the chief and the beginnings of government. The institutions of society changed over time based on how organized they were. They evolved based around various factors like war and other societies. They are related by diffusion. Whenever a state is conquered by another state they enforce use of their technology or exploit it. States are going to develop weapons, troops, and religion in order to make the state survive. They develop in response to need of their population size. They use these agents of conquest to become larger and to conquer other societies; and for that they need guns, germs, and steel. What Diamond is saying is that he thinks that people really should not think that history is so much different from the sciences. He is saying that the study of history can be pretty â€Å"scientific† if it is done correctly (and that some sciences are not as precise as things like chemistry). Diamond is trying to argue that historians should use what he calls â€Å"natural experiments.† He thinks that there are many â€Å"experiments† where there are two or more places that are pretty similar in many ways but which then turned out differently (like his experiment in Chapter 2). He argues that historians can use these — they can look at what was different and what was similar and how the differences led to the differences in the outcomes. Guns, Germs, and Steel Book Review I think Diamond’s central intent of writing the book is to explain how varying societies become dominate, and how certain others can become dominated. By looking at environmental conditions that caused the disparities that lead to certain societies developing guns, germs, and steel, including other technology, and forming a government necessary for conquest. He introduced the book with Yali’s question â€Å"Why is it that you white people developed so much cargo and brought it to New Guinea, but we black people has so little cargo of our own?† This question used a scientific/geographic background, and set his intent is to answer the question or inform how to answer the question. He also tries to analyze the causes of the expansion of civilizations’ in some parts of the world, since all people are physically the same what could cause some to be successful and others to die? He used archaeological and historical case studies and evidence from genetics and linguistics, he argued that technological and gaps in power are not caused by race or culture differences but by environmental differences, He used the idea of the axis as one saying that Eurasia had an east to west (or west to east) therefore having an advantage over Africa or the Americas for instance, because crops could grow at the same longitude but it was more difficult as they went north and south. Also when cultural or genetic differences have favored Eurasians like for example written language or resistance to epidemic diseases he says these advantages occurred because of the influence and geography on societies and cultures and were not inherited as genes from Eurasian ancestors. Diamond’s book argues that the differences in progress for different societies around the world do not result from one group being smarter or more resourceful than another. Rather, he focuses on the impact of geography — whether food and other key items were plentiful, whether and how disease spread, and how these developments led to different levels of industrialization, and wealth The book â€Å"Guns, Germs, and Steel† was very well written in the sense that Diamond had a question in which was the foundation of the book, he throughout the book acquired evidence and explanations and ideas of how to answer the question. The book had evidence to back it up by explaining how Eurasia had a better opportunity being west to east meaning they had better crop farming. Which led to a growing civilization and soon conquest. The book wasn’t exactly dull or boring but it wasn’t exciting or entertaining either. It was like any other history book it asked a question, then went on to the point. There was an explanation of the main topic which was Yali’s question and evidence that dealt with answering the question. From beginning to end, Diamond stre sses that he realizes that efforts to compare societies have frequently been used by racists or nationalists to belittle groups or justify mistreatment of them. He argues that his analysis is in fact anti-racism at work because it shows that the white people who enjoy the comforts of modern life are ultimately luckier than, not more deserving than, people in impoverished nations.

Contemporary challenges facing nurses in the provision for older Essay

Contemporary challenges facing nurses in the provision for older adults in Australia - Essay Example These findings identify a concern that the care delivery system has moved away from a patient-centred model of care towards one that focuses increasingly less on the patient and more on the needs of the system. The reality that health care organisations in Australia are not always delivering health care to elder patients and their families that emphasises their individual needs, desires and circumstances represents contemporary challenge for healthcare professionals and nursing personnel. The health care delivery method known as â€Å"patient-centred care† is now recognised as the mechanism most likely to improve quality of care and the health status of elder patients. This quality focus on the delivery of patient-centred care recognises the contribution of patient and family experiences in care delivery processes (Epstein et al, 2005). This approach includes an appreciation of interpersonal processes or the relationship development aspects of care as essential and pivotal requirements for the delivery of high quality health care. This particular â€Å"patient-centred† perspective for care delivery has become the leading policy directive for improving quality (Davis, Schoenba um & Audet, 2005). At the point of service and service delivery, nurses are uniquely positioned to deliver patient-centred care for Australia ageing population. Although no single definition of patient-centred care is commonly acknowledged, typical dimensions of patient-centred care include health care activities that encompass the qualities of caring, compassion, and responsiveness to the needs of the individual human (Healthissuescentre, 2010). Effective patient-centred care has been shown to be influenced by organisational factors such as characteristics of the work environment and nurses’ job satisfaction. In studies comparing patient-centred care

Ethics Awareness Paper Essay Example | Topics and Well Written Essays - 750 words

Ethics Awareness Paper - Essay Example According to the Ethics Awareness Test I had taken, my ethical perspective is based on what is good to be, the virtues and characters of an individual as opposed to what is good to do, i.e. the actions of individuals when faced in circumstances where they are forced to make a choice. In this paper, I will apply the results of this Inventory Test to my personal and professional development and thus explain how my experience in Education has contributed to the development on how I think ethically. I will also address the use of ethics in decision making and discuss potential conflicts that will arise in situations where people have different ethical perspectives compared to mine. According to the test, my ethical perspective is based on the obligation of an individual on what is morally good to be. In my professional and personal life, the results of this test indicated that I will most definitely look at the person’s actions and character to determine the intention of the said individual. For instance, as a law enforcement officer, while investigating a crime, I will first look at the character of the suspect and later on come up with a conclusion of the intentions of his actions. The test supports the idea that I look beyond actions to determine an individual’s character; uprightness and integrity are the key elements of my analysis. For instance as an interrogation officer within the police department, I may face difficult circumstances that will warrant me to make a choice. For example, while conducting interrogation on a bank robbery suspect, the robber confesses to me where he hid his loot but offers to pay me a substantial amount of money if I sit on his confession and let him go. My actions at such a scenario will depend on my character. My character will determine if I follow the Codes and Ethics of Law enforcement officers and use this confession to facilitate his prosecution (Corey and Callanan, 1998). I will be unable to act morally and in accordance with the codes and conduct of Law Enforcement agencies if I do not possess the character of honesty and Integrity. My ethical thinking and view are greatly shaped with my education experience. My experience in Studies on Criminal Justice Administration has changed my ethical view point from focusing on my selfish interests without looking at what my actions could lead to in the enforcement of the law. Before attending my studies on Criminal Justice Procedures, I thought of my own interests and did not have a clear picture on what results my actions have in the criminal justice system and the society at large (Campbell and Pfister, 2002). However, I have learnt that these elements - honesty, integrity and the urge to do right; significantly affect one’s ethical views besides building their characters. My ability to make decisions is based on my perspectives of ethics. For instance, some things might appear to be good but in reality they are not. Based on this, I am an individual who will examine facts about a particular situation or event, analyzing the characters of individuals involved in relation to their actions at the same time looking at what the impact of my decision will be to the criminal justice system and society. Based on the test, I have realized that people have their own ethical perspectives, beliefs and behaviors that they strictly adhere to. As an individual, I respect their views and behaviors with a condition that they do

