What is Diversity?

Diversity: the condition of having or being composed of differing elements: variety; especially: the inclusion of different types of people (as people of different races or cultures) in a group or organization. United States of America is a country that many people from around the world. Underneath every culture, the people remain the same; they experience the same tragedies, sufferings, and triumphs that every other person does. We are living and working together. That is what I like about its diversity. When we see other people that have different race, different culture on the streets we get a good feeling. A felling of being different but it is yet important. We get to know their feeling and they get to know ours. We try to help them recover from their past and they try to help us understand how they suffered among million of other people. We should live together in peace and respect one anther. Respect ours own culture and their culture. We have strong power when individuals unite work together. Diversity is what makes our country unique; diversity in the United States has brought not only people together but has also brought a world of ideas, beliefs, and cultures. With diverse ideas, we can get engaged in a dialogue with many view points and come up with solutions for solving problems across the world. Diversity is not our challenge but it is our blessing. It is the most wonderful thing in America. We have a change to learn good things about other culture and apply them to ours real life. And we also have an opportunity to exchange ours culture to them. Recently, for an example, there are many Non American's restaurants opened to serve in the area. It would be so boring if we just eat only American foods all the time. There are Chinese, Thai, Italian, Japanese restaurant in this country so you can taste and eat your favorite foods without traveling internationally to other country. If there was no diversity, we would be trapped on stupidity and selfishness. We need to open up ours country, ours hearts in order to do ours exploration and exchanging our culture to all country around the world. Diversity is the essence of evolution. Right from the ancient times, it has been clearly evident that various races of the world interacted and traded with each other. Calling diversity as one of the leading survival tactics of the human race won’t be an anomaly. â€Å"A lot of people in our industry haven't had very diverse experiences. So they don't have enough dots to connect, and they end up with very linear solutions without a broad perspective on the problem. The broader one's understanding of the human experience, the better design we will have. † –Steve Jobs. What Is Diversity Diversity in its simplest terms means variety. Diversity is everywhere, in neighborhoods, our workplace, schools, and communities. To address diversity in relation to people would be to say that diversity is a variety of characteristics that make an individual unique. According to the University of Tennessee (2003), these characteristics consist of a person’s age, race, ethnicity, gender, sexual orientation, physical traits, language spoken, relationship status, cultural and economical background, level of education, religious beliefs and political affiliation. People are characterized by many things, more often their appearance; unfortunately, it is my belief that society has placed stigmas on people who do not conform to what is considered the norm. Admittedly so, I judge others by superficial characteristics. For instance, if a person’s clothes look disheveled and their hair unkempt I assume that they are not trustworthy, unclean and probably on drugs. In contrast, when I see a person who is dressed neatly and drives a nice vehicle, I assume they are educated, have a high paying job and own a home. Week one’s assignment was to view a multimedia analysis and try to match pictures of people based a provided profile. In my opinion, the multimedia analysis confirmed again that people are first characterized by superficial characteristics, Tammy is an example such characterization. Her profile stated she was born in Syracuse, NY on August 7, 1975, and lived in an upscale suburb of Rochester NY during her childhood. She graduated high school at the age of 17, moved to Ohio and attended Miami University of Ohio to study political science, upon her graduation moved to Phoenix AZ where she is now attending the University of Phoenix obtaining her master’s degree in education. The profile pictures show three different women, the first profile picture is of an attractive woman who is neatly dressed in casual chic clothing, sitting in front of a flowered bush smiling confidently. The second profile picture is of a woman wearing glasses who is dressed frumpy standing in front of a building with her hands crossed and what seems to be an unconfident smile. Lastly, the third profile picture is of a woman who appears to be in her twenties, she is dressed very casual and sitting at a table holding a coffee. Tammy’s background of living in an upscale neighborhood when she was a child and that she moved out of state to attend college led me to assume she is financially stable. Based on that perception alone, I looked at the three women and observed their outer appearance to determine which woman looked the most stable financially. My assumption led me to choose the first profile picture when in fact the second profile picture was the correct one. Another example would be of Michelle. Michelle was born in 1981 in Belfast Northern Ireland, she moved to Arizona when she was three, returned to Ireland when she was five, and finally, when she was 10, moved back to Mesa, Arizona. Her profile states she does not have an Irish accent because she was taunted when she was a child. Again, the instructions were to select the profile picture that best fit the profile description. Of the three profiles one stood out the most, the first one. It is of a red haired woman wearing what appears to be an after five dress, pearl necklace and bracelet with a black shawl resting upon her shoulders. Her head is tilted to the right and she has a very peculiar smile. I chose the first profile picture based solely upon superficial characteristics like her red hair, her odd smile, and her style of dress. The reasoning is most people of Irish decent have red hair, and in my opinion, she looks as though she likes to partake in drinking alcoholic beverages. To prove my assumption her life story stated she can be found hanging out with her friends at concerts and bars. The last profile I selected is Katrina. Katrina, born in Brazil, has been residing in the United States for the last nine years and is a self proclaimed goof. Katrina has dual citizenship with Brazil and the United States. She is educated, and married with a three year old son. The profile pictures provided were of three women, the first one is of a tan woman with reddish hair, the second is a woman with olive toned skin and dark hair and the third woman is very fair skin with brownish hair. I selected the second woman because in my opinion Brazilian women have dark hair and have olive toned skin. The first woman looked Hispanic while the third woman appeared to be Caucasian. Diversity is everywhere; it is a variety of characteristics that make a person unique. Maya Angelou once said, â€Å"We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color. † Diversity is everywhere; it is a variety of characteristics that make a person unique. What Is Diversity Diversity in its simplest terms means variety. Diversity is everywhere, in neighborhoods, our workplace, schools, and communities. To address diversity in relation to people would be to say that diversity is a variety of characteristics that make an individual unique. According to the University of Tennessee (2003), these characteristics consist of a person’s age, race, ethnicity, gender, sexual orientation, physical traits, language spoken, relationship status, cultural and economical background, level of education, religious beliefs and political affiliation. People are characterized by many things, more often their appearance; unfortunately, it is my belief that society has placed stigmas on people who do not conform to what is considered the norm. Admittedly so, I judge others by superficial characteristics. For instance, if a person’s clothes look disheveled and their hair unkempt I assume that they are not trustworthy, unclean and probably on drugs. In contrast, when I see a person who is dressed neatly and drives a nice vehicle, I assume they are educated, have a high paying job and own a home. Week one’s assignment was to view a multimedia analysis and try to match pictures of people based a provided profile. In my opinion, the multimedia analysis confirmed again that people are first characterized by superficial characteristics, Tammy is an example such characterization. Her profile stated she was born in Syracuse, NY on August 7, 1975, and lived in an upscale suburb of Rochester NY during her childhood. She graduated high school at the age of 17, moved to Ohio and attended Miami University of Ohio to study political science, upon her graduation moved to Phoenix AZ where she is now attending the University of Phoenix obtaining her master’s degree in education. The profile pictures show three different women, the first profile picture is of an attractive woman who is neatly dressed in casual chic clothing, sitting in front of a flowered bush smiling confidently. The second profile picture is of a woman wearing glasses who is dressed frumpy standing in front of a building with her hands crossed and what seems to be an unconfident smile. Lastly, the third profile picture is of a woman who appears to be in her twenties, she is dressed very casual and sitting at a table holding a coffee. Tammy’s background of living in an upscale neighborhood when she was a child and that she moved out of state to attend college led me to assume she is financially stable. Based on that perception alone, I looked at the three women and observed their outer appearance to determine which woman looked the most stable financially. My assumption led me to choose the first profile picture when in fact the second profile picture was the correct one. Another example would be of Michelle. Michelle was born in 1981 in Belfast Northern Ireland, she moved to Arizona when she was three, returned to Ireland when she was five, and finally, when she was 10, moved back to Mesa, Arizona. Her profile states she does not have an Irish accent because she was taunted when she was a child. Again, the instructions were to select the profile picture that best fit the profile description. Of the three profiles one stood out the most, the first one. It is of a red haired woman wearing what appears to be an after five dress, pearl necklace and bracelet with a black shawl resting upon her shoulders. Her head is tilted to the right and she has a very peculiar smile. I chose the first profile picture based solely upon superficial characteristics like her red hair, her odd smile, and her style of dress. The reasoning is most people of Irish decent have red hair, and in my opinion, she looks as though she likes to partake in drinking alcoholic beverages. To prove my assumption her life story stated she can be found hanging out with her friends at concerts and bars. The last profile I selected is Katrina. Katrina, born in Brazil, has been residing in the United States for the last nine years and is a self proclaimed goof. Katrina has dual citizenship with Brazil and the United States. She is educated, and married with a three year old son. The profile pictures provided were of three women, the first one is of a tan woman with reddish hair, the second is a woman with olive toned skin and dark hair and the third woman is very fair skin with brownish hair. I selected the second woman because in my opinion Brazilian women have dark hair and have olive toned skin. The first woman looked Hispanic while the third woman appeared to be Caucasian. Diversity is everywhere; it is a variety of characteristics that make a person unique. Maya Angelou once said, â€Å"We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color. † Diversity is everywhere; it is a variety of characteristics that make a person unique.

