Batik essays

Batik essays During recent decades, we have found ourselves searching for personal identity and values in a world that seems to have little room for them. The vast expansion of technical information expertise and the population explosion impinge on our relationships to each other as individuals and to the world. The need for self-identity has never been greater, and the arts and crafts provide one outstanding means of making contact with the creative potential hidden within all of us. The need to produce and own man made objects in is part a reaction against the machine dominated aspect of almost all we see and touch, and also a search for our own worth has human beings. Handcraft fashions have come to a new importance because they impart a feeling of great pride and joy in knowing the work was imagined and created by an individual and not a machine. Today Batik has resurfaced revitalized and invigorated, proving to be a technique that effectively represents the production of personal statement, a true work of art. Batik is used for individuals who wish to express their individuality through a highly rewarding medium. The relationships between several techniques reveal what is special to each, and says something about the people who have made or value them. The study and appreciation ingenuity and sensitivity sharpens both our general awareness and our sense of process in craft. Taking for granted all the time taken to produce the craft, when all that surrounds us in the cast of nothingness, or the fabrication of elements around us, made with staples and glue, exists the structure of disciplinary interest is welcomed. You can view the pleasure through the true craftsmanship scene. There is sense of process; the combining of thirsty cloth and liquid color produces ornament not on cloth but within it. You can see within the cloth the combination and sharing with the viewer the process and identity in which it is formed. ...