Why have Turkey's leaders found it hard to accomodate the aspirations Essay

Why have Turkey's leaders found it hard to accomodate the aspirations of many of the Kurdish population. Has there been Significant development on this since 1970 - Essay Example e development of a reasonable solution.1 This essay tries to determine the reason Turkey’s leaders found it hard to accommodate the aspirations of many of the Kurdish population. This essay argues that the strong nationalist tendencies within Turkey are the primary reason for the failure to resolve the Kurdish issue. The analysis looks at the development in Turkish-Kurdish relations since the 1970s. Without successfully resolving the Kurdish issue Turkey will continuously fail in its attempt to become a full member of the European Union (EU). Turkey will be forced to change its oppressive ideological foundations, and may fail to realise its full economic capability. But specifically, the country will continue to be engaged in its undying commitment to secure the nation. The capacity of Turkey’s leaders to resolve the Kurdish conflict has been impeded by too much politicisation that viewed the Kurdistan Workers’ Party (PKK) as a persistent hazard to the country. The Kurdish conflict aggravates the progressing inflation in Turkey and is the primary root of human rights abuses, and the greatest threat to the Turkey-EU relationship. In spite of the forceful Turkish military attempt and several substantial achievements in dealing with the PKK rebellion, the struggle continues. Turkey’s leaders realised that the European political system had been evolving. Thus, they understood the need to reform the country’s political structure to align it with the emerging European political system. In short, they know that the successful conclusion of the customs union relied on Turkey’s success in the arena of human rights, parliamentary democracy, and the Kurdish question.2 Thus, Turkey carried out definite reforms to abolish several anti-democratic policies, which had been established by the military regime. Furthermore, several reforms were instigated so as to advance the country’s human rights condition and to find a solution to the Kurdish issue. More

Using Archaeological evidence, explain how chaging practices in the Essay

Using Archaeological evidence, explain how chaging practices in the treatment of the dead illuminates our wider understanding of the Neolithic period - Essay Example The mortuary practices during the Neolithic period in Britain (4000-2500 BC), provides evidence for the underlying complex sociology. Not only do they signify the role of the dead, but also throw light on other aspects of this age. The following are some of them. The arrival of the Beaker Folk The most significant cultural shift in the Neolithic period is associated with the change in burial practice from communal to single tombs. This sudden change could only be explained by the arrival in Britain of new people, who are now referred as â€Å"Beaker Folk†. They brought from the Mediterranean a new religion and gradually incorporated it into the existing western European culture. Further evidence for this migration is provided by the remarkably different pots that are found in Neolithic monuments. This large-scale change in material culture, especially the pottery styles in chambered tombs can only be explained as a result of population movement. (Thomas, 2000) Towards the end of the Neolithic period the British societies were involved in agriculture. These agricultural communities expressed their ownership of land through chambered tombs and earthen barrows, which were used as territorial demarcations. These communities later evolved to form chief-doms. As they became more internally ranked and their chiefs became increasingly successful in redistributing the surplus of agricultural production, they would turn away from communal expressions of identity in monumental form and adopt styles of burial which emphasized their individual prestige. (Thomas, 2000) Another aspect of the society is the authority exercised by the elites. This they wielded through possession of copper and bronze objects, which were displayed in public as symbols of power and also buried as grave goods. (Cummings, 2002) These graves may contain artifacts, but rather than symbols of prestige sacrificed in order

The Future of Policing in America Essay Example | Topics and Well Written Essays - 750 words

The Future of Policing in America - Essay Example By way of example, the rate of kids joining gangs has increased. Where Hispanic and Asian girls were once satisfied being the girlfriend of a gang member, now they are starting their own gangs. (Felton, 2008) Additionally, as technology becomes more sophisticated, so does the crimes associated with it. Thus, it can reasonably inferred that with an increase in technology, will come an increase in crime. There are various forms of police technology constantly being developed. The Moller M400 Skycar is perhaps the most impressive. With FAA certification expected before 2009, according to Moller International (n.d.), the first deliveries are expected to take place shortly thereafter. As with all new technologies, the first units will not be cheap. The first 500 production models are currently listed between $1,000,000, and $500,000 depending on the delivery position. After that, if production continues and accelerates, Moller is currently estimating that the M400 will sell for between $50,000 and $80,000. This is far cheaper than current private airplanes, and with much improved performance and safety. But, it has been a long time in coming. With the US military currently interested in its development, a successful production vehicle is viable in the near future. Harman (2000). The information contained in Electronic Crime Scene Investigation-A Guide for First Responders (available free of charge and downloadable from the Department of Justice) helps line cops solve crimes that are computer related. Step by step it explains the basic workings of the computer and provides the names of the various parts that make it work. It does not try to go into the technical aspects of this medium, but keeps it simple for the layman to understand. Not only does it talk about just computers, but really as the title suggests, anything that deals with electronic communication. Criminals are certainly using pagers, cell phones, cordless phones, answering machines, digital cameras and the like to commit there criminal acts. Clearly the whole range of electronic communication and information storing, has got to be looked at by law enforcement as a method that can be used by criminals, to exploit as a tool to victimize. The book explains and identifies the various parts of the computer that should be identified by law enforcement as possible evidence of various electronic criminal acts. The Central Processing Unit, keyboard, mouse and monitor are but a few of the main components of the computer that must be identified by law enforcement officers when engaged in the preliminary investigation of electronic crime. Modems, speakers, fax machines and printers are also additional pieces of equipment that must be identified. The fact that most of these electronic devices have the ability to store information must be part of the knowledge that the preliminary crime scene responder possesses. How to access that information has got to be one of the most important aspects of the investigation. Moreover, knowing that you do not have the expertise to access the information is critical.What role will technology play in crime scene

Poadcast Essay Example | Topics and Well Written Essays - 500 words

Poadcast - Essay Example Smith indicates that his organization is currently working in Honduras and has established a number of sustainable treatment facilities to aid the people in receiving drinking water. Smith indicates that the project originally began as an idea between himself and a Cornell professor. The technology itself is a community scale drinking water treatment plant. The plant, developed through community input, functions to provide clean water for a variety of functions, such as cleaning, drinking, and bathing. The cleansing process starts with coagulation, sedimentation, and disinfection through chlorine. The materials used in the process are all available locally. Smith notes that the program has been working in Honduras since 2006. He believes that technology will have continued potential, as long as the implementation of the project pays enough attention to the educational and operational costs. Indeed, he recognizes that a primary consideration is that the individual community members ar e educated about the technology. In terms of costs Smith notes that the costs are contingent with the size of the operation. For a small-scale community it costs $50,000, for a larger scale community it costs $150,000. In terms of future goals, the team notes that they hope to expand to future regions. Specifically, Nicaragua and El Salvador are areas that are going to be targeted next. One of the most pervasive considerations is the geographical terrain. Additionally, cultural institutions are an important input element, as the team must work directly with government or community leaders as a means of instituting these programs. Although the Aqua Clara project has seemingly achieved a mode of success, there seems to be a number of issues that must be more thoroughly considered. Perhaps most centrally is the organization’s approach to the social and political spectrum. One considers that the organization has

Research In Motion Analysis Paper Example | Topics and Well Written Essays - 1750 words

In Motion Analysis - Research Paper Example Security officials say the inability to monitor BlackBerry traffic undermines efforts to protect national security. RIM has so far said it cannot unscramble data of its enterprise customers because it does not possess the keys needed to do so. After several meetings, RIM proposed it could share the IP address of BlackBerry Enterprise Servers, and the PIN and IMEI numbers of BlackBerry mobiles. India says that is not enough because it doesn't provide access to mails (FACTBOX - Problems BlackBerry services face in India, 2010) The proposed solutions by RIM for solving the security related problems while using blackberry phones in India has not been solved fully yet. RIM is trying to convince the Indian authorities with the help of some simple modifications in its existing technologies rather than going for a complete change. Indian authorities on the other hand are not ready to accept RIM’s offers. It should be noted that other mobile phone companies are ready to obey whatever t he security measures suggested by the Indian authorities and therefore India do not want to accept the offers of RIM. RIM should realize that the necessity to market blackberry pones in India is theirs rather than India’s. No country will sacrifice their security measures for introducing a foreign mobile phone in its territory. â€Å"Research In Motion (RIM) founder Mike Lazaridis ordered a BBC reporter to end an interview after he was asked about his problems with India and Middle Eastern countries over security issues† (BlackBerry chief ends BBC interview after India query, 2011). It is evident from the above example that RIM is not ready to accept its mistakes and dealing the issues emotionally rather than... Even though the growth opportunities for Rim are not so good at present, it can still regain its supremacy if concentrate more on changing some of its traditional business concepts. As mentioned earlier, RIM should be ready to modify its technologies to suit the needs of Asian markets, instead of keeping an adamant attitude with respect to technology changes. It should be noted that mobile phone market is facing stiff challenges at present because of the ongoing recession. Asia is the only region which escaped with fewer injuries in this recession period. So, RIM should shift attention more towards Asian market. Google and Apple are some of the companies which are raising stiff challenges to RIM. Apple is currently the second biggest and most valuable technology company in the world and therefore their products are always accepted with both hands by the customers. The case of Google is also not an exception. â€Å"Cheaper Google phones are making inroads in Latin America, Asia and E urope, threatening the popularity of Black-Berry models such as the Curve†. In short, RIM needs a revolutionary product now to compete effectively with the products of competitors. It should be noted that Apple grabbed the smartphone market because of their innovative iPhone series products. iPhone 5 is about to enter the global markets. Same way, Samsung is going to introduce the 3d version of its revolutionary Galaxy S2 product series.