Georgia’s Water Supply Essay

Over the years, Georgia’s water resources have been abundant. Without appropriate foresight, there is now a serious water crisis that Georgians are facing. Coming up with solid solutions is urgently needed and are being discussed. One of these is desalination — process of taking salt water and converting it to fresh water. There are several problems with this. One is that since the ocean’s supply is tremendous, it could discourage water conservation. Also, this could tremendously hurt coastal habitats. Another dilemma is that it is expensive. It costs $3 to produce 1,000 gallons of desalinated water, compared to $1. 25 for surface water and $. 50 for groundwater. A big budget would be needed and where it will come from is also a determining factor. Another solution currently in use on a much smaller scale during drought seasons, is interbasin water transfers — removal of water from a plentiful river basin and releasing it into a basin in need. A highly emotional solution since every city/county wants to maintain control over its own natural water supply. For example: when Augusta was asked about sharing its water with Atlanta, the answer was â€Å"no way. † If Augusta is unwilling to help Atlanta, then it will be a challenge to work out a solution with Tennessee, Alabama or Florida. Without the cooperation of needed parties, this would not be feasible and would not serve its main goal in the long run. A third solution is conservation. Its implementation is the main problem of not being embraced by many local jurisdictions, like in North Georgia’s water planning district. Also, Atlanta has relied on interbasin transfers. Not only is the survival during Georgia’s water crisis dependent on solutions, but implementation of them and adherence with complete participation by every community member is badly required.

Greek Philosophy Essay

What Is Philosophy? †¢Philosophy : The studies of Greco-Roman thinkers on activities and inquiries. It is also the rational investigation of the truths and principles of being, knowledge, or conduct. †¢Philosophy focuses on three main types: †¢Stoicism †¢Skepticism †¢Epicurean †¢Philosophy consists of these philosophical areas: †¢Metaphysics †¢Materialism †¢Idealism †¢Epistemology †¢Empiricism †¢Rationalism †¢Ethics †¢Hedonism †¢Cynicism Three Main Types Stoicism †¢Refers to the knowledge of Aristotle o†Mind is a blank state, impressions are made by the 5 senses. † †¢Stoics deny the metaphysical points of view. oReal objects produce intense feelings. oThe body and soul are pairs that act and react to each other. Skepticism †¢Examines as to what someone should believe- derived from Plato’s schooling †¢Objections on skepticism: oIts commitment to knowledgeable limitation is nonexistent. oIf knowledge is limited and judgment is not expressed, life is presumed unlivable. Epicurean †¢Formulated by Epicurus who believed philosophy was studied to make the soul happy. †¢Happiness created with less wanting of materialistic things and more peace. Philosophical Areas Metaphysics †¢Branch of philosophy accountable for the study of existence. oAnswers â€Å"what is? † †¢The foundation of philosophy oWithout metaphysics, we would not be able to comprehend the world or act accordingly to it. Materialism †¢Refers to the simple focus of the material world. o†Everything in the universe is matter and matters. † †¢The philosophy is held by those who believed that material items are accountable for existence. Idealism †¢Stresses the central ideal and spiritual interpretations of experiences. oThey believe world exists as a spirit †¢Two forms: oMetaphysical idealism oEpistemological idealism Epistemology †¢The investigation of grounds and nature of knowledge of the world. oFocuses on the knowledge of differences between truths and falsehood. †¢Fundamental aspect to how we think. Empiricism †¢Theory of experience as primary source to our knowledge of the world. oLearning through perception. †¢Classical empiricism oRejection of innate, in-born knowledge and concepts †¢Radical empiricism oExplains that all our knowledge is derived from our senses. †¢Moderate empiricism oDescribes the exceptions to general empiristic rules. Rationalism †¢Philosophical movement that introduced mathematical methods to philosophy. oCan be understood through mathematical and logical  principles, not sensory experiences. Ethics †¢Branch of philosophy dealing with what is the proper action for humans. oAnswers â€Å"What do I do? † †¢Requirement for human life, decides course of action. Hedonism †¢Doctrine that states that all pleasure is naturally acceptable- good for the soul. †¢Nothing but pleasure is good. Cynicism †¢Described as a way of life, which consists of asceticism, anti-conformism, and anti-conventionalism. †¢Basis of cynicism is the virtue of well being and a happy life. Philosophers Socrates †¢Possibly the wisest sage of all time †¢Contributions to philosophy: oPithy sayings. oSocratic method of discussion o†Socratic† irony oSocratic method- saying he knows nothing and that unexamined life is not worth living †¢Participated in the military during the Peloponnesian War. oCommitted suicide by ingesting poison hemlock. Plato Fun fact: Plato is not his original name- it’s Aristocles, but was later changed to Plato by his teachers †¢Considered the most important philosopher to have ever lived- father of Idealism. †¢Thought the human soul contained reason, spirit, and appetite. †¢Student and follower of Socrates. †¢Impacted math, science, morals, and political theories with his  Legacy of the Academy schooling. Aristotle †¢Student of Plato, teacher of Alexander the Great. †¢Wrote on logic, nature, psychology, ethics, politics, and art. †¢Developed deductive reasoning. †¢Basis: Aristotle’s syllogism †¢Church used Aristotle to explain doctrines in the Middle Ages. Concept of â€Å"Prime Element † †¢Thales – Attempted to find naturalistic explanations of the world; identified â€Å"water† as the ultimate principle. †¢Pythagoras – Creator of Pythagorean Theorem; believed â€Å"earth† was what encompassed all beings. †¢Anaximenes – Explained how â€Å"air† was universally present and is the source of all that exists. †¢Heraclitus – Disagreed with aforementioned philosophers and claimed â€Å"fire† was the classical element. †¢Empedocles – Created the cosmogenic theory that composed of the four classical elements: water, earth, fire, and air. Bibliography †¢http://www. philosophybasics. com/movements_rationalism. html †¢http://www. importanceofphilosophy. com/Ethics_Main. html †¢http://philosophy. lander. edu/ethics/hedonism. html †¢http://dictionary. reference. com/browse/philosophy%20? s=t †¢http://ancienthistory. about. com/cs/people/p/aristotle. htm †¢http://ancienthistory. about. com/od/platoprofile/p/Plato. htm †¢http://ancienthistory. about. com/od/socratesbio/p/Socrates. htm †¢http://www. historyforkids. org/learn/greeks/philosophy/ †¢http://webspace. ship. edu/cgboer/athenians. html †¢http://webspace. ship. edu/cgboer/greeks. html †¢http://philosophy. gr/ †¢http://philosophy. gr/hellinistic/cynics. htm †¢http://www. newworldencyclopedia. org/entry/Greek_philosophy,_A ncient †¢http://www. livius. org/gi-gr/greeks/philosophers. html †¢http://www. historyforkids. org/learn/greeks/philosophy/ †¢http://www. historyforkids. org/learn/philosophy/epicureans. htm †¢http://www. iep. utm. edu/stoicmind/ †¢http://www. iep. utm. edu/skepanci/.