Models of Health Behavior Essays

Models of Health Behavior Essays Models of Health Behavior Paper Models of Health Behavior Paper Note: If candidate uses incorrect formula: maximum 1/4 marks (for standard form) substitution into correct formula Note: If an error in subs and 4  ± ? 80 gets: and 6 states â€Å"no solution†: maximum 3/4 marks 4  ± 16 + 96 6 4  ± 112 = 6 2 ±2 7 = 3 = 2,43 or ? 1,10 112 If doesn’t conclude with â€Å"no solution†: maximum 2/4 marks 4  ± 112 or 6 decimal answer (4) Copyright reserved Mathematics/PI 3 NSC – Memorandum DBE/November 2011 OR 3x 2 ? 4 x = 8 3x 2 ? 4 x ? 8 = 0 x= = ? b  ± b ? 4ac 2a ? (? 4)  ± 2 (? 4)2 ? 4(3)(? 8) 2(3) Note: Penalise 1 mark for inaccurate rounding off to ANY number of decimal places if candidate gives decimal answers tandard form substitution into correct formula answer answer (4) = 2,43 or ? 1,10 1. 1. 3 4 x 2 + 1 ? 5x (4 x ? 1)(x ? 1) ? 0 + 0 1 4 x? OR 4 x 2 ? 5x + 1 ? 0 factors ? 0 1 + 1 4 1? ? OR ? ? ? ; ? ? [1; ? ) 4? ? 1 both critical 1 values of and 1 4 or OR ? answer (4) 1 or x ? 1 4 1 4 1 x OR 1 4 1 xNote: If candidate gives either of these correct graphical solutions but writes down the incorrect intervals or uses AND: max 3/4 marks NOTES: If a candidate gives an answer of 1 ? x ? If a candidate gives an answer of 1 then max 3/4 marks. 4 1 ? x ? 1 then max 2/4 marks. 4 1 If a candidate gives an answer of x ? nd x ? 1 then max 3/4 marks. 4 If the candidate leaves out the equality of the notation then penalty of 1 mark. 1 If a candidate gives an answer of x ? ; x ? 1 then max 3/4 marks. 4 1 If candidate gives x ? and/or x ? 1 , BREAKDOWN: max 2/4 marks. 4 If candidate gives : 0 ? 0 + + award 3/4 marks 1 1 4 Copyright reserved Please turn over Mathematics/PI 4 NSC – Memorandum DBE/November 2011 1. 2. 1 x 2 + 5 xy + 6 y 2 = 0 (x + 3 y )(x + 2 y ) = 0 x + 3y = 0 x = ? 3 y OR x = ? 3 y OR x + 2y = 0 x = ? 2 y x = ? 2 y Note: If a candidate gives x x ? = 3 or ? = 2 y y award 2/3 marks factors answers (3) Let k = y 2 x + 5 xy + 6 y 2 = 0 2 ?x? ?x? ? ? + 5? ? + 6 = 0 ? y? ? y? ? ? ? ? 2 k + 5k + 6 = 0 (k + 3)(k + 2) = 0 k = – 3 or k = – 2 x x = ? 3 or = ? 2 y y OR factors answers (3) x 2 + 5 xy + 6 y 2 = 0 x= x= ? 5 y  ± (5 y ) 2 ? 4(1)(6 y 2 ) 2(1) ? 5y  ± y2 2 ? 5y  ± y x= 2 x = ? 3 y x = ? 2 y or x x = ? 3 = ? 2 y y substitutes correctly into correct formula answers (3) OR x 2 + 5 xy + 6 y 2 = 0 ?5 x 2 + 5 xy + ? ?2 ? 5 ? y ? = ? 6 y 2 + ? ?2 ? 2 2 ? y? ? 2 5 ? 1 2 ? ? x + y? = y 2 ? 4 ? 5 1 x+ y= ± y 2 2 5 1 x=? y ± y 2 2 completing the square Copyright reservedPlease turn over Mathematics/PI x = ? 3 y x = ? 3 y x = ? y 5 NSC – Memorandum DBE/November 2011 answers (3) or x = ? 2 y OR Let k = x = ky x y x 2 + 5 xy + 6 y 2 = 0 (ky )2 + 5 y(ky ) + 6 y 2 = 0 k 2 y 2 + 5 y 2k + 6 y 2 = 0 y 2 k 2 + 5k + 6 = 0 ( (k ) 2 + 5k + 6 = 0 ) factors (k + 3)(k + 2) = 0 k = – 3 or k = – 2 x x = ? 3 or = ? 2 y y answers (3) Note: (x;y) = (0;0) is also a solution, but in this case OR x is undefined y Let y = 1 , x 2 + 5x + 6 = 0 (x + 2)(x + 3) = 0 x = ? 2 or x = ? 3 x x = ? 2 or = ? 3 y y x+ y =8 ? 3y + y = 8 ? 2y = 8 y = ? 4 x = 12 factors answers (3) x+ y =8 ? 2y + y = 8 ? y =8 y = ? 8 x = 16 1. 2. 2 OR substitution x = – 3y subs x = ? 2 y values both x values correct (5) OR 8? y = ? 3 y 8 ? y = ? 3 y 8 = ? 2 y y = ? 4 x = 12 Copyright reserved 8? y = ? 2 OR y 8 ? y = ? 2 y 8 = ? y y = ? 8 x = 16 x=8–y substitution y values both correct x values (5) Please turn over Mathematics/PI 6 NSC – Memorandum DBE/November 2011 OR x+ y =8 y =8? x x = ? 3 OR 8? x x = ? 3(8 ? x ) x = ? 24 + 3 x ? 2 x = ? 24 x = 12 y = ? 4 OR y =8? x x = ? 2 8? x x = ? 2(8 ? x ) x = ? 16 + 2 x ? x = ? 16 x = 16 y = ? 8 substitution x values correct both y values correct (5) (x + 2 y )(x + 3 y ) = 0 x+ y =8 x =8? y ( y + 8)(2 y + 8) = 0 y = ? 8 or y = ? 4 x = 16 x = 12 x =8? y ubstitution y values correct both x values correct (5) OR x = 8? y x = 8? y 2 (8 ? y ) 2 + 5(8 ? y ) y + 6 y = 0 64 ? 16 y + y 2 + 40 y ? 5 y 2 + 6 y 2 = 0 2 y 2 + 24 y + 64 = 0 y 2 + 12 y + 32 = 0 ( y + 8)( y + 4) = 0 y = ? 8 or y = ? 4 x = 16 x = 12 OR substitution factors both y values correct both x values correct (5) Copyright reserved Please turn over Mathematics/PI 7 NSC – Memorandum DBE/November 2011 OR x =8? y (8 ? y ) 2 + 5(8 ? y ) y + 6 y = 0 2 2 2 2 x = 8? y substitution 64 ? 16 y + y + 40 y ? 5 y + 6 y = 0 2 y 2 + 24 y + 64 = 0 y 2 + 12 y + 32 = 0 ? 12  ± 12 ? 4(1)(32) y= 2(1) 2 ? 12  ± 16 2 y = ? 8 or y = ? x = 16 x = 12 = Note: If a candidate uses the formula and replaces x for y and then answers are swapped: maximum 4/5 marks substitutes into correct formula both y values correct both x values correct (5) OR y =8? x x 2 + 5 x(8 ? x ) + 6(8 ? x )2 = 0 x + 40 x ? 5 x + 6 64 ? 16 x + x 2 x 2 ? 56 x + 384 = 0 x 2 ? 28 x + 192 = 0 (x ? 16)(x ? 12) = 0 x = 16 x = 12 or y = ? 8 y = ? 4 2 2 y =8? x 2 ( )= 0 substitution factors both x values correct both y values correct (5) OR y =8? x x + 5 x(8 ? x ) + 6 (8 ? x ) = 0 2 2 y =8? x substitution x + 40 x ? 5 x 2 2 + 6(64 ? 16 x + x ) = 0 2 2 x 2 ? 56 x + 384 = 0 x 2 ? 28 x + 192 = 0 x= = ? ? 28)  ± 28  ± 416 2 (? 28)2 ? 4(1)(192) 2(1) x = 12 x = 16 or y = ? 4 y = ? 8 substitutes into correct formula both x values correct both correct y values (5) [19] Please turn over Copyright reserved Mathematics/PI 8 NSC – Memorandum DBE/November 2011 QUESTION 2 2. 1. 1 x ? 4 = 32 ? x 2 x = 36 x = 18 T2 ? T1 = T3 ? T2 Note: If answer only: award 2/2 marks answer (2) a + 2d = 32 and a = 4 OR a=4 a + 2d = 32 2d = 28 d = 14 x = 14 + 4 x = 18 OR Note: If candidate writes x? 4 32 ? x only (i. e. omits equality) : 0/2 marks answer (2) substitutes correctly into arithmetic mean 4 + 32 formula i. e. 2 answers (2) T2 T3 = T1 T2 x= + 32 = 18 2 2. 1. 2 x 32 = 4 x x 2 = 128 x =  ± 128 x =  ±8 2 OR a=4 x r= 4 ? x? ar 2 = 4? ? ? 4? ? x? 32 = 4? ? ? 4? x 2 = 128 OR x =  ±11,31 OR x =  ± 2 2 7 Note: If candidate 32 x only writes 4 x (i. e. omits e quality) : 0/2 marks x 2 = 128 both answers (surd or decimal or exponential form) (3) Note: If only x = 128 then penalty 1 mark 2 2 2 ? x? 32 = 4? ? ? 4? 2 x = 128 x =  ± 128 x =  ±8 2 or x =  ±11,31 or x =  ± 2 2 7 both answers (surd or decimal or exponential form) (3) substitutes correctly into geometric mean formula i. e.  ± 4? 32 both answers (surd or decimal or exponential form) (3) Please turn over OR x =  ± 4 ? 32 =  ± 128 or x =  ±8 2 or x =  ±11,31 or x =  ± 2 2 7 Copyright reserved Mathematics/PI 9 NSC – Memorandum DBE/November 2011 2. 2 13 P = ? 3k ? 5 a = 3? 4 or +3 3? 5 =3 k =1 1? 5 +3 2? 5 + + 3 13 ? 5 = 3 ? 4 + 3 ? 3 + 3- 2 + + 38 3 ? 4 313 ? 1 = 3 ? 1 = 9841,49 Note: Correct answer only: 1/4 marks only 1 81 ( ) r =3 subs into correct formula or 9841 40 797161 or 81 81 answer (4) OR 13 P = ? 3k ? 5 k =1 1? 5 =3 + 32 ? 5 + 33 ? 5 + + 313 ? 5 2. 3 2 S n = [2a + (n ? 1)d ] + [2a + (n ? 1)d ] + + [2a + (n ? 1)d ] + [2a + (n ? 1)d ] = n[2a + (n ? 1)d ] Sn = n [2a + (n ? 1)d ] 2 S n = [a + (n ? 1)d ] + [a + (n ? 2)d ] + [a + d ] + a = 3 ? 4 + 3? 3 + 3- 2 + + 38 1 1 1 = + + + + 6561 81 27 9 40 797161 or = 9841,49 or 9841 81 81 S n = a + [a + d ] + [a + 2d ] + + [a + (n ? 2 )d ] + [a + (n ? 1)d ] Note: If the candidate rounds off and gets 9841,46 (i. e. correct to one decimal place): DO NOT penalise for the rounding off. expand the sum 13 terms in expansion answer (4) writing out Sn â€Å"reversing† Sn expressing 2Sn grouping to get 2 S n = n[2a + (n ? 1)d ] (4) writing out Sn â€Å"reversing† Sn expressing 2Sn grouping to get 2S n = n[a + a + (n ? 1)d ] (4) OR S n = a + [a + d ] + [a + 2d ] + + (Tn ? d ) + Tn S n = Tn + (Tn ? d ) + [a + d ] + a = n[a + a + (n ? 1)d ] = [2a + (n ? 1)d ] Sn = n [2a + (n ? 1)d ] 2 2 S n = a + Tn + a + Tn + a + Tn + + a + Tn Note: If a candidate uses a circular argument (eg S n +1 = S n + Tn ): max 1/4 marks (for writing out Sn) Note: If a candidate uses a specific linear sequence, then NO marks. [13] Copyright reserved Please turn over Mathematics/PI 10 NSC – Memorandum DBE/November 2011 QUESTION 3 3. 1 21; 24 Note: If candidate writes T8 = 21 T7 = 24 : award 1/2 marks 21 24 (2) 3. 2 T2 k = 3. 2 k ? 1 and so T52 = 3. 2 26 ? 1 = 100663296 Note: If candidate writes out all 52 terms and gets correct answer: award 5/5 marks . 2 k ? 1 T52 6k ? 3 T51 T2k ? 1 = 3 + 6(k ? 1) = 6k ? 3 and so T51 = 6(26) ? 3 = 153 T52 ? T51 = 100663296 ? 