Historical document analysis Essay Example | Topics and Well Written Essays - 750 words

Historical document analysis - Essay Example e for lower taxes and so on, during the great deal people espoused an increased role of government, which could act to ensure the welfare of less fortunate people, serve as a safety net, regulate the rules of the economic game, and ensure that everyone could live a life of dignity and have a chance at happiness. This week’s readings demonstrate that the dynamics of today’s recession have been fundamentally a part of American politics for almost a century. Though all three documents show some degree of recognition that the previous function of the American economy had become untenable, and that some new actions must take place to protect the poor and those with less control over their economic destiny, they also show a repeating, recognizable pattern that has continued to this day – a left which elected a president on the hopes of broadly redistributing wealth, a president that had to back off of his initial promise for pragmatic reasons and thus anger his own con stituents, and a right outraged by the entire process, glumly acknowledging that perhaps a social safety net was necessary, but calling any real redistribution of wealth socialism and anti-American. One of the most remarkable things upon reading these three texts is the fact that Roosevelt, even while still simply campaigning for president rather than actually being president, seemed very conscious of his place in history, and of the requirements of pragmatism that holding the presidency would entail. Instead of opening his speech with the kind of emotional call to action that can be so common in election year campaigning, Roosevelt opens with a somewhat dry recitation of presidential history, invoking Jefferson’s famous duel with Maddison over the role of the government (165). So even before becoming president, Roosevelt was conscious of the way history might view him and his actions, and was conscious of the pragmatic demands of his office. This led to his criticism of the financial system,

Good Versus Evil Essay Example for Free

Good Versus Evil Essay Good versus Evil At first, it appears that the definitions of good and evil are straightforward. According to the New Oxford American Dictionary, good is defined as â€Å"that which is morally right; righteousness†; evil is defined as â€Å"profoundly immoral and malevolent. † For centuries there has been an argument among many philosophers on the belief of â€Å"good versus evil† and whether it really exists. Some argue that human beings are the perpetrators of evil. Others argue that the world is not a bad place and that evil and suffering is, in fact, necessary. Throughout the novel, Frankenstein by Mary Shelley, there is a clear struggle involving good and evil. The reader is introduced to the protagonist and narrator, Victor Frankenstein, at the beginning of the novel. Victor, a family oriented man, becomes very interested in the modern science world and later on believes that he has discovered the â€Å"secret of life. † With this discovery he goes on to create a monster, who remains without a name throughout the whole novel. At first glance it appears that the monster did everything in his power to prevent Victor from having the happy life that he longed for. Mary Shelley purposely chose Victor Frankenstein to be the narrator of this story. Readers only get the story from his point of view. Frankenstein plays on the emotions of the readers, therefore anything he is feeling, readers feel the same way. He is seen as this helpless man who has been through so much in such a short life, and all because he was being terrorized by this heinous creature. â€Å"I entered the room where the corpse lay, and was led up to the coffin The trial, the presence of the magistrate and witnesses, passed like a dream from my memory, when I saw the lifeless form of Henry Clerval stretched before me. I gasped for breath; and, throwing myself on the body I exclaimed, ‘Have my murderous machinations deprived you also, my dearest Henry, of life? Two I have already destroyed; other victims await their destiny: but you, Clerval, my friend, my benefactor’† (122). However, readers do get a glimpse in to how the monster feels and the struggles that he comes across. â€Å" She continued her course along the precipitous sides of the river, when suddenly her foot slipped; and she fell into the rapid stream. I rushed from my hiding place, and, with extreme labour from the force of the current, saved her, and dragged her to shore I was suddenly interrupted by the approach of a rustic On seeing me, he darted towards me, and, tearing the girl from my arms, hastened towards the deeper parts of the wood he aimed a gun, which he carried, at my body, and fired. I sunk to the ground, and my injurer, with increased swiftness, escaped into the wood† (95). Mary Shelley’s anecdote of a struggle between good versus evil makes the reader constantly redefine who is truly the good one, and who is evil. At the end of the novel, the reader discovers that it is really Victor Frankenstein that is the evil one. He manipulated the readers thoughts and feelings by leading them to believe that he was the good one, that he was being tormented by this evil beast. In reality, this is how the story really goes: Frankenstein was the creator of this â€Å"beast. † Frankenstein abandoned the beast and treated it as if it were too wretched to be loved. Frankenstein, knowing how the beast felt and what he was capable of, continued to ignore the monster’s requests for a companion. Frankenstein knew that the beast would take away all of his loved ones until he got what he wanted. Victor manipulated this monster in to doing his dirty work for him. Mary Shelley displays this battle between good and evil very well. Candide, written by Voltaire, is a satire which pokes fun at a number of Enlightenment philosophies. The protagonist, Candide, is a good-hearted but naive young man. His mentor, Pangloss, is described as a teacher of â€Å"metaphysico-theologo-cosmolonigology† who believes that this is â€Å"the best of all possible worlds. † This belief, which is argued by Leibniz, is the main reason why Voltaire is satirizing his play. Pangloss is an optimist, and believes that no matter what happens, this is the greatest life anyone can live because the good will always be the case. Voltaire mocks the idea that good prevails over evil because he believes that human beings perpetrate evil. He believes that evil does, in fact, exist and ignoring that existence is wrong and dangerous. Other philosophers such as Leibniz believe that the existence of any evil in the world would have to mean that God is either not good or not omnipotent, and that idea could not possibly be true. With this reasoning, philosophers such as Leibniz believe that since God is indeed perfect, then the world that he has created can be viewed as no less than perfect as well. All the â€Å"evil† or â€Å"bad† that people claim exists in the world is only because they do not understand what God’s ultimate plan is. Voltaire strongly disagrees with this idea, as it is evident in his novel. He does not accept the idea that a perfect God exists, maybe a God does not even exist. To prove his point, Voltaire uses a great deal of exaggeration; the biggest optimists in the world, Candide and Pangloss, go through a series of hardships and horrors. These woes do not serve any apparent purpose but to attack this belief that this is â€Å"the best of all possible worlds. † A perfect example is when Pangloss tells Candide that he is dying because of syphilis. In chapter four, Candide cries, â€Å"O sage Pangloss what a strange genealogy is this! Is not the devil the root of it? † Pangloss simply replies, â€Å"Not at all, it was a thing unavoidable, a necessary ingredient in the best of worlds; for if Columbus had not caught in an island in America this disease, which contaminates the source of generation, and frequently impedes propagation itself, and is evidently opposed to the great end of nature, we should have neither chocolate nor cochineal. † This part of the novel makes the reader laugh because chocolate is not the result of syphilis; they are in, no way, related. Voltaire then adds more intelligent and rational characters into the story, such as the old woman, who have more pessimistic views about how the world works. By the end of the novel, Pangloss finally admits that maybe this is not â€Å"the best of all possible worlds. † Shelley, Voltaire, and Leibniz all touched on the subject of good versus evil. Voltaire and Leibniz had opposing views on how the world really works. Maybe there is a bigger plan, but evil does exist and evil is created by all of us. Shelley definitely showed how humans can truly be evil. No matter what, there will always be a battle between good versus evil.