OCcupational Health Assignment for a BSc degree programme

OCcupational Health for a BSc degree programme - Assignment Example They are meant to protect the identity and ensure the anonymity of the patient and the staff involved. This practice is being employed in accordance with clause 5 of the Code of Professional Conduct (2004) and the Department of Health’s Caldicott Committee Report (1997). I was asked to see an employee of the UK-wide Bakery service who had been off sick for a laceration on both her arms. The patient, Cynthia, was 32 years old, single, and living alone in a one bedroom apartment within the vicinity of the city’s commercial district. She had been working the night shift with the Bakery service for 5 years running and about 2 days prior to my visit, she reported to the HR that she was taking time off work for injuries she suffered when she fell through a glass door. She had lacerations on both her arms due to her accident. She was later taken to the hospital where she was stitched up and sent home. However, during my visit, she confided in me that she did not actually obtain the injuries from falling through a glass door. Instead, they were self-inflicted injuries and she did not inform the hospital that her injuries were self-inflicted. She said that she attempted to take her life because she had a dispute with a co-worker with whom she was havi ng a relationship. She also felt alone and depressed about her life and the direction that her life was taking. When I saw her, she was weepy, sad, and very glum. Her wounds were healing well, but I could see that she lost the general interest in life. She looked haggard and looked like she had not slept and eaten for days. I was concerned about her situation because she still had feelings of suicide. I managed to persuade her to confide in her HR. Between me and the HR, we were able to convince her to attend Cognitive Behavioural Therapy and to see a counsellor. At work, the HR and the manager decided to move her to the day shift in order to give her more interaction with other employees.

Diagnosing and Changing Organizational Culture Essay

Diagnosing and Changing Organizational Culture - Essay Example In recognition of its growing international operations, the company has started a program of diversifying its workforce and including more women. The company appreciates that a diverse workforce is good in promoting creativity and projecting an image of an international company. Furthermore, it is trying to make its organizational structure flat. Flat organizational structure promotes communication and the managers and between employees and managers. Throughout the history of the company, it believes that quality is critical in winning new customers and retaining existing. Its agro engineers are keen to train farmers on the best agro practices and avoid genetically modified organisms from its value chain. The culture and value are appropriate for the organization because it has become a high performing and successful organization (Cameron & Quinn, 2011). There is evidence of emotion as people proudly carry the name of the company as evidence of its strong family identity. The element of spirituality is related to the ability of the family business to survive for this long. It has created trust in people. Both should be enhanced by reminding employees and clients the history of the company and the vision of the founders. Â  

Port au Prince, Haiti Essay Example | Topics and Well Written Essays - 500 words

Port au Prince, Haiti - Essay Example However, in light of the country’s colonial past, there are practical measures that are referred to as viable and feasible as of this moment to rebuild its transportation facilities. Gathering of financial aid from any agencies whether local or foreign is the most important task amongst others. Reconstructing the public transport systems such as seaports and airports need sufficient budget so that the projected plans for rehabilitation can be possibly implemented without further delay. In line with this, monetary aid from organizations such as the United Nations (U.N.) and the International Monetary Fund (I.M.F.) can be utilized. Also, companies and banks from the different parts of the globe can be made as agents of Haiti government in accepting monetary donations. Appealing this aid to the masses can be done through print and electronic media. The coast guards especially the U.S. Coast Guard group called Coast Guard Cutter Oak has been proven helpful in facilitating the movement of vessels inside and outside the Haiti ports right after the earthquake. As such, they have been dubbed as an â€Å"integral part in the recovery of Haiti’s main harbor† (Mosley, 2010). Their crew members were the main rescuers for survivors in the port. They have helped in â€Å"tending the wounded, surveying the harbor, preparing any affected aids-to-navigation to service and placing additional buoys in marking a safe route into the harbor† (Mosley, 2010). This coast guard organization has been working with the Coast Guard Maritime Transportation System Recovery Unit (MTSRU), a team specially â€Å"designed for coordinating the rebuild of a transportation infrastructure† in Haiti (Mosley, 2010). In fact, according to PO1 David Mosley (2010), with the combined oversight and expertise of the two groups, â€Å"the port s of Haiti are poised to steadily come back online.† Accordingly, encouraging more coast guards to intervene and help will benefit Haiti. Providing trainings

What it feels like to skydive Essay Example | Topics and Well Written Essays - 250 words

What it feels like to skydive - Essay Example Then there is a downward acceleration, where someone falls with no expectation to land. This occurs at high speeds of about 150 miles per hour and surprisingly, it is hard to feel the speed (Mattern, 2010). At one moment, it feels like there is zero gravity where there is a floating sensation. After a while, an individual realizes that there is an upward push from the strength of the wind. The environment is contradictory because it is calm and so loud at the same time. After a successful adventure, it is time to pull the chute. This immediately changes the excitement and the mood of the experience. The chute goes down in a slow manner that someone can get dizzy and only the wind reminds someone of the heights. In a moment, the chute makes landing easy and enjoyable. At this point, a person feels dizzy and their ears could pop due to the changes in atmospheric pressure. Skydiving is indeed a worthy

