A Brief Note On The War Against Terror - 908 Words

I started interpreter job in 2001, however I moved to other positions with the US military in 2006. After that I have worked in different capacities. In total I have worked for more than a decade with the US forces and NATO. I have been part of many countering terrorism/insurgents missions with the US marine, army and special forces around Afghanistan. It was not free of risk, I have survived half a dozen attempts and attacks. Many of my fellow interpreter died and wounded in front line of combat. Death in the combat is an honor and pride, because it is for a cause and in the war against terror. But recently dozens of Afghan interpreters and their family members died by the Taliban in their home and villages. I cam to the US in 26th March 2014 through the Special Immigration Visa, because of my service for the US government. It was very lengthy process and it took three years. Lots of paper works and costly medical checkups of 4400 USD in cash. I have booked my own flight and accommodation for myself, my wife and two kids. I did not want to come to the US and to be dependent on social services. I wanted to be independent and I manged that very well. I have obtained visas for numerous countries and US visas as well, but the Special Immigration Visas are the most difficult process, someone may ever go through. After all those months and years when I had the visa, I was not sure, if it was worth of all those days of waiting, spending money and paper works, but upon my arrivalShow MoreRelated`` Peace, And Its Nobleness And Holiness And Honor1305 Words   |  6 Pagesbecause it involves telling the truth.† During World War I, statesmen and politicians propagated the war efforts, asking the men and boys to join the cause and potentially sacrifice their lives for their country. Back in England, war was looked at in the most idealistic light. War was glory. War was honor. War was noble. War was good, and it was right for man to fight. Early in the war, some poets portrayed that rather romanticized version of war. Rupert Brooke spoke about the war’s cleansing abilitiesRead MoreIslamophobia On The Rise Of Islamophobia Essay1470 Words   |  6 Pagesradicals are putting a lot of strain on Muslim relations around the world. HISTORY Islamophobia has been persistent throughout history within Muslim-Christian relations but until the last couple of decades Americans were not exposed to it. Since the terror attacks on September 11, 2001 Islam has been brought into the center of the stage, so to speak. According to the Washington Post â€Å"since 9/11 Anti-Muslim hate crimes are five times more common than before† the September 11th tragedy (Ingraham 2015)Read MoreTerrorism, State Terror And Terrorism Essay2005 Words   |  9 Pagesforms of political terror. Political terror refers to two separate phenomena, state terror and terrorism. The fundamental difference between the two is that the former utilizes violence to legitimize its repressive structure while the latter utilizes it to oppose (and potentially overthrow) an oppressive institution. In order to understand terrorism it is important to first review the different elements of state terror. Different policies can constitute as active forms of state terror such as governmentRead MoreThe War On The World1739 Words   |  7 Pageswarfare. The ability of a states to wage and win wars is what determines the geopolitical pecking order. Those who cannot hope to win wars alone pursue policies and deals that ensure the intervention of more capable states in their defense, should one come about. Domestic policies and cultural developments, as well, are understood as wars: at this very moment, there is a War on Drugs, a War on Terror, a War on Women, a War on Poverty, even an alleged War on Christmas. Indeed, the uneasy peace that existsRead MoreKarl Marx And Marxism1229 Words   |  5 Pagesdomestic phenomenon but occurs between States as well. Lenin also pointed out that since there were only so many colonies available to exploit, the growth of one empire would eventually come at the cost of the growth of a rival, which would lead to war as each country competed for more colonies to exploit. Economics is a dominant factor that brings about change in the world according to Marxism. This is an important distinction from other major theories in international relations, such as realismRead MoreUnited States Involvement With The United Nations1511 Words   |  7 PagesThe United Nations Hassrat A. Chaudry New Dimensions HS Mr. Toy Author Note First Section: The Establishment of the United Nations Second Section: The UN involved in WWII Third Section: The Involvement in the Cold War Fourth Section: Post Cold War (Hubbard,Ben.2017 )The United Nation served few purposes from the beginning of their existence, focusing on the strategy and tactics of the ongoing World War II. President Franklin Delano Roosevelt and British Prime Minister Winston ChurchillRead MoreMilitary Science: Irregular Warfare Essay1230 Words   |  5 Pagesdescribed by Galula as ...a protracted struggle conducted methodically, step by step, in order to attain specific intermediate objectives leading finally to the overthrow of the existing order. This definition describes insurgency as a movement against current political order that would require a higher degree of support and more organised forces. These are the features that distinguish insurgency from terrorism. Conventional warfare that is prolonged and resource intensive is not sustainable andRead MoreItaly Is The Poster Child For Anti Terrorism?1285 Words   |  6 Pagesknown for its many attractions, including the Leaning Tower of Pisa, the Vatican, and the Co losseum. Considering these attractions, and it’s location, Italy’s ability to avoid the threat that is the ISIS extremist group has other countries taking notes. The Italian Government has succeeded thus far when it comes to not only preventing and countering terrorism, but also avoiding it as well with solutions that have not been anything too extraordinary. Whether they have just lucked out, or their practicesRead MoreControversial Level in Call of Duty Essay1391 Words   |  6 Pagesthese quandaries in the player and not only helps to provide entertainment value, but also allows the player to reflect, if only briefly, on the magnitude of the situation. In this way, the level provides a medium to think critically about the real terrors present in the world, as well as contemplating the emotions associated with such 21st century actions. For this reason, the level elevates the nature of video gaming and provides players with a new entertainment medium to reflect about the currentRead MoreAnalysis Of The Article Grisly Assyrian Record Of Torture And Death By Erika Bleibtreu1674 Words   |  7 PagesThe article â€Å"Grisly Assyrian Reco rd of Torture and Death† by Erika Bleibtreu gives an insight into the ways of the Assyrian military campaigns and battles. During Mesopotamian times, wars were what divided ruling periods. There were many different groups of people that dominated Ancient Mesopotamia, and the Assyrians were one of them. Assyria, a powerful ancient empire, once sprawled across the entirety of the Fertile Crescent. It encompassed land in four modern day countries: Turkey, Iran, Iraq