Demarcation Of Science And Pseudo Science Philosophy Essay

Demarcation Of Science And Pseudo Science Philosophy Essay introduction Please give a short summary of all three articles [1-3] taken together as a discussion of the difference between science and pseudo-science in general, and particularly astrology as example pseudo-science. The pseudoscience comes from a Greek prefix pseudo which means false. Pseudoscience pretends to believe in practice of methods which are not scientifically proven but appears with high probability. Pseudoscience obligation on some figures and facts are not appropriate evidence, proofs and practical tests. Science is making life of people easy and eliminates sophistication. Some people with little knowledge of science try to convince their idea without proper scientific methods in scientific domain. The following are some characteristics of pseudoscience Use of vague, exaggerated or untestable claims Over-reliance on confirmation rather than refutation Lack of openness to testing by other experts Absence of progress Personalization of issues Use of misleading language Astrology pretends to justify their work to scientist, astrologer and clients. Experiments of astrologers never be predicted and what kind of facts they will accept. Astrology tends to rely on client satisfaction arguing that if their clients are satisfied because astrology is accurate. Astrologers try to escape themselves from procedures and methods of science by saying that they can only help and guide people about their personal and hidden abilities, points that can have positive effect on their life and they can lead a better life by choosing right paths in their destination. However, science requires scientific evidence. Pseudoscience is a methodology, belief or practice that is claimed to be scientific or that is made to appear to be scientific, but it does not adhere to an appropriate scientific methodology. The word pseudo means false. The good way to find false predictions is to check it properly with best practices of scientist and researchers. Demarcation of science from pseudoscience is quite necessary. Due to high status of science, people try include their non scientific and pseudoscientific claims into scientific domain. Therefore demarcation issue is always on the pressing. Demarcation issue is important in many practical applications such as: Healthcare, Expert testimony, Environmental policies, science education etc. According to many authors, pseudoscience is a non-science claiming to be science. They also believe that to be pseudoscientific, an activity or claim has to satisfy following criteria: it is not scientific, and its major proponents try to create the impression that it is scientific. According to Popper, the theory be falsifiable, or more precisely that statements or systems of statements, in order to be ranked as scientific, must be capable of conflicting with possible, or conceivable observations. Kuhn disapproved Poppers theory of demarcation he criticized Popper for characterizing the entire scientific enterprise in terms that apply only to its occasional revolutionary parts. Paul states a two points criterion for a theory or claim to be pseudo scientific. One of these is that the theory fails to progress, and the other that the community of practitioners makes little attempt to develop the theory towards solutions of the problems, shows no concern for attempts to evaluate the theory in relation to others, and is selective in considering confirmations and disconfirmations (Thagard 1978, 228). Many authors have put forward a list of criteria as a demarcation criterion. One such list is as under: Belief in authority. Nonrepeatable experiments. Handpicked examples. Unwillingness to test. Disregard of refuting information. Built-in subterfuge. Explanations are abandoned without replacement. Why is it important to distinguish science from non-science? Describe the problem of demarcation and its significance for science according to Sven Ove Hanssons article [1] It is in general discussion that pseudoscience is non-science as brain Baigrie says what is objectionable about these beliefs is that they masquerade as genuinely scientific ones. Authors and researchers predict about two criteria. It is not scientific, and Its major proponents try to create the impression that is scientific. It is quite inevitable to distinguish between science and non science in many ways. For example, in Healthcare, Expert testimony, Environmental policies, Science Education etc. In Healthcare Pseudoscience activities can be dangerous for patients health and life. Accurate facts and figures are required in court cases. Judges decision should be based on best available knowledge. Sometimes litigants try to present non-science claims as solid science. Therefore, justice should be able to distinguish between science and pseudoscience. Environmental experts also need to differentiate between science and pseudoscience. Best available knowledge will help them to make decisions when there are valid but yet insufficient evidence of environmental hazard. State and school authorities should take measures to protect curricula from unreliable and disapproved teachings. Sconce is our most reliable source of knowledge in daily life, its quiet inevident to differentiate science from pseudo-science. Due to importance of science, some people attempt to exaggerate the scientific status of various claims, teachings, and products. In order to tackle this issue, demarcation of science is necessary. What are the characteristics of pseudoscience according to [2] Pseudoscience has following characteristics as mentioned in article. Use of vague, exaggerated or untestable claims Over-reliance on confirmation rather than refutation Lack of openness to testing by other experts Absence of progress Personalization of issues Use of misleading language Give a short account of astrotest [3] and its results. The Article was intended to proof weather astrologers can predict or not. Author invited astrologers to take part in an astrotest. He gave the astrologers the birth data of 7 anonymous test subjects and they also receive 7 questioner filled by the test subjects. They have to match each birth chart with the corresponding questionnaire. Author offered 2500 dollars for the astrologer who matched all 7 birth chart with the corresponding questionnaire. Then he looked for suitable test subjects that are not between two ascendent or if the subject was born 5 minutes late or before the registered birth date they would have been on different sign. So he rejected such subjects to avoid ambiguity for the astrologers. The astrologers sent 10 questions each and he made 25 questions and added 24 multiple questions to it and he gave the questions to 10 experienced astrologers to give their opinion on it and none of them had a big objection to it. All 50 participants were given 10 weeks to complete the astrotest and 44 participants completed the test. Many of the participants had experience in astrology. And they were asked about their expectations and half of the 36 participants who responded the questions said they expected that they have matched all correct. But the result was very different from their expectation the most successful participant only manages 3 correct matches and half of the participants didnt score a single hit. And there were a lack of similarities between the answers of the participants. There was also a difference in response to the results between the astrologers some were surprised by the lack of agreement and others admitted that the possibilities of astrology were more limited then they had thought and others say astrology only works in actual practice and sixteen still believe science can still prove astrology right. And they gave reasons like horoscopes are too much alike, the answers of the subjects were often similar, the questions were not always answered truthfully and some said about incomplete information of subjects. Astrology and science are in conflict since astrology says its methods are testable and science focuses on astrology where as astrology focuses on client satisfaction and use words that cannot be falsified What are your conclusions on science contra pseudo-science discussion? Pseudoscience is extremely dangerous for our society. Science on other side is supported by proper methods, proofs and logics. Mankind is relying more and more on scientific methods and practices in routine life. Therefore, work should be done on emergency basis to eradicate and prevent pseudoscience entrance in the demarcation of science. In my opinion, people try to take pseudoscience too easy or as a source of amusement or fun. This can at certain times be very dangerous and Quakers are encouraged by this attitude. For example: Our political system can be sabotaged by the pseudoscience. Our education system can also become a victim of pseudoscience, and can be disastrous for our youth. Hundreds of people lives can be lost if not provided appropriate treatment in time, healthcare department should be prevented from pseudoscience. Instability can be introduced in our routine life by asserting pseudoscience in the religion A very important responsibility lies on media as electronic and other kinds of medias influence are increasing day by day in our routine life.