Morality - Philosophy Essay Example | Topics and Well Written Essays - 1500 words - 1

Morality - Philosophy - Essay Example Indeed, broader ramifications of one’s morality and ethical behavior are significantly influenced by his socio-religious compulsions. Thus, morality becomes highly debatable and objective issue within the field of philosophy that is interpreted and rationalized differently by different individuals. Philosophy is intrinsic part of life which people exhibit through their actions and reactions to events in their life. The wisdom and individual perspective to various issues and aspects of one’s life reflects the individual’s philosophy. Each individual responds to other people and circumstances as per his values and principles based on his socio cultural and religious paradigms. Many of these values are imbibed through associations and peer relations, while others are evolved through personal experiences. These values become critical aspects of one’s life while determining the standards of good and bad things that help him in making informed choices. In the contemporary environment of rapid globalization, the wide diversity of socio-cultural and religious paradigms often results in diverse ethical and moral practices across different societies. People coming from different cultural background may endorse different ideologies and views regarding issues and their actions are good or bad would depend on the moral norms and value system of their culture. These become vital considerations for moral dilemmas in the contemporary times of multicultural societies. Thus, understanding of cross cultural value system is encouraged within and outside the society so that moral and ethical dilemma could be resolved easily and amicably. Interestingly, philosophers assert that morality and ethics could be different but the wider ratifications of the same are designed to have similar outcome which is to ensure that happiness is the result. Morality can broadly be described by rationalizing one’s

Select an organisation and to develop a strategic review of its Essay

Select an organisation and to develop a strategic review of its external environment and the related issues it faces. It can be - Essay Example History of the Company Tyrrells Potato Chips Company is proudly and dedicatedly engaged in producing, farming, and processing of these potatoes into chips. This farm is located in Tyrrells Court, England. The company is progressing in this field of business for the last 20 years. The owner of the company had put extensive effort and dedication in converting his potato store into a small manufacturing factory after completing a detailed research in the field of processed foods and advanced machinery implementation and development. Tyrrells is famous for its flavors, which is the result of old grown potatoes (www.chelseamarketbasket.com, 2012). Manufacturing Process The process of Tyrrells Potato chips operations include production and harvesting of potato crop in small batches, prepared and cut into fine slices, and fried in high quality sunflower cooking oil. Lastly, these fries are packed in highly satisfactory packages sealed by using latest technology to ensure the freshness of th e potato chips. The packaging of the chips forms an additional lively image to the potato chips (www.chelseamarketbasket.com, 2012). ... Nibbles of Fritas, spicy, and Thai Chilli flavors. Tortyrrells of hot chillies, sour cream, cheddar and onion flavors (www.tyrrellscrisps.co.uk, 2012). The Business Progress The Tyrrells have made the highest volume of sales in 2008 i.e. 13 million pounds. It is reported that the owner of the company Will Chase have sold out major portion of stock of the company to the firm named as Langholm Capital for about 30 million pounds In addition, the company has originated a new subsidiary by name of Chase Distilleries, which is engaged in the production of a new kind of chips named as Vodka potato (PotatoPro, 2012). External Analysis Industry Analysis As per latest reports, the savory snack industry in UK is growing even during the times of decreased economic growth. According to the latest statistics, the savory snack market grew by 7.1% during 2011and earned a total of ?2.71 billion profit out of retail selling prices. The primary factors contributing to the success of savory snack indus try are growing fame and popularity of these snacks in the UK market, increasing number of adult lunch boxes, increasing in the trends of bag sharing adapted by manufacturers and increasing responses to the customer demand with regard to health safety and more innovative flavors (Keynote, 2011). Manufacture of potatoes has heavily dominated the snack industry as compare to simple crisps. The primary reasons behind it are growing responses of manufacturers towards customers with respect to issues pertaining to health, fats free food and lighter snack, therefore manufacturers have shifted their style of production and processing. In addition, there are higher demands of customers to introduce innovative flavors both British and exotic origins. The demand for nuts and pop corns has also

Impact of International Relations on Agricultural Education Dissertation

Impact of International Relations on Agricultural Education - Dissertation Example Successful completion of this research work will come with a lot of significance to a lot of people, especially the politicians as well as the educators. First, data, results and conclusions from this research shall serve as updated literature on the impacts of international relation within the population size targeted for this research work. To a large extent, this research shall help in coming out with new models on the type or kind of challenges of agricultural education as a result of international relations. The new trend of knowledge to be acquired shall indeed lead to a new paradigm shift whereby the knowledge shall be adapted for use and implementation by agricultural educationalists. This is to say that the findings and conclusions from this research work will go a long way to shape the lifestyle, working habit and social structures of teachers, the cultures of a county alongside the learners. This means that the learners and all other people across the agricultural educatio n divide who come across this document will have a renewed commitment towards international relations. In particular, agricultural students will reap a lot of benefits from this research given that it seeks to inform them about how their carriers are shaped by international relation. The agricultural teachers, on the other hand, would not fail to reap these benefits. This study is inclusive in its objective and would explore ways on how developing and encouraging international relations would influence the economy of a country.

Family law coursework Essay Example | Topics and Well Written Essays - 3500 words

Family law coursework - Essay Example By virtue of Section 12 of the Matrimonial Causes Act, Harold’s marriage is voidable and as such can be annulled. Section 12 (d) provides that a marriage is voidable if ‘†¦either party to the marriage did not validly consent to it, whether in consequence of duress, mistake, unsoundness of mind or otherwise2 Harold clearly did not exercise free will when he married Wendy. She threatened his livelihood by warning that she would tell Harold’s employers of his previous convictions for crimes of dishonesty. It is not unreasonable to assume that Harold married Wendy as a means of silencing Wendy and holding onto his job. What amounts to duress is not always clear. Early on, Butt J determined that a series of incidents perpetuated by the husband against the wife was capable of amounting to duress. In this particular case the husband somehow managed to trick the wife into assuming his debts, then refused to help her discharge them unless she agreed to marry him. Once he finally got her before the appropriate Justice of the Peace, he once again threatened to shoot her if she did not go through with the marriage. Butt J allowed the decree of nullity on the grounds that the wife had not honestly consented to the matrimonial union.3 Duress is not always founded on extreme application of pressure as witnessed in the case above. The facts of Buckland v Buckland are rather similar to Harold’s case. In Buckland’s case, a man developed a platonic relationship with a minor and was charged with corrupting a minor. His solicitor advised him that should he marry the minor, he could avoid facing a term of imprisonment. The man married the minor and subsequently petitioned the courts for a decree of nullity. Lord Scarman held that since the man reasonably feared going to prison his consent was not genuine.4 Some authority exist for the construction of duress to be aligned with an actual threat to