The Program No Child Left Behind Education Essay Free Essays

string(289) " that methodical proving offers facts that shed visible radiation on which institutes are non learning simple accomplishments successfully, so that interventions can be made to retrieve merchandises for all students while dropping the attainment spread for deprived and disabled students\." The NCLB plan was proposed by the disposal of the President George W. Bush shortly after they took office. The measure passed on June 14, 2001 and was signed in to jurisprudence on January 8, 2002 by the President. We will write a custom essay sample on The Program No Child Left Behind Education Essay or any similar topic only for you Order Now The plan was called to back up the educational reform that was based on the belief that set uping of mensurable ends and high criterion scenes could be able to better single educational results. The Act obliged provinces to make and develop appraisals in all basic accomplishments and give it to all pupils in schools that receive federal support. NCLB does non maintain any national criterion of accomplishments ; they are set by each province separately. Nevertheless, present President of the United States Barack Obama during the 2011 State of the Union Address announced that â€Å" nicklebee † is traveling to be replaced. What are the grounds? Without some of import alterations this plan is improbable could be re-authorized. Sanctions of shutting schools with low public presentation without giving options make kids to halt attention schools in vicinity and visit distance schools in which public presentation is higher. It is one point of unfavorable judgment of NCLB. Another negative side is approximately high bets proving that replaced an effectual instruction as a chief focal point of instructional scheduling. Under the present jurisprudence, the AYP ( Adequate Yearly Progress ) is increasing every twelvemonth, i.e. any schools, or establishments who in one twelvemonth did n’t do the AYP are often far behind in the following season. Besides, the NCLB gave some demands that many per centums of particular instruction pupils increase their public presentation at the little or basic degree to the high or adept degree. In the NCLB last reauthorization, they allowed up to 3 % of kids to travel for an interchange appraisal on their degree of disablement. Children that are 2 or 3 old ages below normal grade degree are asked to take the suited class degree rating. The different job with the bing statute law is that every province has its ain manner of developing its trial. In an dry point of position, the province whose rating is more close to the consequence of their pupils on the NAEP does non basically have the maximal per centum of high degree pupils at the 8th and 11th class, which in other words shows the silencing of some provinces evaluation, most particularly in the southern parts of the United States. Before to discourse critics of NCLB let us look through some good sides and accomplishment of the plan. Recent NAEP ( National Assessment of Educational Progress ) consequences show accomplishment of pupils in reading and math were improved. The most important advancement was made by nine – twelvemonth – olds kids. Some research workers try to contend the consequences of this accomplishment. Nevertheless, the plan was non wholly useless. Let us advert some of import betterment. Improvement of local criterions ; notably New York State supported the commissariats of NCLB because they were certain that the plan could let to utilize the longitudinal informations much more efficaciously to supervise YAP. Hayes ( 2008 ) declared that as a consequence of â€Å" nicklebee † provinces all over America achieved betterment in their advancement ; Increased answerability ; this is the 1 strong positive point that is claimed by NCLB protagonists. Legislation obliges schools to go through annually trials which are traveling to look into how much betterments scholars achieved during a twelvemonth. The trials are the chief mean to see whether a school lives up to the needed criterions or non. If the consequence is negative, a school will run into decrease support or other type of penalty. Supporters province that NCLB helps schools and instructors to recognize the importance and significance of the educational system and how the low degree of answerability impacting the American state. Nevertheless, some oppositions are against a penalty because it would instead impact a school than aid it because no penalty contributes to the betterment of schools and pupils ; Attention to minority populations ; NCLB aimed to make the common outlooks for everybody ; it meant to diminish racial and category spread in schools. Harmonizing to the plan ‘s requires, territories and schools supposed to concentrate on the academic accomplishment of those groups of kids that were traditionally underserved ( for illustration, pupil with disablements, low income or from cultural and racial subgroups ) ; Quality of instruction ; an ideal end of NCLB plan was to increase the quality of instruction improve schools ‘ public presentation. Requirement for schools supposed to be following: to implement in schoolrooms researches that are based on scientific discipline, to supply different plans with parents ‘ engagement, to assist those pupils that were non encouraged in developing professional activity. Besides schools were expected to supply Early Reading First enterprise to back up early literacy. Language humanistic disciplines, scientific discipline accomplishments, mathematics and emphatic reading required to be include in to core academic topics. We mentioned some good sides of the plan NCLB. Some of those ends were partially achieved ; some of them left on a paper of the measure. Let us discourse critical point. The attraction of NCLB ‘s events is vehemently disputed. It is really hard to measure the utility of the act ; this is because it applied to all provinces doing it hard to deduce what would hold happened without the act. Nevertheless, surveies of the province duty systems that were in topographic point before NCLB specify that liability for consequences led to faster advancement in achievement for the provinces that conveying together such schemes.A The uninterrupted geographic expedition of province trial Markss before and after executing of NCLB besides supports its optimistic influence.A Owens A ; Sunderman ( 2006 ) mentioned that a chief animadversion emphasizes that NCLB could shrivel operative direction and pupil instruction because it may do provinces to subordinate achievement purposes and influence instructors to leave to the appraisal. Packer ( 2007 ) said that a chief helpful entitlement proclaims that methodical proving offers facts that shed visible radiation on w hich institutes are non learning simple accomplishments successfully, so that interventions can be made to retrieve merchandises for all students while dropping the attainment spread for deprived and disabled students. You read "The Program No Child Left Behind Education Essay" in category "Essay examples" The Critiques of NCLB can be systematized into the undermentioned categorizations: Unrealistic ends Harmonizing to Alabama State Superintendent Joe Morton on Wednesday, August 11, 2010 â€Å" There ‘s a misconception in the jurisprudence and everyone are familiar with it, â€Å" Confering to the No Child Left Behind Act, by 2014 all kid is supposed to prove on rating degree in analysis and math. † Harmonizing to Daggett A ; Gendron ( 2010 ) : â€Å" That ca n’t go on you have excessively many variables and you have excessively many scenarios, and everybody knows that would ne’er go on † . Harmonizing to Caylor, M. J. , Alabama State Board Member: â€Å" I do n’t believe that No Child Left Behind has benefited this province. † She claimed the end of 100 % ability is inaccessible.A Harmonizing to Murray, C: A † the United States Congress, moving with big bipartizan bulks, at the goad of the President, enacted as the jurisprudence of the land that all kids are to be above norm † . â€Å" Bet oning † the system The strategy of temptations and effects sets up a solid enthusiasm for institutes, parts, and provinces to act upon trial consequences. For case, schools have been made known to engage â€Å" originative reclassification † of drop-outs to decrease negative measurings ) . Many critics claim that these and other attacks generate an exaggerated consciousness of NCLB ‘s accomplishments, chiefly in provinces with high fringy populations. Liston, Whitcomb, A ; Borko ( 2007 ) stated that the incentives for an sweetening besides may do provinces to decrease their certified ethical motives. For the ground that every province can give its ain consistent appraisals, a province can do its general appraisals at easiness to upsurge scores.A Missouri, for case, enhanced ambitious tonss but flexibly self-proclaimed that they pull down the principles.A A 2007 reappraisal by the United States Dept. of Education specifies that the sensed changes in provinces ‘ testified tonss is fundamentally due to alterations in the stringency of their ethical motives. Problems with standardised trials Harmonizing to Abedi ( 2007 ) we see that disparagers have debated that the attempt onA consistent analysisA ( all students in a province return equal trial in the same fortunes ) as the agencies of rating inspires instructors to clear up a little division of abilities that the instructor considers will upsurge assessment public presentation, instead than accent on obtaining profound apprehension of the full, wide-ranging prospectus. The exercising of giving all students equal test, in the same state of affairss, has been alleged of built-in cultural bias for the ground that different civilizations may rate different endowments. Besides, it may fight with theA Persons with Disabilities Education ActA ( IDEA ) , which states that institutes must lodge helpless pupils. Gifted, talented, and high-performing pupils Specific local schools are merely endorsing direction for indispensable subjects or for disciplinary distinguishable instruction. NCLB puts load on schools to assure that about all students will run into the least skill phases that is set by all province in reading, authorship, and computation, but necessitates nil outside these lower limits. Plans that are non critical to achieving the directed lowest accomplishments are ignored or disregarded by those quarters. In precise, NCLB does non ask any plans for skilled, talented, and other high-performing scholars. Consequence on humanistic disciplines and electives The chief focal point of NCLB is on abilities in reading, composing and arithmetic, which are parts connected to pecuniary success. Shared with the economic catastrophes in theA Late 2000s slack, some schools have cut or eradicated Sessionss and resources for many capable extents that are non portion of NCLB ‘s duty principles.A Ever since 2007, about 71 % of schools have abridged some tuition clip in topics like history, humanistic disciplines, linguistic communication and music, in attempt to give more period and resources to arithmetic and English. In many schools, the categories remain present, but different pupils who are non adept in basic abilities are sent to corrective reading or mathematics lessons instead than humanistic disciplines, athleticss, or other voluntary topics. Restrictions on local control VariousA conservativeA orA tolerantA critics have claimed that NCLB groups a new customary for regionalizing instruction and puting a form for farther devastation of province and local control. Harmonizing to Dollarhide A ; Lemberger ( 2006 ) , libertarians and some conformist farther claim that the cardinal authorities has noA constitutional authorization in acquisition, which is why part in NCLB is purely elected: States need non carry through with NCLB, every bit long as they are eager to release the federal subsidy that comes with it. The provinces that select non to obtain subsidy will hold their responsibilities used in another province alternatively. Additions Segregation in Public Schools Sarant ( 2007 ) is certain that many persons accept as true that No Child Left Behind has played a portion in the growing of separated public institutes. Probes have revealed that many African American bookmans attend the bottommost acting schools in the state, and African Americans score significantly inferior on about every gage of academic wellbeing than do offspring of a Caucasic decent. Sogunro, Faryniarz, A ; Rigazio-Digilio ( 2009 ) presented that one current survey has revealed that many schools in California and Illinois that have non encountered AYP function 75-85 % alternate pupils while schools run intoing AYP have fewer than 40 % minority pupils. Besides, even though institutes that do non come across AYP are obligatory to offer their bookmans ‘ parents the opportunity to reassign their pupils to a non-failing institute inside the part, it is non critical that the other school receives the pupil. The parents with more preparation and capitals are most likely to go forth minor schools. And besides they are more expected to analyze the institutes and do an up-to-date pick on where to handover their kid. This over and over once more intimations to stray schools by reciprocally race and category. It is easy to see that it turned to be instead difficult to run originally good thoughts. Some critics argue that NCLB plan is irreclaimable. However, the reform received some proposals. Tommy Thompson, the former Health and Human Services Secretary and Roy Barnes, former Georgia Governor, which were co-chairs of the Aspen Commission on No Child Left Behind Program, made the Commission ‘s concluding recommendation about reauthorization populace in February 2007. The Commission put attempts on the betterment of NCLB and on doing it more utile in shuting spreads between disadvantage pupils and their equals. The Commission was analyzing the consequence and analysis during one twelvemonth and showed successes of the Program and those facets of it that need to be significantly modified or changed. One more alternate proposal was offered from The Forum on Educational Accountability ( FEA ) , the Joint Organizational Statement on NCLB working group. The chief thought of the proposal is to switch the Program NCLB to back uping communities and accountably keep them if they make alterations that help pupils to better acquisition. Sum uping all the information above, we can see that NCLB had many utile ends. Decreasing spread between disables, racial groups and other kids is among them ; but the Program demand to be significantly improved. The present President of the United States Barack Obama works on the procedure of the reauthorization for the ESEA that was a precursor of â€Å" neclebee † . He and Congress are presently working on induction of the reform measures ; Congress take a firm standing on the legion amendments to the measure. Obama claims his end to moo that spread between white and black pupils. Now the community is waiting for the new consequences and hope that all positive promises and claims will be achieved in a short clip. . How to cite The Program No Child Left Behind Education Essay, Essay examples

Farhenheit 451 Literary Criticism Essay Example For Students

Farhenheit 451 Literary Criticism Essay Literary Criticism of Fahrenheit 451 Dont worry, be happy, or at least thats what everyone in Ray Bradburys book Fahrenheit 451 thought. No matter what was going on around them, war, crime, or death, they were always happy Or were they? Ray Bradbury wrote books about censorship in society forming around being censored totally or partially from books and television. In Fahrenheit 451 the main character, Montag, is a fireman whose job it is to burn books to keep the public from reading then and coming up with their own thoughts and ideas and not the ideas that the government puts in their heads. Wile he is burning books one day he opens one to read it and becomes obsessed with reading books. He turns on his fire chief and burns him, and goes to live with people who also read books and memorize them so that they can be reprinted then society is ready for them again. Three people that show that they are happy on the outside but are not truly happy are Montag, Mildred and Mrs. Phelps. In the story, Montag, who is a fireman for the city thinks he is happy until he meets a neighbor girl named Clarisse. Clarisse is considered an oddball in the society of Fahrenheit 451 because she is antisocial in their world which actually means that she is social by todays standards. She talks to people about things instead of the people of 451 who talk about meaningless things that have no substance. Peter Sesario says thats she is considered to be this way because, She was a sensitive, observant person who questioned society and was consequently eliminated by the government (3). One day as Montag and Clarisse are walking down the street Clarisse says to Montag, Are you Happy?(10). Montag is speechless and before he could come up with and answer Clarisse is gone. As he enters his house he talks to himself, Of course Im happy. What does she think? Im not?(10) When he is saying this he looks up to the ceiling where he has Hidden books which are things that actually make him happy instead of the things around him which he thinks makes him happy. She also notices that when Montag laughs it is a fake laugh and that he doesnt really mean it when he laughs. Also when he smiles it is not a real smile which further goes to show that he isnt happy. Another character that seems like she is happy but really is not happy at all is Mildred. She is Montags wife and she is not happy at all even though she believes she is. One way she shows that she is not happy is that she tries to commit suicide one day by over dosing on sleeping pills while Montag is at work. Montag comes home to find her laying on the floor passed out and an empty bottle of sleeping pills beside her. He calls 911 and two men come to his house wearing nonstainable reddish-brown coveralls and two specially made machines. They came to pump her stomach and clean her blood. The two men pumped her stomach and thought nothing of it. Critic Edward Eller says, They act as casually as handymen doing a fix-it-up job (2). As the mens machines are doing the work one of the men who is talking to Montag and says, Hell! We get these cases nine or ten a night (15). This shows that it is not only Mildred that is unhappy but many other people in the society of Fahrenheit 451. Also she considers the people in her soap operas to be her real family and not her husband. She can not even remember when she and Montag met. .u28b7f4c9f606928cd1c7fbdac2e39c6d , .u28b7f4c9f606928cd1c7fbdac2e39c6d .postImageUrl , .u28b7f4c9f606928cd1c7fbdac2e39c6d .centered-text-area { min-height: 80px; position: relative; } .u28b7f4c9f606928cd1c7fbdac2e39c6d , .u28b7f4c9f606928cd1c7fbdac2e39c6d:hover , .u28b7f4c9f606928cd1c7fbdac2e39c6d:visited , .u28b7f4c9f606928cd1c7fbdac2e39c6d:active { border:0!important; } .u28b7f4c9f606928cd1c7fbdac2e39c6d .clearfix:after { content: ""; display: table; clear: both; } .u28b7f4c9f606928cd1c7fbdac2e39c6d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u28b7f4c9f606928cd1c7fbdac2e39c6d:active , .u28b7f4c9f606928cd1c7fbdac2e39c6d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u28b7f4c9f606928cd1c7fbdac2e39c6d .centered-text-area { width: 100%; position: relative ; } .u28b7f4c9f606928cd1c7fbdac2e39c6d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u28b7f4c9f606928cd1c7fbdac2e39c6d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u28b7f4c9f606928cd1c7fbdac2e39c6d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u28b7f4c9f606928cd1c7fbdac2e39c6d:hover .ctaButton { background-color: #34495E!important; } .u28b7f4c9f606928cd1c7fbdac2e39c6d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u28b7f4c9f606928cd1c7fbdac2e39c6d .u28b7f4c9f606928cd1c7fbdac2e39c6d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u28b7f4c9f606928cd1c7fbdac2e39c6d:after { content: ""; display: block; clear: both; } READ: Marketing Research Essay She gets depressed when she can not watch her television shows and wants Montag to buy her another wall so she can have all 4 walls for television. One other person who seems happy to the reader at first but in all actuality is not, is Mrs. Phelps. One day as Mrs. Phelps is talking about children and how she would never have them because it is not worth it Mrs. Bowles says .

