Basic Education And Physical Education Curriculum

Standards have not always been a part of the regular Physical Education curriculum. Physical Education curriculum was determined by the teacher or school district alone, and had no clear objectives as a whole. Curriculum only had a common goal and did not take into consideration how the specific goal was going to be met. Standards sets on an outline that a teacher can use to create a curriculum that clearly outlines the Do standards help if they are integrated into the physical education curriculum? Both sides will be uncovered and reveal information relating to the teacher’s stance, on whether they disagree or agree with standards being a crucial part of everyday curriculum. The reasons opposing standards in physical education curriculum are given a potential solution. Setting aside our personal preference as educators, students benefit much more from a curriculum because, it sets a Physical Education is taught in schools throughout the nation. Shape America, formerly the National Association for Sport and Physical Education (NASPE), developed standards for Physical Education classes. Each grade level ranging from kindergarten to twelfth grade is assigned five standards (Shape America, n.d.). As students get older they are taught to develop locomotor function and concepts for healthy living. When the standards are met, they help promote a lifelong understanding of healthy ways to keep physically active. Most states, like California, follow standards based on theShow MoreRelatedDefinition Curriculum : A Curriculum1042 Words   |  5 PagesImplied Curriculum Lori Riley Liberty University Every school plans a curriculum that describes what teachers are expected to follow. This curriculum will have an impact on students, but an educator’s implied curriculum may have a greater impact on their students than what they realize. McCutcheon (1988) states, â€Å"hidden curriculum† is created by the educator, as they inevitably will pass on their values when teaching (p. 198). Educators do not always intend on teaching an implied curriculum butRead MoreThe Impact of Technology on Student Learning in Physical Education 1085 Words   |  4 Pagespaper will discuss the information compiled from my literature review on the impact of technology on student learning in Physical Education. Thesis statement: Technology impacts student learning by motivating students to remain focused and physically engaged for longer durations in Physical Education. I will discuss factors influencing the topic, shifts in perspectives, basic assumptions that have guided this work, how the trend is being studied, and existing gaps in research and how filling thoseRead MoreEnd Of Unit Assessment : Assessment1306 Words   |  6 PagesEnd of unit Assessment Last, the students will be given a post unit multiple choice short answer assessment. This assessment will start with knowledge questions where the students answer basic questions pertaining to definitions of key elements used in the unit. Then slowly progress throughout the assessment to Synthesis level questions. These synthesis questions contain charts where the students would create offensive or defensive plays to counter the opposing team. The questions will be appropriateRead MoreFactors Affecting Bpe Students to Shift Majors1103 Words   |  5 PagesBackground and Theoretical Framework of the Study Education prepares children for the world of work and helps them to develop their personal talents, discover who they are, and where they would best fit into society’s workforce as viewed by the Functionalist. They see three main function of education; role allocation, providing skills, and socialization. Education can be seen to provide pupils/ students with the curriculum and hidden curriculum; teaching skills that will prepare them physicallyRead MoreA Discussion Of Different Themes Within Education1513 Words   |  7 Pagesthemes within education. The two themes include; the analysis and discussion of; back to basics cultural restoration; and subject based/ topic based curriculum - the control of curriculum organisation. These themes are analysed by comparing and contrasting one another linking to many aspects within education including: teacher morale, educational theorists and influences such as: Social, cultural and political. Maria Montessori and Rudolf Steiner, am ong others, all insisted that education should beRead MoreEducation And The World Of Physical Education1402 Words   |  6 Pageshas been a disconnect in the world of Physical Education. The stigma that physical educators bare has brought misunderstanding to parents and kids alike. The importance of health and even the education of basic motor skills has been substituted for standardized testing, and PE classes are further cut away in school budgets due to a lack of awareness. Studies have proven on multiple occasions that there is a very strong correlation between more physical education and higher test scores. Giving childrenRead MoreThe Need for Physical Education in Our Culture1279 Words   |  6 PagesMost people recognize that physical education is important to stay healthy and live a balanced lifestyle. However, our culture’s focus on this truth is rapidly diminishing. Over hundreds of years ago, the ancient Greeks held physical education superior to many other thing s. According to Encyclopedia Americana (2014), the article about the history of physical education, states that the Greeks â€Å"strove for physical perfection and the total development of the body.† Years later, in 2008, a study doneRead MoreComparing Two Different Approaches of Curriculum and Their Benefits1335 Words   |  6 PagesCOMPARING TWO DIFFERENT APPROACHES OF CURRICULUM AND THEIR BENEFITS FOR CHILDREN EDUCATION This essay will focus on two different curriculum approaches and its benefit in childrens education taking in to consideration the values and aims It will at teacher’s role or guidance in the learning environment and how parents and care givers to contribute towards their children’s education Olivia 1997 defined curriculum is as the content chosen to be taught or subjects that are most useful for theRead More Why Physical Education is Important Essay703 Words   |  3 PagesWhy Physical Education is Important Education can be defined as the systematic development of the mind, capabilities, and/or character through instruction or study. This is also the purpose of education. This purpose is met through the curriculum taught, how the curriculum is taught, and the nature of the curriculum taught. Physical education is just one aspect that should be taught to students. The purpose of education is for a student to develop character, mental abilitiesRead MoreThe National Physical Education Standards Essay888 Words   |  4 Pagesmentally but physically as well. Students ultimately have to understand and be experienced with many physical activities(e.g. running) in order to accomplish a physically healthy lifestyle. Both the National Physical Education Standards(AAHPERD) and the Mississippi Physical Education Frameworks assist educators in designing a curriculum that teaches students about the necessity and fundamentals of physical activity. There are obvious differences and similarities between both educational standards as

The Role of Mass-Media in the Contemporary World Essay

The Role of Mass-Media in the Contemporary World The power of the mass media has once become so powerful that its undoubtedly significant role in the world today stays beyond any questions. It is so strong that even politics uses it as a means of governing in any country around the world. The mass media has not only political meaning but also it conveys wide knowledge concerning all possible aspects of human beings’ lives and, what is utterly true, influences on people’s points of view and their attitude to the surrounding environment. It is completely agreeable about what kind of virtues the mass media is supposed to accent. Nevertheless, it is not frequent at all that the media provides societies with such a content, which is†¦show more content†¦This can be mostly observed in press. Appealing to free speech should not be perceived as the only, indisputable argument. Not long time ago had public’s points of view been shaped for several decades until the late 1980s when, as most of people believed, everything changed for better. But did it really become like that? Fifteen years have already passed and many still feel that shaping does take place constantly. Politicians and great companies have the same aim as in the previous system, which is making inhabitants think in a certain way, the way that is profoundly advantageous for achieving their intentions. Once again, free speech is underlined as the leading virtue, but this seems to be a very comfortable slogan. Finally, the issue of manipulating public is an inevitable question and is permanently alive. The point is that as far as the politics is concerned, the mass media as the source of governmental information stays the most powerful, shaping, educating and, obviously, manipulating tool. Of course, according to the virtues borne by the system of democracy, every single human being may express his or her point of view through all kinds of media. But the trick is how to present even contrary thoughts in such a way that eventually a great amount of people commonly believe what they are to believed. To sum up, itShow MoreRelatedFeminism And The Contemporary Art1637 Words   |  7 PagesThe contemporary art world is including and exposing more female artists who are promoting themselves creatively and pushing for equality through art. This essay will examine the increase of feminist art visibility and the way in which the audience views work through female perspectives; how art is defined through alternative and non-traditional media, and how fine art has created platforms and spaces for discussion and widens views of feminism within feminist groups and how it can be portrayed differentlyRead MoreSocial Pressure On Women s Looks And Behavior1212 Words   |  5 Pagesof men and women, so it helps to maintain a balance in society. On the other hand, because of the development of mankind, men have started prevailing, causing the loss of equilibrium. It leads to the vulnerability of the woman’s position in the contemporary society. The basic purpose of this paper is to provi de a profound background of the mentioned problem and provide alternative solutions. Initially, women have always strived to conform to the suspense of society. They have tried to suit the generalRead More‚Äà ºMass Media (Television, the Internet, Advertising) Influence Youth Too Much Nowadays.‚Äà ¹ to What Extent Is This True?794 Words   |  4 Pagesâ€Å"Mass media (television, the internet, advertising) influence youth too much nowadays.† To what extent is this true? In the recent years, the prevalence of mass media has been undeniable. All over the world, youths have access to mass media through their smartphones, television sets and computers. In such a media-driven world, it is no surprise that mass media has come to play a substantial role in the attitudes and mindsets of youth. To a large extent, mass media does have the power to influenceRead MoreEssay about The Effects of Television on Society885 Words   |  4 Pagesmay not be completly true, the invention of television and the mass media has become a unique feature of modern society. The development of television has accompanied an increase in the scale and complexity of social activities, technology innovation, increased personal income and standard of life, the decline of more traditional forms of control and authority and a massive social change accross the world. Whether or not any of these factors were solely or partly contributedRead More Judith Lorbers The Social Construction of Gender Essay853 Words   |  4 Pagesof her ideals about our contemporary conceptions of gender in her essay, ?The Social Construction of Gender.? Not only does she clearly express her opinions on the roles of physiological differences of the male and female bodies, but she also elaborates on the roles of the mass media and professional sports among other things. It rapidly becomes clear that there are many legitimate arguments that support this movement for near or complete equality in genders and the roles that they perform. Read MoreMass Media Communication1719 Words   |  7 PagesDefinition Mass media is a media intended for a large audience. It may take the form of broadcast media, as in the case of television and radio, or print media, like newspapers and magazines. Internet media can also attain mass media status, and many media outlets maintain a web presence to take advantage of the ready availability of Internet in many regions of the world. Some people also refer to it as the â€Å"mainstream media,† referencing the fact that it tends to stick to prominent stories whichRead MoreThe Effects Of Media On Our Society Essay1007 Words   |  5 PagesInfluences of Media on our Society There is no doubt that the media influences us. To state some examples to prove this claim, try answering the questions that follow. Do you feel like attempting a stunt from a movie? Do you base your fashion on what you see the celebrities are wearing? Do you copy the hairstyle of your favorite famous personalities? Have you ever attempted to walk model-like in an attempt to imitate those ramp models in fashion shows? If you answered yes to any of these questionsRead MoreGender Essay in Art.1537 Words   |  7 Pagesrelation to women, and their role in art and society. They all borrowed past paintings and promoted them with new context to portray and explore different meanings towards gender, being mediated. Yasumasa Morimura appropriated historical works through the applications of modern technology and questioning the female gender. Morimura also has a scrutiny approach to determine if these historic masterpieces are appropriate in the period of mass media, innovating technology, mass production and growingRead MoreWalter Benjamin The Work of Art in the Age of Mechanical Reproduction1450 Words   |  6 Pagesto support your argument. This essay will start from Walter Benjamin’s consideration about the impact of mechanical reproduction of art as revolutionizing its social function and will describe the noticeable validity of his theory in the contemporary world. By introducing three artworks that belong to different historical periods, namely, the ‘Mechanical Head’ by Raoul Hausmann, ‘Furhead’ by John McHale and ‘Thirty Are Better Than One’ by Andy Warhol, the impact of photography and of the new technologiesRead MoreEssay The General Electric Company1412 Words   |  6 PagesThe General Electric Company abbreviated as GE is among the main expanded technology, mass media and fiscal services corporations internationally. The headquarters is in a town known as Schenectady in New York and in Fairfield, CT. It functions via 11 core areas, they include GE Advanced Materials, GE Consumer Industrial, GE Energy; GE Healthcare, GE Infrastructure, GE Transportation, NBC Unive rsal (80 percent owned by GE), GE Commercial Finance, GE Consumer and GE Insurance. GE is a multinational