153 = 100663143 answer Note: If candidate used k = 52: max 2/5 Note: if candidate interchanges order i. e. does T51 ? T52 : max 4/5 marks Note: writes out all 52 terms and subtracts T51 ? T52 : max 4/5 marks (5) OR Consider sequence P: 3 ; 6 ; 12 †¦ Pn = 3. 2 n? 1 P26 = 3. 2 26 ? 1 = 100663296 Consider sequence Q: 3 ; 9 ; 15 †¦ Qn = 6n ? 3 Q26 = 6(26) ? 3 = 153 T52 ? T51 = P26 ? Q26 = 100663296 ? 153 = 100663143 Pn = 3. 2 n? 1 P26 Qn = 6n ? 3 Q26 answer (5) Copyright reserved Please turn over Mathematics/PI 1 NSC – Memorandum DBE/November 2011 3. 3 For all n ? N , n = 2k or n = 2k ? 1 for some k ? N If n = 2k : Tn = T2k = 3. 2 k ? 1 If n = 2k ? 1 : Tn = T2k ? 1 = 6k ? 3 = 3(2k ? 1) factors 3. 2 k ? 1 Note: If a candidate only illustrates divisibility by 3 with a specific finite part of the sequence, not the general term: 0/2 marks factors 3(2k ? 1) (2) In either case, Tn has a factor of 3, so is divisible by 3. OR Pn = 3. 2 n ? 1 Which is a multiple of 3 Qn = 6 n ? 3 = 3(2n ? 1) Which is also a multiple of 3 Since Tn = Q2 k ? 1 or Tn = P2 k for all n ? N , Tn is always divisible by 3 OR factors 3. 2 n ? 1 factors 3(2n ? 1) (2)The odd terms are odd multiples of 3 and the even terms are 3 times a power of 2. This means that all the terms are multiples of 3 and are therefore divisible by 3. odd multiples of 3 3 times a power of 2 (2) [9] Copyright reserved Please turn over Mathematics/PI 12 NSC – Memorandum DBE/November 2011 QUESTION 4 4. 1 The second, third, fourth and fift h terms are 1 ; – 6 ; T4 and – 14 First differences are: – 7 ; T4 + 6 ; – 14 – T4 So T4 + 6 + 7= – 14 – 2T4 – 6 T4 = – 11 d = – 11 + 6 + 7 = 2 or – 14 + 22 – 6 = 2 Note: Answer only (i. e. d = 2) with no working: 3 marks Note: Candidate gives T4 = ? 11 and d = 2 only: award 5/5 marks 7 T4 + 6 – 14 – T4 setting up equation T5 ? T2 = (T5 ? T4 ) + (T4 ? T3 ) + (T3 ? T2 ) answer (5) –7 –7+d – 7 + 2d setting up equation T5 ? T2 = (T5 ? T4 ) + (T4 ? T3 ) + (T3 ? T2 ) OR T2 1 -7 T3 -6 -7+d d T4 -7+2d d T5 -14 T5 ? T2 = (T5 ? T4 ) + (T4 ? T3 ) + (T3 ? T2 ) ? 15 = (? 7 + 2d ) + (? 7 + d ) + ? 7 ? 15 = ? 21 + 3d 6 = 3d d =2 Note: Candidate uses trial and error and shows this: award 5/5 marks answer (5) OR 4a + 2b + c = 1 9a + 3b + c = ? 6 5a + b = ? 7 25a + 5b + c = ? 14 16a + 2b = ? 8 10a + 2b = ? 14 6a = 6 a =1 d = 2a = 2 4a + 2b + c = 1 9a + 3b + c = ? 6 25a + 5b + c = ? 1 4 solved simultaneously answer (5) ORT1 1 – T1 T1 8 1 -7 T4+13 -6 T4+6 -20-2 T4 -14 T4 -14 T4 –7 T4 + 6 ? 14 ? T4 setting up equation answer (5) Please turn over T4 + 13 = ? 20 ? 2T4 3T4 = ? 33 T4 = ? 11 d = ? 11 + 13 d =2 Copyright reserved Mathematics/PI 13 NSC – Memorandum DBE/November 2011 OR T1 x 1–x -8+x T2 1 -7 y +13 T3 -6 y+6 20 – 2y T4 y -14 y T5 -14 –7 y+6 ? 14 ? y y + 13 = ? 20 ? 2 y 3 y = ? 33 y = ? 11 Second difference = y + 13 = ? 11 + 13 = 2 4. 2 T1 1 –6 -9 2 -7 Note: Answer only: award 2/2 marks Note: If incorrect d in 4. 1, 2/2 CA marks for T1 = d + 8 (since 1 ? T1 = ? 7 ? d ) setting up equation answer (5) method T1 = 10 (2) T1 = 10 OR =1 5a + b = ? 7 5(1) + b = ? 7 b = ? 12 a +b+c =1 4(1) + 2(? 12) + c = 1 c = 21 Tn = n 2 ? 12n + 21 T1 = (1) 2 ? 12(1) + 21 = 10 OR method T1 = 10 (2) T4 + 13 = ? 8 + T1 ? 11 + 13 = ? 8 + T1 T1 = 10 y + 13 = ? 8 + x method T1 = 10 (2) [7] OR ? 11 + 13 = ? 8 + x x = 10 Copyright res erved Please turn over Mathematics/PI 14 NSC – Memorandum DBE/November 2011 QUESTION 5 5. 1. 1 y = f (0) ? 6 = ? 1 0? 3 =1 (0 ; 1) OR ?6 ? 1 x? 3 ? 6 1= x? 3 x ? 3 = ? 6 0= x = ? 3 (? 3 ; 0) x = 0 and y = 1 5. 1. 2 Note: Mark 5. 1. 1 and 5. 1. 2 as a single question. If the intercepts are interchanged: max 3/5 marks y =1 x=0 (2) y=0 x ? 3 = ? 6 nswer (3) shape y 5. 1. 3 Note: The graph must tend towards the asymptotes in order to be awarded the shape mark (? 3; 0) (0 ; 1) 0 3 x y = ? 1 ?1 x=3 both intercepts correct horizontal asymptote vertical asymptote (4) Note: A candidate who draws only one ‘arm’ of the hyperbola loses the ‘shape’ mark i. e. max 3/4 marks 5. 1. 4 ? 3 lt; x lt; 3 OR (? 3; 3) OR ? 3 lt; x and x lt; 3 Note: if candidate writes ? 3 lt; x only: 1/2 marks Note: if candidate writes x lt; 3 only: 1/2 marks ?3 and 3 inequality OR interval notation (2) Copyright reserved Please turn over Mathematics/PI 15 NSC – Memorandum DBE/Novem ber 2011 5. 1. y= ?6 ? 1 ? 2? 3 1 = 5 1? 1 5 1 5 m= 0 ? (? 2) 2 = 5 formula substitution answer (4) OR m= = f (0) ? f (? 2) 0 ? (? 2) 1? 1 5 formula f (? 2) = 1 5 0+2 2 = 5 b lt; 0 since b lt; 0 and a lt; 0 2a y x substitution answer (4) y-intercept negative turning point on the x axis turning point on the left of the y axis maximum TP and quadratic shape 5. 2 x=? 0 (4) [19] Copyright reserved Please turn over Mathematics/PI 16 NSC – Memorandum y DBE/November 2011 QUESTION 6 f C(0 ; 4,5) g x O A B 6. 1 0 = 2x ? 8 8 = 2x 23 = 2 x x=3 A(3 ; 0) f (0) = 2 0 ? 8 = 1? 8 = ? 7 B(0 ; –7) Note: no CA marks Note: answer only: award 2/2 marks =0 answer for A x=0 answer for B (4) answer (1) 6. 2 6. 3 y = ? 8 OR y + 8 = 0 h( x ) = f ( 2 x ) + 8 = 22x ? 8 + 8 ( ) (2 2 x ? 8) answer of h( x ) = 4 x or 2 2 x (2) = 4 x or 2 2 x 6. 4 x = 4y y = log 4 x OR x = 22 y 2 y = log 2 x 1 y = log 2 x OR y = log 2 x 2 Note: answer only award 2/2 marks Note: candidate works out f -1 and gets y = l og 2 ( x + 8) award 1/2 marks log x OR y = log 4 switch x and y answer in the form y =†¦ (2) 6. 5 p ( x) = ? log 4 x OR p( x) = log 1 x 4 answer (1) OR p ( x) = log 4 OR 1 x OR 1 p( x) = ? log 2 x 2 y = ? log 2 x Copyright reserved Please turn over Mathematics/PI 17 NSC – Memorandum 5 DBE/November 2011 . 6 ? g (k ) ? ? g (k ) = g (0) + g (1) + g (2) + g (3) ? g (4) ? g (5) x = 3 is the axis of symmetry of g ? by symmetry g (2) = g (4) and g (1) = g (5) Answer = g (0) + g (3) = 4,5 + 0 = 4,5 OR k =0 k =4 3 = g (0) + g (1) + g (2) + g (3) ? g (4) ? g (5) g (2) = g (4) and g (1) = g (5) g (0) + g (3) answer (4) ? g (k ) ? ? g (k ) ? g (k ) = g (0) + g (1) + g (2) + g (3) ? g (k ) = g (4) + g (5) k =4 k =0 5 3 5 expansion k =0 3 k =4 x = 3 is the axis of symmetry of g ? by symmetry g (4) = g (2) g (5) = g (1) k =0 g (2) = g (4) and g (1) = g (5) ? g (k ) ? ? g (k ) k =4 3 5 = g (0) + g (3) = 4,5 + 0 = 4,5 OR g (0) + g (3) answer (4) ( x) = a( x ? 3) + 0 2 4,5 = a(0 ? 3) 2 + 0 4,5 = 9a 1 a= 2 1 2 g ( x) = ( x ? 3) 2 k =0 3 k =0 g ( x) = 1 (x ? 3)2 2 ? g (k ) ? ? g (k ) k =4 3 5 ? g (k ) = g (0) + g (1) + g (2) + g (3) = 4,5 + 2 + 0,5 + 0 =7 expansion Copyright reserved Please turn over Mathematics/PI 18 NSC – Memorandum DBE/November 2011 k =4 ? g (k ) = g (4) + g (5) = 0,5 + 2 = 2,5 ? g (k ) ? ? g (k ) k =4 3 5 5 k =0 = 7 ? 2,5 = 4,5 7 ? 2,5 answer (4) OR g ( x) = ax 2 + bx + c g (k ) = ak 2 + bk + c g (0) = c g (1) = a + b + c g (2) = 4a + 2b + c g (3) = 9a + 3b + c k =0 ? g (k ) = 14a + 6b + 4c 3 g (4) = 16a + 4b + c ? g (k ) = 41a + 9b + 2c 5 5 (5) = 25a + 9b + c k =4 3 k =0 ? g (k ) ? ? g (k ) = ? 27a ? 3b + 2c k =4 ? 27 a ? 3b + 2c g ( x) = a ( x ? 3)2 + 0 4,5 = a (0 ? 3) 2 + 0 4,5 = 9a 1 2 1 g ( x) = ( x ? 3)2 2 1 2 9 = x ? 3x + 2 2 a= k =0 ? g (k ) ? ? g (k ) = ? 27 a ? 3b + 2c k =4 3 5 g ( x) = 1 (x ? 3)2 2 ?9? ?1? = ? 27? ? ? 3(? 3) + 2? ? ? 2? ?2? = 4,5 answer (4) [14] Copyright reserved Please turn over Mathematics/PI 19 NSC – M emorandum DBE/November 2011 QUESTION 7 7. 1 A = P(1 ? i ) P n = P(1 ? 0,07 ) 2 1 = 0,93n 2 1 log = n log 0,93 2 1 log 2 n= log 0,93 = 9,55 years n OR A = P(1 ? i )n P = P(1 ? 0,07 )n 2 1 = 0,93 n 2 1 log 0,93 = n 2 n = 9,55 yearsP 2 subs into correct formula A= log answer (4) Note: If candidate uses incorrect formula: max 1/4 marks P for A = 2 Note: If candidate interchanges A and P A i. e. uses P = : max 2/4 marks 2 Copyright reserved Please turn over Mathematics/PI 20 NSC – Memorandum DBE/November 2011 7. 2 Radesh: A = P(1 + in ) = 8 550 Bonus = 0,05 ? 6 000 = 300 = 6 000(1 + 0,085 ? 5) A = 6 000 + 8,5% of 6000 ? 5 OR = 6000 + 510 ? 5 = 6000 + 2550 = 8 550 8 550 Received = 8 550 + 300 = R 8 850 Thandi: n A = P(1 + i ) R8 850 ? 0,08 ? = 6 000? 1 + ? 4 ? ? = R 8 915,68 20 n = 20 0,08 i= 4 answer choice made (6) 0,15 1 or or 0,0125 12 80 n = 18 n = 18 7. 3Thandis investment is bigger. Fv = initial deposit with interest + annuity ? ? ? 0,15 ? 18 ? ?1 + ? ? 1? 18 ? 12 ? ? 0,15 ? = 1 000? 1 + ? + 700? ? 0,15 12 ? ? ? ? ? ? 12 ? ? = 1 250,58 + 14 032,33 = R15 282,91 i= OR ? 0,15 ? 1 000? 1 + ? 12 ? ? ? ? 