The Ride I Will Never Forget free essay sample

The ride I will never forget . Waking up on sunny day where sun shined bright in my face, I thought to myself, it is time to wake up. It was the middle of the summer somewhere at the end boxful. It was not an ordinary day for me. I spent the night at my friends house because the night before we went down town to spend time with our friends. That night, we shared alcoholic beverages which made the night a little more relaxed. When it was time to go home I realized that I could not drive.I asked my friend to drive us home, UT I could never have known that this ride would be unforgettable. My friend suggested that we stay at his house. And I agreed. To show my appreciation I offered buy him sushi for lunch so we took my moms car to the restaurant. We will write a custom essay sample on The Ride I Will Never Forget or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page On the way, traffic, so I thought to myself if I overstep the law, I could save us some time by going the wrong way down a one way. As I thought we were good and no one saw it, I hear sirens and see police lights flashing from a distance. I was devastated and felt my heart crunching inside of me.During that moment I did not know what to do. I did not have a drivers license nor registration for the car, and there was a possibility that I still had alcohol In my system from the previous night out. The officer took off his helmet and got off from his motorcycle, and as he was walking towards our car I had a hundred thoughts In my mind, but none were good or helpful in figuring out a reason for my action. I looked to my friend and said, Im in so much trouble. He was Just staring to me with an open mouth with nothing to reply to that.As the officer came to the car, I rolled down the window, and the words coming from him were, license and registration please l I had nothing to give him. He was surprised and asked, what was I doing In car with no license and registration. I explained the situation and how I got In this trouble, to which he replied that he may have take the car and, I would not be able to get a license for two years. My friends license would be taken away too, as well as we would both be fined . In that moment I was Just shaking and desperate for a chance.I had one last I Idea In my mind which was to bribe the officer. I looked up to him and asked If he would Like to eat lunch. He thought for few seconds, and replied , how much are we talking about ? So we agreed that he would follow me to my home, where I would give him the money. At that moment I felt as If a mountain had fallen off of my back. I was relieved and thankful that It all went the way I wished. When I went to give the officer the money, and he sad, Its alright, I dont need It and said that I could keep It !I was so handful that he was so generous I Just put the money In his folder and thanked him. The officer took off and I went In the house with my friend. I fell In the chair and laid there for ten minutes. I could not believe that everything was alright. I looked up to my friend and told him, lets order sushi I This story made me realize how careful I need to be and to never try something Like that again. BY puke it is time to wake up. It was the middle of the summer somewhere at the end of July. Here was a possibility that I still had alcohol in my system from the previous night liking towards our car I had a hundred thoughts in my mind, but none were good He was surprised and asked, what was I doing in car with no license and registration. I explained the situation and how I got in this trouble, to which he replied that he moment I was Just shaking and desperate for a chance. I had one last I idea in my mind which was to bribe the officer. I looked up to him and asked if he would like to At that moment I felt as if a mountain had fallen off of my back.I was relieved and thankful that it all went the way I wished. When I went to give the officer the money, and he sad, its alright, I dont need it and said that I could keep it ! I was so thankful that he was so generous I Just put the money in his folder and thanked him. The officer took off and I went in the house with my friend. I fell in the chair and laid there for ten minutes. I could not believe that everything was alright. I looked up to my friend and told him, lets order sushi ! This story made me realize how careful I need to be and to never try something like that again.

Homework Solutions Essays

Homework Solutions Essays Homework Solutions Paper Homework Solutions Paper The latter rate would rise more slowly than the rate of increase in GAP with the least effect of the three types. Conversely, in an economic slowdown, a progressive tax falls faster because not only does it decline with income, it becomes proportionately less as incomes fall. This acts as a cushion on declining incomes-?the tax bite is less, which leaves more of the lower income for spending. The reverse would be true of a regressive tax that falls, but more slowly than the progressive tax, as incomes decline. Question 4 Briefly state and evaluate the problem of time lags in enacting and applying fiscal policy. How might politics complicate fiscal policy? How might expectations of a near-term policy reversal weaken fiscal policy based on changes in tax rates? What is the crowding-out effect, and why might it be relevant to fiscal policy? Question 1 It takes time to ascertain the direction in which the economy is moving (recognition lag), to get a fiscal policy enacted into law (administrative lag), and for the policy to have its full effect on the economy (operational lag). Meanwhile, other factors may change, rendering inappropriate a particular fiscal policy. Nevertheless, discretionary fiscal policy is a valuable tool in preventing severe recession or severe demand-pull inflation. A political business cycle is the concept that politicians are more interested in reelection than in stabilizing the economy. Before the election, they enact tax cuts and spending increases to please voters even though this may fuel inflation. After the election, they apply the brakes to restrain inflation; the economy will slow and unemployment Will rise. In this view the political process creates economic instability. A decrease in tax rates might be enacted to stimulate consumer spending. If households receive the tax cut but expect it to be reversed in the near future, they may hesitate to increase their spending. Believing that tax rates will rise again (and possibly concerned that they will rise to rates higher than before the tax cut), households may instead save their additional after-tax income in anticipation of needing to pay taxes in the future. The crowding-out effect is the reduction in investment spending caused by the increase in interest rates arising from an increase in government spending, financed by borrowing. The increase in G was designed to increase AD, but the resulting increase in interest rates may decrease l, Thus the impact of the expansionary fiscal policy may be reduced. Question 7 Why did the budget surpluses in 2000 and 2001 give way to a series of budget deficits beginning in 2002? Why did those deficits increase substantially beginning in 2008? The economy was sluggish through 2002, lowering revenues, and in June 2003 Congress again cut taxes.

Make Mood Ring Color Change Slime

Make Mood Ring Color Change Slime Combine mood ring science and slime in this fun and easy color change chemistry project. This is thermochromic slime, which means its slime that changes colors according to temperature. Its simple to make. Color Change Slime Ingredients You can add thermochromic pigment to any of the slime recipes, so feel free to experiment. Heres how to make temperature-sensitive slime using the classic recipe: 1/4 cup white school glue (or use the transparent kind for see-through slime)1 tablespoon water3 teaspoons thermochromic pigment (find at Amazon)1/4 cup liquid starch (find at Amazon)food coloring  (optional) Youll notice thermochromic pigment tends to go from one color to a second color (e.g., blue to yellow or red to green), rather than display a whole rainbow of colors like a mood ring. You can expand the color possibilities of the slime by adding food coloring. This will give the slime a base color and will alter the appearance of the color change pigment.   Make Heat Sensitive Slime Stir together the glue and water.Sprinkle the thermochromic pigment over the mixture and stir it in. This is to help avoid clumps.Mix in food coloring, if desired.Add the liquid starch. You can stir it in, but this is the fun part, so feel free to use your hands to make the slime!  Discard any leftover liquid. When youre not playing with it, store the slime in a plastic baggie or sealed container. You can put it in the refrigerator if you plan on keeping it a long time, to discourage mold from forming. Also refrigerating the slime is a good way to get it to change color after youve warmed it with your hands.Clean up slime using warm water. If you use food coloring, remember it can stain hands and surfaces. Tips for Playing with Thermochromic Slime Drape the slime over cold drink containers or hot coffee cups.Heat the slime with a blow dryer. You can add more liquid starch to rehydrate the slime if it starts to dry out.Experiment with the response to hot packs and cold packs.Use a thermometer to see if you can determine what temperature changes the color of the pigment. How Thermochromic Slime Works The slime part of the science project works the same as usual. In the type of slime made using glue and starch or borax, the polyvinyl alcohol from the glue reacts with the borate ion from the borax or starch, forming long chains of molecules that link to each other a polymer. Water fills in the spaces in this network, giving you damp, gooey slime. The heat-sensitive color change relies on leuco dyes. There are  pigment molecules that alter their structure in response to a change in temperature. One conformation reflects/absorbs light one way, while the other conformation reflects/absorbs another way or else appears colorless. Typically these dyes change from one state into another, so you get two colors. Contrast this with liquid crystals found in mood rings, which change color as the space between components of the crystal increases/decreases. Liquid crystals display more colors, but the most common color change liquid crystal composition is inactivated by water, so it wont work with slime.

Human Resources- Understanding Job Satisfaction, Commitment, & Term Paper

Human Resources- Understanding Job Satisfaction, Commitment, & Employee Retention - Term Paper Example All these three aspects are interrelated to each other. If job satisfaction is positive then it leads to strong organizational commitment and this may result in high level of employee retention. If there is negative job satisfaction, the employees will reduce their commitment towards work and organization which ultimately results in high level of turnover rate. In this paper, details of job satisfaction, organizational commitment along with employee retention have been discussed succinctly. The paper also covers the relationship between the three factors in a precise way. Finally, the paper is enclosed with a few concluding lines about the entire topic. 2.0 Job Satisfaction Job satisfaction is the result of emotional reaction related to the specific job situation. The satisfaction is dependent on the level of outcome of the job that means whether the employees can meet the result or exceed their expectations. Job satisfaction turns to be negative when the rewards are less and this ma y result in negative attitude towards the job (Tella & Et. Al., 2007). Job satisfaction is the affective response of an employee; therefore it can be a source or may be related to high productivity. It is a fact that â€Å"the satisfied worker is the productive worker†. Thus, satisfaction level of the worker is extensively related to the performance and quality of work. However, various studies have shown that satisfaction or dissatisfaction has no relation to the productivity of work. Satisfied workers may or may not be high producers and those employees who are high producers may not be interested in their jobs. Job satisfaction and dissatisfaction may not result in explicit behavior such as positive or negative influence in productivity, grievance, absenteeism, turnover and others. It may depend upon the personal characteristics of an employee that may be his or her personality and prospects for self expression lying on the job (Smith, n.d.). 3.0 Commitment Organizational commitment has been defined in various ways by Beckeri, Randal and Riegel (1995). It is considered as a strong aspiration of the employees to be a member of a particular organization. It is also defined as high level efforts that can be applied by employees for the organization and the employees’ acceptability related to the values as well as goals of the organization. Organizational commitment is associated with several factors such as personal factors, for example, age, professional periods in the organization, external or internal ascription. The other factors are organizational factors and these encompass job design, leadership style; and other non-organizational factors consist of availability of substitutes (Tella & Et. Al., 2007). According to Mowday, Porter and Steer (1982), organizational commitment is considered as an attachment and loyalty. There are three components related to organizational commitment which involve identification related to the goals as well as s tandards of the organization, desire to be associated with the organization and finally, an eagerness to show efforts for the organization (Mowday & Et. Al., 1982). Organizational commitment can also be termed as the power of the recognition of an individual and his attachment within the

Motivation -wk3 Essay Example | Topics and Well Written Essays - 1000 words

Motivation -wk3 - Essay Example When I look at my description of a good day, I can say that emotionally I would be feeling happy and peaceful during the day. I would have autonomy because I was working alone, getting things done, and having good conversation with a friend. This would be my example of autonomy support. I believe that competence would be shown in my ability to do my job well and identify prospects to finish. This action gives me a high feeling of competence. Structure is very important to me and the more organized I am, the more competent I fee. My conversation with my friends appeals to my sense of involvement because the conversation showed we are caring people and we enjoy being together. This action brings me a sense of well being and I feel that I am loved by my friend and my family. Reeves (2009) states that vitality is associated with the way in which people feel during a good day. When people feel "autonomous, competent and interpersonally related (p. 168) they also feel vital or like their life has meaning. In terms of psychological need, people need to feel a sense of self-worth in anything they do. I would think that a person who is feeling vibrant and needed would be more motivated to do more than those who are not. Motivation would be enhanced for someone when they knew they were needed. My final project will research the educational needs of teenagers in Liberia. I will concentrate on the needs of teenage girls. This is a social change issue because there are many challenges that girls in Liberia have that influence their education. Some of these challenges are teen pregnancy, rape, and fall out from their past civil war. I would like to understand the motivation for teens to become educated despite all of these issues. Generally speaking, in most countries teens may be motivated to become educated because the laws say that children must go to school from an early age to about the age of 18. In Liberia, the