Business Ratio Analysis Companies Performances

Question: Describe about the Business Ratio Analysis for Companies Performances. Answer: Ratio Analysis The Ratio Analysis is a type of financial statement analysis that is conducted in order to obtain indication of the performance of the company. Importance of Ratios The importances of ratio analysis are: It is helpful in Planning and forecasting; It gives meaning to the absolute figure; It acts as an important basis for decision making; It is helpful in comparing results and evaluating performance; Categories of Ratios There are several categories of ratios that emphasis a particular areas of the business. The ratios are given below: Solvency ratio; Profitability Ratio; Liquidity Ratio; Activity Ratio; Types of Ratio Analysis The ratio analysis can be conducted under various categories. The common categories of ratio analysis are: Analysis of ratio based on the industry; Analysis of ratios based on the department; Analysis of ratios between companies; Analysis of ratios based on period; Analysis of ratios based on the company; Analysis of ratios based on the geographical location; Analysis of ratios based on the age of the company; Key Ratios In this report, Ratio analysis of Westfield Corporation Limited is conducted and the result is compared with the industry standard. The four key ratios of Westfield Corporation that are computed in order to analyze the financial performance are: Net Profit Margin Ratio Return on Equity Dividend Yield Ratio EPS growth rate Net Profit Margin The Net Profit margin indicates the amount of the companys revenue that is converted into net income. This ratio is very popularly used for evaluating the operating efficiency of the company. The Formula of Net Profit Margin is: Net Profit Margin= Net Income/ Sales Revenue The calculation of Net Profit margin of the Westfield Corporation is given below: Calculation of Net Profit Margin Particulars 2013 2014 2015 Net Profit $ 1,621.30 $ (215.00) $ 2,323.50 Total Revenue $ 2,385.10 $ 818.60 $ 1,232.90 Net profit Margin 68% -26% 188% In 2013 and 2015, the company has seen unusually high profit margin due to revaluation of property. In 2014, the revaluation profit was not as high and the company saw low revenue during that year. Return on Equity The Return on Equity is the profitability ratios that measures the ability of the business to generate profit. The Formula of calculating the return on Equity is given below: Return on Equity= Net Income / Shareholders Equity The Return on Equity of Westfield Corporation Limited is calculated below: Calculation of Return on Equity Particulars 2013 2014 2015 Net profit $ 1,621.30 $ (215.00) $ 2,323.50 Share Holders Equity $ 2,234.80 $ 7,733.80 $ 9,229.80 Return On Equity 73% -3% 25% The return on equity is calculated to measure the efficiency with which the funds of the shareholders are used to earn profit. The return on equity of the company was 73% in 2013 then the performance has fallen in 2014. In 2015 the company has managed to improve the performance and the ROE has become 25%. Dividend Yield Ratio The Dividend Yield ratio measures the dividend that is paid to the shareholders in relative to the market value of shares (Healy Palepu 2012). It is useful in analyzing the return that is expected from the stock. The formula for calculating the Dividend Yield Ratio is: Dividend Yield= Dividend per share/ Market Value per share The calculation showing the dividend yield ratio of the Westfield Corporation is given below: Calculation Showing Dividend Yield Ratio Particulars 2013 2014 2015 Dividend per share $ 25.50 $ 12.30 $ 12.55 Market Value of share $ 7.46 $ 7.34 $ 8.40 Dividend Yield Ratio 3.42 1.68 1.49 If there is high, dividend yield ratio that means the company is paying high dividend to its shareholders. The dividend yield ratio of the company indicates that there is a decreasing trend of the distributing ratio of the company. Earnings Per share Growth ratio This ratio indicates the growth in earning over the period. It is useful to identify the stock with the increasing or decreasing profitability (Brigham Ehrhardt 2013). The formula is given below: Earnings Per share growth= (EPS of the year/ EPS of the last year)-1 The calculation of EPS growth is given below: Calculation of EPS Growth Ratio Particulars 2013 2014 2015 EPS of this Year $ 0.20 $ (0.12) $ 1.11 EPS Growth Rate -65% -160% 825% The EPS Growth of the company has decreased in 2013 and 2014. The situation has improved in 2015 and the EPS Growth rate is 825%. Comparison with the Industry The key ratios of the company have been compared with the industry standard so that the position of the company could be analyzed. The table showing the comparison with the industry is given below: Comparison with the Industry Standard Particulars Average of the company Industry Average Net Profit Margin 32% 5% Return on Equity 77% 25% Dividend Yield Ratio 2.20 5.81 EPS Growth Ratio 200% 150% The comparison shows that the company is out performing all the key ratios except the dividend yield ratio. Therefore it can be concluded that the company is performing reasonably well. Reference Healy, P. M., Palepu, K. G. (2012).Business Analysis Valuation: Using Financial Statements. Cengage Learning. Brigham, E. F., Ehrhardt, M. C. (2013).Financial management: Theory practice. Cengage Learning.

The Monroe doctrine and its Roosevelt corollary

The Monroe doctrine and its Roosevelt corollary were the principal foreign policy doctrines that would direct the U.S. behavior for the nineteenth and twentieth centuries. Monroe doctrine was a policy in the U.S. introduced in the year 1823 by President James Monroe.Advertising We will write a custom essay sample on The Monroe doctrine and its Roosevelt corollary specifically for you for only $16.05 $11/page Learn More The main statement of the doctrine was that, any further attempts by the European nations to either colonize or interfere in any manner with the Northern or Southern American states would be perceived as an act of aggression, thus attracting the intervention of the U.S. into the matter (Ray 14). However, this would not apply to those regions that were colonies at the time the doctrine was put forth, but only to the independent authorities in the Americas. According to the doctrine, it was not in the concern of the U.S. to interfere in any way with the already existing European colonies on the Northern and Southern American states. As it would be observed, the main objective of this doctrine was to bar the European powers from taking any further control of the independent Latin American states. All Latin American colonies of Portugal and Spain had acquired freedom from the Spanish empire, by the time President Monroe first stated the doctrine on December 2, 1823. By doing so, Monroe collaborated with the Britain in an agreement that would ensure that the objectives of the doctrine were successfully achieved. As he stated the doctrine, the president had observed that America would not be in a position to take any effective measures against a full-scale solely, but with the backing of Britain. The introduction of the doctrine would become a defining moment in America’s foreign policy and a long standing tenet that was invoked by many future American presidents and statesmen such as Theodore, Kennedy, and Reagan a mong others. However, the impact of the doctrine would persist for nearly two decades, with only minimal variations. As the Spanish-American war broke out in 1898, some American icons would find an opportunity to establish the U.S. as the most superior Western country. With a rapid response, the Americans were able to neutralize Spain in Asia and the Caribbean. Following the ending of the war, America’s interest would finally be interwoven with the freedom of Latin America, through the unwavering efforts of President Theodore Roosevelt, who had perceived a point of view different from that of Monroe’s doctrine. Roosevelt Corollary was added to the Monroe doctrine in the year 1904, after Roosevelt had become the 26th president of the U.S. Roosevelt corollary had asserted the right of the U.S. government to intervene whenever it was necessary, in an attempt to stabilize the northern and southern states of the Latin America. In other words, the main observation of Rooseve lt in his doctrine was that the intervention of the U.S. to secure the Latin America from further colonization by the European nations would always be justified.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Roosevelt corollary however was observed to intervene militarily to curb the growth of European influence in the Latin American regions. This would attract many critics from the people who argued that, the previous doctrine by Monroe had the holy mission of putting a permanent hold to the European influence on the Americans (Ricard 23). It was also argued that Roosevelt corollary only succeeded in asserting the U.S. domination in those regions as it would be opposed by the Monroe doctrine, something that would make them appear as ‘hemispheric policemen.’ As it would be observed, none of these two doctrines offered a means by which the U.S. could engage in the imperial expa nsion that typified most great powers of the time. One of the main reasons here was that, America’s main interest in the two doctrines was couched in diplomatic language of saving the Latin American from the incessant exploitation of the European nations and not for its own interests. More importantly, the other main agenda behind the two doctrines was to prevent the Europeans from making any further entry into the Latin American region and this way, they would be limiting their power in the region. It was also clear that the two doctrines were meant to be part of the American foreign policy in the region and for that reason, there was no way they could have utilized this opportunity to engage in matters of imperial expansion in the region. Works Cited Baldwin, David. â€Å"Security Studies and the end of the Cold War.† World Politics 48. 1 (1995): 117-141. Print. Dudziak, Mary. Cold war civil rights: Race and the image of American democracy. New York: Princeton Univer sity Press, 2002. Print. Ray, James Lee. American Foreign Policy and Political Ambition, 1st Ed. New York: CQ Press. 2007. Print.Advertising We will write a custom essay sample on The Monroe doctrine and its Roosevelt corollary specifically for you for only $16.05 $11/page Learn More Ricard, Serge. â€Å"The Roosevelt Corollary.† Presidential Studies Quarterly 36. 1 (2006): 17-26.Print. This essay on The Monroe doctrine and its Roosevelt corollary was written and submitted by user Conor Richmond to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Common French Phrases