0,15 ? 18 ? ? ? 1 + ? ?1? ? 12 ? 700? ? 0,15 ? ? ? ? 12 ? ? answer (6) 18 Fv = initial deposit with interest + annuity ?18 ? ? ? ? 1 ? ?1 + 0,15 ? ? ? 18 18 ? ? 0. 15 ? 0,15 ? 12 ? ? = 1 000? 1 + ? ? + 700? 1 + 0,15 12 ? 12 ? ? ? ? ? 12 ? ? 0,15 1 or or 0,0125 12 80 n = 18 n = 18 i= 0. 15 ? ? = 1 250,58 + 11220,68? 1 + ? 12 ? ? = 1 250,58 + 14 032,33 = R15 282,91 Copyright reserved 8 ? 0,15 ? 1 000? 1 + ? 12 ? ? ?18 ? ? ? 1 ? ?1 + 0,15 ? ? ? ? 12 ? 700? 0,15 ? ? 12 ? 18 ? ? 18 0. 15 ? ? 1 + 12 ? ? ? answer (6) Please turn over Mathematics/PI 21 NSC – Memorandum DBE/November 2011 OR ? ? 0,15 ? 19 ? ? ? 1 + ? ?1? 18 ? 12 ? ? 0,15 ? Fv = 300? 1 + ? + 700? ? 0,15 12 ? ? ? ? ? ? 12 ? ? = 375,17 + 14 907,74 = R15 282,91 0,15 1 or or 0,0125 80 12 n = 19 (corresponding to 700) n = 18 (corresponding to 300) i= ? 0,15 ? 300? 1 + ? 12 ? ? ? ? 0,15 ? 19 ? ? ? 1 + ? ?1? 12 ? ? 700? ? 0,15 ? ? ? ? 12 ? ? answer (6) [16] 18 QUESTION 8 8. 1 f ? ( x ) = lim = lim f (x + h ) ? f (x ) h h;0 ? 4( x + h )2 ? 4 x 2 h h;0 ( ) Note: Incorrect notation: formula substitution expansion = lim = lim ? 4 x 2 + 2 xh + h 2 + 4 x 2 h h;0 ? 4 x 2 ? 8 xh ? 4h 2 + 4 x 2 h h;0 ( ) no lim written: penalty 2 marks lim written before equals sign: penalty 1 mark Note: A candidate who gives –8x only: 0/5 marks Note: A candidate who omits brackets in the line lim (? 8 x ? 4h ) : h ;0 ? 8 xh ? 4h 2 = lim h h;0 h(? 8 x ? 4h ) = lim h h;0 = lim (? 8 x ? 4h ) h;0 ? 8 x ? 4h answer (5) = ? 8 x NO penalty OR Copyright reserved Please turn over Mathematics/PI 22 NSC – Memorandum DBE/November 2011 f ( x ) = ? 4 x 2 f ( x + h) = ? 4( x + h) 2 = ? 4 x 2 ? xh ? 4h 2 f ( x + h) ? f ( x) = ? 8 xh ? 4h 2 ? 8 xh ? 4h 2 f ? ( x) = lim h h;0 h ( ? 8 x ? 4 h ) = lim h h;0 = lim (? 8 x ? 4h) h;0 substitution expansion formula ? 8 x ? 4h = ? 8 x 8. 2. 1 y= 3 x2 ? 2x 2 3 1 = x ? 1 ? x 2 2 2 answer (5) 3 ? 1 x 2 ? Note: Incorrect notation in 8. 2. 1 and/or 8. 2. 2: Penalise 1 mark 3 dy = ? x ? 2 ? x 2 dx 3 =? 2 ? x 2x 8. 2. 2 f ( x) = (7 x + 1) 2 3 ? 2 x 2 (3) ?x = 49 x 2 + 14 x + 1 f ? ( x) = 98 x + 14 f ? (1) = 98(1) + 14 = 112 multiplication 98 x 14 answer (4) OR f ( x) = (7 x + 1) 2 f ? ( x) = 2(7 x + 1)(7 ) By the chain rule . f ? ( x) = 98 x + 14 f ? (1) = 98(1) + 14 = 112 hain rule answer (4) [12] Copyright reserved Please turn over Mathematics/PI 23 NSC – Memorandum DBE/November 2011 QUESTION 9 9. 1 f ( x ) = ? 2 x 3 + ax 2 + bx + c f ? ( x ) = ? 6 x 2 + 2ax + b = ? 6( x ? 5)( x ? 2) = ? 6 x 2 ? 7 x + 10 ( ) = ? 6 x 2 + 42 x ? 60 2a = 42 a = 21 b = ? 60 f (5) = ? 2(5) + 21(5) ? 60(5) + c 3 2 Note: A candidate who substitutes the values of a, b and c and then checks (by substitution) that T (2; ? 9 ) and S (5;18) lie on the curve: award max 2/7 marks f ? ( x ) = ? 6 x 2 + 2ax + b ? 6( x ? 5)( x ? 2 ) b= –60 2a = 42 f (2) = ? 2(2) + 21(2) ? 60(2) + c OR ? 9 = ? 52 + c c = 43 3 2 18 = ? 5 + c c = 43 subs (5 ; 18) or (2 ; -9) c = 43 (7) Note: A candidate who substitutes the values of a, b and c into the a = 21 ; b = ? 60 ; c = 43 function i. e. gets f ( x) = ? 2 x 3 ? 21x 2 ? 60 x + 43 and then shows by substitution that T (2; ? 9 ) and S (5;18) are on the curve and works out the derivative i. e. gets f ? ( x ) = ? 6 x 2 ? 42 x ? 60 and shows (by substitution into the derivative) that the turning points are at x = 2 and x = 5 (assuming what s/he sets out to prove and proving what is given): award max 4/7 marks as follows: x = 2 from f ? ( x ) = 0 OR subs x = 2 into the derivative and gets 0 x = 5 from f ? x ) = 0 OR subs x = 5 into the derivative and gets 0 substitution of x = 2 in f and gets – 9 substitution of x = 5 in f and gets 18 f ? ( x ) = ? 6 x 2 + 2ax + b f ? (2) = 0 f ? (5) = 0 6a = 126 OR f ? ( x ) = ? 6 x 2 + 2ax + b f ? (2) = ? 6(2) + 2a (2) + b 0 = ? 24 + 4a + b 2 b = 24 ? 4a f ? (5) = ? 6(5) 2 + 2a (5) + b 0 = ? 150 + 10a + b 0 = ? 150 + 10a + (24 ? 4a) 0 = ? 126 + 6a 6a = 126 a = 21 b = ? 60 f (5) = ? 2(5) + 21(5) ? 60(5) + c 3 2 Note: If derivative equal to zero is not written: penalize once only b = – 60 f (2) = ? 2(2) + 21(2) ? 60(2) + c 3 2 subs (5 ; 18) or (2 ; -9) c = 43 (7) Please turn over 18 = ? 25 + c c = 43Copyright reserved a = 21 ; b = ? 60 ; c = 43 OR ? 9 = ? 52 + c c = 43 Mathematics/PI 24 NSC – Memorandum DBE/November 2011 OR f (2) = ? 9 i. e. ? 16 + 4a + 2b + c = ? 9 4a + 2b + c = 7 f (5) = 18 i. e. ? 250 + 25a + 5b + c = 18 25a + 5b + c = 268 21a + 3b = 261 f ? (5) = 0 f ? ( x ) = ? 6 x 2 + 2ax + b and f ? (2 ) = 0 OR 4a + b = 24 10a + b = 150 ? 16 + 4a + 2b + c = ? 9 and ? 250 + 25a + 5b + c = 18 f ? ( x ) = ? 6 x 2 + 2ax + b f ? (2) = 0 or f ? (5) = 0 12a + 3b = 72 9a = 189 189 9 a = 21 a= 12(21) + 3b = 72 3b = ? 180 b = ? 60 4(21) + 2(? 60 ) + c = 7 c = 43 4a + 2b + c = 7 OR 30a + 3b = 450 9a = 189 189 a= 9 a = 21 9a = 189 b = – 60 5a + 5b + c = 268 c = 43 subs (5 ; 18) or (2 ; -9) c = 43 (7) subs f ? (1) m tan = ? 24 f(1) = 2 f ? ( x) = ? 6 x + 42 x ? 60 2 OR 25(21) + 5(? 60 ) + c = 268 9. 2 f ? ( x) = ? 6 x + 42 x ? 60 2 m tan = ? 6(1) + 42(1) ? 60 2 = ? 24 3 2 f (1) = ? 2(1) + 21(1) ? 60(1) + 43 =2 Point of contact is (1 ; 2) y ? 2 = ? 24( x ? 1) y = ? 24 x + 26 9. 3 f ? ( x) = ? 6 x + 42 x ? 60 f ( x) = ? 12 x + 42 2 OR y = ? 24 x + c 2 = ? 24(1) + c c = 26 y = ? 24 x + 26 y ? 2 = ? 24( x ? 1) OR y = ? 24 x + 26 f ( x ) = ? 12 x + 42 (5) 0 = ? 12 x + 42 x= 7 2 x= 7 2 (2) OR 2+5 x= 2 Please turn over Copyright reserved Mathematics/PI 25 NSC – MemorandumDBE/November 2011 2+5 2 7 x= 2 OR ? 21 x= 3(? 2 ) 7 = 2 x= QUESTION 10 y x= 7 2 (2) x= ? 21 3(? 2 ) 7 x= 2 (2) [14] ?4 0 1 x y = f /(x) 10. 1 x-value of turning point: ? 4 +1 x= 2 3 =? 2 3 ? 3 ? ?x ;gt; ? OR ? x ? ? ? ; ? ? 2 ? 2 ? f has a local minimum at x = ? 4 because: (1; y) f ? 4 xgt;? 3 ? 3 ? OR ? ? ; ? ? 2 ? 2 ? (1) 10. 2 x=†“4 graph (3) f 1 –4 OR f ( x) lt; 0 for x lt; ? 4 , so f is decreasing for x lt; ? 4 . f / ( x) gt; 0 for ? 4 lt; x lt; 1 , so f is increasing for ? 4 lt; x lt; 1 . / i. e. –4 OR Copyright reserved ? f has a local minimum at x = ? 4 x=–4 f / ( x) lt; 0 for x lt; ? 4 f / ( x) gt; 0 for ? lt; x 0 so graph is concave up at x = – 4, so f has a local minimum at x = – 4. x=–4 gradient negative for x lt; ? 4 gradient positive for ? 4 lt; x lt; 1 (3) f ? (? 4) = 0 f (? 4) gt; 0 x=–4 (3) [4] QUESTION 11 11. 1 11. 2 V (0) = 100 ? 4(0) = 100 litres Rate in – rate out = 5 – k l / min answer (1) 5–k –4 units stated once 5 ? k = ? 4 k=9 V ? (t ) = ? 4 l / min 11. 3 5 ? k = ? 4 k = 9 l / min OR (3) (2) Note: Answer only: award 2/2 marks Volume at any time t = initial volume + incoming total – outgoing total 100 + 5t ? kt = 100 ? 4t 5t ? kt = ? 4t 9t ? kt = 0 t (9 ? k ) = 0 At 1 minute from start, t = 1, 9 â€⠀œ k = 0, so k = 9 OR 00 + 5t ? kt = 100 ? 4t k=9 (2) dV = ? 4 , the volume of water in the tank is decreasing by 4 dt litres every minute. So k is greater than 5 by 4, that is, k = 9. Since k=9 (2) [6] Copyright reserved Please turn over Mathematics/PI 27 NSC – Memorandum DBE/November 2011 QUESTION 12 Note: If the wrong inequality 50x + 25y ? 500 is used, candidate wrongly says that there are more learners than available seats. Maximum of 10 marks. 12. 1 x, y ? N x + y ? 15 50 x + 25 y ? 500 y? 8 y ? ? x + 15 OR y ? ?2 x + 20 y? 8 Note: for the inequality’s marks to be awarded, the LHS and the RHS must be correctNote: If candidate gives 50 x + 25 y = 500 : max 5/6 marks x + y ? 15 y ? 8 50 x + 25 y ? 500 (6) 12. 2 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 y x + y ? 15 50 x + 25 y ? 500 y? 8 feasible region (4) Blue buses x 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Red buses 12. 3 12. 4. 1 C = 600 x + 300 y (6 ; 8) ; (7 ; 6) ; (8 ; 4) ; (9 ; 2) and (10 ; 0) NOTE: The gradient of the search line is m = ? answer 2 1 (1) 3 marks for all correct solutions 2 marks if only 3 or 4 correct solutions 1 mark if only 1 or 2 correct solutions (3) subs answer (2) 2. 4. 2 12. 5 C = 6(600) + 8(300) = R 6 000 or C = 7(600) + 6(300) = R 6 000 or C = 8(600) + 4(300) = R 6 000 or C = 9(600) + 2(300) = R 6 000 or C = 10(600) + 0(300) = R 6 000 8 red ; 4 blue answer (1) [17] TOTAL: 150 Copyright reserved Please turn over Mathematics/P1 28 NSC – Memorandum DBE/November 2011 QUESTION 12. 2 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 y Blue Buses Red Buses 1 2 3 4 5 6 7 8 x 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Copyright reserved