Sherwin williams Essay Example for Free

Sherwin williams Essay No matter how you coat it, Sherwin-Williams is one of the largest paint manufacturers in the US and worldwide. Sherwin-Williams has rose to his level of success by excelling in the their strategic management process and Sherwin-Williams implements its strategy with its mission statement: For over 140 years, manufacturers have trusted Sherwin-Williams for innovative coatings and exceptional service. And you can count on us for the expertise and the support you need to get better results, from start to finish. Also The Sherwin-Williams Company has established a vision statement and quality commitment, which states: We commit to seek out the expectations of our customers and to consistently meet and exceed those expectations through our service, products and attitudes. To achieve this vision Sherwin Williams will use a combination of innovation and market development grand strategies to realize the long-term objectives of improving local market position, creating a high focus on customer satisfaction, attaining high employee morale, and increasing market share. The Sherwin-Williams Company is committed to the products finishing industry and strives to be a valuable supplier and resource for their customers. Sherwin Williams intends to overcome challenges and take advantage of all market opportunities through committing to the strategic implementation. This commitment starts right at the top and is expected throughout every level of management all the way down to the frontline sales force. Strategic Managers have been utilizing a plan in supporting personnel in order to direct their efforts at specific markets and customers of a global scope. A group of Strategic Account Managers dedicates their efforts towards total service of specific global accounts through close communication with customer facilities, their emphasis is coordinating sales and service activities. Currently, Sherwin-Williams growth strategy is to acquire Consorcio Comex, the second largest specialty paint store organization in the Western Hemisphere. The acquisition will expand the architectural paint business in Americas and increase retail distribution in many markets where the store count is low. Sherwin-Williams is engaged and has invested in  capital expenditures to increase manufacturing capacity, enhance productivity of its existing facilities and expanded its store network. Management is continually re-evaluating the company’s operating facilities, including acquired operating facilities, against its long-term strategic goals as the company continues within its growth strategy. Sherwin-Williams maintains its strategic control using an operational excellence program which is a methodology for pursuing continuous improvement. Utilizing this process for defining, measuring, analyzing, improving and controlling the business, manufacturing, and service facilities will help management be prepared to identify areas for improvement and implement necessary process or procedural changes. Management has a significant commitment in utilizing these control resources that will result in improvements in service and quality to our customers for years to come. From Sherwin-Williams expansive distribution and multiple manufacturing locations, to their experienced sales and technical service professionals they have excelled in implementing their strategic management and planning process by listening and responding to specific product, service and performance needs of their customers. Levy, Keith. Sherwin-Williams Is Painting a New Picture of Marketing. Forbes. Forbes Magazine, 08 Nov. 2011. Web. 27Apr. 2013. Sherwin-Williams. Investor Relations. N.p., n.d. Web. 28 Apr. 2013. Want to Learn More about Our History, Career Opportunities and Investor Relations? Sherwin-Williams. N.p., n.d. Web. 29 Apr. 2013.

Political Correctness Has Gone Too Far Essay -- History Censorship Arg

Political Correctness has Gone Too Far The â€Å"Politically Correct† movement’s purpose is to bring historically condescending terms, offensive music and art, and controversial educational content to an end and replace them with more positive and less-offending references. Offensive and demoralizing efforts are wrong, but the censorship and deletion of words and phrases that do not contain the intention to demoralize are taking political correctness too far. Politically correct (or â€Å"PC†) antics have created a social decline that is growing worse with each generation, specifically regarding areas of art, education, language, and our right to freedom of speech; the degradation they have brought to the American psyche has even led to name-changing. The PC mindset has also discouraged artistic expression. Imagine being to be so sensitive about offending people that we let the art we create be determined by the offended. New art would be restricted and old art would be censored. The creative ability would be limited to what is considered acceptable by everyone. We would be like the fool who tries to please everyone. How would music and art exist if the free reign of creativity ended? If art and music continue to face influential restrictions on content, then the quality of art will fall into artistic mediocrity. PC policies have also compromised the accuracy of educational content in textbooks. Material close to being offensive is removed or adjusted to satisfy the super-sensitive or to avoid any unforeseen complaints. For example, American Indians can't be depicted with long braids, in rural settings, or on reservations, even though many American Indians do have long braids and live in rural settings or on reservations. If the depictions of our historical figures are incorrect, then the new PC textbooks should ensure their historical accuracy and footnote each change appropriately. In addition, if the information is correct but is being altered to satisfy sensitive groups, it should be changed back, regardless of the offending potential. How far could this evolve? Will we continue to erase provocative and controversial details of our history? It â€Å"dumbs down† our textbooks, leaving them bland and far less interesting. This effort to cleanse our history is wrong and it is killing our education efforts/system today. We are becoming more aware of the sen... ...n the January 1993 Library Journal, makes a similar suggestion: "Ultimately, however, we hope we use language that is more sensitive without enforcing strident political correctness or orthodoxy." We, as a society, are so concerned about avoiding confrontations that we are going overboard changing non-offensive names. The attempt to avoid possible protests of sensitive pressure groups by sanitizing our language is, in my opinion, censorship. Changing a man’s career name from trashman to custodial engineer is an example that is justifiable and is why political correctness was brought about. It is the oversensitive effort to numb out historical content, which is neither offensive nor demeaning, which leads me to believe that political correctness has gone too far and needs to be stopped. Bibliography Fialkoff, Francine. "The Word Police." Library Journal 118 (1993):25. S.I. Hayakawa and Alan R Hayakawa, Words with Built-in Judgments. Language Awareness, Readings for College Writers. Ed. Paul Escholz, Alfred Rosa, Virginia Clark. Bedfort/St. Martin’s: Boston, New York, 2004. 229-234 Wikipedia the Free Online Encyclopedia. http://en.wikipedia.org/wiki/Snowman 2004