Common French Phrases To keep up a conversation in any foreign language, its important to familiarize yourself with common phrases and expressions. Odds are that theyll come up more often than not. In French, some of the most common phrases, like pas de problà ¨me (no problem) are similar if not identical to their English equivalent. These expressions are usually taught in class and tend to be relatively easy for students to grasp and recall. Not all common French phrases are simple. A good example of a more confusing expression is revenons   nos  moutons, which directly translates to lets get back to our sheep but actually means  lets get back to the subject at hand. Expressions like these are often used conversationally amongst native French speakers but are often neglected in classrooms. Whether youre planning your first trip to a French-speaking country or you just want to improve your speaking skills, here is a list of common phrases (both simple and more elaborate) that are essential to keep the conversation going.   Affirmatives and Agreements en effet:  indeed, thats rightpas de problà ¨me:  no problemtant mieux:  its just as well, even bettertout   fait:  absolutely, exactlybien  entendu:  of course, obviouslybien  sà »r:  of courseà §a  marche:  that worksà §a  mest  Ãƒ ©gal:  its all the same to me   Courtesies and Salutations la  và ´tre!:  cheers!  tes  souhaits:  bless youBon  anniversaire!:  Happy birthday!Bon  appà ©tit!:  Enjoy your meal!à §a va (?):  hows it going?, Im finede rien:  youre welcomegrà ¢ce :  thanks tosi ce nest pas indiscret:  if its not too personal a questionsi tu veux:  if you willtiens:  here you go, there you are Causality, Comparison, and Condition cause de:  because of, due to la fois:  at the same timeau fur et mesure:  as, whileau lieu de:  instead of, rather than​avoir lair (de):  to look (like)du coup:  as a result la  limite:  at most, in a pinch   la  rigueur:  or even, if need be   peine:  hardlyau  cas  oà ¹:  just in caseau fait:  by the wayvisvis (de):  facing, in relation to Debate and Discussion mon avis:  in my opinionah bon (?):  oh really? I seeau contraire:  on the contrary  dailleurs:  moreover, might I adda priori:  at first glance, in principleen  fait:  in factentendre dire  que:  to hear (it said) thatentendre  parler  de:  to hear (someone talk) aboutpar  contre:  whereas, on the other handpar  exemple:  for  example, such as; oh my, well really!revenons   nos  moutons:  lets get back to the subject at hand Duration and Time peu prà ¨s:  about, approximately, nearlydu jour  au  lendemain:  overnighten retard:  lateentre  chien  et loup:  at dusk, twilightfaire  le  pont:  to make it a long weekend  Ã‚  tout  Ã‚  lheure:  in a moment, a moment agotout   coup:  all of a suddentout de suite:  right away, immediately Exclamations and Expressions allons-y!:  lets go! la franà §aise:  in the French style or manner la une:  front page newsà §a alors:  how about that, my goodnesscestdire:  that is, i.e., I meancest  parti:  here we go, and were off  ce  nest  pas grave:  it doesnt matter, no problemdis  donc  / dites  donc:  wow, by the wayenfin:  well, I meanet  jen  passe:  and  thats not allet  patati  et  patata:  and  so on and so forthfais  gaffe:  watch out, be carefulfais  voir:  let me seefigure-toi:  guess what, get thisfin:  well, I mean  il y a  quelque  chose  qui  cloche:  somethings amissJarrive!:  Im on my way!je  taime:  I love youon  ne  sait  jamais:  you never know  Vive la  France!:  Long live France!plus à §a change...:  the more things change...mà ©tro,  boulot, dodo: the rat racetu  connais  la  musique:  you know the routinetu  mà ©tonnes:  tell me something I dont knowdu loup: speak of the devilvoil: there is, thats it Negatives and Disagreements à §a  ne  fait  rien:  never mind, it doesnt mattercest  pas  vrai!:  no way!  Jen  peux  plus:  I cant take (it)  anymore  Je  nen  reviens  pas:  I cant believe it  Je  ny  peux  rien:  Theres nothing I can do about it.  Je  ny  suis  pour  rien:  Its got nothing to do with menimporte  quoi:  whateveroh l l:  oh dear, oh nopas  du tout:  not at all  pas terrible:  not that great, nothing specialrien  Ã‚  voir:  nothing to do withtant  pis:  oh well, too bad, tough  tu  connais  la  musique:  you know the routinetu  mà ©tonnes:  tell me something I dont know Quantity/Amount de trop:  too much/manydu  tout:  not/none  at all  il y a:  there is, there are Questions nest-ce  pas?:  right? isnt that so?On y  va?:  Shall we go? Ready?tu te  rends  compte?:  can you imagine?ah bon?:  oh really?à §a va?:  hows it going?

The required Freedom and Democracy in Afghanistan

The required Freedom and Democracy in Afghanistan Introduction In the recent years, President George Bush of America once had a freedom agenda for the non-democratic nations. The President’s vow was to stand on the same ground with non-democratic countries like Afghanistan, Iraq, Ukraine, Syria, and Pakistan in search of freedom and democracy.Advertising We will write a custom essay sample on The required Freedom and Democracy in Afghanistan specifically for you for only $16.05 $11/page Learn More Nonetheless, it is true that social equality and free will emanates in a number of ways. In this perspective, Afghanistan as a nation ought to get support in order to relish equal experiences enjoyed by democratic states. This paper therefore takes a look at the democracy and freedom required in Afghanistan. Besides, it highlights personal outlook on whether the merited democracy is appropriate for the Afghan government. Main Body The Islamic republic of Afghanistan has continually experienced repeated viol ence and hatred over the past decades. However, there is still hope of peace and benedictions of freedom and democracy in the country. In the same way the American President gave hope to the countries similar to Afghanistan. In fact, there are several aspects of freedom that could make any country to enjoy its democracy. Initially, Afghanistan deserves the rights to ballot, freedom of elections, sovereignty of assembly and communication, as well as admittance to the rule of law and fairness. Moreover, the country deserves imprisonment, custodial, and death penalty reforms, equal rights for women, and civilians’ fortification (Barry and Greene 5). The republic deserves liberty of religious conviction, human rights watch, marginalized and children’s rights, along with protection from conflict. All these aspects freedom encourages democracy and enable Afghanistan to enjoy the experiences being enjoyed by the democratic federations. The government of Afghanistan deserves t o promote and encourage the minorities’ rights as provided for in the constitution. The freedom encourages democracy and maintains the universal human rights requirements. Correspondingly, the government should safeguard the infants from armed skirmishes. Through the support from non-governmental organizations, Afghanistan has to initiate programs to protect and promote the rights of toddlers besides addressing the ferocity against ladies. The government deserves to deliver elementary healthcare and heavily spend on the kids’ education through the funding from ARTF (Afghan Reconstruction Trust Fund). The self-rule is in consequence appropriate for ensuring that the country has brighter democracy that could last for generations to come in the future (Barry and Greene 25).Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Afghanistan on the other hand deserves freedom of religiou s conviction. In monitoring the religious faith, Afghanistan must closely engage the intercontinental associates. The democracy increases once every administration stands by the accountability of commitment and respects both international and national bodies in reverence to the liberty of worship (Barfield 21). As preserved in the Afghan constitution, the government ought to subsidize its democratic policies. The suitable democracy afterwards stimulates the religious understanding and tolerance in facing radicalization of the Islamic and Christian compatibility. Recently, thousands of deaths were reported in Afghanistan. As a result, there is need for protection of civilians by the national security. A good numbers of sufferers that arise from assassinations by the radical and fierce factions (Al-Qaeda) are females and the infants. The government should welcome the ISAF (International Security Assistance Force) by taking the strict steps in safeguarding the lives of inhabitants. The civilian protection against conflict is an appropriate measure as the Afghan government finds it substantial when installing operative security. The operative security safeguards the indigenous populace. Defense encourages the changeover progression that transpires when Afghan National Security Forces instigate the leading role in national security concerns (Bastian and Luckman 34). The constitution of Afghanistan provides for equal rights to both women and men. However, a lot has to be done to ensure these rights are brought into being. The government should put more energy to advance the superior admittance of women into the primary needs.  The rising involvement of women in partisan and public life as well as monetary groups must be encouraged (Larson 51). The equity is suitable since it caters for the women commitments besides upholding their societal position hence development. In order to push for further democracy, it is wise to improve the political activities, projects, and lobbying in sanctioning women to improve their livelihoods. Likewise, engaging women in political programs help in improving their talents and knowledge thereby becoming the democratic Afghan leaders in the future. In order for Afghanistan to acquire compliance and filled expressions of human rights in the global criteria, the government should perform interior custodial reforms.  The state must endorse improvements and authorize foreign bodies to look after the prisoners. Essentially, welcoming the United States intensive care packages and applied trainings is significant.Advertising We will write a custom essay sample on The required Freedom and Democracy in Afghanistan specifically for you for only $16.05 $11/page Learn More The reforms raise the spirit and compliance of human rights with the universal standards owing to the technical apparatus that moderates the threat of exploitation. These programs encompass custody officers’ drilling, re striction training, and training on the mechanism of human rights grievances aligned with supervision of jail. Reform is suitable for Afghanistan institution since it minimizes over-dependency and mistrust of guilt declaration during trials. Similarly, the forces in Afghanistan ought to initiate the models of handling maltreatment of inmates (Larson 56). The influential and lawful reform provisions carries on with investment in training of human rights of detainees in order to encourage open democracy. According to Barry and Greene assertions, Afghanistan as a non-democratic nation deserves to fully abolish the capital punishment such as death sentence (p.26). Indeed, the Afghan administration has to re-familiarize itself with a freeze in the nations bid of culminating death penalty. For hope of freedom in Afghanistan, the government must overthrow the philosophy of death penalty. It is clear that America government that supports the Afghan democracy is at all costs opposed to the d eath punishment. The social equality is suitable given that every individual is entitled to the right of living (Bastian and Luckman 44). The democratic space in Afghanistan deserves access to the rule of law and justice. The Afghan government should work comprehensively to develop the system of justice through improving the capability of putting the inhabitants who are liable for grave offences on trial. The tasks of observing the office of the Afghan Attorney while prosecuting and investigating the offences encompass the task force build on the capacity of Criminal Justice. A proper democratic nation requires training and engagement of all the fresh police forces to the human rights watch. In Afghanistan, the United States tries to upkeep the Policing Mission in order to reinforce the capacity of the Inspector General (Barfield 25). The sovereignty helps to preclude, inspect, and impeach unlawful activities inside the Afghan national police and the Interior ministry. Access to jus tice and the rule of law is appropriate for the Afghan government in the wake of embracing democracy. The liberty of rule of law and justice helps in maintenance and strengthening of governance while developing access to democracy.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Moreover, democracy transpires due to the availability of trained legal experts who can take care of the unlawful processes, legal principles, unbiased hearings, and legitimate assistance during trials. In general, the democracy ensures law application to help in unprejudiced governance and combat of corruption (Barfield 31). The freedom of assembly and expression is an important democratic aspect in whichever nation. The Afghan journalists and media houses presently face excessive constraints and threats. Therefore, the legislature and constitution are duty-bound to protect the doctrines of free media and speech. The ministry of Culture and Information must issue fresh media bills and engage the human rights and civil societies. The autonomy tends to prompt the anxiety regarding the influence of providing liberty of association and expression. It is advisable for Afghanistan adopt the norm of freedom of expression and assembly in order to embrace democracy. Consultation with the in dependent organizations when drafting the media bill reduces the chances of compromise of freedom of expression and assembly by the government. Right to speech is thus appropriate for Afghanistan since it helps the republic in controlling the social order through overcoming communication encounters. Further, democracy inspires the growth of responsible and open Afghan organizations (Bastian and Luckman 49). The admin of Afghanistan deserves to develop responsible, open, and resilient organizations such as the parliament so as to promote good governance.   The obligation of the Afghan government on electoral reforms would enable clear, comprehensive, and trustworthy elections in the near future. In regards to the components of the constitution, the anti-corruption pronouncement is appropriate to ensure freedom of elections in Afghanistan. In fact, the sincerity and magnitude of democratic restructuring in the Afghan regime should be encouraged amongst the civil societies and politi cal parties by the legislative body. Albeit the passage may seem challenging, the draft legislation on the electoral reforms deserves to be verified and approved by the legislature (Larson 27). Conversely, the Afghan IEC (Independent Election Commission) ought to fulfill the promises on the planned elections to augment democracy. Elections would enable the minority, women, and the other Afghan marginalized groups to fully take part in the electoral process. With the aid of states such as the US and UK, Afghanistan should enjoy democracy akin to any other democratic nation. The support ensures backup and distribution of the ballot through the gender unit of IEC. Hence, improved superiority of Afghan IEC feminine staff and marginalized factions amplifies through the upgraded voter edification. For that reason, freedom of election suitable given that the funds for Afghan Fair and Free Elections foundation ensures the progress and involvement of parties and voters in electoral processes (Larson 36). Conclusion The sequence of democracy and freedom in Afghanistan necessitates intensified struggle with hopelessness. The philosophy of hatred must be dealt with promptly for Afghanistan to enjoy and disperse the faith of embracing democracy. For several decades, Afghanistan has thrived to embrace freedom and democracy but to no avail. In recent times, the institutionalization of the President’s Freedom Agenda has acted as guiding principle to the Afghan’s future democracy. The categorized practices and strategies are suitable for national promotion of freedom and democracy. However, a number of challenges may face both Afghanistan and its aiders in ensuring democracy and freedom. Barfield, Thomas. Afghanistan: A Cultural and Political History, Princeton, NJ and Oxford: Princeton University Press, 2010. Print. Barry, Charles and S. Greene. What Democracy for Afghanistan? An Analysis Utilizing Established Norms and Five Non-Western Cases, Washington, D.C.: National Defense University, 2009. Print. Bastian, Sunil and R. Luckman. Can Democracy be Designed? The Politics of Institutional Choice in Conflict-torn Societies, London and New York: Zed Books, 2003. Print. Larson, Anna. Deconstructing Democracy in Afghanistan, York University, Afghanistan: Afghanistan Research and Evaluation Unit, 2011. Print.