Promoting Change Essay Example for Free

Promoting Change Essay As a way of improving the level of users’ involvement and making the process an effective one, it becomes necessary that consultative mechanisms that tend to produce feedbacks to users, and the ability to integrate them in every stage of service delivery is put in place. Through their interaction with nurses and the nursing body, users would get to be informed on ways to participate in other to help nurses to deliver effective services. â€Å"Users need to get feedbacks on their participation, but this does not always happen. This can have a bad effect on how people feel about being involved in participation and the difference they can make† (Carr, 2004). Social policy- making have characteristically tended to employ consultative mechanisms to seek greater citizen involvement in generating information for policy formulation. According to Gaventa (1993), the renewed focus on agency in the politics of policy- making offers the scope for recasting the role of citizens in the policy process. Rather than simply the passive recipients of decision made by those who are presumed to know better, participatory approaches redefine ‘expertise’ in terms that both reveal the realities of power involved and assert the legitimacy of knowledge claims by those on the receiving end of policies. The imbalances of power position between the professionals and administrators of service and the users have been observed to be a basis for the relegation of users’ interest to the background. Thus, for an effective mechanism, it then requires that the gap between users and the provider of service be closed down. This can be done when some of these users, who are fit enough, can be trained to become occupiers of the administrative positions for service delivery. Also proper dissemination of information and enlightenment would go a long way in positioning the users and making them know their rights and thus, preventing intimidation and any form of coercion. The importance of proper consultation and feedbacks in users’ involvement would make the users having a sense of satisfaction and the belief that they are actually being involved in the service delivery process. This will create a sense of belonging and even encourage more participation and reduce the level of relegation and disregards of users voice in the policy outcome and decision-making during service policy formulation and implementation. In Wales, the Joint Review Team argues that new mechanisms are now in place to champion the cause of the users. The emphasis is on a culture of involvement through adequate feedbacks to users enhancing users involvement in service delivery. According to Cornwall Gaventa (1999), one form of greater accountability is through increased dialogue and consultation of core users and their involvement. This raises questions about the extent to which marginalized groups are able to articulate their concerns and about the form that dialogue takes Proper conflict resolution that manages conflicts during users’ involvement is necessary in bringing about the effective service delivery and users involvement at the long run. Some articulate service users are branded as unrepresentative therefore be in risk of being ignored. â€Å"Service users who articulate the need for changes that agencies may not be willing or able to implement have sometimes being labelled as ‘unrepresentative†¦implementing changes that require reallocation of resources becoming more difficult especially if these conflict with nationally defined service priorities†. Discrepancy between what management want of user involvement and what users want may be a major source of dissatisfaction for service users, since managers definitions tend to prevail. Some reviews note that dissatisfaction and even conflict may be an inevitable part of the user participation process (ibid). Thus, it requires as a proper resolution of areas of differences that they are adequately taken cared of. Those who usually contact the users should be trained and coached on how to interact and listen to their views and opinions in order to ward off any form of conflict breeding. As Carr (2004), puts it, â€Å"the research suggests that front- line practitioners who have most contact with service users could be usefully engaged in user participation strategies and benefit from user- led training focusing on the practice and principles of user participation†. The front liner practitioners should be equipped with the knowledge of how to handle complaints when service users forward it to them. CONCLUSION Users’ involvement in service in the nursing profession has given them the confidence and pride of having a say in the determination and outcome of what is provided to them. However, report has it that some users feel consulted rather than involved and others have a sense of powerlessness as regarding the complex and confused system in which the participation is structured on. While a sense of stereotyping is being carried out in some quarters, where discrimination and marginalization based on race, minority ethnic has hampered the proper participation of some users. Some professionals relegates users’ interest, this is mostly done due to the huge lacuna of power positioning between the managers and professionals of service provision and the users. It then requires that a proper mechanism for users involvement be put in place through their understanding of the roles of nursing in the healthcare facility and those ethics governing their profession. Hence, it is advocated that a proper feedback mechanism is available; proper conflict resolution be provided for interest clash’ the users of service should be integrated into the service provision activities, where they are perceived as getting services as rights and not privileges. REFRENCES Barnes, C. Mercer G. (2003), â€Å"Research review on User Involvement in Promoting Change and Enhancing the Quality of Social care Services for Disabled People† Center for Disability Studies University of Leeds. 30 June. http://www. leeds. ac. uk/†¦/archiveuk/Barnes/SCIEuserinvolvement2. pdf (19/01/06) Carr, Sarah (2004), â€Å"Position Paper 3: Has service user participation made a difference to social care services? † Social Care Institute for Excellence (SCIE). March. http://www.participateinhealth.org.au