Integration

http://sahatmozac. blogspot. com ADDITIONAL MATHEMATICS FORM 5 MODULE 4 INTEGRATION http://mathsmozac. blogspot. com http://sahatmozac. blogspot. com CHAPTER 3 : INTEGRATION Content Concept Map page 2 3–4 5 6 7 8–9 10 – 11 12 4. 1 Integration of Algebraic Functions Exercise A 4. 2 The Equation of a Curve from Functions of Gradients. Exercise B SPM Question Assessment Answer http://mathsmozac. blogspot. com 1 http://sahatmozac. blogspot. com Indefinite Integral a) o o a x n a dx = ax + c. xn+ 1 + c. n+ 1 b) x n dx = c ) o d x = a o x n d x = a n x + n + 1 1 + c . Integration of Algebraic Functions ) ) The [f (x)  ± g(x) ]dx = o f (x) dx  ± d o Equation of a Curve from Functions of Gradients o g(x)dx y = y = o f ‘( x ) d x c, f (x) + http://mathsmozac. blogspot. com 2 http://sahatmozac. blogspot. com INTEGRATION 1. Integration is the reverse process of differentiation. dy 2. If y is a function of x and = f ‘( x) then o f ‘( x)dx = y + c, c = c onstant. dx If dy = f ( x ), then dx o f ( x)dx = y 4. 1. Integration of Algebraic Functions Indefinite Integral a) b) o o a dx = ax + c. n a and c are constants xn+ 1 x dx = + c. n+ 1 n c is constant, n is an integer and n ? – c) o ax dx = a o ax n + 1 x dx = + c. n+ 1 n and c are constants n is an d) o [f ( x )  ± g ( x ) ]dx = o f ( x) dx  ± o g ( x)dx http://mathsmozac. blogspot. com 3 http://sahatmozac. blogspot. com Find the indefinite integral for each of the following. a ) ? 5dx b) ? x 3 dx c) ? 2 x dx 5 d) ? ( x ? 3x 2 )dx Always remember to include ‘+c’ in your answers of indefinite integrals. Solution : a) ? 5dx ? 5x ? c b) 3 ? x dx ? x3? 1 ? c 3 ? 1 x4 = ? c 4 2 c) 5 ? 2 x dx ? 2 x5? 1 ? c 5 ? 1 2 x6 = ? c 6 1 = x6 ? c 3 d) ? ( x ? 3x )dx ? ? xdx ? ? 3x 2 dx = x 2 3 x3 ? ?c 2 3 x2 = ? x3 ? c 2 Find the indefinite integral for each of the following. a) ? ? x ? 3x ? dx 2 x 4 b) ?x ? x 2 4 ? ? ? 3 ? ? dx x ? ? a) Solution : x ? 3Ãâ€"2 ? ? x 4 ?dx ? ? x 3Ãâ€"2 ? ? ? x4 ? x4 ? dx ? ? b) 2 4? ? ? 2 4? ? 3 ? 4 ? dx = ? ? 3x ? 2 ? dx x ? x ? ? ? = ? 3Ãâ€"2 ? 4 x ? 2 dx ? x ? 1 ? 3x 3 = ? 4? c 3 ? ?1 ? 4 = x3 ? ? c x ? ? x? 3 ? 3x? 2 dx ? x? 1 ? x? 2 = ? 3? c ? 2 ? ?1 ? 1 3 =? 2 ? ?c 2x x ? ? ? ? http://mathsmozac. blogspot. com 4 http://sahatmozac. blogspot. com 1. Find ? ? 3x 2 ? 4 x ? 10 dx. ? [3m] 2. Find ? ? x 2 ? 1 ? 2 x ? 3 ? dx. ? [3m] 1? ? 3. Find ? ? 2 x ? ? dx. x? ? 2 [3m] 4. Find ? ? 2x ? ? 3 ?x? 3 ? ? 2 ? dx. 4 x ? [3m] 6x ? 5 5. Integrate with respect to x. x3 [3m] 6. Find ? ?x 5 ? 4Ãâ€"2 2x 4 ? dx [3m] 3 ? ? 7. Find ? x ? 6 ? 6 ? x . x ? ? 2 [3m] 8. Integrate x 2 ? 3x ? 2 with respect to x. x ? 1 [3m] http://mathsmozac. blogspot. com 5 http://sahatmozac. blogspot. com The Equation of a Curve from Functions of Gradients dy ? f ‘( x), then the equation of the curve is dx If the gradient function of the curve is y ? ? f ‘( x ) dx c is constant. y ? f ( x) ? c, Find the equation of the curve that has the gradient function 3x ? 2 and passes through the point (2, ? 3). Solution The gradient function is 3x ? 2. dy ? 3x ? 2 dx y ? ? (3x ? 2)dx y? 3Ãâ€"2 ? 2x ? c 2 The curve passes through the point (2, ? 3). Thus, x = 2, y = ? 3. 3(2) 2 ? 3 ? ? 2x ? c 2 ? 3 ? 6 ? 4 ? c c ? 5 Hence, the equation of curve is y? 3x 2 ? 2x ? 5 2 http://mathsmozac. blogspot. com 6 http://sahatmozac. blogspot. com 1. Given that dy ? 6 x ? 2 , express y in terms of x if y = 9 when x = 2. dx 2. Given the gradient function of a curve is 4x ? 1. Find the equation of the curve if it passes through the point (? 1, 6). 3. The gradient function of a curve is given by dy 48 ? kx ? 3 , where k is a constant. dx x Given that the tangent to the curve at the point (-2, 14) is parallel to the x-axis, find the equation of the curve. http://mathsmozac. blogspot. com 7 http://sahatmozac. blogspot. com SPM 2003- Paper 2 :Question 3 (a) Given that y ? 2 x ? 2 and y = 6 when x = ? 1, find y in terms of x. dx [3 marks] SPM 2004- Paper 2 :Question 5(a) The gradient function of a curve which passes through A(1, ? 12) is 3 x 2 ? 6 x. Find the equation of the curve. [3 marks] http://mathsmozac. blogspot. com 8 http://sahatmozac. blogspot. com SPM 2005- Paper 2 :Question 2 A curve has a gradient function px 2 ? 4 x , where p is a constant. The tangent to the curve at the point (1, 3) is parallel to the straight line y + x ? 5 =0. Find (a) the value of p, [3 marks] (b) the equation of the curve. [3 marks] http://mathsmozac. blogspot. com 9 http://sahatmozac. blogspot. com 1.Find the indefinite integral for each of the following. (a) ? ? 4x 3 ? 3 x ? 2 dx ? (b) 3? x ? ? 2 2 ? 6? ? dx x3 ? 1 ? 2 ( c) (c) ? ? x 5 + 5 6x ? 3 ? ? dx ? ? x2 ? 3 (d) ? ? ? x2 ? ? ? 2 ? ? dx ? ? 2. If dy ? 4 x3 ? 4 x, and y = 0 when x = 2, find y in terms of x. dx http://mathsmozac. blogspot. com 10 http://sahatmozac. blogspot. com 3. If dp v3 ? 2v ? , and p = 0 when v = 0, find the value of p when v = 1. dv 2 4. Find the equation of th e curve with gradient 2 x 2 ? 3 x ? 1, which passes through the origin. 5. d2y dy dy Given that ? 4 x, and that ? 0, y = 2 when x = 0. Find and y in terms 2 dx dx dx of x. http://mathsmozac. blogspot. om 11 http://sahatmozac. blogspot. com EXERCISE A 1) 2) 3) 4) 5) 6) 7) 8) x ? 2 x ? 10 x ? c 3 2 SPM QUESTIONS 1) y ? x2 ? 2x ? 7 2) y ? x3 ? 3 x 2 ? 10 3) p ? 3, y ? x3 ? 2 x 2 ? 4 x4 ? x3 ? 3x ? c 2 4 3 1 x ? 4x ? ? c 3 x 4 2 x x 1 ? ? 3 ? 2x ? c 2 2 x 6 5 ? ? 2 x 2x 2 x 2 ? ?c 4 x 1 2 x3 ? 3 ? c x 2 x ? 2x ? c 2 ASSESSMENT 1) (a ) x 4 ? 3 2 x ? 2x ? c 2 2 3 (b) 3x ? ? 2 ? c x x 6 x 1 (c ) ? ?c 9 24 x 4 x3 9 (d ) ? 6x ? ? c 3 x y ? x4 ? 2 x2 ? 8 p? 7 8 2 3 3 2 x ? x ? x 3 2 2 3 x ? 2 3 EXERCISE B 1) y ? 3x 2 ? 2 x ? 1 3 x 2 24 ? 2 ? 2 2 x 2) 2) y ? 2 x 2 ? x ? 3 3) y ? 3) 4) y? 5) y? http://mathsmozac. blogspot. com 12 http://sahatmozac. logspot. com ADDITIONAL MATHEMATICS FORM 5 MODULE 5 INTEGRATION http://mathsmozac. blogspot. com 13 http://sahatmozac. blogspot. com CONTENT CONCEPT MAP INTEGRATION BY SUBSTITUTION DEFINITE INTEGRALS EXERCISE A EXERCISE B ASSESSMENT SPM QUESTIOS ANSWERS 2 3 5 6 7 8 9 10 http://mathsmozac. blogspot. com 14 http://sahatmozac. blogspot. com CONCEPT MAP INTEGRATION BY SUBSTITUTION un ? ax ? b ? dx ? ? du ? a n DEFINITE INTEGRALS If b d g(x) ? f (x) then dx b where u = ax + b, a and b are constants, n is an integer and n ? -1 OR (a) ? f (x)dx g(x)? ? g(b) ? g(a) a a (b) ? f (x)dx f (x)dx a a b b (c) ? f (x)dx f (x)dx ? ? f (x)dx a b a b c ? ax ? b ? ? ? ax ? b ? dx ? a ? n ? 1? n n ? 1 ? c, where a, b, and c are constants, n is integer and n ? -1 http://mathsmozac. blogspot. com 15 http://sahatmozac. blogspot. com INTEGRATION BY SUBSTITUTION un ? ? ax ? b ? dx ? ? a du n where u = ax + b, a and b are constants, n is an integer and n ? -1 O R ? ax ? b ? ? ? ax ? b ? dx ? a ? n ? 1? n n ? 1 ? c, where a, b, and c are constants, n is integer and n ? -1 Find the indefinite integral for each of the following. (a) ? ? 2 x ? 1? dx 3 (b) ? 4(3 x ? 5)7 dx 2 (c) ? dx (5 x ? 3)3 SOLUTION (a) ? ? 2 x ? 1? dx 3 Let u = 2x +1 du du ? 2 ? dx ? dx 2 3 3 ? du ? ? (2 x ? 1) dx ? ? u ? ? ? ? u3 = ? du 2 u 3 ? 1 = ? c 2(3 ? 1) u4 +c 8 (2 x ? 1) = +c 8 = Substitute 2x+1 and substitute dx with du dx = 2 OR (2 x ? 1) 4 ? c ? (2 x ? 1) dx ? 2(4) 3 = ? 2 x ? 1? 8 4 ?c Substitute u = 2x +1 http://mathsmozac. blogspot. com 16 http://sahatmozac. blogspot. com (b) ? 4(3 x ? 5) dx 7 (c) Let u ? 3 x ? 5 du du ? 3 ? dx ? dx 3 7 4u 7 du ? 4(3 x ? 5) dx ? ? 3 4u 8 = ? c 3(8) u8 ? c 6 (3u ? 5)8 = ? c 6 = 2 dx ? ? 2(5 x ? 3) ? 3 dx (5 x ? 3)3 Let u ? 5 x ? 3 du du ? 5 ? dx ? dx 5 ? 3 2u ? 3 du ? 2(5 x ? 3) dx ? ? 5 2u ? 3 = ? c 5(? 2) ? OR 4(3 x ? 5)8 ? c ? 4(3 x ? 5) dx ? 3(8) 7 u ? 2 ? c ? 5 1 = ? 2 5u 1 =? ?c 5(5 x ? 3)2 = = (3x ? 5)8 ? 6 DEFINITE INTEGRALS If d g ( x) ? f ( x) then dx b (a) (b) ? b a b f ( x)dx ? ? g ( x) ? ? g (b) ? g (a) a ? (c ) ? a b f ( x)dx ? ? ? f ( x)dx a b a f ( x)dx ? ? f ( x)dx ? ? f ( x)dx b a c c http://maths mozac. blogspot. com 17 http://sahatmozac. blogspot. com Evaluate each of the following ( x ? 3)( x ? 3) (a) ? 12 dx x4 1 1 (b) ? 0 dx (2 x ? 1) 2 SOLUTION (a) x2 ? 9 2 ( x ? 3)( x ? 3) ? c ? ?12 4 dx ? 1 x4 x 2 9 ? 2? x = ? 1 ? 4 ? 4 ? dx x ? ?x = ? 12 ( x ? 2 ? 9 x ? 4 )dx ? x ? 1 ? x ? 3 ? ? =? ? 9? ? ? 3 ? ?1 ? ?1 2 2 (b) ?0 1 1 1 dx ? ?0 (2 x ? 1)? 2 dx 2 (2 x ? 1) 1 = ? 0 (2 x ? 1) ? 2 dx ? (2 x ? 1) ? 1 ? =? ? ? ?1(2) ? 0 ? 1 = ? ? 2(2 x ? 1) ? 0 =? ? ? 1 1 ? 2[2(1) ? 1] ? 2[2(0) ? 1] ? 1 1 ? 1 3? = ? 3 ? ? x x ? 1 ? 1 3 ? ? 1 3? = ? 3 ? ? 3 ? ? 2 2 ? ? 1 1 ? 1 3 = ? ? ? (? 1 ? 3) 2 8 1 =? ?2 8 1 =? 2 8 1 ? 1? = ? ? 6 ? 2? 1 = 3 http://mathsmozac. blogspot. com 18 Distributed:18. 1. 09 Return:20. 1. 09 INTEGRATE THE FOLLOWING USING SUBSTITUTION METHOD. (1) ? ( x ? 1)3dx (2) ? ?4 ? 3 x ? 5 ? dx ? 5 (3) ? 1 ? 5 x ? 3? dx 4 1 ? ? (4) ? ? 5 ? x ? dx 2 ? ? ?3 1 ? ? (5) ? 5 ? 4 ? y ? dy 2 ? ? 4 3? 2 ? (6) ? ? 5 ? u ? du 2? 3 ? 5 19 http://sahatmozac. blogspot. com EXERCISE B 8 1. Evaluate ? 3 ( x3 ? 4)dx Answer : 1023. 75 2. Evaluate Answer: 3 ? ?3 1 2 x( x ? x ? 5)dx 8 83 96 ?2 ? 3. Integrate ? x ? 5 ? with respect to x ? 3 ? 4 4. Evaluate ? 1 3 1 ? ? ? 2 ? 3x ? 4 ? dx ? 1 x ? ? 1 Answer: 3 ? 2 ? ? x ? 5? ? c 10 ? 3 ? 5 Answer : 3 5. Evaluate ? 3 1 ? 2 x ? 1 2 x ? 1? dx 4 x2 6. Given that of 2 5 ? 5 2 f ( x)dx ? 10 , find the value 5 Answer: 1 6 ? ? 1 ? 2 f ( x)? dx Answer :17 http://mathsmozac. blogspot. com 20 http://sahatmozac. blogspot. com ASSESSMENT ?6 and 2. (a) ? 5(2 ? 3v) dv 4 (b) ? dx 5 3 ? 1 ? 5 x ? 1. Given that ? 2 2 1 f ( x)dx ? 3 ? 2 3 f ( x)dx ? ?7 . Find (a) the value of k if (b) ? ? kx ? f ( x)? dx ? 8 1 ? ? 5 f ( x) ? 1? dx 3 1 Answer : (a) k = (b) 48 22 3 3.Show that d ? x 2 ? 2 x 2 ? 6 x 4. . ? dx ? 3 ? 2 x ? ? 3 ? 2 x ? 2 4 Given that ? 4 0 f ( x)dx ? 3 and Hence, find the value of Answer : 1 10 ? ? 3 ? 2x ? 0 1 x ? x ? 3? ? 0 g ( x)dx ? 5 . Find 4 0 2 dx . ? f ( x)dx ? ? g ( x)dx (b) ? ?3 f ( x) ? g ( x)? dx (a) 0 4 0 4 Answer: (a) – 15 (b) 4 http://mathsmozac. blogspot. com 21 http://sahatmozac. blogspot. com SPM QUESTIONS SPM 2003 – PAPER 1, QUESTION 17 1. Given that ? SPM 2004 – PAPER 1, QUESTION 22 k n dx ? k ? 1 ? x ? ? c , 2. Given that 1 ? 2 x ? 3? dx ? 6 , where k ; -1 , find the value of k. [4 marks] ? 1 ? x ? find the value of k and n [3 marks] Answer: k = 5 5 Answer: k = ? =-3 3 5 4 SPM 2005 – PAPER 1, QUESTION 21 6 6 3. Given that ? 2 f ( x)dx ? 7 and ? 2 (2 f ( x) ? kx)dx ? 10 , find the value of k. Answer: k = 1 4 http://mathsmozac. blogspot. com 22 http://sahatmozac. blogspot. com ANSWERS EXERCISE A 1. 3 ( x + 1)4 + c 2. 60 (3 x +5) – 4 + c 3. ?20 EXERCISE B 1. 1023. 75 ? 5 x ? 3? 3 ?c 2. 3 83 96 5 4. 3? 1 ? ?5 ? x? ? c 2? 2 ? ? y? ?c ? 6 4 ?2 3 ? 2 ? 3. ? x ? 5? ? c 10 ? 3 ? 1 3 5 5. 1 6 6. 17 1 ? 5. ?10 ? 4 ? 2 ? 6. 4. 3 2 ? ? ? 5 ? 5 ? u ? ? c 3 ? ? ASSESSMENT 22 1. (a) k = 3 (b) 48 2. (a) 90(2 – 3v) +c ? 100 (b) (1 ? 5 x) ? 4 ? c 3 3. 1 10 -5 SP M QUESTIONS 1. k = ? 2. k = 5 3. = 1 4 5 3 n=-3 4. (a) – 15 (b) 4 http://mathsmozac. blogspot. com 23 http://sahatmozac. blogspot. com ADDITIONAL MATHEMATICS MODULE 6 INTEGRATION http://mathsmozac. blogspot. com 24 http://sahatmozac. blogspot. com CHAPTER 3 : INTEGRATION Content Concept Map 9. 1 Integration as Summation of Areas page 2 3 4–6 7–8 9 – 11 12 – 14 15 Exercise A 9. 2 Integration as Summation of Volumes Exercise B SPM Question Answer http://mathsmozac. blogspot. com 25 http://sahatmozac. blogspot. com a) The area under a curve which enclosed by x-axis, x = a and x = b is a) The volume generated when a curve is rotated through 360? bout the x-axis is ? ? b a y dx b) The area under a curve which enclosed by y-axis, y = a and y = b is b a Vx ? ? ? y 2 dx a b x dy b) The volume generated when a curve is rotated through 360? about the y-axis is c) The area enclosed by a curve and a straight line ? ? f ( x) ? g ( x)? dx b a Vy ? ? ? x 2 dy a b http://mathsmozac. blogspot. com 26 http://sahatmozac. blogspot. com 3. INTEGRATION 3. 1 Integration as Summation of Area y y = f(x) b a a b 0 The area under a curve which enclosed by x = a and x = b is x 0 x y = f(x) ? b a ydx The area under a curve which is enclosed by y = a and y = b isNote : The area is preceded by a negative sign if the region lies below the x – axis. ? b a xdy Note : The area is preceded by a negative sign if the region is to the left of the y – axis. The area enclosed by a curve and a straight line y y = g (x) y = f (x) a The area of the shaded region = = b b x ? ? ? f ( x) ? g ( x)? dx a b a a b f ( x)dx ? ? g ( x) http://mathsmozac. blogspot. com 27 http://sahatmozac. blogspot. com 1. Find the area of the shaded region in the diagram. y y = x2 – 2x 2. Find the area of the shaded region in the diagram. y y = -x2 + 3x+ 4 x -1 0 4 0 x http://mathsmozac. blogspot. com 28 http://sahatmozac. logspot. com 3. Find the area of the shaded region y y=2 4. Find the area of the shaded region in the diagram. y y = x2 + 4x + 4 0 x = y2 x -2 -1 0 2 x http://mathsmozac. blogspot. com 29 http://sahatmozac. blogspot. com 5. Find the area of the shaded region in the diagram y 1 x = y3 – y x 6. y y = ( x – 1)2 0 0 x x=k -1 Given that the area of the shaded region in 28 the diagram above is units2. Find the 3 value of k. http://mathsmozac. blogspot. com 30 http://sahatmozac. blogspot. com 3. 2 Integration as Summation of Volumes y y=f(x) The volume generated when a curve is rotated through 360? about the x-axis is 0 a b xVx ? ? ? y 2 dx a b y y=f(x) The volume generated when a curve is rotated through 360? about the y-axis is b a 0 x Vy ? ? ? x 2 dy a b http://mathsmozac. blogspot. com 31 http://sahatmozac. blogspot. com y y=x(x+1) Find the volume generated when the shaded region is rotated through 360? about the x-axis. x 0 Answer : x=2 ? ? ? y 2 dx 0 2 Volume generated ? ? ? x 2 ? x ? 1? dx 2 2 0 ? ? ? ( x 4 ? 2 x3 ? x 2 )dx 0 2 ? x 5 2 x 4 x3 ? ? ? ? ? 4 3 ? 0 ? 5 2 25 2(2)4 23 ? ? ? ? ? ? ? ? 0? 5 4 3? ? 256 1 ? ? @ 17 ? units 3 . 15 15 y y ? 6 ? x2 The figure shows the shaded region that is enclosed by the curve y ? ? x 2 , the x-axis and the y-axis. Calculate the volume generated when the shaded region is revolved through 360? about y-axis. 0 Answer : Given y ? 6 ? x 2 substitute x ? 0 into y ? 6 ? x Then, y ? 6? 0 y? 6 2 x Volume generated ? ? ? x 2 dy 0 6 ? ? ? ? 6 ? y ? dx 6 0 ? y2 ? ? ? ?6 y ? ? 2 ? 0 ? 62 ? ? 6(6) ? 2 ? 18? units 3 . ? ? ? ? 0? ? ? 6 http://mathsmozac. blogspot. com 32 http://sahatmozac. blogspot. com 1. y y = x (2 – x) 0 x The above figure shows the shaded region that is enclosed by the curve y = x (2 – x) and x-axis. Calculate the volume generated when the shaded region is revolved through 360? bout the y-axis. [4 marks] http://mathsmozac. blogspot. com 33 http://sahatmozac. blogspot. com 2. y R (0, 4) Q (3, 4) P (0, 2) y? = 4 (x + 1) 0 x=3 x The f igure shows the curve y ? ( x ? 2) 2 . Calculate the volume generated when the shaded region is revolved through 360? about the x-axis. http://mathsmozac. blogspot. com 34 http://sahatmozac. blogspot. com 3. y R (0, 4) x y ? ? 3? x 0 x=k The above figure shows part of the curve y ? ? 3 ? x and the straight line x = k. If the volume generated when the shaded region is revolved through 1 360? about the x-axis is 12 ? units3 , find the value of k. 2 http://mathsmozac. logspot. com 35 http://sahatmozac. blogspot. com SPM 2003- Paper 2 :Question 9 (b) Diagram 3 shows a curve x ? y 2 ? 1 which intersects the straight line 3 y ? 2 x at point A. y 3 y ? 2x 3y ? 2x x ? y2 ? 1 ?1 0 x Diagram 3 Calculate the volume generated when the shaded region is involved 360? about the y-axis. [6 marks] http://mathsmozac. blogspot. com 36 http://sahatmozac. blogspot. com SPM 2004- Paper 2 :Question 10 Diagram 5 shows part of the curve y ? y 3 ? 2 x ? 1? 2 which passes through A(1, 3). A(1,3) y? 0 a) b) Di agram 5 3 ? 2 x ? 1? 2 x Find the equation of the tangent to the curve at the point A. [4 marks] A egion is bounded by the curve, the x-axis and the straight lines x=2 and x= 3. i) Find the area of the region. ii) The region is revolved through 360? about the x-axis. Find the volume generated, in terms of ? . [6 marks] http://mathsmozac. blogspot. com 37 http://sahatmozac. blogspot. com SPM 2005- Paper 2 :Question 10 In Diagram 4, the straight line PQ is normal to the curve y ? straight line AR is parallel to the y-axis. y x2 ? 1 at A(2, 3). The 2 y? x2 ? 1 2 A(2, 3) 0 R Diagram 4 Find (a) (b) (c) Q(k, 0) x the value of k, [3 marks] the area of the shaded region, [4 marks] the volume generated, in terms of ? when the region bounded by the curve, the y-axis and the straight line y = 3 is revolved through 360? about y-axis. [3 marks] http://mathsmozac. blogspot. com 38 http://sahatmozac. blogspot. com EXERCISE A EXERCISE B 1. 1 1 ? unit 2 15 1. 1 1 units 2 3 5 units 2 6 2. 2. 20 3 6 ? unit 3 5 k ? ?2 3. 3. 2 2 units 2 3 2 units 2 3 SPM QUESTIONS SPM 2003 Volume Generated ? 52 ? units3 15 4. 24 SPM 2004 i) Area ? 1 units 2 5 49 ? units3 1125 5. 1 units 2 2 k? 4 ii) Volume Generated ? 6. SPM 2005 a) k ? 8 1 b) Area ? 12 units2 3 c) Volume Generated ? 4? units? http://mathsmozac. blogspot. com 39