Running a Thousand Miles for Freedom by William Craft Essay

Running a Thousand Miles for Freedom by William Craft - Essay Example Craft saw and experienced the pain of being separated from his parents, when his father and mother were sold separately because they were getting old and would soon become useless and a liability. His sister and brother were sold off too, much later. A book like Running a Thousand Miles for Freedom gives a different perspective of slavery. In it, he recounted instances that disproved commonly-held beliefs and wrong notions of black slavery because there were white slaves among them. Another is that Christianity had been distorted that allows religious piety to co-exist with the abominable practices of slavery. Slaves had to use their guile and other subtle, indirect means to outwit their white slave masters and avoid the worst of slavery.2 The reader gets a nuanced and first-person account of what the life of a slave was. In his Running a Thousand Miles for Freedom, Mr. William Craft wrote how he was a slave for twenty-three years of his life before finally taking action and became a free man. He and his future wife Ellen were born in different towns of the state of Georgia, which was one of the principal slave states back then but got to meet and get acquainted with each other in the large town of Macon. Their marriage was delayed for some time being both slaves but Craft admits they had been a bit treated much better than the other slaves but still slaves, treated as chattels with no legal rights. It took them about eight days of hazardous travel to finally reach a land of liberty. They got their freedom when a rare opportunity presented itself sometime in December of 1848. Discussion The engrossing book Running a Thousand Miles for Freedom is an eye opener of sorts. A common perception was slavery was strongly associated with enslavement of black people but in their book, the authors gave an example of how avarice had led to the corrosion of the moral values of people desperate to get money from the slave trade. In their book, authors William and Ellen Craft mentioned an instance where even completely white people were taken advantage of and sold into slavery. They cited the case of a white German immigrant named Daniel Muller and his two daughters who arrived in America through New Orleans sometime in March 1818 but whose wife unfortunately died during the voyage. By a stroke of bad luck, Daniel died of a fever while working in a plantation owned by Mr. John Miller and his two young daughters were suddenly orphaned, left helpless and kidnapped. This true story illustrates the wrong perception that only black people were sold and held in slavery; even completely white people were also held in unlawful bondage by unscrupulous white people. There was no assurance that having a white skin makes a person safe from becoming a slave. Anyone who was unfortunate enough to somehow fall into the trap of slavery will have a very hard time escaping from it no matter what (whether white, black or any color) as the laws were fully stacked against an y slave. Any testimony offered by a slave was inadmissible in court and practically worthless if given against the testimony of a free white person. William Craft was familiar with many other slaves who told him their parents were white and he also cited the case of a boy kidnapped at age seven and then tanned, stained and colored black to be sold as a slave. His own wife, Ellen Craft, was also almost completely white,

Types of electronic medical records Essay Example | Topics and Well Written Essays - 1250 words

Types of electronic medical records - Essay Example †¢ Professional electronic health record is designed to serve less than forty health officers. This means that the software is capable of successfully showing details of less than 40 patients at once. Thus if the request to show information exceeds forty, the system may experience delays or even crash. It is ideal for a medium-sized health institution. †¢ The Enterprise electronic health record software is designed in such a manner that it can handle a large number of requests to display patient’s health records. The software can handle a big number of requests thus making it ideal for large health institutions. It is also used commercially hence given the name enterprise electronic health records software. eClinicalWorks This is one of the biggest and most popular electronic health records vendors. It has a customer base of more than 55, 000 customers who have their records electronically stored. The main reason behind its popularity is the fact that it is easily accessible in most of the health institutions, and hence, the chances of the patient failing to get their records are low. This means that a patient can be treated by different physicians in different locations and still provide the same information to the different medical practitioners. The software popularity and efficiency have won it several electronic health record awards. The software is also widely accepted and also legitimate as it is ONC-ATCB certified. The Aprima electronic health record is popular and acceptable with many people. ... The software can handle a big number of requests thus making it ideal for large health institutions. It is also used commercially hence given the name enterprise electronic health records software. eClinicalWorks This is one of the biggest and most popular electronic health records vendors. It has a customer base of more than 55, 000 customers who have their records electronically stored. The main reason behind its popularity is the fact that it is easily accessible in most of the health institutions, and hence, the chances of the patient failing to get their records are low. This means that a patient can be treated by different physicians in different locations and still provide the same information to the different medical practitioners. The software popularity and efficiency have won it several electronic health record awards. The software is also widely accepted and also legitimate as it is ONC-ATCB certified (Software Advice, 2011). Aprima Electronic Health Record The Aprima ele ctronic health record is popular and acceptable with many people. The software boasts of several features that are not available in the other electronic health record software. Among the unique properties of the Aprima electronic health record software is the feature that incorporates billing and scheduling. This makes it possible for the patient to get the breakdown and total of the treatment charges. The software also reminds the patients of their schedule and appointments with the clinician. The advanced features make it usable by any size or type of practice. The legitimacy of the software is proved by the fact that it is also ONC-ATCB certified. Greenway primeSUITE 2011 This is electronic health record software which has grown to be a market leader in this line of

Different reactions Essay Example for Free

Different reactions Essay How quickly a reaction happens is called the rate of reaction. Chemical reactions take place when two or more chemicals react with one another by colliding with each other. The increase in temperature increases the amount of collisions between particles, this fastens the reaction. If a reaction has a low rate that means the molecules combine at a slower speed than a reaction with a high rate. Particles need a minimum amount of kinetic movement if they are going to react when they collide. This is known as Activation energy. The collision theory is the idea that different reactions happen at different rates. Reactions that occur slowly have a lower rate of reaction. Fast reactions are due to an increase of collisions; slow reactions are due to decrease in collisions. Reactions that happen quickly have a high rate of reaction (e. g. explosions). Concentration: The concentration of a solution is how strong the solution is. A stronger acid contains more acid particles and less water particles than a weaker acid. Increasing the concentration of a solution leads to more collisions (greater frequency of collisions) so the rate of the reaction goes up. With a more concentrated acid, the number of acid particles is greater, so the number of collisions is greater and the rate of the reaction is higher (faster. ) Changing the concentration of the acid does not change how quickly the particles are moving (i. e. it doesnt increase the amount of energy they have. ) Temperature: When we increase the temperature at which a reaction is taking place, the particles move more quickly. At a lower temperature, the number of collisions is lower because the particles are moving more slowly. Also when a collision occurs, there is less chance of a reaction taking place because the movement energy in the particles is less. At a higher temperature, the number of collisions is greater because the particles are moving more quickly. When a collision occurs, there is more chance of a reaction taking place because the movement energy in the particles is greater. Gas pressure: Pressure affects the rate of reaction, especially when you look at gases. When you increase the pressure, the molecules have less space in which they can move. That greater concentration of molecules increases the number of collisions. When you decrease the pressure, molecules dont hit each other as often. The lower pressure decreases the rate of reaction. (2) Catalyst: Different catalysts speed up different reactions. The table shows some common catalysts: A catalyst provides a surface on which the reaction can take place. This increases the number of collisions between the particles of the substances that are reacting. A catalyst lowers the activation energy (the minimum amount of energy needed for a reaction to take place). This means that the particles can react with less energy than they needed before the catalyst was added. (3) Surface area of particles: By increasing the surface area of the reactants, there are a higher number of reaction sites. Reaction sites are specific sites on molecules at which reactions occur. Increasing the number of reaction sites increases the number of total collisions. The greater the frequency of total collisions, the greater the frequency of e.ffective collisions. If the frequency of effective collisions increases, so does the reaction rate. Introduction/Aim. In this investigation, I am finding out how concentration affects the rate of reaction between Hydrochloric acid and Sodium Thiosulphate. I am going to measure the rate of reaction when hydrochloric acid is added to sodium thiosulfate. When sodium thiosulfate and Hydrochloric Acid are mixed, a yellow precipitate of sulphur is produced. The solution becomes increasingly difficult to see through as more and more sulphur is formed. This is how I plan to measure the rate of reaction. I will place a paper with a black cross underneath the solution and will stop the clock when the cross can no longer be seen. I will find out the answer by doing a preliminary test to experiment this, I will then compare and discuss the results in my evaluation then I will also state how this experiment I done could be improved, in my conclusion. But before doing the real experiment I will carry out a preliminary test. What is a Preliminary test? This is a test that is done before the real test. It gives an idea of the real thing; through the test you can make changes to make sure the real one is fair and reliable e. g. changing equipment or concentration of sodium thiosulfate solution. A preliminary test is more of a trial than an experiment – to find out if the equipment/method or even experiment works. A preliminary test is generally a baseline for further testing and development. It helps you refine ideas and change key concepts of the experiment. Prediction: Knowing the information above, I predict that as the concentration of the Sodium Thiosulphate increases, the rate of reaction will also increase. This means that the rate/concentration graph I compile from my experiments results will have a positive correlation. I believe this will happen because, according to the collision theory, as the concentration of a solution is increased the number of particles inside the solution increases. If the number of particles inside the solution is increased it makes collisions with reacting particles more likely. Also, I believe that the time/concentration graph will have a negative correlation because if my prediction is true, as the concentration increases the time taken for the reaction to take place will decrease. Preliminary Experiment: I did a preliminary experiment to get used to the sequence of events. I got to know all the apparatus and the method. Word Equation for the reaction: Sodium Thiosulfate + Hydrochloric acid Sodium Chloride + Sulphur + sulphur dioxide + water Ionic equation for reaction: 2Na+ + S2O32- + 2H+ + 2Cl- 2Na+ + 2Cl- + SO2 (g) + S + H2O (l) Balanced Symbol Equation for the reaction: Products Reactants Na2S203 (aq) + 2HCl (aq) 2NaCl (aq) + S (s) +SO2 (g) +H20 (l) I only did the experiment one, not three times so I did not get an average time for each concentration. I made sure the volume of Sodium Thiosulfate solution each time equalled to 10cm3 . The one thing I kept consistent was 10cm3 of Hydrochloric acid. I varied the concentration of the Sodium Thiosulfate and water. Below is a results table for my preliminary experiment. Preliminary Table Volume of water (cm3) Volume of Sodium Thiosulfate (cm3) Concentration (M) Volume of Hydrochloric Acid (cm3) Concentration (M) Time taken (seconds)Â   Preliminary method: 1. If you have not already done so, put on your goggles and gloves. 2. Place the paper with an X onto a flat surface and put a conical flask on top. 3. Measure 9 cm3 of sodium thiosulphate using a pipette and put it into a flask. Then measure 1 cm3 of water using a different pipet. 4. Then measure 10 cm3 of hydrochloric acid using a measuring cylinder. 5. Add first the acid then water and place a ball of cotton wool on top of the flask to block the formed gas from getting into the air. When acid and water is added, immediately start the timer. 6. Look down at the cross from above the flask. When the cross disappears, stop the timer and note the time, recording it in the table. 7. Repeat this process using different concentrations of sodium thiosulpahte solution with water as shown in the table above. 8. Carefully pour the solution into the sink straight after each test. Preliminary Safety: Safety is a key aspect to any experiment. There are a lot of safety issues we must abide when performing this experiment. A key safety aspect was that we covered the top of the conical flask with cotton wool, making sure no gas escapes the air we breathe into as sulphur dioxide; one of the products formed from the experiment is a toxic gas. I also decided to wear goggles to protect my eyes from the acid splashing, squirting or any way entering my eye. Also be sure to tie hair back because if the sodium thiosulphate makes contact with my hair it could dye it blonde (bleach it) or if it comes into contact with my skin it would turn white and peel off. Another precaution to take measure of is wearing gloves to protect your skin as hydrochloric acid is corrosive. Afterwards, when you have done your experiment thoroughly wash away all apparatus used and pour the solution down the sink. Apparatus: 1. Sodium Thiosulphate solution – (This is the variable factor being studied in the reaction) 1. Hydrochloric Acid 2. Water 3. Conical Flask – (to put both the hydrochloric acid and sodium thiosulphate into. ) 4. 3 Pipettes – (one for the hydrochloric acid and one for the sodium thiosulphate and one for water; this allows you to easily transfer the liquids. ) 5. Cotton – (this blocks the top of the conical flask to make sure sulphur dioxide the toxic gas produced doesn’t escape. ) 6. A paper marked with an x – (to be certain when to stop the timer. ) 7. Stop watch/Timer – (to stop the time when ‘X’ is not visible. ) 8. Goggles – (to protect your eyes from acid entering the eyes – for safety measurements. ) 9. Gloves – (protects your skin from hydrochloric acid; corrosive. ) 10. 2 Measuring cylinders’ (to measure the volume of the acids. ) Prediction: I predict that the greater the concentration of Sodium Thiosulfate Solution, the faster the chemical reaction will take place. Therefore, the cross will disappear more quickly due to the cloudiness of the solution. If solutions of reacting particles are made to be more concentrated, there are a higher number of particles reacting. Meaning collisions between Hydrochloric Acid and Sodium Thiosulfate Solution are more likely to occur. All this can be justified by the full understanding of the collision theory itself: For a reaction to occur particles have to collide with each other. Only a small per cent result in a reaction. This is due to the energy barrier to overcome. Only particles with enough energy to overcome the barrier will react after colliding. The minimum energy that a particle must have to overcome the barrier is called the activation energy, or Ea.