Comparing two different styles of policing

Comparing two different styles of policing This essay will examine the difference between these two styles of policing and try and ascertain which is better for the community. Community policing is an oxymoron, for if the police could serve the whole community there would be little point in having a police force at all fn 1 However for the purposes of this essay community policing will have the meaning which is ascribed to it by the Home Office. It is seen as a key and permanent element of reforms to make the police service more citizen focused. The aim is to build a more responsive, locally accountable and citizen-focused police service through a programme to transform policing at a local level to meet the needs of communities. dddddd The notion of zero tolerance policing was inspired by the apparent success of the approach taken in NY, and a variation of it-confident policing-pursued by DCI Mallon in Hartlepool as well as others within the UK. The notion of zero tolerance policing is based upon the broken window theory and the conviction that the best way to tackle serious crime is to tackle disorder in which policies such as the community safety order, parental responsibility order, composite offence and final warning all have a role to play. It is arguable that this policy adopts a social exclusion rather than inclusion policy approach towards community safety. The result may be that healthy urban futures are established but not necessarily all inhabitants will benefit. Crime, disorder, anti-social behaviour and nuisance may all be particularly unpleasant but it is not clear if placing such a strong emphasis upon criminalisation and enforcement is the best way of tackling the problems contributing to and created by those behaviours. It leaves very little space for more constructive actions and even where it is possible to do so, they take place on terms which strengthen the criminalisation of the discourse of social policy so that the measures end up being more about containment and control within the community. In 1996 the London Metropolitan Police carried out a zero tolerance initiative in partnership with the Transport Police, City of London Police and local authority councils. This initiative involved active confrontational measures to deal with homeless beggars, drug dealers, prostitutes and pimps who were congregating at the St Pancreas Railway Station. The result of the action was the temporary displacement of the undesirables to adjoining neighbourhoods until the control measures were withdrawn. The benefits included over 400 arrests of drug dealers and a raising of the quality of life for people in the area (Leigh et al 1998; 73) A recent Home Office Study of policing styles noted that Cleveland Police responsible for Middlesborough remain convinced that zero tolerance is compatible with community policing in a problem orientated policing form. Cleveland police viewed it as a short term prelude to the implementation of longer term measures in high crime areas where fear of, and intimidation by a minority of residents is having a detrimental effect (Leigh et al 1998, 26 and Romeanes 1998). The statutory enforcement powers for zero tolerance are contained within the Crime and Disorder Act with its emphasis on taking back control over unruly neighbourhoods and so it is not unreasonable or unlikely that the Home Office would give the initiative a qualified endorsement although it chooses to term it order maintenance (Jordan 1998 72). Zero tolerance style of policing is popular with a majority of the public who se the police as being tough on crime. In July 2003 an ICM Poll for the think-tank Reform questioned public support for zero tolerance comprising a highly visible policing on the streets bearing down heavily on anti social behaviour and vandalism. 83% thought that this would be a good idea, with over 50% thinking it would be a very good idea. Does Safer Neighbourhood Policing Help p 62-63 Zero Tolerance does have the negative repercussions of souring police community relations and can antagonise racial tensions in neighbourhoods. This is in conflict with the philosophy and practice of community policing which depends upon strong support from the public and discretion from police officers, proactive policing, problem solving and an intimate knowledge of the neighbourhood in which the police are operating, acquiring intelligence and building trust. Officers viewed discretion as an important part of community policing. A firearms officer was outside a school monitoring traffic and flagged down a middle aged man who was not wearing a seat belt. He managed to resist the temptation to alienate the police service further by scoring 5 easy points and after some advice, he let the man proceed on his way. A few months later the firearms officer found himself in an unoccupied house where a gun had been found in very suspicious circumstances. The same man as in the seat belt incident approached him and provided invaluable information which saved many hours of police investigation. The officer maintained that the man assisted him because he had dealt with him leniently in the seat belt incident and the officer wondered if the man would have assisted had he not used his discretion in the earlier incident? The officer said that police should be left to use their common sense on the streets. Cited in The Public and Police by Harriet Sergeant page 52 Is the answer for the two concepts to sit side by side? It would appear that the two concepts are not mutually exclusive and there is a need for both within certain communities. A police system based on consensus and working in and with the community seems the better option for the community as a whole. This method allows the community to be involved in the law enforcement process and encourages the community to be involved in its own safety by the informal policing of its on neighbourhood, collecting intelligence on suspected trouble makers to assist the police. Community policing allows the community to be a partner with the police in crime reduction and as such are more receptive to police initiatives. Zero tolerance should be used selectively in reducing certain types of deviant behaviour such as anti social behaviour and also for knife and carrying weapons, but its success is limited to selected areas. Its use should be limited to a short sharp approach and it should also be seen as a short term policy rather than overall police policy. It has been shown that a tactic of the targeting of repeat offenders and victims, a high level police visibility in some crime hot spots, and problem orientated strategies and police initiatives have worked. Zero tolerance style of policing can impact on human rights and liberties but it is popular with most members of the law abiding community and politicians as it demonstrates that the state is seen to be tough on crime. Of course whatever is the better option for the community depends on whether you look at the community as a whole or a particular section. If one block of flats is being terrorised by anti social behaviour and zero tolerant tactics are adopted to deal with it, it will not be considered beneficial to the whole community if the perpetrators are merely dispersed to a neighbouring block within the same community. What is best for the community can also be said to be the eradication of crime in the first place, so that the causes are addressed (community policing) rather than the symptons (zero tolerance). It would appear that there is a place for a zero tolerance approach within community policing itself particularly if the community is kept informed of the police approach so that it is included in adopting the policy. So although it may be seen to some members of the community as the better style of policing overall it is better to have the community policing system which is a softly softly approach to law enforcement underpinning the relationship between the police and the community.