Theory of Two Magnetically Coupled RLC Circuits

Theory of Two Magnetically Coupled RLC Circuits CHAPTER 3 In many physical situations coupling can be created between two or more oscillatory systems. For instance, two pendulum clocks which are mounted on the same wall will be coupled by the flexing of the wall as each swing. Similarly, electronic devices frequently contain several tuned circuits that may be deliberately coupled by another circuit element, or even accidentally by stray fields. In all these situations, energy can be transferred when the frequency of one or both of the oscillators will be shifted. (Anon, 2011) 3.1 Theory of two magnetically coupled RLC circuits Two inductively coupled RLC circuits are shown below (Figure 1). Two resonant frequencies are obtained owing to the fact that there are two circuits. The separation of the two frequencies depends on the value of the mutual inductance M, defined as the ratio of the voltage in the secondary to the rate of change of primary current with time. It has a reactance at the operating frequency. (Arkadi, 2004) Applying Kirchhoff’s voltage law equations for both the primary and secondary loops yield (it is assumed here that ) These equations can be written in the matrix form as follows: where, and Following Cramer’s rule, where Thus, the solution from which the frequency response can be obtained is Resonance occurs at the two frequencies given by the following equations: The behavior of the circuit can qualitatively be understood on the basis of the reflected impedance (or coupled impedance). An inductively coupled circuit is said to reflect impedance in the secondary into the primary circuit. For a further explanation, the coupled circuits shown in Fig 2, is considered. The positive direction of the currents is chosen into the polarity mark on the generator representing the induced voltages, so that Kirchhoffs equations are is the mutual impedance , includes the source impedance and the secondary load. These equations may be solved for the equivalent primary impedance The reflected impedance is then A resistance is reflected as a resistance, whereas a capacitance is reflected as an inductance , and an inductance reflected as a capacitance . At resonance condition, the reflected impedance is resistive, and therefore acts to lower the Q-factor of the primary, and thereby reducing the output. This is however counteracted by an increase in coupling, which increases the output. The lower Q-factor gives a wider bandwidth. At lower frequencies than exact resonance, the reflected impedance is said to be inductive, which contributes to the inductance of the primary and consequently resonates at a lower frequency, producing a peak in the output. At higher frequencies than exact resonance, the reflected impedance is said to be capacitive, which cancels part of the inductance and eventually causes the circuit to resonate at a higher frequency, producing the second peak. (Arkadi, 2004) 3.2 Theory of couplings between two resonators The operation of resonators is very similar to that of the lumped-element resonators (series and RLC resonant circuits). Generally, two eigen frequencies can be obtained in association with the coupling between two coupled resonators, despite whether ther are synchronously or asynchronously tuned. The coupling coefficient , can therefore be extracted from these two frequencies, which can be obtained using eqn () and eqn (). However, these two frequencies can also be easily and directly identified in experiments without doing any calculations. According to (Hong, 2004), the formula for the computation of the coupling coefficient for synchronously tuned resonators does not yield the appropriate results when used to compute the coupling coefficient of asynchronously tuned resonators. Therefore it is of fundamental importance to present comprehensive treatment and derive a proper formulation to extract the coupling coefficient for asynchronously tuned resonators. In general, for different structure resonator (Figure ), the coupling coefficient may have different self-resonant frequencies. It may be defined on the basis of a ratio of coupled energy to stored energy, that is, Electric coupling magnetic coupling where all fields are determined at resonance. The volume integrals are over entire regions with permittivity of Æ  and permeability of ÃŽ ¼. However the direct evaluation of from eqn. would require a complete knowledge of the field distributions and would need to perform space integral. This would certainly not be an easy piece of work unless analytical solutions of the fields exist. However, Hong et al. (2004) found that there exists a relation between the coupling coefficient and resonant frequencies of the resonators which eases our task in computing the coupling coefficient.The coupling is due to both electric and magnetic effects. It is therefore essential to formulate expressions for each type of coupling separately. 3.3 Formulation for coupling coefficients 3.3.1 Electric coupling For electric coupling alone, an equivalent lumped-element circuit (Figure ) is designed to represent the coupled resonators. The two resonators resonate at frequencies and . They are coupled to each other through mutual capacitance . For natural resonance to occur, the condition is (as mentioned previously in 2.2.3). The resonant condition leads to an eigen equation After some manipulations eqn () reduces to This equation has four eigenvalues or solutions. However, out of the four, only the two positive real solutions are of interest to us. This is because they represent the resonant frequencies which are identifiable, namely A new parameter is defined, where it is assumed that . Substituting and in eqn (), Defining the electric coupling coefficient, according to the ratio of the coupled electric energy to the average stored energy. 3.3.2 Magnetic coupling A lumped-element circuit model like Figure is used to show the magnetic coupling through mutual inductance, of asynchronously tuned resonators. and are the two resonant frequencies of the uncoupled resonators. For natural resonance to occur, the condition is, . This leads to After expanding, Like in 3.3.1, this equation has four solutions, of which only the two positive real ones are of interest to us, We define a parameter, Assuming , and recalling and , substitute in eqn () Defining the magnetic coupling coefficient as the ratio of the coupled magnetic energy to the average stored energy, 3.3.3 Mixed coupling There is a mixture of both electric and magnetic coupling in the case of the experiments that will be performed in this project. Therefore to derive the coupling coefficient of the two resonators, we may have a circuit model as shown in Fig. Fig. The electric coupling is represented by an admittance inverter with while the magnetic coupling is represented by an impedance inverter with . Based on the circuit model of Fig. , and assuming all internal currents flow outward each node, a definite nodal admittance matrix can be define with a reference at node ‘0’ with For natural resonance, it implies that This requires that the determinant of admittance matrix to be zero, that is, After some manipulations, we can arrive at This biquadratic equation is the eigen-equation for an asynchronously tuned coupled resonator circuit with the mixed coupling. Letting either or in eqn. reduces the equation to either coupling, which is what should be expected. There are four solutions of eqn. However, only the two positive ones are of interest, and they may be expressed as with Define For narrow-band applications we can assume that and the latter actually represents a ration of an arithmetic mean to a geometric mean of two resonant frequencies. Thus we have in which Now, it is clear that is nothing else but the mixed coupling coefficient defined as The derived formula for extracting the coupling coefficients of any two asynchronously resonators can thus be formulated as This formula can also be used in computing the coupling coefficient of two synchronously tuned resonators, and in that case it reduces to We will demonstrate the application of the derived formulation in this project through the construction of two identical coupled spiral coil resonators and identify their respective resonant frequencies as well as determining the mixed coupling between them through the use of capacitors added to them.

Death of A Salesman :: essays research papers

Amidst Willy's late-night yelling, Charley, a neighbor and friend of the family, enters from outside, wondering what all the commotion is about. He starts a card game with Willy in order to settle him down. Out of friendship, he offers Willy a job after hearing about his problems as a salesman. Willy is quick to take offense at this offer, saying that he already has a good job. Later, when Willy brings up the subject of Biff, Charley advises Willy to give up on his son. â€Å"When a deposit bottle is broken you don't get your nickel back,† Charley asserts. Yet Willy is not willing to let go of his illusions about his sons' potential for success. Soon, Willy begins to confuse Charley with his brother, Ben. This leads to a flashback of sorts to a scene with Willy and Ben. It seems Ben and his father left to make their fortunes sometime in Willy's early childhood, leaving Willy and his mother behind. It's obvious that Willy idealizes Ben because he has â€Å"made it† in the world. Willy is remorseful that he didn't take his brother up on his offer to run his business in Alaska. That was an opportunity of a lifetime, Willy admits. Yet Ben has little time to spend with his little brother. Willy, excited that Ben is there to give advice to his sons, forces Biff and Happy to listen to their Uncle Ben, hoping that they will learn his business techniques and strike it rich themselves. In this way, Willy sees the potential success of his sons as the only remaining hope of being successful himself. It all seems quite simple to Ben. He tells Biff and Happy, â€Å"Why, boys, when I was seventeen I walked into the jungle, and when I was twenty-one I walked out. And by God I was rich.† This ideal, however, proves to be unattainable by Willy and his sons when Willy's desperate struggle for success and happiness is never achieved.