Prince Tennis Essay

Prince Sports is a leading tennis supplier in the international market. They have many products including racquets, bags, apparel and other accessories. They are leaders in innovation in tennis and have invented new racquet technology. Prince is excellent at catering to all types of tennis players, from juniors to professionals and everyone in-between. An environmental force that will work for Prince is the continuing growth of the population. The population is expected to continue growing which will provide opportunity for all markets. The boom in technology in the 21st century has created an atmosphere where anyone can have access to information at any time. The quality and quanity of information on the web today is better than ever. Smith is now able to use social networking tools, there is more advertising opportunity to communicate with their customers. As stated in the text, there is a large growth in tennis participation in recent years. â€Å"Tennis participation in the United States was up 43 percent- the fastest growing traditional individual sport in the country,† says Nick Skally, a senior marketing manager for Prince. With increasing globalization competetors in the tennis industry could pose a future challenge for Prince. If Prince continues expanding in the global market place, especially if they sell to un-developed countries, they may have the threat of increased taxation, inflation or high exchange rates. It is important that they choose wisely where they globally market their product. Prince is in a great position because there is an increase in playing tennis as a sport. To continue the growth of the tennis industry in the US Prince should continue placing advertisements in stores like Wal Mart and Target, where they sell their products. They could also run more television commercials, and internet advertisements showing people having fun playing tennis with Prince gear. Promotional activities Prince could use to reach recreational players could include coupons for Prince tennis equipment in  the newspaper or catalogs. They could host a charity fund raiser event at a facility with tennis courts, and give out freebies like t-shirts, and water bottles. Prince could place advertisements in popular adult sport magazines. Promotional activities to reach junior tennis players could include marketing on common social networking sites like facebook and twitter. Kids generally watch a lot of tv and pay attention to tv, televison commercials showing high level juniors having a great time with their Prince gear could be a good promotional strategy. Running an event geared towards junior tennis players to try out Prince rackets could be a great way to promote Prince’s junior brand as well. To gain distribution and sales in mass merchandisers like Target and Wal Mart Prince could have point of purchase displays in the sporting sections. Large advertisements in the store, coupons for Prince products. It is important to keep prices reasonable in large retail stores because chances are there will be other tennis options that are reasonably priced as well. In specialty tennis shops Prince could provide demo rackets, posters, detailed catalogs, information on racquets and strings. They could distribute other accessories to shops like bags, and sneakers. They could run deals at certain times, like if a customer spends a certain amount of money of Prince products, they receive a complimentary Prince bag. Prince could advertise their product in local newspapers or magazines, so that consumers know their product is available at specialty shops. In evaluating new countries to aggressively market their products it is important to evaluate each market’s trade barriers like tariffs and quotas. These barriers could make the Prince product too expensive in certain countries and limit their exports. It is also important to understand the culture when considering countries to distribute to. If Prince’s products don’t suit a certain culture it is best not to select that country. Understanding the legal system of countries being considered is important as well. There are lack of civil, commercial and criminal codes in many countries, that Prince probably would not want to expose their company to. Countries that Prince may consider agressivley marketing in are, Canada, United Kingdom, and Brazil. Once Prince decided upon countries to market in, depending on the countries atmosphere, they could place ads on billboards and in stores  that carry their product. Advertisements on popular television channels and radio stations could be helpful in getting the brand seen as well. A great marketing strategy in other countries could be to sponser tennis players from those countries with Prince equipment. Then consumers in those markets would relate to the brand on a more personal level. The Prince marketers are concerned with staying ahead of the curve and constantly learning and studying the market. They have covered all bases in the tennis market with their junior, recreational and performance lines. Prince is headed in a positive direction and is planning on continuing to expand and thrive in the global tennis market, with their quality, specialty equipment and the continuing increase of consumer interest in tennis. References Kerin, R., & Hartley, W. (2013). Marketing (11th ed.). New York, NY: McGraw Hill.