Heart Condition Case Study

Heart Condition Case Study Samantha O’Shea Course: Healthcare Support Module: Human Growth and Development Introduction I got permission from Ned to do my assignment on him. Some of his information has been changed for confidentiality reasons. Ned is sixty and the oldest of nine children. Ned has heart condition which is hereditary in his family. His mother had an enlarged heart which the never knew till after she died. Both his father and younger sister also have a heart condition. His father died from the heart condition over twenty years ago. She died at the age of forty two years of age, five years after giving birth to Ned’s younger sister. She also had eight of her children at home which included a set of twins. Ned had a heart attack about ten years ago while he was in. He found it hard to breath and pains in his chest but didn’t realise he was taking the heart attack. When he was brought to the hospital there was test done and the discovered that he had suffered a heart attack. Ned had a second one year’s later. Before Ned had the heart attack he an unhealthy diet and a heavy smoker. He worked full time in a hotel but now is only working part time. Ned enjoys working as he gets to meet other people and it keeps him busy. A heart attack is when arteries become blocked or damaged. Plaque builds up in the arteries causing a blood clot. The muscles become damaged or die which cause the heart attack. Symptoms are: Chest pain which is most common. Shortness of breath Upper body pain i.e. jaw, back and arms Weakness Tiredness To diagnose a heart attack is getting an Electrocardiogram (ECG). Can be done in a hospital or you’re local GPs. (Irish Heart Foundation 2015) Physical, Intellectual, Emotional and Social (P.I.E.S) of development during late adulthood Late adulthood is from the age of sixty-five plus. Their development is completed. Physical People in this age group will be going through different physical development caused by aging, their walking be getting slower. In some cases people will get lose some of their fine motor skills such as writing or open a door. Also some people’s ears grow. By 65 a lot of people will have grey hair, wrinkles, their muscles weakening and skin will losing or not as flexible. Also their bones will get weaker. According to Erikson’s, he believes that people in the 65+ age have more health problems when they get older. Examples off health problems such as diabetes, refluxes, heart condition dementia and motor neuron (MN). Intellectual A lot of people will be fully developed. In some cases some people will lose their memory from dementia or their thinking will start to slow down. Some people won’t be quick enough to remember stuff e.g. birthdays. People won’t be quick enough to solve problems. According to Cliff Notes older people will learn work or information a bit slower than other people or even to remember any work. Their memory won’t be as good as a younger person. But believe that they can still learn as much as a younger person. (Cliff Notes 2014) Emotional Some people could be upset because they are losing people around them such as friends and family. They could be upset because they have to retire. They could be used to working and they don’t want to be sitting around doing nothing which could cause a person to become depressed or lonely. Some people could be emotional because of an illness they have or they could be dying According to Kubler – Ross a person has to go through the different stages of dying. There are five different stages which are Denial, Anger Bargaining, Depression and Acceptance. A person will go through a lot of different emotions from an illness or dying and will go through Kubler – Ross theory. (Cliff Notes 2014) Social A lot of people at this age will have a lot of people around them such as family and friends. If they are retire the can spend a lot more time with people by doing activities or even some lunch. Another side of retiring people will become anti social because the fell that they have know one around them, which can cause people to become depressed. According to Erikson’s Integrity VS Despair 65 + a lot of older people recall on their past. They look back at their pride and their dignity. Erikson believes that people in this age category accept death. He then believes that elderly people start isolating themselves from peer groups. They start looking back at their achievements, mistakes and/or missed opportunities. He often believes that people at this age will start isolating themselves from others. Physical, Intellectual, Emotional and Social (P.I.E.S) of development of individual as well as your own personal prejudices, fears and anxieties Ned’s Physical, Intellectual, Emotional and Social (P.I.E.S) didn’t change much throughout his late adulthood from the heart attack Physical Before Ned had his heart attack he lived an unhealthy lifestyle which included unsociable working hours and he was a heavy smoker. He only works part time now. After having the heart attack he became more tired and he wouldn’t be able to do much work. Ned does certain jobs and he can become weak or breathless. Intellectual Ned has his full senses in his age. He has great memory and is able to solve problems. Ned is able to interact with other people. Ned’s intellectual development didn’t change. Emotional Ned is nervous because he is retiring in a few years. He is used to working because he is working since he was fourteen or fifteen so he has been working for over fifty years. After Ned having the heart attack he was upset because he was going through a difficult time but now he is fine. Social Ned has a good social life. He sees his family regularly and also his friends. He enjoys going to occasions such as weddings to have a good time. Also he enjoys going to his sibling’s house for dinner and a chat. He also has a good relationship with some of his work mates They all started in one of the factories in town and then got the job in the hotel. My own personal prejudice, fears and anxieties on Ned’s Hearth Condition. I am worried that Ned will take another heart attack that would affect his development. It could affect him physically by getting weaker and he mightn’t be able to return to work. Intellectual it could affect him by him losing his memory which wouldn’t be good for Ned. Emotionally and socially it could affect him by being depressed by not able to work if he has another heart attack. Ned could become anti sociable and depressed. Variations/Factors affecting the individual at this stage of life Ned at this stage is still working part time and is enjoying it as is working since he was young. Ned’s health doesn’t affect him that much, unless he is doing something that is making his heart over work such as lifting something to heavy or rushing. It could make him tired or breathless. If Ned does something to put straining on his heart it could affect him by having another heart attack. A way he could manage it is by not lifting anything to heavy or eating unhealthy food which will help his heart. He could go for little walks to keep fit. Another thing that could affect Ned is if he over does something like too much exercise, pushing something he can’t. Ned would be putting too much strain on his heart which could leave him breathless, tired or even in hospital. Ned could do some light exercise. When Ned hits retirement his routine will be out because he won’t be working. Ned won’t be able to interact with as many people because he won’t be working and also he is a single man. He won’t have anyone to talk to. Another way is that Ned stops or cuts down on smoking as it affects his health. Recommendations to respond confidently to needs of person I would recommend Ned to start getting involved with age action so that he can get involved with other people. He won’t become isolated or non sociable with other people. He can meet up with people for an hour or two a week for a chat and a cup of tea. I also recommend that Ned gets involved with the day care centre the days he isn’t working. He can interact with other people and also get his dinner there for little as five euro. In the day care centre they provide activities. I recommend he joins the Active Retirement Association Tullamore (T.A.R.A). This is on one day a week for people over the age of 55. The get to go on trips over Ireland, have social gatherings, exercise and creative opportunities. Another organisation Ned could join is the Arden View resource centre. It allows the people to meet up and socialise with other people, go on day trips, and get to do activities. Ned could do any of these organisations that won’t be too stressful or to harmful on his heart. Ned will get to interact with other people and become more sociable. He would enjoy the activities and socialising with other people because he likes talking and getting involved. Also these would help Ned to get used to being in organisations because he will be retiring in the next year or two. If he starts now he will get used to being in organisations and where as if he leaves it to the last minute he mightn’t have the confidence to join. Conclusion From doing this assignment I learnt that Ned’s family heart condition is genetic in his family. His family should be getting themselves checked for heart condition because the could be affected. I also learnt more about a heart disease and what it’s physical and mental affects are on someone. I learnt that it could kill of some of your heart and I learnt more on the signs and symptoms such as the upper body pain. Bibliography Book Creative Training Book 2015 Web sites Cliffs Notes (2014) Development in Late Adulthood [online], Available: http://www.cliffsnotes.com/sciences/psychology/psychology/developmental-psychology-age-13-to-65/development-in-late-adulthood [accessed 30th March 2015] Cliffs Notes (2014) Intelligence and Memory age 65 [online], Available: http://www.cliffsnotes.com/sciences/psychology/development-psychology/physical-cognitive-development-65/intelligence-and-memory-age-65 [accessed 30th March 2015] Irish Heart Foundation (2015) Heart Attack [online], Available: https://www.irishheart.ie/iopen24/heart-attack-t-7_19_61.html [accessed 29th March 2015] 1 5M4339Samantha O’Shea

Jean-Pierre Jeunets Film Amelie Essay -- Imagination Film Movie Ameli

Jean-Pierre Jeunet's Film Amelie Imagination is an intrinsic part of the human experience. It has the power to mold reality by defining the limits of possibility and affecting perception. Both Alan White and Irving Singer examine aspects of this power in their respective works The Language of Imagination and Feeling and Imagination. White delineates how imagination is a necessary precursor to possibility (White 179) while Singer primarily illustrates imagination's effect on human relationships, such as love (Singer 29-48). Despite their different focuses, White and Singer demonstrate the impact that imagination has on human perceptions of reality. Jean-Pierre Jeunet's film Amelie explores this facet of imagination: the film provides a poignant depiction of imagination's influence as the title character Amelie exacts changes in her life and in the lives of others with her boundless imagination. In the chapter entitled "The Imaginable and the Possible," Alan White argues that imagination is the key factor in testing the "acceptability of something as possible" (White 183). In seeking to answer the questions whether what is possible is imaginable and whether what is imaginable is possible, White examines a variety of seemingly impossible ideas, such as the three-dimensional triangle. From these examples, he concludes that the possible must be conceivable by the imagination but that the imagination's capacity to visualize extends beyond the mere possible (White 179-183). Amelie addresses this dichotomy between the limitations of the possible and the unfettered possibilities of the imagination in a less didactic manner. Instead of intangible ideas, the film illustrates the link between imagination and possibility throu... ...ng their imagination to bestow value to each other, much in the manner Singer describes. In terms of inherent worth, neither the relationship between Georgette and Joseph or Amelie and Nino seem to have any tangible basis. However, when revisiting these interactions with the idea of bestowal in mind, it is understandable why the characters are willing to "appraise" each other so highly. Thus, through the interaction of the characters, the film Amelie demonstrates how the imagination governs the daily existence of human beings with the power to either help or hinder an individual by defining the realm of possibility. Works Cited Singer, Irving. Feeling and Imagination: The Vibrant Flux of Our Existence. Lanham: Rowman and Littlerfield Publishers, Inc., 2001. 21-48. White, Alan R. The Language of Imagination. Cambridge: Basil Blackwell Inc. 1990. 173-183.