There are many differences between the two sonnets; the first difference :: English Literature

There are many differences between the two sonnets; the first difference is when they were written Christina Rossetti wrote Remember. For my essay I shall be comparing 2 sonnets, one written before 1914 and the other which was written after 1914. A sonnet is a poem but is sorted into two sections, the octave and the sestet. The octave contains eight lines and the sestet contains six lines, so altogether there are fourteen lines in a sonnet. In the octave and the sestet there is always a change of meaning. The first sonnet I am going to look at is "Remember" which is written by Christina Rossetti before 1914. This sonnet talks about death and love. In the octave Christina Rossetti is saying remember me but in the sestet she is saying forget about me, this is what is meant by change of meaning in the octave and sestet. The second sonnet I shall be looking is called "Sonnet" which is written after 1914. This sonnet is written by Edna St. Vincent Millay. "Sonnet" is about past love and not having anyone too love. In the octave she talks about the past but in the sestet she talks about the present. This is another demonstration of how the meaning has changed in the octave and sestet. The language used in "Remember" is very forceful as she repeatedly insists her partner remember her. She also covers the word death by using different phrases and metaphors like "I am gone away" and "silent land" this shows that she is scared of dying but has learnt to except it. "When you can no more hold me by the hand". This quote shows that the person Christina Rossetti is writing to is very close, considering that she is a Victorian lady she can not talk more intimately. Christina Rossetti uses phrases to make it no sound as bad "Nor I half turn to go, yet turning stay". This is letting her partner know that once she has gone she can't return. Another way Christina Rossetti covers up the word death is by saying "Remember me when no more". This quote is also being forceful as she is again insisting for her partner to remember her. In the sestet there is a change of meaning. "Yet", This shows that the writer Christina Rossetti has realised what the consequence could be if her partner decides to comply with her wishes in the octave, so she decides to change her mind and tell her partner that I'd rather you forget me and be happy than remember me and be sad, "Better by far you should forget and

Worst Sinner in the Scarlet Letter

People are not always what they seem to be. Roger Chillingworth in The Scarlet Letter shows that everyone sins but some people’s sins are worse than others. The Scarlet Letter shows Chillingworth’s sins throughout the book. One of Hawthorne’s intentions was having Chillingworth as the worst sinner, because he used his herbs to keep Dimmesdale alive-he prolonged Dimmesdale’s torture, he used â€Å"black medicine†, and when Dimmesdale stopped taking the herbs, he passed away. Roger Chillingworth came to town with the Indians, and Hawthorne described them as outcasts and dwellers of the forest.Roger had learned all his tricks and medicines from the Indians and therefore was able to prolong Dimmesdale’s torture through using herbs. Chillingworth says, â€Å"Don’t think that I will lay a finger on him and interfere with Heaven’s work of punishment†¦ let him live. † Chillingworth never physically laid a hand on Dimmesdale, but he kept him healthy using the herbs to make sure that Dimmesdale would endure the torture of his affair, mentally and physically. Chillingworth knew exactly what he was doing to Dimmesdale.He said it would have been better had he died right away than endure seven years of vengeance. Here Roger is admitting that he has spent the last seven years using his herbs to keep Dimmesdale alive because death would be too easy. Roger Chillingworth was described as giving â€Å"black medicine† to Dimmesdale. Him using this was a way to punish Dimmesdale for wronging him. The term â€Å"black medicine† is in correlation with the devil, as if Chillingworth is acting as Satan to get back at Dimmesdale.While talking with Dimmesdale he says, â€Å"Wherefore not; since all the powers of nature call so earnestly for the confession of sin, that these black weeds have sprung up out of a buried heart, to make manifest an unspoken crime? † Here, Chillingworth is expressing his us e of the â€Å"black medicine†. What he is using are weeds he found at the cemetery, and he is explaining them as nature's punishment for people who have committed hidden crimes. Chillingworth is hinting that the medicine he is giving Dimmesdale is nature’s way of making sure Dimmesdale is getting the punishment he deserves.Roger’s sin here is that he is one with the devil and carrying out actions only the devil would use through the â€Å"black medicine†. Once he stopped partaking the herbs given by Chillingworth, unfortunately, Dimmesdale died. This is proof Chillingworth used the herbs to stall Dimmesdale’s untimely death. At their home, Chillingworth offered Dimmesdale medicine. â€Å"But methinks, dear Sir, you look pale; as if the travel through the wilderness had been too sore for you. Will not my aid be requisite to put you in heart and strength to preach your Election Sermon? Dimmesdale passed on the medicine, knowing Chillingworthâ€℠¢s intentions. Chillingworth was described as being a â€Å"leech† and feed off of Dimmesdale’s pain, but when he collapsed and died on the scaffold the next day, he had nothing left to live for and died soon after. It is not a coincidence that Dimmesdale died so soon after being clean of herbs. Death was not a part of Chillingworth’s plan, and Dimmesdale was able to escape Chillingworth’s torture by stopping his medications and dying. Roger Chillingworth is the worst sinner in The Scarlet Letter.He prolonged Dimmesdale’s torture through herbs and was one with the devil. Roger Chillingworth never laid a hand on Dimmesdale throughout the book but he mentally got to him over the seven years. The herbs kept Dimmesdale alive just so Roger could get his revenge through the torture. When Dimmesdale passed away after stopping the herbs Roger Chillingworth had nothing left to live for, and died shortly after, because as the â€Å"leech†, he no longe r had anything to feed off of. Roger Chillingworth was not always the man that he seemed, he had something deeper in him and was the worst sinner.

Running Head: Reframing Non-informational Matters

Reframing Non-informational MattersOther than her immediate advisors or the cabinet members the governor should seek advice from a criminology expert, local administrators, prosecutors and law enforcement officers. Her task force should contain the following appointees; the head manager who will oversee all the activities of the task force is running smoothly and report to her. A Criminology specialist who will advise on crime reduction, prevention and stop. Government prosecutors, local administrators who will mobilize people and talk them out of crime during meeting and the law enforcement officers and the operational staff in general.The language and metaphor she should use in her presentation to the individuals she would ask to serve on the task force should vary with the level of service and education but the message at the end of the day should be one. The top individuals in the task force should be spoken to in the horizontal communication. They should look and see the governo r as their leader. They should work very hard to ensure that the plan becomes efficient and effective. The governor should however speak to the lower appointee in a polite manner and ask for their cooperation and support to curb crime in the community. This is because the lower force men are the ones that interact more often than not with the layman. One of the metaphors she would use is prevention is better than cure. Her request can be worded differently to each potential member but should bring out the same meaning to each of them so that during their next meeting they can all be signing the same song .with the same goals and objectives that is success.The governor should announce her plan to the public in a simple and clear manner. She should be convincing and should also support her plan so as to win the public into believing it will work. Asking of questions to the public and requesting them to cooperate and help enhance the plan to succesed.She should fluently elaborate to th e public the merits of the plan if it pulls through.Her briefing to the media should be short and exact to the point. She should give the media a general over view of the plan and during the rest of the briefing process she should be busy asking the media rhetoric questions as well as using metaphor to defend herself and the plan again from their accusions.Examples she would use; Don’t you think that this plan if successful it kill two birds with one stone. Do you need a crime free Utopia or not? Do you think this plan will work out? Some of the tough questions she will get include; why didn’t you pick another way of getting fund? Who advised you on that strategy madam governor? How much expenditure shall your appointed team use during planning  Ã‚   and implement action of the plan. How will other nations react to your opinion of reducing criminal sentences and wouldn’t the criminal level increase due to this factor.One of the barriers of communication accord ing to   (Stan S.,David .K., John .K, 2003 p85)   is denial of information. For example the message may conflict with our personal beliefs or values. This factor may affect the law enforcement officer who beliefs that the criminal must be punished but the idea of preventing crime is new it might be ignored by some causing the plan not to work as supported to. Another barrier is lack of motivation or interest in communicating and interest in the message. The manager for example is supposed to be given a feedback of the progress of the plan from the lower workers. These messages are in a memo form. If the memos become very many the manager may lose the interest to read them that way communication barrier is created.Non-credibility of the source. The police force in is known to be very corrupt in their day to day work. If the police bring information to other members of the force e.g. the criminology expert may not believe the message due to their lack of credibility. This barrier is created. Use of complex channels of communication is another barrier to effective communication among the workforce. Important information does not reach the lowly workers because the transmission process is slow.These barriers can be overcome through the following techniques. In the case of lack of motivation. The manager would choice another form of communication like the fax machine which would give audio messages. This would motivate and interest him to know what the people are saying. In the case of non-credibility of the source the appointed law enforcement officers should strive and shun corruption and the group should also put down law to stop the vices. The lack of communication skill should be avoided by the individuals lacking the skills going through an academic training, formal education should also be given as well as streetwise language taught. A less complex communication channel should be created to allow for all members access information quickly.The plan should first be written down on a piece of paper. It should then be drawn in a diagram to show how co-operation of and the personnel in implementing it. The plan should then be produced into hard copies and given to the operational staff.Get one of the eloquent speakers with good communication skills.The elaborate the operational personnel showing them the job and how you wish the job to be done. Speak clearly on the part to be played by each operational staff. Elaborate on the means through which feedback is to be given to the manager as each person works to achieve the goals and objectives of the plan.The general barriers to communication that will exist among task force members and level of policy makers, administrators, middle managers, down to the operational staff are: communication skill as they are of different educational level, complex communication channel leading to poor transmission of information. Poor organizational climate is another barrier that generally affects the memb er of levels bringing about gossip.References;Kreps,G.Organizational Communication.2nd ed. New York: Longman, 1990.Farace, R.,Monge,P.and Russell, H.Communicating and Organizing.New York;Random House, 1977.