The Significance Of Dreaming :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Alexander the Great dreamt of a dancing satyr before conquering Tyre. An interpreter said his dream meant, â€Å"thine is Tyre†, which fortified Alexander before the battle (Boxer 1). President Lincoln dreamt about his own death before it actually occurred several days later, but ignored the dream (Cartwright 3). Is it possible that if he had taken his dream more seriously he could have taken precautions that would have spared his life on that fateful evening at the theater? The course of U.S. history could have been altered just as history was altered when Alexander the Great dreamt of a dancing satyr that led to the courage to conquer Tyre.   Ã‚  Ã‚  Ã‚  Ã‚  Understanding dreams and why we have them is important, but shouldn’t influence how we react to our daily lives. Many diverse hypotheses have been made on how and why we dream and there is a wide-spread disagreement by psychologists and scientists to explain these strange happenings.   Ã‚  Ã‚  Ã‚  Ã‚  One of the foremost authorities on dreaming was Sigmund Freud, who attributed dreaming to psychological causes. Freud said, â€Å"The dream hides not a divine message, but a wish from the dreamer’s unconscious† (Boxer 1). He felt that all dreams were tied to desires that a person wasn’t aware of consciously, and dreaming allowed these desires to be fulfilled (Evans 84).   Ã‚  Ã‚  Ã‚  Ã‚  By way of contrast, Dr. J. Allen Hobson does not subscribe at all to Freud’s psychological notions, and suggests that dreams are the product of brain stem activity. He says a wish can’t be a cause of a dream because the non-thinking part of the brain, the brain stem, activates a dream. â€Å"Hobson believes that neurophysiology even explains why dreams seem so emotionally loaded†¦because the brain stem activates the emotional center--the limbic brain—and because the ‘startle network,’ the part of the brain stem that speeds the heart and breathing is turned on† (Boxer 3). G. William Domhoff, Ph.D., of the University of California, Santa Cruz, believes that dreams reveal the cultural stereotypes and preoccupations of men and women (Boxer 4). â€Å"You break down a verbal report of a dream into its constituent elements and count the number of times each element appears† (4). Analyses of dreams, counting the number of men versus women, friendly versus aggressive interactions, indoor versus outdoor locations, day versus night time, etc., can find out a dreamers preoccupation’s, explains Domnoff (4). Analyses like these can prove what men and women both notice more in their dreams.