Arguments Against Relativism

Arguments Against Relativism There is plenty of evidence favoring the genuineness of a relativistic attitude in a wide variety of situations. Cultural relativism, religious relativism, linguistic relativism, scientific relativism, relativism moving from different historical perspectives or miscellaneous social positions: this is just the beginning of a list of sources motivating the genuineness of contrasting perspectives on a specific topic at hand. And yet, on some occasions, one may want to resist the idea that the relativistic stance is the best theoretical option: in some cases, it just seems that one of the contrasting views should ​get it more right than the others. On what grounds could such a claim be made? Truth The first ground on which a relativistic attitude can be resisted is truth. If you accept relativism, while holding a certain position, it seems that you are at once undermining that position. Suppose, for instance, that you claim that abortion shall never be endorsed while agreeing that such a judgment is relative to your upbringing; aren’t you at once conceding that abortion may be reasonably endorsed by those who had a different upbringing? Thus, it seems, a relativist is committed to the truth of a claim X, while holding at once that X may not be true when contemplated from a different perspective. That seems an outright contradiction. Cultural Universals A second point that has been stressed is the presence of universal traits across different cultures. True enough the idea of a person, of beauty, of good, of family, or of private property differ across cultures; but, if we look close enough, we can also find common traits. It can hardly be disputed that human beings can adapt their cultural development to the circumstances they come to live in. No matter who your parents are, you can equally learn English or Tagalog if you grow up with a community of native speakers of one or the other language; ditto for traits concerning manual or bodily skills, such as cooking or dancing. Common Traits in Perception Even when it comes to perception, it is easy to see that there is an agreement across different cultures. No matter what your culture is, it is probable that a powerful earthquake or a fierce tsunami will elicit fear in you; no matter your social upbringing, you will be moved by the beauty of the Grand Canyon. Similar considerations hold for the brightness of the sun at midday or the feeling of discomfort provoked by a room at 150 degrees Fahrenheit. While it is certainly the case that different human beings have different experiences of the nuances of perceptions, there seems also to be a shared common core, on the basis of which a non-relativistic account of perception may be built. Semantic Overlap What goes for perception goes also for the meaning of our words, that which is studied by the branch of Philosophy of Language that goes under the name of Semantics. When I say â€Å"spicy† I may not mean exactly what you mean; at the same time, it seems that there has to be some kind of overlap in meaning if the communication is effective at all. Thus, what my words mean cannot be fully relative to my own perspective and experience, on pain of an impossibility of communication.

Barriers To Communication

Barriers To Communication For any kind of communication to be successful, it is essential that the receiver attributes the same meaning to the message as intended by the sender of the message. But all acts of communication are not perfect or successful. At times, some meaning is lost as the message encounters various barriers along its passage between the sender and the receiver. Such barriers may arise at any of the stages through which a message passes during the process of communication. This is also called miscommunication. Some of the common problems that lead to the failure of communication are: noise, cultural differences, complexity of subject matter, personal biases, semantic problems, socio-psychological barriers, filtering, information overload, poor retention, poor listening, goal conflicts, slanting, inferring, etc. Barriers to communication can be classified as follows on the basis of the stage of the communication process during which the problem/s arise: a. Sender-oriented barriers: lack of p lanning, lack of clarity about the purpose of communication, improper choice of words resulting in a badly encoded message, difference in perception, wrong choice of the channel, unjustified presumptions, etc. b. Receiver-oriented barriers: poor listening, lack of interest, difference in perception, biased attitude, etc. c. Channel-oriented barriers: noise, wrong selection of medium, technical defects in the address system or the medium of communication chosen by the sender, time and distance, etc. We may define communication as a psycho-semantic process. Therefore, the barriers that affect the effectiveness of communication are mostly of social-psychological-linguistic nature. These factors may act upon any or all of the elements of the process of communication, that is, the sender or the receiver or the channel. And a common barrier for both the sender and receiver can be the absence of a common frame of reference which often leads to the breakdown of communication in a specific s ituation. A common frame of reference is the context in which communication takes place. A well-defined context helps the sender and the receiver to comprehend the content of the message in a similar way, with regard to its implications and meaning. Many of the barriers listed above are easy to understand. But a few of them may require a detailed explanation. DIFFERENT TYPES OF BARRIERS The various barriers to communication can be classified into the following broad categories: 1) Semantic or language barriers, 2) Physical barriers, 3) Personal barriers, 4) Emotional or perceptional barriers, 5) Socio-psychological barriers, 6) Cultural barriers, and 7) Organizational barriers. SEMANTIC/LANGUAGE BARRIERS Semantics is the systematic study of the meaning of words. Thus, the semantic barriers are barriers related to language. Such barriers are problems that arise during the process of encoding and/or decoding the message into words and ideas respectively. Both the oral and the written communication are based on words/symbols which are ambiguous in nature. Words/ symbols may be used in several ways and may have several meanings. Unless the receiver knows the context, he may interpret the word/symbol according to his own level of understanding and may thus misinterpret the message. The most common semantic barriers are listed as under:

Diane Arbus, Photography of the Everyday or Pictures for the Freak Literature review

Diane Arbus, Photography of the Everyday or Pictures for the Freak Show - Literature review Example What is far more difficult to grasp from the work included in "The Dawn f Photography" is that the very frankness f photography can also inspire a whole other kind f artistic posturing. For if directness is photography's glory, it is also liable to be manipulated, used as a sort f all-purpose rhetorical device, until frankness itself becomes a form f obfuscation or artiness--which is a fair description, I think, f the work f Diane Arbus. Arbus, who committed suicide in 1971 at the age f forty-eight, is widely admired as a truth-teller, and if the initial reactions to the new book, Diane Arbus: Revelations, are any indication, the woman and her work are exerting as strong an attraction today as they did at the time f the posthumous retrospective at the Museum f Modern Art in 1972. Arbus's warts-and-all photographs, which are at once exposes and benedictions, create just the right kind f psychological havoc for a public that is all too willing to believe that any image that disturbs your equanimity is emotionally authentic, and that the greatest works fart are the ones that leave you wondering if you are yourself emotionally authentic. The public all too easily confuses hyperbole with honesty, and Arbus, who is intent on telling us how awful everything is, is a master f the highfalutin creep-out. In a series f photographs folder women on the streets f New York, Arbus seems to suggest that these ladies, who quite clearly take considerable pride in looking their best, are in fact ghouls; she gives such a sharp-eyed attention to their elaborately made-up faces and carefully arranged clothes that they begin to resemble the transvestites in whom Arbus also took an interest. The very eagerness with which Arbus's ladies out for an afternoon pose for the camera becomes a measure f their self-delusion. What's missing is the delicacy that Brassai (whose work Arbus admired) brought to his famous photograph f an old whore, swathed in cheap jewelry, seated in a caf. Brass reminds us that, for all her haggard theatricality, this wreck f a woman is still the proud possessor f a pair f beautiful, velvety eyes. Arbus uses the fixity f the image to deny people their freedom--and in so doing she also denies them their self-esteem. She undermines the young as well as the old, the pretty as well as the ugly. Often photographed front and center, in a dull symmetry, even her most sexually intriguing subjects seem wilted, marooned. Nobody ever looks their best, which is meant as some sort f revelation.

Describe something you have accomplished that makes you proud. What Essay

Describe something you have accomplished that makes you proud. What did you learn from from this experience that might help you to ensure high academic achievement for all of your students - Essay Example An example would be the women in the Women’s Shelter in Suffolk County. These women come in with low self esteem, sometimes running from an abusive mate, and might have several children. It was my job to help these women realize their worth. Despite tough backgrounds and obstacles, anyone who sets their mind to it can achieve goals with the right tools. Sometimes these tools are my counseling. Other tools could be another counselor, help with housing, drug counseling, and other programs. If a student is provided with resources, they can learn more efficiently knowing they are not alone. I am also very proud of my non-published work. Even though it has not been published, I have been researching different subjects with success. I feel a teacher can only be effective when continuing their own individual education. Even the most intelligent individual does not encompass all the knowledge to be had in the world. My non published work includes: The topics above will help me identify various predicaments my student will face. I am qualified to identify drug abuse, economic difficulty, social problems, care of parents or elderly relatives, and other issues. The key to teaching a student becomes understanding how they learn. If outside issues pressure a student until they are unable to learn, those issues must be taken care of first. Due to my knowledge that all students come from diverse backgrounds, I feel I am better suited to help students achieve high academic results. Instead of just writing a student off as lazy, I will try to find the root of the problem. Sometimes tired students have home problems, housing issues, or mental issues that need to be dealt with. What I can not help with, I hope I can find the right resources to introduce to the student. A connection with the student must be made. I hope with help all my students could

Emotions in the workplace Essay Example | Topics and Well Written Essays - 1500 words

Emotions in the workplace - Essay Example Emotions play an important role not only in a personal life of a person but also in his social and professional life. Hence, people who know how to handle their emotions intelligently, tend to succeed in their personal and professional lives. However, for emotions to be handled intelligently, it is important to know the different concepts of emotions. Emotion recognition is one of the most important aspects of emotional intelligence. Emotions of a person affect his communication pattern to a great extent, as emotions not only influence the thinking pattern of a person but also influence the physiology of a person. The behavior of a person is a result of an emotional state that he is going through. Hence, different emotions create different types of physiological changes in human being (Barlow and Maul 2000). They create physical activities and impulses that motivate a person to behave in certain way (Frijda 1986). For example, if a person is sad, he will sit with slouched shoulders and if a person is feeling happy, he will communicate openly and will display pleasant expressions on his face. This shows that different emotions are accompanied with different body gestures and expressions. Hence, if one needs to know how a person is likely to behave or react, one should read the emotion related clues given in his body language (Barl ow and Maul 2000). The ability to read the emotional state of a person through physical clues is known as emotion recognition. According to Mayer et al. (1990), emotion recognition is an â€Å"accurate appraisal and expression of emotions in oneself and others† (Elfenbein, Marsh and Ambady 2002). Emotion recognition is the ability to perceive other people’s emotion. It has been found that it is easy to read emotions from facial expressions of a person than from any other body language clues. Hence, it is vital to have an ability to read facial expressions (Elfenbein, Marsh and Ambady 2002). As emotion recognition is