The Ascendency of Modern American Art and Culture Coursework

The Ascendency of Modern American Art and Culture - Coursework Example The American society is a transcending one, made up of several components and sectors. When some of these components and sectors of society that are similar and related are put together, there is a visual depiction of the culture of the American people. This is because the culture has been explained to be the ideas, social behavior, and customs that are shared among a group of people (Ashton, 2013). The culture of a group of people is so important that it gives a unique identity to the people and set them apart from other people. It is for this reason that cultural heritage has become an important topic and socio-academic discourse of late. Quite related to culture is art, which also gives the same level of identity to a group of people. For this reason, art could take several forms and could come as either a planned way of life or an unplanned way of life. Examples of art, therefore, include poetry, music, painting, carving, pottery, dance, sculpture, literature, and acting. Art can be described as being socio-academic because it could be used as a part of a social expression or may be advanced as an academic area of study (Bazin, 2009). Modern art in America has currently been on the ascendancy due to the instrumental role that art plays in giving the American culture a global identity.

Is International Trade Driven By Theory Essay Example | Topics and Well Written Essays - 1750 words

Is International Trade Driven By Theory - Essay Example Events happen all around us at all times. Life is full of something either happening or not happening. Science makes an attempt to codify the related events and find reasons for events that happen regularly and develops what we understand a theory that describes and informs us of why these events happen or not happens. Kaplan (1964) and Merton (1967) state that theory is the answer to the questions of why. The study of the substance of causal relationships, identification of sequence and the schedules of events are highlighted by the theory which tries to portray systematic reasoning for both occurrences and non-occurrences. A theory is considered as strong when the essential and basic practice or progression is evident and collated. A theory is considered weak if these factors are missing. A theory will essentially be an explanation, a delight and a prediction of events (Weick 1995). This means that there will be the presence of logic, it will calculate, foretell and it will satisfy the curiosity even f it is contrary to expectations. A theory is also multi-directional. It may delve in itself to find deeper or finer meanings or it move in an upward or sideways direction to be a part of another concept. It is not so easy to define a theory, despite the above attempt, but it is easier to state precisely what a theory is not. Sutton and Staw, through the ASQ forum, have very aptly explained that a theory is definitely not references and data. These provide inputs but add no substance or value to the phenomena.