Edexcel Maths Fp2 Paper

Paper Reference(s) 6667 Edexcel GCE Further Pure Mathematics FP1 Advanced Level Specimen Paper Time: 1 hour 30 minutes Materials required for examination Answer Book (AB16) Graph Paper (ASG2) Mathematical Formulae (Lilac) Items included with question papers Nil Candidates may use any calculator EXCEPT those with the facility for symbolic algebra, differentiation and/or integration. Thus candidates may NOT use calculators such as the Texas Instruments TI-89, TI-92, Casio CFX-9970G, Hewlett Packard HP 48G.Instructions to Candidates In the boxes on the answer book, write the name of the examining body (Edexcel), your centre number, com/geo-sba-cxc/" class="ilgen">candidate number, the unit title (Further Pure Mathematics FP1), the paper reference (6667), your surname, initials and signature. When a calculator is used, the answer should be given to an appropriate degree of accuracy. Information for Candidates A booklet ‘Mathematical Formulae and Statistical Tables’ is provid ed. Full marks may be obtained for answers to ALL questions. This paper has eight questions. Advice to Candidates You must ensure that your answers to parts of questions are clearly labelled.You must show sufficient working to make your methods clear to the Examiner. Answers without working may gain no credit. This publication may only be reproduced in accordance with London Qualifications Limited copyright policy. Edexcel Foundation is a registered charity.  ©2003 London Qualifications Limited 1. Prove that a (r r =1 n 2 – r -1 = ) 1 (n – 2)n(n + 2) . 3 (5) 2. 1 f ( x ) = ln x – 1 – . x (a) Show that the root a of the equation f(x) = 0 lies in the interval 3 < a < 4 . (2) (b) Taking 3. 6 as your starting value, apply the Newton-Raphson procedure once to f(x) to obtain a second approximation to a.Give your answer to 4 decimal places. (5) 3. Find the set of values of x for which 1 x > . x -3 x -2 (7) 4. f ( x ) ? 2 x 3 – 5 x 2 + px – 5, p I ?. The equation f (x) = 0 has (1 – 2i) as a root. Solve the equation and determine the value of p. (7) 5. (a) Obtain the general solution of the differential equation dS – 0. 1S = t. dt (6) (b) The differential equation in part (a) is used to model the assets, ? S million, of a bank t years after it was set up. Given that the initial assets of the bank were ? 200 million, use your answer to part (a) to estimate, to the nearest ? illion, the assets of the bank 10 years after it was set up. (4) 2 6. The curve C has polar equation r 2 = a 2 cos 2q , -p p ? q ? . 4 4 (a) Sketch the curve C. (2) (b)Find the polar coordinates of the points where tangents to C are parallel to the initial line. (6) (c) Find the area of the region bounded by C. (4) 7. Given that z = -3 + 4i and zw = -14 + 2i, find (a) w in the form p + iq where p and q are real, (4) (b) the modulus of z and the argument of z in radians to 2 decimal places (4) (c) the values of the real con stants m and n such that mz + nzw = -10 – 20i . (5) 3 Turn over 8. (a) Given that x = e t , show that (i) y dy = e -t , dx dt 2 dy o d2 y – 2t ? d y c 2 – ?. =e c 2 dt ? dx o e dt (ii) (5) (b) Use you answers to part (a) to show that the substitution x = e t transforms the differential equation d2 y dy x 2 2 – 2x + 2y = x3 dx dx into d2 y dy – 3 + 2 y = e 3t . 2 dt dt (3) (c) Hence find the general solution of x2 d2 y dy – 2x + 2y = x3. 2 dx dx (6) END 4 Paper Reference(s) 6668 Edexcel GCE Further Pure Mathematics FP2 Advanced Level Specimen Paper Time: 1 hour 30 minutes Materials required for examination Answer Book (AB16) Graph Paper (ASG2) Mathematical Formulae (Lilac) Items included with question papers NilCandidates may use any calculator EXCEPT those with the facility for symbolic algebra, differentiation and/or integration. Thus candidates may NOT use calculators such as the Texas Instruments TI 89, TI 92, Casio CFX-9970G, Hewlett Pac kard HP 48G. Instructions to Candidates In the boxes on the answer book, write the name of the examining body (Edexcel), your centre number, candidate number, the unit title (Further Pure Mathematics FP2), the paper reference (6668), your surname, initials and signature. When a calculator is used, the answer should be given to an appropriate degree of accuracy.Information for Candidates A booklet ‘Mathematical Formulae and Statistical Tables’ is provided. Full marks may be obtained for answers to ALL questions. This paper has eight questions. Advice to Candidates You must ensure that your answers to parts of questions are clearly labelled. You must show sufficient working to make your methods clear to the Examiner. Answers without working may gain no credit. This publication may only be reproduced in accordance with London Qualifications Limited copyright policy. Edexcel Foundation is a registered charity.  ©2003 London Qualifications Limited 1.The displacement x of a particle from a fixed point O at time t is given by x = sinh t. 4 At time T the displacement x = . 3 (a) Find cosh T . (2) (b) Hence find e T and T. (3) 2. Given that y = arcsin x prove that (a) dy = dx (1 – x ) 2 1 , (3) (b) (1 – x 2 ) d2 y dy -x = 0. 2 dx dx (4) Figure 1 3. y P(x, y) s A y O x Figure 1 shows the curve C with equation y = cosh x. The tangent at P makes an angle y with the x-axis and the arc length from A(0, 1) to P(x, y) is s. (a) Show that s = sinh x. (3) (a) By considering the gradient of the tangent at P show that the intrinsic equation of C is s = tan y. 2) (c) Find the radius of curvature r at the point where y = p . 4 (3) S 4. I n = o x n sin x dx. p 2 0 (a) Show that for n ? 2 ?p o I n = nc ? e 2o n -1 – n(n – 1)I n – 2 . (4) (4) (b) Hence obtain I 3 , giving your answers in terms of p. 5. (a) Find ? v(x2 + 4) dx. (7) The curve C has equation y 2 – x 2 = 4. (b) Use your answer to part (a) to find the area of the fin ite region bounded by C, the positive x-axis, the positive y-axis and the line x = 2, giving your answer in the form p + ln q where p and q are constants to be found. (4) Figure 2 6. y O 2pa x The parametric equations of the curve C shown in Fig. are x = a(t – sin t ), y = a(1 – cos t ), 0 ? t ? 2p . (a) Find, by using integration, the length of C. (6) The curve C is rotated through 2p about Ox. (b) Find the surface area of the solid generated. (5) 7 7. (a) Using the definitions of sinh x and cosh x in terms of exponential functions, express tanh x in terms of e x and e – x . (1) (b) Sketch the graph of y = tanh x. (2) 1 ? 1 + x o lnc ?. 2 e1 – x o (c) Prove that artanh x = (4) (d) Hence obtain d (artanh x) and use integration by parts to show that dx o artanh x dx = x artanh x + 1 ln 1 – x 2 + constant. 2 ( ) (5) 8.The hyperbola C has equation x2 y2 = 1. a2 b2 (a) Show that an equation of the normal to C at P(a sec q , b tan q ) is by + ax sin q = a 2 + b 2 tan q . (6) ( ) The normal at P cuts the coordinate axes at A and B. The mid-point of AB is M. (b) Find, in cartesian form, an equation of the locus of M as q varies. (7) END U Paper Reference(s) 6669 Edexcel GCE Further Pure Mathematics FP3 Advanced Level Specimen Paper Time: 1 hour 30 minutes Materials required for examination Answer Book (AB16) Graph Paper (ASG2) Mathematical Formulae (Lilac) Items included with question papers NilCandidates may use any calculator EXCEPT those with the facility for symbolic algebra, differentiation and/or integration. Thus candidates may NOT use calculators such as the Texas Instruments TI 89, TI 92, Casio CFX 9970G, Hewlett Packard HP 48G. Instructions to Candidates In the boxes on the answer book, write the name of the examining body (Edexcel), your centre number, candidate number, the unit title (Further Pure Mathematics FP3), the paper reference (6669), your surname, initials and signature. When a calculator is used, the answer sho uld be given to an appropriate degree of accuracy.Information for Candidates A booklet ‘Mathematical Formulae and Statistical Tables’ is provided. Full marks may be obtained for answers to ALL questions. This paper has eight questions. Advice to Candidates You must ensure that your answers to parts of questions are clearly labelled. You must show sufficient working to make your methods clear to the Examiner. Answers without working may gain no credit. This publication may only be reproduced in accordance with London Qualifications Limited copyright policy. Edexcel Foundation is a registered charity.  ©2003 London Qualifications Limited 1. y = x 2 – y, y = 1 at x = 0 . dx y – y0 ? dy o Use the approximation c ?  » 1 with a step length of 0. 1 to estimate the values of y h e dx o 0 at x = 0. 1 and x = 0. 2, giving your answers to 2 significant figures. (6) 2. (a) Show that the transformation w= z -i z +1 maps the circle z = 1 in the z-plane to the line w – 1 = w + i in the w-plane. (4) The region z ? 1 in the z-plane is mapped to the region R in the w-plane. (b) Shade the region R on an Argand diagram. (2) 3. Prove by induction that, all integers n, n ? 1 , ar > 2 n r =1 n 1 2 . (7) 4. dy d2 y dy +y = x, y = 0, = 2 at x = 1. 2 dx dx dxFind a series solution of the differential equation in ascending powers of (x – 1) up to and including the term in (x – 1)3. (7) 5. ? 7 6o A=c c 6 2? . ? e o (a) Find the eigenvalues of A. (4) (a) Obtain the corresponding normalised eigenvectors. (6) NM 6. The points A, B, C, and D have position vectors a = 2i + k , b = i + 3j, c = i + 3 j + 2k , d = 4 j + k respectively. (a) Find AB ? AC and hence find the area of triangle ABC. (7) (b) Find the volume of the tetrahedron ABCD. (2) (c) Find the perpendicular distance of D from the plane containing A, B and C. (3) 7. ? 1 x – 1o c ? 5 A( x) = c 3 0 2 ? , x ? 2 c1 1 0 ? e o (a) Calculate the inverse of A(x). (8) ? 1 3 â €“ 1o c ? B = c3 0 2 ? . c1 1 0 ? e o ? po c ? The image of the vector c q ? when transformed by B is cr? e o (b) Find the values of p, q and r. (4) ? 2o c ? c 3? . c 4? e o 11 8. (a) Given that z = e iq , show that zp + 1 = 2 cos pq , zp where p is a positive integer. (2) (b) Given that cos 4 q = A cos 4q + B cos 2q + C , find the values of the constants A, B and C. (7) The region R bounded by the curve with equation y = cos 2 x, rotated through 2p about the x-axis. (c) Find the volume of the solid generated. (6) p p ? x ? , and the x-axis is 2 2END NO EDEXCEL FURTHER PURE MATHEMATICS FP1 (6667) SPECIMEN PAPER MARK SCHEME Question number 1. Scheme Marks M1 B1 a (r r =1 n 2 – r -1 = a r2 – a r – a1 r =1 r =1 r =1 ) n n n ? n o c a1 = n ? e r =1 o = = = n (n + 1)(2n + 1) – ? 1 on(n + 1) – n c ? 6 e 2o n 2n 2 – 8 6 [ ] M1 A1 A1 (5) (5 marks) 1 n(n – 2 )(n + 2 ) 3 2. (a) f ( x) = ln x – 1 – 1 x f (3) = ln 3 – 1 à ¢â‚¬â€œ 1 = -0. 2347 3 f (4) = ln 4 – 1 – 1 = 0. 1363 4 f (3) and f (4) are of opposite sign and so f ( x ) has root in (3, 4) (b) x 0 = 3. 