Measuring Zinc Intake Among Children in Luwelezi Mzimba

Measuring Zinc Intake Among Children in Luwelezi Mzimba TITLE: Validating the Zinc intake amongst Children aged 24-36 months in Luwelezi Mzimba using food frequency questionnaire. INTRODUCTION Our bodies contain 1.5 to 2.5 grams of zinc, found in all organs, tissues, and body fluids .Zinc is essential for the growth and repair of tissues because it is involved in the synthesis of DNA and RNA, therefore making Zinc Very important for the Developing child (24-36 months). Zinc intake correlates directly with protein consumption, groups are at risk because of limited meat intake. Zinc deficiency in children effects growth retardation, skeletal abnormalities, impaired immunity and Poor wound healing. Zinc deprivation impairs growth and development of infants and children. Evidenced with studies that showed zinc supplements produced highly significant improvements in linear growth and weight gain of children .Consequently Zinc intake estimate are important both for epidemiological studies and in the clinical setting. A reliable assessment of nutrient intake is a difficult task, and the choice of method depends on the aim of the study. Food frequency questionnaires (FFQs) is a pr actical tool for validating nutrient consumption, however can the same be noted when validating Zinc intakes. OBJECTIVE: To assess the Validity of zinc intake using a food frequency questionnaire for children between 24-36 months. MATERIALS METHODS A longitudinal survey design was conducted, data was collected twice over the year.Calculation of sample Size. Total number = 96, using error of mean 10%, 50% CV and 95% confidence level. Exclusion Criteria was used, this included the ability to keep a diet record therefore only Parents and Guardians that were literate, no previous involvement in a diet assessment study, and no major diet changes in the past 6 months. Leading to the study recruiting n=85 Children (age range 24 – 36 months) from Luwelezi in Mzimba. Participants were selected using Simple random sampling. Informed consent was obtained from participating parent/guardian, and a special effort was made by the Nutritionist to illuminate the importance of an accurate and not manipulated 3 day diet record. Collecting biological samples is often culturally unacceptable, moreover with children (aged 24 – 36 months) to rural populations in countries like Malawi and opportunistically getting samples from children already compromised at Hospitals/Clinics cannot offer the correct reflection of Zinc intake due to some already being Zinc deficient. According to a study by Gibson he found that Zinc level findings of dietary recall to biochemical indexes were significantly similar of 60 women in southern Malawi, therefore this study will not be using biochemical markers. Ethical approval was sorted from Local, District and National authorities. Zinc FFQ Although the FFQ is apt to self-administration, in this study it was administered by a trained interviewer, this was done due to low literacy rates and thus to improve accuracy. The operation required less than 10 min for each interview. Biasness arises when collecting data using FFQ done once a year, which may introduce a seasonal bias because certain foodstuffs are often consumed only at one time of the year. Therefore, this study collected data during both seasons rather than just at one time then calculated the average. The steps that were taken to improved internal validity of the FFQ included, Assembled and calibrated equipment a selection of local utensils were purchased and calibrated with a standard measuring cup. Acquirement of Picture charts depicting the foods most often eaten in Mzimba. Translated and pretested the FFQ was translated into local Language Chichewa Tumbuka, a pilot draft of the questionnaire was tested on a smaller sample, using respondents similar to actual population. Trained the interviewers adequate training for the interviewers is critical. The interviewing techniques should always be consistent both among the interviewers and over time. Estimating portion sizes is the most challenging part of the recall interview but also one of the most critical for ensuring high-quality results. This study used clay molded into the correct size and shape of the food to help estimation. Converting portion sizes to weight equivalents ,portion sizes was converted into weight equivalents by using dietary scales and using leftover portions to Calculated the proportion of edible percentage. FFQ usually suffer from overestimations or underestimation, this will reduce them errors. Reviewed the recall interview data at the end of the interview with respondent being present. Atomic Absorption Spectroscopy Some nutrient composition values for a local staple food could not be derived, therefore the study obtained direct chemical analysis. This approach is especially desirable for zinc because their content in plant-based Staples often depends on local trace element levels in soil, agronomy practices. The principle of analysis is to determine zinc using flame atomic absorption spectrometry (AAS) based upon the absorption of radiation by free atoms .This was done by preparations of three replications of each concentration in order to get an average using 100-mL volumetric flasks. In order to determine the total amount of zinc, multiply the concentration obtained by the dilution factor (100mL). 3 day food record After completing the FFQ, subjects were asked to keep a 3 day estimated diet diary (food record), recording everything they ate and drank, at the time of eating. A list of household measures was enclosed with the diary form. Comprehensive verbal and written instructions were given to the subjects on the methods of recording data. Emphasis was put during the explanatory phase prior to diet recording to just record the actual intake without any fear of judgment relative to nutrition. Estimation of Zinc nutrient scores For each food item, zinc nutrient content per average unit was compiled. Using Nutritional composition of each food derived from the US Department of Agriculture (USDA) food composition tables and Diet Master 2100 software when necessary was developed allowing the total Zinc intake for the FFQ and 3 Day Record to be calculated and compared to AAS. STATISTICAL ANALYSIS Zinc intakes were calculated separately for FFQ, 3 day Record and AAS, and only then were comparisons made (refer to Fig 1). Calculating total zinc intakes Once the daily food intake has been measured, total zinc intakes can be calculated by multiplying the amount (g) of each food consumed by its zinc content (mg zinc/100 g). Specificity was defined as the proportion of those with a daily Zinc intake below 0.80mg on the FFQ. Sensibility was defined as the proportion of those with a daily Zinc intake above 0.8mg on the FFQ. Confidence intervals at 95% were also calculated using Excel 2013 software, ANOVA single Factor refer to Fig: 1. RESULTS The study had 85 respondents of which 47 (55.3%) were females and 38 (44.7%) were boys refer to graph 1. The average age of the Respondents was 29.0  ± 1.2 months. Mean dietary Zinc intake from the 3 Day diet records was 0.909 mg=day with a variance of 0.041, whilst FFQs was 0.90mg=day with a variance of 0.0366 and AAS was 0.89mg=day with a variance of 0.0366. The normal distribution of Zinc data from both diet AAS, 3 day record and FFQ revealed no significant difference between mean intakes (P ¼0.064). Fig 1: Anova Single Factor for zinc Intake for the children diets, with P-value of 0.91.Results shows they is a no significant difference in zinc intake between the 3 methods used. DISCUSSION The study findings showed that all the assessment tools used to assess zinc intake were equally precise as evidenced by Figure 1 (F= 0.09≠¤3.03, p = 0.91), this shows that they is no significant difference in findings, the different assessment tools were able to come up with similar results in zinc intakes of all the n=85 respondents . Hence increasing the reliability of FFQ, since it is one of the most used instruments in the majority of large-sample studies in nutritional epidemiology. Validation studies are carried out to measure the extent to which a method actually measures the aspect of the diet it was designed to measure with the group being measured. Validity and reliability are currently used criteria for selecting dietary assessment tools for observational research. However it is important to note that validation procedure of a dietary assessment tool is essentially impossible, as there is no absolute gold standard for measuring dietary intake CONCLUSION The purpose of this study was to validate Zinc intake for children in Luwelezi Mzimba using the FFQ. It was found that they was a significant correlation of Zinc intakes between all the methods used to calculate zinc intake, therefore the study justifies that FFQ is a valid tool in assessing dietary intake of Zinc. STUDY LIMITATIONS Using FFQ is depends solely upon the respondent’s memory. Calculating procedures based on estimation and assumptions. QUESTION 2 INTRODUCTION Systematic universal approach to determine nutrition status is an essential to achieve global health, recommended by the World Health Organization (WHO). This assessment allows explanation of present and past occurrences, hence indicates likelihoods of future possibilities to child’s health. For this purpose, growth charts are adopted, in April 2011 Malawi also joined the 125 Countries across the world shifting from National Center for Health Statistics (NCHS/1978) to WHO/ 2006.This paper aims to explore why it was necessary for Malawi to make this outstanding change. The recommendation for adopting the WHO standards for Malawi are based on several considerations including: IMPROVED METHOLODY AND TECHNOLOGY ADVANCEMENT. The production of the WHO child growth curves underwent a careful, methodical process. Which included vicious methods of data collection, standardized across sites has to be followed during the entire study, thus exclusion criteria develop. Sound procedures for data management and cleaning were applied). The selection of the best statistical approaches and State-of-the-art statistical methodologies used to generate these standards making them the highest conceivable quality Smoothed curves and empirical methods indicating a true description of the growth of healthy children, in contrast the NCHS/WHO data was collected from 1929 to 1975 and does not even match current national birth weight distributions. Also, the statistical methods available at the time the NCHS/WHO growth curves were constructed were too limited to correctly model the pattern and variability of growth. As a result, the NCHS/WHO curves do not adequately represent early childhood growth. The equipment by NCHS in 1977 cannot be matched to State-of-the-art statistics used by WHO in 2004. Equally evidenced by differences between recumbent length measurements from the Fels data and the stature measurements from the NCHS data sets were larger than expected when the transition was made from recumbent length to stature between 24 and 36 months compared to WHO standard. IMPROVED DIAGNOSTIC AND MONITORING WHO and UNICEF have developed a network with facilitators which aim at supporting training and other technical aspects of the standards’ implementation at regional and country level. They provide training packages emphasizing the importance of accurate measurement, plotting and interpretation, plus documentation of growth problems. A child that has a nutritional growth problem, is identified and appropriate action should be determined to address it. Growth assessments by NCHS/WHO is not supported by appropriate response actions to prevent and treat excessive or inadequate growth, hence it is not effective in improving child health. Some Malawian settings where parents are not able to seek and afford treatment plus no presence of an NGO leaves the diagnosed child in grave danger. Another plus for WHO growth charts is that their study was followed incrementally, with each infant measured 21 times between birth and two years. The shorter measurement intervals results in a better tool for monitoring the rapid and changing rate of growth in early infancy However, the NCHS/WHO infants were measured once every 3 months and used supplemental data due unavailable data for the first two to three months of life. The cross-sectional nature of the NCSH/WHO charts represents achieved size of infants, it does not describe rates of growth as accurately as growth represented in longitudinal growth charts BREASTFEEDING The WHO growth standard promotes breastfeeding as the custom that should be followed to attain optimal growth among children exclusively or predominantly breastfed. This is consistent with the Malawi’s Baby-friendly Hospital approach. Infant feeding guidelines recommend breastfeeding as the peak source of nutrition during infancy. Thus, the WHO standards provides a platform for advocating the protection, promotion and support of breastfeeding and adequate complementary feeding. In this regard, the WHO standards are expected to make meaningful contributions to reducing child morbidity and mortality in Malawi. This will now allow accurate assessment, measurement and evaluation of breastfeeding and complementary feeding because it recognizes the adequacy of human milk to support healthy growth and development. However the NCHS/WHO nearly all infants included in the sample were formula-fed resulting in a reflection different to the pattern of growth typically observed in healthy b reastfed infants. This makes it gravely suitable for Malawi due to most of our infants being Breastfed, therefore exposing them the many benefits exclusive breastfeeding come with promoting optimal child health. GROWTH STANDARD NOT GROWTH REFERENCE Children in the WHO standards were raised under ideal circumstances and health conditions. As a result the WHO growth charts are designated as the Golden standard identifying how children should grow when provided with optimal conditions .On contrast with NCSH/WHO charts which shows a snapshot of weight and heights of the sampled population, irrespective of whether their rate of growth was optimal or not. Therefore the NCSH/WHO charts potentially show the growth of some infants who may have been fed sub-optimally, raised in substandard environmental circumstances; or had infections, chronic illness or disease. Adopting this â€Å"Golden Standard† is helpful for Malawi as it allows the comparison to be made with the very best. INTERNATIONAL SAMPLE POPULATION The origins of the children included in the WHO standards were widely diverse. They included peoples from Europe, Asia, Africa, Latin America and the Middle East In this respect they are similar to a lot of populations ,due being ethnic diverse. The growth of the children in the 6 various sites was very similar because their environments were similarly healthy. This indicates that we should expect the same potential for growth in any country. Traditionally it was believed that different ethnic groups show different patterns of growth. However WHO standards has refuted this belief showing that variability in infant growth was greater within population groups than between the different country groups. The major Concern with NHCS charts is that the sample consisted primarily of white middle-class infants from southwestern Ohio (USA). So making the data obtained unrepresentative, WHO charts means Malawians are also capable of growing to these heights under optimal conditions. ‘Osat i zungu simuthu, amakula kwambiri kuposa ife Amalawi’. NEW ELEMENTS WHO Standard approach goes beyond the development of growth references towards a standard, inclusion of motor development milestones provide a solid instrument for helping to meet the health and nutritional needs of the world’s children. A further set of charts comprising: MAUCZ, HCZ, SSFZ and TSFZ were released early in 2007. All charts are available both percentiles and Z-scores, making it easier than ever before to record and assess Nutritional status of infants, one can just get a paper, pen and MAUC tape fold in the pocket and off they go into the Community. Then generate reports using WHO Anthro, which is an exciting software in itself. CONCLUSION After sensible and carefully evaluation the adoption of the WHO charts for usage in Malawi appears more helpful for the children’s nutritional screening and hence hospital admission than NCSH/WHO growth References. This is due it enables the detection of a higher number of malnourished children or at nutritional risk, thus allowing the much needed beneficial early intervention to be undertaken. Also the Development of WHO charts were promoted and supported by Stakeholders (NGO’s, Governments etc.) that are currently active in Malawi and contribute significantly to our National Budget, WHO charts makes it easier for steadfast interventions and communication between these stakeholders and Malawi .