Six feet of the country by Nadine Gordimer and No witchcraft for sale by Doris Lessing Essay Example for Free

Six feet of the country by Nadine Gordimer and No witchcraft for sale by Doris Lessing Essay What do these stories tell us about being black in Southern Africa at this time? What techniques do the authors use to convey their ideas to us? Both of the stories studied, Six feet of the country by Nadine Gordimer and No witchcraft for sale by Doris Lessing, contain similar views about being black during this time, including the racial tension that existed between black and white people. This tension also caused difficulties in the relationships held between master and servant. The opinion of the inferiority of black servants and black people in general is also addressed in both of the stories. The inferiority of black people during this time is a big issue that is addressed in these stories. In No witchcraft for sale one of the first instances showing black inferiority was when Teddy, only six years old, showed disrespect towards Gideons youngest son shouting, piccanin, at him and racing around him on his scooter, intimidating him, then excusing his actions stating that; Hes only a black boy. Therefore implying that the boy was inferior and unimportant to him because he was black. This created a barrier in the normally trusting relationship that Teddy and Gideon shared, forcing Gideon to distance himself from the boy becoming for the first time in the story as black and white,. Teddy also changed and realised superiority over Gideon; If he came into the kitchen to ask for something, it was in the way a white man uses towards a servant, expecting to be obeyed. This concept of blacks being inferior was reinforced in Six feet of the country when Petrus and his father were sent the wrong body to be buried, none of the authorities were able to help even when the white master tried to gain information about where Petruss brothers body was. He had the impression that the authorities didnt care; It was as if at any moment they might conduct me into their mortuary and say, There! Lift up the sheets; look for him your poultry boys brother. There are so many black faces surely one will do? Also highlighted in this story is the existence of racial tension, this sentence describes it indisputably; Guns under the white mens pillows and the burglar bars on the white mens windows. They mean those strange moments on city pavements when a black man wont stand aside for a white man. The expectance of a black man to stand aside for a white man shows the accepted inferiority of black people at this time, although it also depicts the tension caused by the black people in the city refusing to be inferior any longer. Racial tension was also a factor in the difficulties that arose between Gideon the servant and Mr and Mrs Farquar when the white scientist came from the city with his preconceived notions that he wouldnt find anything, to ask for the root that saved Teddys eyesight when a poisonous snake spat in his face. The Farquars, who were normally very fond of Gideon even allowing him to live in the compound with his family instead of going home to his kraal like most black servants, still favoured the white scientist over Gideon. They didnt understand why he would not tell them of the cure, thinking that he was just being unreasonable; They went on persuading and arguing, with all the force of their exasperation. Gideon felt betrayed by the Farquars asserting their authority over him, showing their superiority over him because the scientist was there, and, because this was his knowledge, black knowledge; He could not believe his old friends could so betray him. Gideon appeared to give in to their persuading, however, instead of taking the Farquars and the scientist the short ten-minute journey to find the root, he took them a tortuous six miles from the house in the blistering heat Before passing a handful of flowers to the scientist; He walked them through the bush along unknown paths for two hours. In that melting destroying heat. Gideon was punishing them for betraying him, while they felt angry and the scientist thought that he was being proved right, that the medicines didnt exist, which was what he was supposed to think; The magical drug would remain where it was, unknown and useless except for the tiny scattering of Africans who had the knowledge. In Six feet of the country, Lerice and her husband, like the Farquars, display and informality with their servants that in the midst of Apartheid would have been extremely unusual. They often cared for them when they were ill, however when Petruss brother travelled the hundreds of miles from Rhodesia, without the relevant permit, to find work, the servants were afraid to inform Lerice and her husband, causing Lerice to feel offended and hurt. Differing values are another idea presented to us by these stories, including the significance of burying Petruss brother because the land that he was buried in would be the only thing that really belonged to him and couldnt be taken away. Gideons cures are also the only thing that truly belongs to the black medicine man and not the white doctors, therefore Gideon being stubborn and not revealing the medicine, is really just preserving a piece of the native culture. The authors use various techniques to convey their ideas to us; both use language to communicate the inferiority of the black servants calling them boy no matter what age they are, quite literally addressing them as junior to or lower than the whites and then in contrast to this the black servants call the white men baas, therefore enhancing the superiority of them. Descriptive language is also used to emphasize certain points in the stories. In Six feet of the country the funeral procession is depicted as being peculiarly suited to the two donkeys pulling the cart, describing them as having an air of submissiveness and as being downcast. This is particularly effective in communicating the mood of the servants not just at the time of the funeral but in general at the time of Apartheid. This also shows how dignified the servants were, although they were extremely poor they still managed to give their dead a formal funeral. Doris Lessing presented the themes of racial tension and difficulties in a normally pleasant relationship between master and servant. The tension was brought on by the Farquars themselves, describing the scientist as the Big doctor from the big city, adopting a racist attitude on account of the scientist. To be black in Southern Africa at this time would mean being a second class person to be inferior to white people and would spend their lives serving white people. According to the authorities in Six feet of the country a black person living in South Africa would have no identity. I believe that the tension illustrated in both of these stories was caused by a lack of understanding the white people had of the black culture and traditions, I also believe that Doris Lessing and Nadine Gordimer have effectively conveyed the themes that I have highlighted, racial tension, difficult relationships or relationship barriers and differing values with the use of language, the way they presented the characters and the presentation of the themes. The title No witchcraft for sale was used because the black witchcraft was something that Gideon possessed that the white man did not, this is very similar to Six feet of the country as the six feet represent the land that Petruss brother was buried in, it would be all that he owned that couldnt be taken from him.

Abortion And Peace :: essays research papers

Abortion   Ã‚  Ã‚  Ã‚  Ã‚   I knew from day one that this essay was not gonna be easy. Abortion is not an easy subject. Before I say any thing I would just like to say that I don’t think men should have a say in this at all. I am Pro- choice. This to me, means that people should have the right to make decisions for them selves, you know, Freedom? a right of the United States of America. I think individuals should be responsible for their own bodies and what they do to them selves. If they have an abortion its their business and no one else. A woman should be able to get an abortion with out having to be discriminated by protesters. I don’t think abortion is pretty but neither is heart surgery. I do think abortion is bad but I think it’s important that we can have choices. I have looked at it from both sides and actually I agree with both sides. I don’t know if that’s good or bad but I personally think that it’s good. It doesn’t mean I’m confused it just means both sides have their highs and lows. I have picked pro-choice because although I don’t like abortion, I don’t think we should rid (of) it completely, I don’t like smokin but I don’t say lets get rid of that. There's lots of things we don’t like but that doesn’t mean they are bad or wrong. What is outrageous to one may be civilized to others. Clearly the best out come of this conflict would be compromise. Not a compromise to solve the problem but a compromise to satisfy people in conflict until further question. If we reach a compromise both sides will feel like they are a step in the right direction. My idea of a compromise is very simple. Many pro-lifes strongly disagree with abortion but are willing to make an exception for raped victims and any thing that goes along with rape. Pro-choice feel for those people especially, I feel that pro-choice people would go for a compromise big time. Since both sides have that sliver of agreement I think to get an abortion you should have to pass certain requirements. Some requirements are; proof of rape, and/or if the pregnancy will kill the mother then an abortion will be acceptable. There will be various other exceptions but those are the two that stand out. Abortion And Peace :: essays research papers Abortion   Ã‚  Ã‚  Ã‚  Ã‚   I knew from day one that this essay was not gonna be easy. Abortion is not an easy subject. Before I say any thing I would just like to say that I don’t think men should have a say in this at all. I am Pro- choice. This to me, means that people should have the right to make decisions for them selves, you know, Freedom? a right of the United States of America. I think individuals should be responsible for their own bodies and what they do to them selves. If they have an abortion its their business and no one else. A woman should be able to get an abortion with out having to be discriminated by protesters. I don’t think abortion is pretty but neither is heart surgery. I do think abortion is bad but I think it’s important that we can have choices. I have looked at it from both sides and actually I agree with both sides. I don’t know if that’s good or bad but I personally think that it’s good. It doesn’t mean I’m confused it just means both sides have their highs and lows. I have picked pro-choice because although I don’t like abortion, I don’t think we should rid (of) it completely, I don’t like smokin but I don’t say lets get rid of that. There's lots of things we don’t like but that doesn’t mean they are bad or wrong. What is outrageous to one may be civilized to others. Clearly the best out come of this conflict would be compromise. Not a compromise to solve the problem but a compromise to satisfy people in conflict until further question. If we reach a compromise both sides will feel like they are a step in the right direction. My idea of a compromise is very simple. Many pro-lifes strongly disagree with abortion but are willing to make an exception for raped victims and any thing that goes along with rape. Pro-choice feel for those people especially, I feel that pro-choice people would go for a compromise big time. Since both sides have that sliver of agreement I think to get an abortion you should have to pass certain requirements. Some requirements are; proof of rape, and/or if the pregnancy will kill the mother then an abortion will be acceptable. There will be various other exceptions but those are the two that stand out.