6 f ? (x ) = 1 1 + x x2 M1 A1 (2) M1 A1 f ? (3. 6 ) = 0. 354 381 f (3. 6) = 0. 003 156 04 Root  » 3. – f (3. 6) f ? (3. 6) M1 A1 ft A1 (5) (7 marks)  » 3. 5911 13 EDEXCEL FURTHER PURE MATHEMATICS FP1 (6667) SPECIMEN PAPER MARK SCHEME Question number 3. Scheme x x x 2 – 3x + 3 1 1 > ? >0 ? >0 x-3 x-2 x-3 x-2 (x – 3)(x – 2 ) Marks M1 A1 B1 B1 Numerator always positive Critical points of denominator x = 2, x = 3 x < 2 : den = (- ve)(- ve) = + ve 2 < x < 3 : den = (- ve)(+ ve) = – ve 3 < x : den = (+ ve)(+ ve) = + ve M1 A1 A1 (7) (7 marks) Set of values x < 2 and x > 3 {x : x < 2} E {x : x > 3} 4. If 1 – 2i is a root, then so is 1 + 2i B1 M1 A1 M1 A1 ft A1 A1 (7) x – 1 + 2i )(x – 1 – 2i ) are f actors of f(x) so x 2 – 2 x + 5 is a factor of f (x) f ( x ) = x 2 – 2 x + 5 (2 x – 1) Third root is 1 2 ( ) and p = 12 (7 marks) 5. (a) dS – (0. 1)S = t dt – ( 0. 1)dt Integrating factor e o = e -(0. 1)t M1 d Se – (0. 1)t = te – (0. 1)t dt Se – (0. 1)t = o te – (0. 1)t dt = -10te – (0. 1)t – 100e – (0. 1)t + C [ ] A1 A1 M1 A1 A1 (6) S = Ce (0. 1)t – 10t – 100 (b) S = 200 at t = 0 ? 200 = C – 100 i. e. C = 300 S = 300e (0. 1)t – 10t – 100 M1 A1 At t = 10, S = 300e – 100 – 100 = 615. 484 55 M1 A1 ft (4) (10 marks) Assets ? 615 million NQ EDEXCEL FURTHER PURE MATHEMATICS FP1 (6667)SPECIMEN PAPER MARK SCHEME Question number 6. (a) l Scheme Marks q B1 (Shape) B1 (Labels) (2) (b) Tangent parallel to initial line when y = r sin q is stationary Consider therefore d 2 a cos 2q sin 2 q dq ( ) M1 A1 = -2 sin 2q sin 2 q + cos 2q (2 sin q cos q ) =0 2 sin q [cos 2 q cos q – sin 2q sin q ] = 0 sin q ? 0 ? cos 3q = 0 ? q = p -p or 6 6 M1 A1 o ? ? o ? 1 p o? 1 -p Coordinates of the points c c a, ? c a, ? c 6 6 oe 2 e 2 A1 A1 (6) 1 o4 2 1 2o4 (c) Area = o r dq = a o cos 2q dq 2 o -p 2 o -p 4 4 p p M1 A1 a2 a2 1 2 e sin 2q u = a e = [1 – (- 1)] = 2 e 2 u -4p 4 2 u p 4 M1 A1 (4) (12 marks) 15EDEXCEL FURTHER PURE MATHEMATICS FP1 (6667) SPECIMEN PAPER MARK SCHEME Question number 7. (a) z = -3 + 4i, zw = -14 + 2i Scheme Marks w= = = – 14 + 2i (- 14 + 2i )(- 3 – 4i ) = (- 3 + 4i )(- 3 – 4i ) – 3 + 4i M1 A1 A1 A1 M1 A1 M1 A1 M1 A1 A1 M1 A1 (5) (13 marks) (4) (42 + 8) + i(- 6 + 56) 9 + 16 50 + 50i = 2 + 2i 25 (4) (b) z = (3 2 + 42 = 5 4 = 2. 21 3 ) arg z = p – arctan (c) Equating real and imaginary parts 3m + 14n = 10, 4m + 2n = -20 Solving to obtain m = -6, n = 2 NS EDEXCEL FURTHER PURE MATHEMATICS FP1 (6667) SPECIMEN PAPER MARK SCHEME Question number 8. (a)(i) x = et , dy dy dy dt = = e -t dt dx dt dxSch eme Marks M1 A1 ? dx t o c =e ? e dt o (ii) d 2 y dt d e – t dy u e = dt u dx 2 dx dt e u e M1 e dy d2 yu = e – t e – e -t + e -t 2 u dt dt u e e d 2 y dy u = e – 2t e 2 – u dt u e dt (b) x2 2t A1 A1 (5) d2 y dy – 2x + 2y = x3 2 dx dx – 2t e e e d 2 y dy u t – t dy + 2 y = e 3t e 2 – u, – 2e e dt u dt e dt M1 A1, A1 (3) d2 y dy – 3 + 2 y = e 3t 2 dt dt (c) Auxiliary equation m 2 – 3m + 2 = 0 (m – 1)(m – 2) = 0 Complementary function y = Ae t + Be 2t e 3t 1 Particular integral = 2 = e 3t 3 – (3 ? 3) + 2 2 General solution y = Ae t + Be 2t + 1 e 3t 2 = Ax + Bx 2 + 1 x 3 2 M1 A1 M1 A1 M1 A1 ft 6) (14 marks) 17 EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 1. cosh 2 T = 1 + sinh 2 T = 1 + 16 25 = 9 9 Scheme Marks M1 A1 (2) M1 A1 A1 ft (3) cosh T =  ± 5 5 = since cosh T > 1 3 3 4 5 + =3 3 3 e T = cosh T + sinh T = Hence T = ln 3 2. (5 marks) (a) y = arcsin x ? sin y = x M1 cos y dy =1 dx dy 1 1 = = dx cos y 1- x2 M1 A1 (3) (b) d2 y dx 2 = – 1 1- x2 2 ( ) -3 2 (- 2 x ) M1 A1 = x 1- x2 ( ) -3 2 (1 – x ) 2 d2 y dy -x = 1 – x2 x 1 – x2 2 dx dx ( )( ) -3 2 – x 1- ( 1 2 -2 x ) =0 M1 A1 (4) (7 marks) NU EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668)SPECIMEN PAPER MARK SCHEME Question Number 3. Scheme x 0 Marks (a) s=o e ? dy o 2 u 2 e1 + c ? u dx e e dx o u u e dy = sinh x dx 1 y = cosh x, x B1 s = o 1 + sinh 2 x 2 dx 0 [ ] 1 = o cosh x dx = sinh x 0 x M1 A1 (3) (b) Gradient of tangent dy = tan y = sinh x = s dx s = tan y M1 A1 M1 A1 A1 (2) (c) r= ds = sec2 y dy At y = p , r = sec2 p = 2 4 4 (3) (8 marks) 19 EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 4. Scheme I n = o x n sin x dx = x n (- cos x ) p 2 0 Marks (a) [ ] p 2 0 – o 2 nx n -1 (- cos x )dx 0 p M1 A1 i i = 0 + ni x n -1 sin x i i [ -o 0 p 2 p 2 0 = n (p ) 2 [ n -1 – (n â⠂¬â€œ 1)I n -2 n -1 ] u i (n – 1)x n- 2 sin x dxy i ? A1 So I n = n(p ) 2 2 – n(n – 1)I n -2 A1 (4) (b) ?p o I 3 = 3c ? – 3. 2 I 1 e2o I 1 = o x sin x dx = [x(- cos x )] + o cos x dx 0 p 2 0 p 2 p 2 0 M1 = [sin x ] = 1 0 p 2 A1 3p ? p o I 3 = (3)c ? – 6 = -6 4 e 2o 2 2 M1 A1 (4) (8 marks) OM EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 5. Scheme x = 2 sinh t Marks B1 (a) (x 2 + 4 = 4 sinh 2 t + 4 ) ( 2 ) 1 2 = 2 cosh t dx = 2 cosh t dt I =o (x + 4 dx = 4 o cosh 2 t dt ) M1 A1 = 2 o (cosh 2t + 1) dt = sinh 2t + 2t + cM1 A1 M1 A1 ft (7) = 1 x 2 (x 2 2 ? xo + 4 + 2arsinh c ? + c e 2o 2 0 ) (b) Area = o y dx = o 0 (x ) 2 + 4 dx 2 ) M1 e1 =e x e2 = 2 ( xu u e x + 4 u + e 2arsinh u 2u0 u0 e 2 2 1 2 2 8 + 2arsinh (1) 2] = 2 2 + ln 3 + 2 A1 2 + 2 ln[1 + ( 2 ) M1 A1 (4) (11 marks) 21 EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 6. Scheme 2p 0 Marks (a) s=o e e x + y u dt e u e u  · 2 1  · u2 2 dy  · dx  · = x = a (1 – cos t ); = y = a sin t dt dt s=o 2p 0 M1 A1; A1 2p 0 a (1 – cos t ) + sin 2 t 2 dt = a o 2 p ? 2 sin c 0 2p [ ] 1 [2 – 2 cos t ]2 dt M1 A1, A1 ft (6) 1 = 2a o e ? t ou to ? t , = -4a ecosc ? u = 8a e 2o e e 2 ou 0 1 o2 (b) s = 2p o = 2p o 2p 0 ? yc x + y ? dt c ? e o 1 22 2p  · 2  · 2 2p 0 a 2 (1 – cos t ) 2 dt M1 A1 M1 3 = 8pa 2 o 0 2p 0 ?to sin 3 c ? dt e 2o = 8pa 2 o 2 e t 2 ? t ou e1 – cos c 2 ? u sin 2 dt e ou e 2p 64pa 2 t 2 e 3 t u = 8pa e – 2 cos + cos u = 2 3 2u0 3 e A1 A1 ft (5) (11 marks) OO EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 7. Scheme tanh x = sinh x e x – e – x = cosh x e x + e – x B1 Marks (1) (a) (b) 1 y 0 x -1 B1 B1 (2) (c) artanhx = z ? tanh z = x e z – e-z e z + e -z =x M1 A1 e z – e-z = x e z + e-z ( ) 1 – x )e z = (1 + x )e – z e2z = z= 1+ x 1- x 1 ? 1 + x o lnc ? = artanh x 2 e1- x o M1 A1 M1 A1 1 x dx (4) (d) dz 1 ? 1 1 o 1 = c + ? = dx 2 e 1 + x 1 – x o 1 – x 2 o artanh x dx = (x artanh x ) – o 1 – x = (x artanh x ) + 2 M1 A1 A1 (5) 1 ln 1 – x 2 + constant 2 ( ) (10 marks) 23 EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 8. Scheme x2 y2 =1 a2 b2 2 x 2 y dy =0 a 2 b 2 dx Marks (a) M1 A1 M1 A1 dy 2 x b 2 b 2 a sec q b = 2 = 2 = dx a 2 y a b tan q a sin q Gradient of normal is then a sin q b a Equation of normal: ( y – b tan q ) = – sin q (x – a sec q ) b x sin q + by = a 2 + b 2 tan q (b) M: A normal cuts x = 0 at y = B normal cuts y = 0 at x = ( ) M1 A1 (6) (a 2 + b2 tan q b ) M1 A1 (a = ( ) a2 + b2 tan q a sin q + b2 a cos q 2 ) A1 e a2 + b2 u a2 + b2 sec q , tan q u Hence M is e 2b e 2a u Eliminating q sec 2 q = 1 + tan 2 q 2 2 ( ) M1 M1 e 2aX u e 2bY u =1+ e 2 e u u ea2 + b2 u ea + b2 u A1 2 4a 2 X 2 – 4b 2Y 2 = a 2 + b 2 [ ] A1 (7) (15 marks) OQ EDEXCEL FURTHER MATHEMATICS FP3 (6669) SPECIMEN PAPER MARK SCHEME Question Number 1. Scheme Marks ? dy o x 0 = 0, y 0 = 1, c ? = 0 – 1 = -1 e dx o 0 ? dy o y1 – y 0 = hc ? ? y1 = 1 + (0. 1)(- 1) = 0. e dx o 0 ? dy o x1 = 0. 1, y1 = 0. 9, c ? e dx o 1 ? dy o y 2 = y1 + hc ? e dx o 1 = (0. 1) – 0. 9 2 B1 M1 A1 ft A1 = -0. 89 = 0. 9 + (0. 1)(- 0. 89) = 0. 811  » 0. 81 z -i ? w( z + 1) = ( z – i ) z +1 M1 A1 (6) (6 marks) 2. (a) w= z (w – 1) = -i – w z= -i-w w -1 -i-w =1 w -1 M1 A1 z =1? i. e. w – 1 = w + i (b) z ? 1? w + i ? w -1 M1 A1 (4) B1 (line) B1 (shading) (2) (6 marks) OR qiea=liEe EDEXCEL FURTHER PURE MATHEMATICS FP3 (6669) SPECIMEN PAPER MARK SCHEME Question Number 3. Scheme For n = 1, LHS =1, RHS = So result is true for n = 1 Assume true for n = k. Then k +1 r =1 Marks 1 2 M1 A1 r > 2 k2 + k +1 = = 1 2 1 k + 2k + 1 + 2 2 1 (k + 1)2 + 1 2 2 1 M1 A1 ( ) M1 A1 A1 (7) (7 marks) If true for k, true for k+1 So true for all positive integral n d2 y dy dy +y = x, y = 0, = 2 at x = 1 2 dx dx dx d2 y = 0 +1=1 dx 2 Differentiating with respect to x d 3 y ? dy o d2 y + c ? + y 2 =1 dx 3 e dx o dx 2 4. B1 M1 A1 d3 y dx 3 = -(2) + 0 + 1 = -3 2 A1 x =1 By Taylor’s Theorem y = 0 + 2(x – 1) + = 2(x – 1) + 1 1 2 3 1( x – 1) + (- 3)(x – 1) 3! 2! M1 A1 A1 (7) (7 marks) 1 (x – 1)2 – 1 (x – 1)3 2 2 OS EDEXCEL FURTHER MATHEMATICS FP3 (6669) SPECIMEN PAPER MARK SCHEME Question Number 5.Scheme A – lI = 0 Marks (a) (7 – l ) 6 6 =0 (2 – l ) M1 A1 (7 – l )(2 – l ) – 36 = 0 l2 – 9l + 14 – 36 = 0 l2 – 9l – 22 = 0 (l – 11)(l + 2) = 0 ? l1 = -2, l2 = 11 (b) l = -2 Eigenvector obtained from M1 A1 (4) 6 o ? x1 o ? 0 o ? 7 – (- 2) c ? c ? =c ? c 6 2 – (- 2)? c y 1 ? c 0 ? e oe o e o 3×1 + 2 y1 = 0 ? 2o 1 ? 2o c ? e. g. c ? normalised c – 3? c ? 13 e – 3o e o M1 A1 M1 A1 ft ? – 4 6 o ? x2 o ? 0o c ? c ? =c ? l = 11 c ? c ? c ? e 6 – 9o e y2 o e 0o – 2 x2 + 3 y 2 = 0 ? 3o 1 ? 3o c ? e. g. c ? normalised c 2? c ? 13 e 2 o e o A1 A1 ft (6) (10 marks) 27 EDEXCEL FURTHER PURE MATHEMATICS FP3 (6669)SPECIMEN PAPER MARK SCHEME Question Number 6. (a) AB = (- 1, 3, – 1) ; AC = (- 1, 3, 1) . i j k Scheme Marks M1 A1 AB ? AC = – 1 3 – 1 -1 3 1 = i (3 + 3) + j (1 + 1) + k (- 3 + 3) = 6i + 2 j M1 A1 A1 Area of D ABC = = 1 AB ? AC 2 1 36 + 4 = 10 square units 2 = = = 1 AD . AB ? AC 6 M1 A1 ft (7) (b) Volume of tetrahedron ( ) M1 A1 (2) 1 – 12 + 8 6 2 cubic units 3 ? ?  ® ? ? ® (c) Unit vector in direction AB ? AC i. e. perpendicular to plane containing A, B, and C is 1 n= (6i + 2 j) = 1 (3i + j) 10 40 M1 p = n ? AD = 1 10 (3i + j) ? (- 2i + 4 j) = 1 2 -6+4 = units. 10 10 M1 A1 (3) (12 marks) OUEDEXCEL FURTHER MATHEMATICS FP3 (6669) SPECIMEN PAPER MARK SCHEME Question Number Scheme ? 1 x – 1o c ? A( x ) = c 3 0 2 ? c1 1 0 ? e o 3 o ? – 2 2 c ? Cofactors c – 1 1 x – 1? c 2 x – 5 – 3x ? e o Determinant = 2 x – 3 – 2 = 2 x – 5 ? – 2 1 c A (x ) = c 2 2x – 5 c e 3 -1 Marks 7. (a) M1 A1 A1 A1 M1 A1 M1 A1 (8) -1 1 (x – 1) 2x o ? -5 ? – 3x ? o (b) ? 2o ? po ? – 2 – 1 6 o ? 2o c ? 1c c ? ?c ? -1 1 – 5? c 3? c q ? = B c 3? = c 2 c 4? 1 c 3 cr? 2 – 9? c 4? e o e o e oe o M1 A1 ft M1 A1 = (17, – 13, – 24 ) (4) (12 marks) 29 EDEXCEL FURTHER PURE MATHEMATICS FP3 (6669) SPECIMEN PAPER MARK SCHEME Question NumberScheme zp + Marks 8. (a) 1 1 = e ipq + ipq p z e = e ipq + e -ipq = 2 cos pq ( ) M1 A1 (2) (b) By De Moivre if z = e iq zp + 1 = 2 cos pq zp 4 1o ? 4 p = 1 : (2 cos q ) = c z + ? zo e M1 A1 M1 A1 1 1 1 1 = z 4 + 4 z 3 . + 6 z 2 2 + 4 z. 3 + 4 z z z z 1 o ? 1 o ? = c z 4 + 4 ? + 4c z 2 + 2 ? + 6 z o e z o e = 2 cos 4q + 8 cos 2q + 6 M1 A1 3 8 cos 4 q = 1 c os 4q + 1 cos 2q + 8 2 A1 ft (7) (c) V =p o p 2 p 2 p 2 p 2 y dx = p o 2 p 2 p 2 cos 4 x dx =p o 3o 1 ? 1 c cos 4q + cos 2q + ? dq 8o 2 e8 p M1 A1 ft 1 3 u 2 e1 = p e sin 4q + sin 2q + q u 4 8 u-p e 32 2 M1 A1 ft 3 = p2 8 M1 A1 (6) (15 marks) PM