Comedy in Educating Rita

Aristotle said that comedy is an imitation of inferior people'. How far do you think that this applies to the character of Rata in the play ‘Educating Rata? Educating Rata Is a play that uses the colloquialism of the mall protagonist, Rata, to create the comedy element for the audience when she Is being tutored by Frank, an untypical university lecturer who works In the setting of sass's northern England. In interpreting the characteristics of Rata, it can be identified that comedy is indeed an imitation of inferior people as highlighted by Aristotle who seemed to signify the inferior of society as those who weren't of royal or noble birth.Including Rata, the two main protagonists of this play could be classed as inferior because of them not belonging where they should. As Frank is a middle class university lecturer, he should be considered a financially comfortable and sophisticated man due to his social class. Educated people of his social class were typically expected to vis it the theatre and enjoy sports. They were also expected to watch the BBC, the comment ‘It's all BBC with you Isn't It? ‘ portrays Rite's Idea of Franks class and the typical actively f his class.As Frank has a problem with alcoholism, he Sins the normal middle-class lecturer; he Is Instead used to expose the deterioration he sees within the education system of England at this time. Russell uses Franks alcoholism to bring out the comedy in the first act of the play. Franks alcoholism is humorous to the audience because of it being so unexpected due to his class and career. In Act One, Frank recites famous classical authors before finding his alcohol, Where the hell..?Eliot? No. ‘E'. ‘E'. Dickens. ‘ This portrays his apparent loathing for the education system by sing the literature on his bookshelf to hide his alcohol, but also shows the depth of his alcohol problem because of him having to conceal it. He does this by the mocking of classical literary wo rks and he also mocks the students within the education system when discussing the window in his room, Frank says ‘l sometimes get an urge to throw something out of It†¦ A student usually.This portrays his distaste for his career and this problem separates him from the rest of his social class, It therefore classes him as someone who Is Inferior. He could also be considered Inferior because f his aversion to the education system and this causes him to again be different from a normal academic figure from sass's England. Rite's character has more than one dimension to the contemporary audience. Although the majority of the audience watching this play would have been middle class, they would admire Rata due to her level of determination to gain an education.This admiration could come from her being a female and the rise of feminism in the sass's, the popularity of plays such as ‘Top Girls' by Carry Churchill which had many feminist ideals within it could be linked to aspects of Rite's character. Throughout the first act of the play the comedy elements come from Rite's misinterpretations. This enhances her working class mind- set to the audience and gives them more of an analysis of the comedy within Rata, due to her Interpretations and how they differ from Frank.One of these misinterpretations Is when Frank shows her a picture on the wall that she observes by saying, ‘look at those its', whereas Frank believes it to be beautiful piece of need for a choice within working class life. She is desperate to escape from the normal class of her social group and doesn't feel like she belongs there. She goes against her husband to gain what she wants and consequently takes power over her own life, ‘he can burn all me books but he can't burn what's up here' shows this to the audience.This choice she will gain separates her from what Aristotle considered inferior. As Rata progresses to better herself, she also progresses to become more like Fran k and middle class, but by the end probably doesn't belong there either, ‘I'm a freak signifies her opinion of herself. Rata will never belong in either class, as she is too educated for her own class but her lack of an ascribed status creates a difference between her and the middle class.This creates empathy from the audience as she has no real identity; she is inferior in both classes and will never be considered superior. The determination of Rata to progress beyond her own class now changes the mockery once used by the audience towards her character into awe and admiration. Rite's lack of real identity is also signified as she changes her name to match that of an author before we meet her in Act One. She is borrowing someone else's identity because her own identity is so confused by her not knowing where she belongs.Her choice of author to correct her working class name, ‘Rata Mae Brown' also creates comedy and a mockery of her class because of this author not being renowned at all in terms of literary status. This again signifies her lack of belonging within the middle class. In Act Two, Frank himself mocks her for her lack of known identity, What is it now then? Virginia? Or Charlotte? Or Jane? Or Emily? This represents the breakdown of their relationship due to Rite's new status. This significance of Rata having no identity could imply Rata is inferior in her own head, ‘I'm a freak, but is still not inferior to the audience.Elder Olson said that ‘comedy resides not in events but in the view taken of them'. This suggests that comedy isn't created through the events that occur but in the audience's perception of these events. This applies when Rata quits smoking, possibly to improve her health, whilst bettering her education. This shows us how serious her intent is on bettering her life and her determination for this and this makes us view her as being superior in terms of strength and determination.However, in Act Two, after she h as gained an insight into academic education through summer school, Rata takes up smoking again, but due to her rise in self-confidence and class, it now seems like a sophisticated element of middle class life. Smoking no longer seems a habit of the working class, ‘She is wrapped in a large winter coat. She lights a cigarette'. Rite's change in clothing and the cigarette portray the change in her. The audience's perception of Rata has now changed and signifies her superiority to her former self.This indicates to me that she is not an inferior character in this play. As this play is set in the sass's, the issues presented were more acceptable than they are to a modern day audience. One of these issues is the controlling relationship between Rata and her husband, Denny. Although we never actually meet Denny, the audience can infer his personality wrought Rite's description. While Rata wants to gain an education, Denny wants to settle down and start a family, ‘l told him I' d only have a baby when I had choice'.To Rata, this ‘choice' is all that matters, and with Denny controlling her, this choice is more limited than ever before. This type of relationship was not uncommon in the role, especially in working class British society. This means that an audience of that time would find this more socially acceptable, but looking at it from a current perspective, this would be considered wrong due to society being perceived as more equal now. This is also similar with the issue of Franks alcoholism, as this was more accepted then, now it is considered a social problem within society.The issues presented by Rata show her not to be an inferior character as she removes herself from her controlling marriage and her determination to gain a ‘choice' culminates in success. Using a different viewpoint, I believe Rata completely goes against Aristotle theory of comedy being an imitation of inferior people. The characterization of Rata is not that of someon e that is inferior, but is in fact someone who is elevated above the inferior but is not yet considered superior. Her willpower to improve herself does not follow that of someone who would be classed as inferior.The fact she is ‘on the pill again' when her husband wants to settle down and start a family shows how independent and strong she is as a woman and she does not allow herself to be controlled. I think an audience at the time the play was written would have admired her need to take control of her own life, even though they would be largely middle class. At the time of the play being written, Margaret Thatcher had Just come into power and she spoke of attaining more than you were expected to achieve. I think Hess ideals of Margaret Thatcher may have inspired Wily Russell when creating the protagonist, Rata.Through analyzing Aristotle theory, I can deduct that the character of Rata is not inferior. In fact I think the determination shown by Rata in the play, leads me to b elieve that she would be considered superior to a contemporary audience as she elevates herself not only above her own class but also above the middle class through her necessity to better herself. She does not succumb to the traits classically portrayed by the middle class and therefore I feel that claiming her as inferior is not doing Rite's emotion and character Justice.