The Chancery Procedure in the Juvenile Court, in The Child, The Clinic, and the Court Essay

From 1899, the juvenile court has always handle three types of juvenile cases. These cases include: child neglect, abuse and other status offences. Juvenile delinquency cases are unlawful action that is performed by the minors which would therein be crimes if they were partaken by adults. Status offences are on the other hand noncriminal offences which are deemed offences if they are committed by the minors. The common examples of these status offences include running away and truancy. Till 1960s, both noncriminal and criminal behaviors were all considered to be forms of delinquents. Hence the law did not differentiate between delinquents and status offenders. In neglect and child abuse cases, the court will always provide protection for children who are abuse or neglected. In the year 1994, delinquency cases made up to 64% of the total juvenile cases in these courts, with status offences making 15% and neglect and abuse cases making 16% of the total national juvenile court cases. I have discussed all these types of these cases below with the description of these court processes that are involved in the handling of these cases along with the current policy issues which are involved. It is worth noting that though these cases seem to be different from each other, there are some common themes and values which are applied in handling these cases. The most obvious of these is the judges which are handling these cases to note that these children need to be taken care of for their development in making legal decisions making much attention to the legal needs of children along with their families. Secondly, even if the court is one of the institutions that work to the betterment of the families and children, it is posed with a unique and awesome power in delinquency, child abuse cases and the status offences cases. Juvenile court has powers to separate the children from their parents, can also order these minors to live in confined places, also they can end the biol ogical right of relationship between a child and the parent and create for them other new parental rights. As these decisions are deemed to be very serious and fundamental to the well being of children, ensuring these courts possesses adequate resources is very vital as it handles every type of cases. Judges require information, workable facilities and adequate training so that it can be able to handle these cases in the most appropriate manner. Adequate representation of all the involved parties should always be in the court proceedings. All the communities need to have safe, effective program and placements which are available for children coming before the court. As it would be very clear from the subsequent discussion, these courts handle very difficult workloads and involves the most emotion laden and very controversial issues in most parts of the society. Because of this, these decisions have in many cases faced disagreements. The extent to which these cases should be equipped and expanded to equip them with the resources that are required for them to adequately perform their roles has formed basis of many discussions and debates. Lastly, as these courts make decisions which are very vital in the societal development, they are most often the subject of the social media and in most cases form the basis for political platform. So judges should always have the urge to play leadership roles, both in the agencies which serve children and the broader community so as to encourage thoughtful and deliberative approaches to all these problems, instead of other approaches which are reached hastily. Delinquency The juvenile handling of the delinquent case is the one which is always handled by these courts in the general public perception. When unlawful deeds are committed by the minors, these cases are usually brought under these courts as delinquent cases. These cases in most cases include petty theft, misdemeanors, vandalism and also some kind of felonies like robbery and other aggravated assaults. The maximum age handled by these courts are typically determined by the state laws. In the District of Columbia and other 37 states, the maximum age for this is 17 years of age, in other 10 states it is 16 and in the rest 3 this is set to a maximum of 15 years. Currently these courts have become the centre stage for public concern due to the increasing number of crimes and the high rate of juvenile related crimes. Recently these courts have been criticized for their perceived leniency towards their decision on these juvenile delinquents. One of the best examples of this is the inability of these courts failure to impose sentences that go beyond 21 years of age. High visibility and serious violent crimes that are committed by minors have always captured the public interests and attention drawing juvenile offenders’ treatment to get tougher on crimes that have been popular politically for the past twenty years. This public fear of the juvenile court jurisdiction has resulted into some changes in the jurisdiction of the juvenile courts. Since 1992, the executive and the legislative branch in 41 states has hence limited the jurisdiction of the cases that involve chronic offenders, violent and shifted these court cases from their rehabilitative tradition which have involved addressing offenders rather than the offences which has been committed toward a more punitive system which is focused on the offence itself. For instance, 14 states in the year 1990 had to amend their codes to clearly list public safety as the sole purpose of the juvenile justice system; the punishment is listed as either primary or one of the several purposes of the court system in 28 states. The most significant thing that has happened since 1992 is that all but 10 states have structured adult courts in a manner that they can be able to handle juvenile cases. In most of the instances when the minors are convicted in the a dult courts, it really posses a possibility that the minor may be sentenced to the prisons instead of being placed in juvenile facilities that offers rehabilitative programs. Even though the violent juvenile cases grab most of the interest and headlines from the media and tend to have the highest influence on the justice system, most of the juvenile courts handle less serious crimes. Mostly, the highest numbers of cases that are handled by most of the juvenile courts involve cases like vandalism, motor vehicle theft in which they mostly belong to their parents and larceny cases. In 1992, police made a lot of juvenile arrests and contrary to the perception of the public; the most serious charge was a property offence charge in the 57% of the total cases. Offences against persons like assault and robberies comprised of 215 of the total cases, disorder conduct which is a form of public order offence showed to be like 17% of the cases with the 155 being taken by the drug law violation. In spite of the young people being not disproportionately responsible for the most violent crimes, they always commit more than their share of property criminal offences. For instance in the year 1992, the youth aged between 10 to 17 years of age comprised 13 % of the US population and they were responsible for like the same percentage of their population of all the violent crimes which were committed in this year and they were responsible for more than 23% of the property crimes which is more than their proportion portion of their population. Purpose of the research Currently it has been more than 100th anniversary of these juvenile court approaches. This paper will provide an insight for the explanation of the cases that are handled by these courts along with the current trends and issues that have cropped up in these juvenile courts. The main goal of this research paper is to present an apparent description of these courts today and hence address the future challenges along with the recommendations to be adopted. This paper majorly addresses the court’s status and their ability to handle these cases along with the improvements that should be adopted for these courts to be able to partake their roles in the most appropriate manner. The research methodology In my data collection, I will employ both primary and secondary data methods of data collection. Primary methods Census- I will carry out census where I will talk to the many stakeholders and other involved associations and institutions although this method is somehow expensive because of the cost involved. Samples- I will sample out some of the involved people and stakeholders Observation- I will visit some of the juvenile courts to get the real state on the ground. The secondary sources of data collection Questionnaires- I will develop many questionnaires which I will use to get the information required to carry out my research. Surveys- through the questionnaires, I will sample out and send some surveys to the stakeholders and these specialized institutions. Books, web, magazines, journals and other online sources- I will use the already available written materials to get complete insights on this topic. In my data analysis, I will include the following methods of data analysis Content analyzes This is the most simple and widely employed method of data analysis. It can be defined as the systematic description of behavior which asks, who? Where and how? And what questions within a formulated set of rules so as to limit the effects of bias in analysis. It could be the most preferred technique which is employed to analyze semi-structured interviews and cognitive interview testing. Narrative analysis- I will employ narrative analysis to analyze data where I will focus on the people’s stories and how they think about the issue in question. Although I will not treat these stories as the true facts I highly employ them to get how people think and feel about these juvenile courts. 3. Grounded Theory This is the most standard and classical technique that is employed in analyzing social data. It uses hierarchical and systematic data set. It develops a set of inductively derived hypothesis that is grounded on the data. Triangulation In this method of data analysis I will combine both the quantitative and qualitative data analysis to come up with a precise data interpretation. Data presentation In my data presentation, I will employ many methods which would be very appropriate for this data. Frequency distribution table In this method I shall be focusing on the occurrence of a certain variable like a certain facility in the juvenile courts according to each state court system. Graphical methods Here I will try to focus on the relationship of variables in the court system. Charts These will be used to show the extent to which a certain variable has been employed in the courts. References Julian Mack, The Chancery Procedure in the Juvenile Court, in The Child, The Clinic, and the Court (19’25), p. 310. Julian Mack, The Juvenile Court, 23 Harv.L.Rev. 104, 119-120 (1909).Shears, Legal Problems Peculiar to Children’s Courts, 48 A.B.A.J. 719, 720 (1962) January 2007 publication, California’s Criminal Justice system.Vitaly Friedman (2008) â€Å"Data Visualization and Infographics† in: Graphics, Monday Inspiration, January 14th, 2008. Lengler, Ralph; Lengler, Ralph. â€Å"Periodic Table of Visualization Methods† Source document

Reflective Analysis Essay

In my short story entitled, ‘Words Haunt Me,’ the language registers and variations in the short story as well as attitudes to language and communicative behaviour of the characters will be discussed. Throughout the story, an intimate register was used between Romain and Rae-Ann. This is because they are very comfortable with each other. Additionally, it is the language marked by specialized words and expressions as seen when Rae-Ann says â€Å"It’s going to be alright babe.† However, a more formal tone is exchanged between Romain and Mr. and Mrs. Carmino. This is level of formality may have been adopted because Romain was meeting them for the first time. This is apparent as Romain declares â€Å"Good evening Mr. and Mrs. Carmino, a pleasure to meet you!† Mr. and Mrs. Carmino spoke Standard English using theacrolect variation as seen in this example â€Å"So what are your intentions with my daughter young man.† Their choice of language may have been because of their ‘upper class status’. However, Romain spokecreole at intervals throughout the passage and at some intervals even exclaiming inbas ilect as he was emotionally aroused. The comfort at which he spokebas ilect leads one to believe that this is his first language of choice and he is very comfortable with it as evident in the many features of the creole structuring such as the use of ‘mi’ as a subject adjective and the replacement of the ‘th’ with the‘d’ as seen in the example ‘Dere is nuting wrong wit de way I speak!’ Theattitudes formulated to language vary given a person’s perception. In the extract, Mr. Carmino despises the creole used by Romain. He considers acrolect/ Standard English superior tocr eole. He indicates this by saying â€Å"â€Å"You speak the language of the underdogs.† Romain on the other hand, defends his language as he sees nothing wrong with it. He also, associates Standard English with a higher class†¦ ‘Corporate world.’ An example of a communicative behaviour which was exhibited throughout the passage is gestures. Romain wiping his hands showed his nervousness while Mr. Carmino’s stern handshake is interpreted as a sign of authority. Other communicative behaviours included facial expressions as seen when Mr. Carmino’s ‘eyebrows frowned together which illustrates his anger and also through vocalics when Romain raised his voice to show his frustration. In attempting to analyse my second reflective I have looked at the relationship between a person’s dialectal variations, choice of register, attitude to language and communicative behaviours, all of which are important in communication.