Drama Story Death Of A Salesman Essay

Death of a Salesman is a play written by Arthur Miller. Basically, Miller was not a very prolific writer and Death of a Salesman had been his most famous work. At a certain point, this particular play could be regarded as a tragedy although not in the normal sense. What I mean when I said ‘tragedy though not in the normal sense† is that usually we associate tragedy from a person with a very high status who in the end had been faced with many problems which led to his failure. However, such had not been the case with this particular play since from the beginning Willy Loman really never had anything good. The brilliance within this play lies with the fact that Miller had been able to portray a certain sense on his audience that tragedy is not for the rich or for the better-off person’s alone. Rather, tragedy is a part of our everyday life and thus it could happen to anyone of us. He had been able to portray that particular part by making the play revolve most on Willy Loman. As a matter of fact, Loman is almost the same as that of being a ‘low man’. The play made use of interplay of two time frames basically that of the past and the present. The protagonist in this story is Willy Loman whose occupation is that of a businessman. Willy had been one of the victims of the so-called American dream and he love competitions. All throughout the play phrases such as ‘well-liked’, ‘I’m going to lose weight’ and the like could be found, and they are repeated numerous time. One may wonder what those repetitions mean. Basically, the significance behind those repetitions lies on the fact that Willy believe that it is the outer appearance which would bring you success and not one’s intelligence per se. For Willy academic performance is of no significance, rather it is being admired and well-liked that really matters. This can be seen from the scenes wherein he often reiterated that Charley and Bernard are both ‘liked’ but not ‘well-liked’. All throughout the play Willy dreamed of being a very popular salesman so that when he dies people all throughout the world would come to pay their respect to him. The reason why he had not been a successful man may lie on the fact that what he tried to sell had not been his goods, rather it was his character. Dave Salesman had been Willy’s role model and he greatly idolizes the man to the point that he wanted his death to be the same as that of Singleman. Miller showed his genius by naming his characters â€Å"Singleman† and â€Å"Loman† since there is a great allegory between the two. Miller named the pleasant salesman as Singleman mainly because he wanted his audience to think of Dave as a single man who had never been committed to anyone and who had never shared his life with his family. In contrast, Loman is almost the same as that of â€Å"low man† which could possibly mean a man with a very low sense of morality and the like. Thus, since Singleman is Loman’s hero it greatly shows the contrast between the two and it also showed Willy’s weird opinion of what success is like. The death of a salesman talks not only of the literal death of Willy who as the story goes committed suicide since it is the only alternative he sees in order to secure his dreams (which re left for his sons to continue), rather the story also talked about the death of Willy’s dream. As mentioned earlier, Willy believes that success lies within being well-liked and being popular. Willy said Charley is not very much well-liked and yet as was seen on the play Charley is very much successful as compared to Willy. One of the main themes of the story is â€Å"the American dream†. Based on Willy’s understanding, what constitutes an â€Å"American Dream† is being well-liked and being attractive which in turn would result in success. However, his bizarre opinion of what success is like led to his own downfall. This blind belief led tom psychological decline which in turn made him daydream a lot. All throughout the scene there’s a constant drift from past to present which often time confuses the audience on which timeframe the casts of the story is in at the moment. However, the use of the two timeframes gave Miller an opportunity to compare and to contrast Willy’s dream and reality. The shift of one timeframe to another also allowed Miller to forbid his audience to have a permanent opinion of his characters since it allowed him to show the characters in the story in pathetic and wicked light alike. However, as Willy experienced a psychological decline the boundary between the past and the present are no longer define and thus both existed in a parallel ground. When Biff informed Willy of his interview with Bill Oliver Willy advised him to demand for a high amount of salary from Oliver claiming that if his son starts big then he would also end big. He also made it a point to impress Oliver with Biff’s personality. This particular scene showed how very unrealistic Willy is. It also contradicted the belief that everyone should start small and work little by little up the corporate ladder since Willy believes that they could all start big since they are a Loman. Thus, this particular advice of Willy to his son proved to be very contradictory. Also, Willy himself did not follow his own advice with his interview with Howard. Whereas he advised his son to ask Oliver for a large amount, he himself did not do that with his interview. Rather, he begged Howard to station him in New York since he can no longer deal with too much traveling. He even said that he is willing to accept a moderate salary. This also showed a great contradiction with Willy’s advice and his own deed. In analyzing stage directions made for Happy â€Å"Sexuality is like a visible color for him†¦Ã¢â‚¬  we could see that Americans wrote plays which show step by step how a character is supposed to act. It also spells their characters age, characteristic and the like. They are very strict in this manner in that they spell everything out down to the smallest detail. In the play, one could see that Willy is a victim of his society, particularly that of capitalism. This can clearly be shown from his interview with Howard, the son of his boss. Since he could no longer produce money, Howard fired him out of his job. All throughout the story we can see Willy’s strong hold on his American dream which served him nothing but misery in the end, and now that he is old and no longer productive he had been thrown out of his job. Another significant part on the movie is the fact that the play is set in post World War II New York City, yet Willy’s flashbacks date back to 1928. The reason behind this is that it was in year 1928 that Willy had been able to sell big time and it was also the year that he bought his Chevrolet. Thus, seeing from this point of view one could clearly justify why most of Willy’s flashbacks happened in that particular year. It was in year 1928 that Willy had been most productive and it may lead him to believe that it is the start of his great career. Biff Loman had been a kleptomaniac on the story. This particular attitude may be attributed to the fact that his father did not tell him that stealing is bad. In one particular act on the play Biff told his father that he stole a football yet Willy did not reprimand his son. Rather he said that as long as Biff is well-liked he would be very successful one day. His father’s belief flowed into him believing that people would easily forgive him for stealing things as long as he is popular. One of the reasons why Biff had been constantly stealing things is the fact that he wanted to please his family. Most of all Biff wanted to impress his father by showing him that he could get anything he wants at whatever cost. What Charley meant when he said in Willy’s requiem that Willy is a â€Å"happy man with a batch of cement† (Miller, Williams, & Paul, 1984) is the fact that Willy had not been doing the things he really want or the things that he is most good at. Willy is not really cut out to be a businessman to begin with rather he could have been better off had he been a gym owner or a sport’s coach. Willy had also been a man who enjoys doing things with his hands (he loves planting) and thus it makes the audiences wonder on whether Willy had been better off had he chosen a more appropriate career for himself. It also pointed out how Willy had never been true to himself. He did not succeed in any way because he is in constant competition and he had always been after commercial success although he is not really good with that particular thing. Commercial success overshadowed personal success and happiness which in turn led to a greater tragedy. Everything about Willy had been wrong from the start. He had the wrong beliefs as well as the wrong dream. He loves gardening and he is good with working with his hands thus if he had chosen another path (probably that of farming) then he may have had a better chance with success. The Parent/Child relationship had been present all throughout the play. Miller clearly showed how a parent’s belief and way of rearing up their children could affect their child all throughout their life. This can be seen clearly with the way Willy passed on his dreams and beliefs to his two sons. Willy’s wrong beliefs had been the primary source why his sons also failed in their lives. In one of the scenes in the play wherein Biff and Willy had been arguing Willy accused his son of ruining his life just to spite him however Biff rebutted him by saying that Willy filled him with hot air which led to his inability of getting any permanent job because he cannot bear taking orders from other people. I think Biff’s claim is more accurate as compared to his father. Of course, it is true that Biff’s disappointment with his father made him lose interest in pursuing his studies however, the main reason why Biff could not really find a good work for himself is because his father made him believe in wrong beliefs particularly that he is far superior to other people. To conclude, the play had been rather interesting because of its clear way of portraying the effects of capitalism. It also showed how wrong beliefs particularly that of beliefs regarding American Dream could lead to the distraction of people. The play also portrayed how the parent/child relationship could affect an individual thus all in all the play is exceptional save for the fact that there are times that the play is rather vague because of the constant interplay between past and present. Reference: Miller, A. , Williams, L. M. , & Paul, K. (1984). Death of a Salesman: Barron’s Educational Series.

Rising High School Seniors

Rising High School Seniors Colleges and high schools have such odd terminology. As if the alphabet soup of academic acronyms wasnt enough, there are all the strange terms - bursar, for example, yield and Jan Term. So when your childs counselor refers to him as a rising senior, what on earth does that mean? Once upon a time, a kid was a junior until June of his junior year. When the bell rang on the last day of school, he became a senior - even if the start of the next academic year was still two months away. Now, hes called a rising senior. (Clearly, its only a matter of time before preschoolers are called rising kindergartners!) The term is primarily used at college prep high schools in the United States and when colleges discuss admissions season, as in, We offer overnight visits to rising seniors. Colleges rarely use the term to discuss their students, and in fact, the freshman/sophomore/junior/senior terminology is increasingly giving way to alternative descriptions based on how long a student has attended, as in the first year, second year and so on. How Rising Seniors Should Spend Their Time Your rising senior is in the home stretch of high school, and over the summer he likely wants to hang out with friends, sleep, swim, play video games, take a road trip or lounge around doing nothing. Once hes gotten that out of his system, its important to devote two or three hours a week to start in on college applications. He may pester you that this is his time off, but students who begin the admissions process during summer before their senior year are most successful. Here are four things to put on the to-do list: Create a college list: Determining where to apply is the most important action to take over the summer. Figure out where youre going to get your information to decide which college is the best fit for your child. Also, start looking into the financial aid that you might qualify for. Contact those colleges: Presenters at a National Association for College Admission Counseling convention stated that colleges admissions officers are turning down some otherwise qualified students for no other reason than the fact that the students had no contact with them before submitting their applications. Your rising senior needs to show â€Å"demonstrated interest† - a term used by colleges to note the frequency and quality of contact students have with admissions offices which indicated the likelihood of a student to enroll if offered admission. Heres how to jumpstart that process: Sign up for the college admissions mailing list on its website.Find out the names and emails of the admissions representatives assigned to your high school and contact them to relay your interest.Visit colleges and arrange interviews.Go to local college fairs to meet and talk to college reps face to face. Get an early start on applications and essay questions: Filling out your college applications is a critical part of the process and dealing with the dreaded essay can be daunting. Rising seniors should fill out at least one application before school starts. This will help to demystify the process so prospective students can confidently handle applications during the year.