Persepolis Chapter: Eggy On the first of September, cousin Alexis passed away

On the first of September, cousin Alexis passed away. My parents were answering phones and replying to texts. Almost everyone on the opposite end of the line was crying. When they were done, I asked them who Alexis was and what had happened. They told me that Kuya Alexis was my older cousin who would visit the house to see my parents whenever he had the time. They told me he would play and talk to me for hours, and so did his girlfriend Ate Nika. Then they told me that at 10:00 pm last night both of them were shot by three robbers in their house in Quezon City. It was said that their maid let the robbers in and left with them after they’d stolen jewelry and their laptops. My mom started crying, and my dad left the room. I wondered about how the robbers knew the maid. My mom and dad bought clothes for Alexis and Nika to wear at their funeral. My mom showed me Alexis’ tie; â€Å"This is the first tie I ever gave your father.† It was the ugliest tie I’ve ever seen, but I guess that made sense for him to wear it. My sister Pimee called saying that she was going to come home for the wake, I was so excited I cleaned my room that we shared for her arrival. She didn’t end up staying with me. On the day of the ceremony, the sky was clear and the sun was shining. We were all asked to wear white, which was weird because I’m pretty black was the color to wear for these kinds of things. The mass was a blur. The two coffins were beside the altar, but I couldn’t see the bodies; there were too many flowers around them. During the eulogy, several people who knew Alexis went up to speak. Some of them laughed, some of them cried. It was hard at times to understand their stuttering. Most of them called Alexis Eggy, supposedly because his head was shaped like an egg. The wake was unusual. People’s faces were damp, their eyes red and watery, and yet they were still eating snacks and holding on to drinks, as if it was a party. People were mingling, greeting each other with a sad smile and sharing each other’s connection to Kuya Alexis. I saw Nika’s father and brother talking with Kuya Alexis’ siblings and mother. I couldn’t explain the expressions on their faces; it was as if the world ended. â€Å"Isabel!† My mom called. I walked to her, and she took my hand â€Å"Would you like to say goodbye to Alexis?† Her voice shook. I nodded, and we both made our way to the coffin. I peered into the wooden case, and there he was, sleeping peacefully. I realized that Eggy was an appropriate nickname, because his head really was egg-shaped. Around his neck was my dad’s tie in all it’s hideous glory, not he would have minded. His skin was a couple of shades darker, and his body looked stiff, but I could still feel warmth radiating from him. I stood there for a few minutes, just looking at his face. He looked like he was going to wake up, so I waited. I got impatient, and before I knew it, my face was damp like the others too. My mom heard me and ran to comfort me. I told her I need to speak to Ate Bettina, Kuya Alexis’ older sister. My mom took me to Bettina and told her that I had something to say. When we found her, I tapped her shoulder and told her this: â€Å"Once, when I got home from ballet at around 10 p.m. Kuya Alexis and Ate Nika where talking to Dad and Mom after dinner. I sat beside Kuya Alexis. He asked me how ballet was and I told him that I wanted to quit. I told him that my classmates keep telling me I should get a life because I can never join them on weekends. I can never go to parties or hang out with them. It’s just school and ballet, school and ballet. Then Kuya Alexis asked me, ‘Do you love ballet?’ And I said yes. Then he said to me, ‘Then keep on doing it no matter what anyone tells you. I just wanted to tell you that I’m still in ballet because of him.† She started crying, but she smiled at me and said â€Å"Thank you.† I realized that my white blouse was drenched. When we walked out the church, I looked up and saw that the sky was black. A few seconds later, it started raining.

Quadratic Equation and Marks

Tak Nga Secondary School 2010-2011 Mid-year Exam Form 4 Mathematics (Paper I) Time allowed: 1 hour 15 minutes Class:________ Name:__________________( ) Marks: ________/ 60 Instructions: 1. Write your name, class and class number in the spaces provided on this cover. 2. This paper consists of THREE sections, A(1), A(2) and B. Each section carries 20 marks. 3. Attempt ALL questions in this paper. Write your answers in the spaces provided. Supplementary answer sheets will be supplied on request. Write your name and class number on each sheet. 4. Unless otherwise specified, all working must be clearly shown. . Unless otherwise specified, numerical answers should either be exact or correct to 3 significant figures. 6. The diagrams in this paper are not necessarily drawn to scale. Page 1 of 9 Section A(1) (20 marks) 3n ? 5m =4. 2 1. Make n the subject of the formula (3 marks) ____________________________________________________________ ___________________ __________________________________ __________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 2. Calculate (? 3 + 5i ) ? (2 + 7i ) . 4 + 8i (6 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____ _______________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Factorize (a) 2r 2 + 20r + 50 , (b) r 2 + 10r + 25 ? s 2 . (4 marks) ___________________________________________ _________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________ __________ Page 2 of 9 3. 4. If f ( x) = x 2 ? 1 and g ( x) = 3 x + 2 , find the value of 2 f (0) + 3 g (1) . (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _______ ___________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 5. Solve the equation 1 2 x ? = 3 by the quadratic formula. (Give the answer in surd form. ) 2 (4 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________ __________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ________________ ____________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ Page 3 of 9 Section A(2) (20 marks) 6. In the figure, the straight line passing through A and B is perpendicular to the straight line passing through A and C, where C is a point lying on the x-axis. (a) Find the equation of the straight line passing through A and B. (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ________ ____________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (b) Find the coordinates of C. 3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ______________ _____ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ _____________________ _______________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 4 of 9 (c) Find the area of ? ABC. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________________ __ 7. Consider the function f ( x) = x 2 + bx ? 20 , where b is a constant. It is given that the graph of y = f (x) passes through the point (5, 10). (a) Find b. 2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _________________ ___________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ (b) Let k be a constant. If the equation f ( x) = k has two distinct real roots, find the range of values of k. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ __ __________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ Page 5 of 9 8. Suppose P(x) = 2 x 3 ? (h ? 1) x 2 ? 18 x + k . P(x) is divisible by (2x + 1). When P(x) is divided by (x – 2), the remainder is – 40. (a) Find the values of h and k. (4 marks) ____________________________________________________________ _____ ______________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________ ________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (b) Factorize P(x) completely. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________________ __ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ________________________ ____________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 6 of 9 Section B (20 marks) 9. It is given that ? and ? are the two roots of the equation 2Ãâ€"2 + 8x ? = 0, where ? > ?. (a) Write down the values of ? + ? and . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (b) Find the value of each of th e following expressions without solving the equation. (i) ? 2 + ? 2 (ii) ? ? ? (iii) ? 2 ? 2 (6 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____ ________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (c) Form a quadratic equation with roots ? 2 + ? 2 and ? 2 ? ? 2 . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ __________________________________ __________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ Page 7 of 9 10. It is given that f ( x) = ? 2 x 2 ? 6 x + c . The graph of y = f ( x) cuts the x-axis at A and B and also cuts the y-axis at C(0, 20). (a) Find the value of c. (1 mark) ______________________________________ ______________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (b) Find the coordinates of A and B. (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ __________________ __________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (c) Find the area of ? ABC . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____ _______________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 8 of 9 (d) By the method of completing square rewrite the equation y = f ( x) in the form y = a( x ? h) 2 + k . Find the vertex of the graph and axis of symmetry of the graph. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___ _________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____________________________ _______________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (e) Find the domain and co-domain of f(x). 2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___ _________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ END OF PAPER Page 9 of 9