Social vs. Societal

Social vs. Societal Social vs. Societal Social vs. Societal By Mark Nichol What’s the difference between social and societal? Not much, but enough that you may become the victim of social stigma if you ignore subtle societal signals. Societal is the pedantic alternative to social. They both mean â€Å"pertaining to society,† but as the latter word, first attested in the Middle Ages, was increasingly used in the modern era to refer to interpersonal contact rather than in the context of complex forces within human populations, societal appeared in the latter part of the nineteenth century as a more serious, scholarly alternative. It is mostly seen in such usage and is otherwise considered pretentious. Even now, social is more likely to appear in phrases referring to individuals, not groups, such as â€Å"social disposition,† â€Å"social engagement,† and â€Å"social life.† Societal, on the other hand, is employed in contexts like â€Å"societal pressure to conform,† though social still has the same import in usage such as â€Å"social institutions,† which refers to widespread traditions, not venues where people hang out. Standing phrases that include social also include â€Å"social climber,† referring to a person who tries to rise above his or her station in life; â€Å"social disease,† a euphemism for â€Å"venereal disease† (one spread through sexual contact), or any disease whose distribution is related to socioeconomic factors; and â€Å"social drinker,† which denotes a regular imbiber of alcoholic beverages whose indulgence is not considered excessive. The most ubiquitous such phrase of the last decade or so, however, is â€Å"social network(ing),† a case of an unfortunate usurpation of a useful term for a diluted sense: In most contexts, a social network is a virtual web of friends, acquaintances, and colleagues or professional contacts, enabled by recent technological innovations, that is widely seen as contributing to a more expansive yet much more superficial outlook on interpersonal communication and interaction than was prevalent in the past. (Yet the telephone, the telegram, and other once innovative devices were in their day similarly derided for weakening the social contract.) More provocative phrases are â€Å"social Darwinism,† the name for the theory that some social groups are biologically superior to others, and â€Å"social engineering,† which has two senses: large-scale manipulation or influencing of society, or deceptive collection of confidential personal information. The ancestor of both words is socius, Latin for â€Å"accomplice,† â€Å"ally,† or â€Å"companion.† Other terms that stem from this parentage include sociology, which primarily means â€Å"the study of aspects of large groups of people† the more far-reaching equivalent of psychology, which focuses on the behavior of individuals and socialite, a mildly pejorative term for a person with prominent status in society, usually as a result of abundant wealth. Antisocial, meanwhile, denotes behavior averse or hostile to society, and asocial refers to someone who avoids engaging in society. Socialism is a term coined in the mid-nineteenth century to apply to sometimes competing ideas of governance, often similar to and often confused with those of communism, in which the state controls production and distribution of goods and services. A related term is association, referring to networks of relationships. Interestingly, this term is the origin of a word for the globally popular sport known in most of the world as football (or a transliteration such as fussball or futbol) but in the United States called soccer: Originally, this game, to distinguish it from rugby football (now usually called simply rugby), was termed â€Å"association football.† Slang usage shortened this term to assoc and later soccer. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:100 Whimsical WordsProved vs. ProvenMankind vs. Humankind

Chlamydia in Teens essays

Chlamydia in Teens essays A major epidemic of sexually transmitted disease (STD) had developed during the last 30 years. In the 1960's, syphilis and gonorrhea, both easily treated with penicillin, were the only significant STDs. Today, there are over 20 diseases that causes 12 million newly infected persons each year. It is estimated that 1 in 5 Americans is now infected with a viral STD. Tragically, 63% of these infections occur in persons under the age of 25. Chlamydia is the most common sexually transmitted bacterial infection in the U.S. Its full name is chlamydia trachomatis. It is a kind of bacteria that can infect the penis, vagina, cervix, anus, urethra, or eye. The bacteria can move from one person to another through sexual intercourse or oral-genital contact. It can also enter the body through the eye: if a person touches bodily fluids that contain the bacteria and then touches his or her eye, he or she may get chlamydia. Additionally, Chlamydia can be passed from a mother to her baby during the babys delivery. However, in contrast to what people fear, a person cannot catch chlamydia from a towel, doorknob, or toilet seat. Chlamydia often produces no symptoms. According to Eng and Butler (1997) In up to 85% of women and 40% of men, chlamydial infection is asymptomatic-that is, it causes no symptoms. However, even when asymptomatic, chlamydia can result in serious long-term problems, principally damage to the female reproductive organs. Three million American women and men are infected with chlamydia every year. Chlamydia is: four times as common as gonorrhea, more than 30 times as common as syphilis. A person who has contracted chlamydia may see symptoms a week later. In some people, the symptoms take up to a month to appear, while many people never develop any symptoms. What does chlamydia causes? Chlamydia causes PID (pelvic inflammatory disease), sterility, and even death. Some common symptoms of chl...

Human Geography Thinking Geographically About Global Processes RED Essay

Human Geography Thinking Geographically About Global Processes RED WINE - Essay Example There are different varieties of red wine based on the place of origin and the pattern of consumption of it in different places requires the understanding of the influence by the geographical aspects. The question that needs to be answered with regard to red wine is "What is the significance of the consumption pattern of different varieties red wine all over the world " The different geographical concepts like scale, globalization, landscape, etc can be applied on this topic to get a clear picture of the consumption pattern. Red Wine is said to symbolize class, culture, maturity and refinement. It has a special significance that the different varieties of red wine are related to the place of origin although they don't exactly have the name of the city or town. It is a fact that there is no uniformity in the consumption of red wine. Researching the above question helps to find out the extent of globalization of a given variety of red wine. It also shows the trade relations between countries and how information flows between people during transport of these products. Cultural influences by countries also occur during communication and commuting. The importance with red wine lies in today's world the fact that the consumption level is growing worldwide due to its health benefits and this earns high revenues for the Government through trade (Euro Monitor, 2007). The red wine production and sale in different countries creates interaction in spatial context among people. Production of wine starts from the plantation of vine yards containing grapes. The grapes are cultivated with the variety required being selected and then grown in the particular season. The grapes hence produced are moved to the place where they are fermented for a period of time. From here, the wine is moved for further processing to lessen the acidity content and increase the taste. Finally the bottling and packaging of red wine in different forms is done and is ready for sale. The product is transported to different places by people of different places and culture thereby promoting a flow of information between them Scale of activity: The consumption of red wine is not dependent locally and is based on the availability of farm products, the presence of good season, availability of labor required in fermenting, packaging and transport of products. Space, place and landscape: The more the revenue earned through production and sales of red wine, the more will be the change in demography and landscape of the place of production. Increase in housing and more vine yards will be formed as a result. Terroir refers to the combination of natural factors associated with any particular vineyard. These factors include such things as soil, underlying rock, altitude, slope of hill or terrain, orientation toward the sun, and microclimate (typical rain, winds, humidity, temperature variations, etc.). Also, no two vineyards have the exact same terroir. Vineyards are often on hillsides and on soil of marginal value to other plants. A common saying is that "the worse the soil, the better the wine." Planting on hillsides, especially those facing south, is most often in an attempt to maximize the amount of

The use of information technology system for efficient and effective Essay

The use of information technology system for efficient and effective mangement of inventory.Provide a case study - Essay Example Inventory is managed through inspecting the potential necessities of the clients. Manually administration of the inventory is a massive job for administration. Inventory management allows us to serve the clientele through providing them better services and ease of purchasing. This research provides a deep and more enhanced overview of the inventory management by making use of new and innovative information technology based solutions. The key action of an inventory management system is to preserve and keep track of the products, goods and further elements that are going out, approaching in and order releasing. The novel system is intended on the foundation of the obtainable system as well as through studying a number of systems previouslyput into practice (Nagen N. Nagarur). Inventory management is a complicated trouble area due to the assortment of real life circumstances. Flourishing inventory administration necessitates refined techniques to manage by means of the incessantly altering atmosphere. This offers an abstract root for the area of inventory management as well as creates it one of the majority developed fields of information technology and computerized management system. Despite the fact that, the practical accomplishment of inventory models w raps at the back the improvement of inventory modeling. In this research, I will present the detailed analysis of the DELL information technology based solution for the inventory management. I will present detailed analysis of the DELL effectively established inventory and management system. According to (Laudon and Laudon, p.55), â€Å"Supply chain management incorporates the supplier, distributor, and customer logistics requirements into a particular consistent way†. The supply chain is a faction of organizational departments for instance, industrialized plants, giving out centers, conveniences, retail outlets, personnel and