Essay --

Iowa State University has a record breaking number of students enrolled for the 2013 school year. With such a boom in new students, ISU has to find a place to house these students. Housing development companies like Breckenridge Land Acquisition of Texas have taken on the daunting task of building new student housing in Ames. Breckenridge has run into several roadblocks that have delayed building. These delays mean that prospective students like George Johnson of Sioux City, IA are still being turned away due to housing constraints. â€Å"I was ecstatic when I was accepted into Iowa State, but when they said they couldn’t get my housing in order for the school year I had to find somewhere else to go,† Johnson said. ISU reached its fifth consecutive year of growth with 33,241 students attending. That’s a 2,201 student increase just from last year. A problem arises with this booming population of students. Iowa State University has too many students that it can’t house. ISU has utilized other housing developments around Ames, such as Legacy apartments in Campustown, and Maricopa apartments in West Ames, to help with the overflow. Even with all of the new acquired properties added in to ISU’s housing, there is still a need for student housing on and off campus. Companies like Breckenridge offer a solution to this problem. Breckenridge is a subdivision of Aspen Heights, a developer of duplex and Craftsmen style townhomes. Breckenridge representatives purchased 48 acres of property on what used to be the old Ames Middle School. The property sold at auction for $2.3 million last December. Their proposed plan for building on the land could house up to 900 students. Their plan has caused a great deal of controversy in the area... ...as steadily decreased since 2000. According to the Ames Chamber of Commerce, Ames High School enrollment has dropped from 1695 students in 2000 to 1495 in 2012. Former member of Ames School Board Patricia Brown said, â€Å"We want families to get kids into the school system so that we can support our Ames schools.† So what does this mean for Iowa State students? No new development can begin on the property until the lawsuit comes to a close. Also, without the proper zoning regulations amended, Breckenridge cannot develop any new land on the property. This means no new student housing on the land for the foreseeable future. This means that students like George Johnson may find that they have nowhere to go. â€Å"It was a major setback. I’m taking classes at DMACC at the moment, but hopefully I can get my housing situation figured out by next year,† said George Johnson.

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

Summer Romance (Anti-Gravity Love Song)

current of air is a vogue of music that integrates with strong, convoluted rythms. Jazz is traces its origins from the staple fibre principles of Blues music. It is solely based on a pattern of succession of 2 or much distinct sounds, wherein the a sound of a particular mover is complemented by the other in perfective harmony. Jazz also highly involves perception in playing. This may vary fit in to the mood, experience, and interactions with other people. In this sense jazzs list components may be augmented when played.The piece, summertime Romance (Anti-Gravity acknowledge Song) is a Jazz piece performed by the band Incubus. The musical theater piece, though performed by contemporary musicians, set up the piece with respect to the conventional elements of Jazz. The outcry is a harmony of string instruments attach to by drums and percussion plus a saxophone to add more emotion. The piece, jibe to Sara Shaw insinuates a lively purport alike to the implications of Disc o Music during the 1970sSummer Romance (Anti-Gravity hit the sack Song) is a song that brings out a Jazzy feel. Its tempo is is non as fast to cause an adrenalin rush, however, the convey of the drums and the percussion compliments are burning to provoke a listener to spring into the song. The song Summer Romance (Anti-Gravity Love Song) applies the musical concept of an ensemble, particularly of a quintet. The string instruments, percussions and brass instruments are accompanied by vocals that complete the musical piece.However, as far as texture is touch an additional string instrument much(prenominal) as a jazz guitar could turn in more rhythm to add more ebullience to the piece. The tempo is just arrest enough for the piece and the saxophone fly is the icing to the cake. The lack of rhythm did not hinder the piece to express its feel nor the idea that it suggests. Works Cited Shaw Sara. Music For one time That Has Meaning 8 July 2001. Amazon. co. uk. 28 November 2007 http//www. dooyoo. co. uk/music-records/s-c-i-e-n-c-e-incubus/296431/

Chordates and Vertebrates Lab Essay

Procedures/Methods For each organism, find and slide by a representative image. Each organism whitethorn include prepargond slides as well as specimens, or students may need to find them on the internet. Provide descriptive notes for each organism and direct any questions asked in detail using realize sentences. List in all references.Results1. Uro consortata Tunicatesa. Molgula preservedi. What is the manipulation of the cardinal knobs/protrusions?The function of the two knobs/ protrusions argon the incurrent and excurrent siphons. These creatures atomic number 18 suspension feeders so the siphons ar where piddle and nutrients argon exchanged, and wastes and gametes leave.2. Cephalochordataa. (Amphiox) Lancelets note the pharynx with gill slits, the human face cord and the notochord3. Vertebrataa. Lampreys almost primitivei. How do boastful lamprey eels feed?Lampreys deficiency the representative jaws of otherwise tipes, in both their larval and adult rolls. a fter metamorphosis though, the verbal hood present in larval lampreys is replaced by the adults concave, circular, sucker-disk mouth, with ruttish odontiasis. The feeding behavior is characterized by rhythmic rasping, prejudicious pressure pulses in the sucker, and swallowing of facile into the gut. Once the lamprey is tie to a host fish, the parasite extracts gillyflower and/or muscle tissue. They prey on fishes in the ocean or lake system with their toothed oral suction equal disc and breaking the whittle and using a tongue that is covered with keratinized teeth to suction off blood and bits of tissue. They deterrent tie to their host usually until the resources atomic number 18 no long-term avai science laboratoryoratoryle and ar known to kill their hosts, entirely they can detach whenever they so choose.b. Chondricthyesi. Raysii. Dogfish sharkc. Ray-finned fishes note squandered support structures on finsi. reside 1. Note the swim bladder. What is its purpose ?The swim bladder, as well as called the course of study of merchandise bladder, is a buoyancy organ possess by the perch as well as most wasted fish. The swim bladder is set(p) in the body cavity and is derived from an out-pocketing of the digestive tube. It contains brag (usually atomic number 8) and functions as a hydrostatic, or bal run, organ, enabling the fish to keep back its depth without floating upward orsinking. It excessively serves as a resonating house to founder or receive sound. In or so species the swim bladder contains oil instead of gas. In certain primitive fish it functions as a lung or respiratory aid instead of a hydrostatic organ.ii. shovelnose catfishiii. EelsTetrapods (Within Vertebrata)1. Amphibiaa. Toadsb. Frogs2. Reptiliaa. Lizardsb. Snakesc. What is a distinguishing characteristic between reptiles and amphibians?Although both species are heatless blooded, they are very antithetic in show and physical makeup. Reptiles are covered in typi cal scales, and some may even pull in a rough texture. Amphibians, on the other hand, typically suck in smooth moist skin. Reptiles likewise pose more diverse body types than amphibians. They may or may not select limbs, and can figure of speech in size from very small to intimately big and heavier than humans. Most adult amphibians pose tetrad limbs, and era their size varies, very few get under ones skin big than a mans arm. The office staff of water is also an important distinguishing characteristic.Though many a(prenominal) reptiles anticipate in the vicinity of water, this is not prerequisite for them to stay alive and some lounge lizards and snakes are ideally desirable to dry areas. By contrast, many amphibians must remain moist in position to breathe, although they do harbor lungs, they also bugger off in oxygen through and through their skin. This thin skin means that they at sea moisture easily as well, andsome willing even die if their skin dries altogether. Life cycles are diametric in that when reptile junkys hatch, the two-year-old mien like miniature adults. An amphibian ab initio emerges from an glob in the form of an aquatic larva, like a tadpole that breathes through gills until they mature and develop lungs so they may survive without be carry throughly submerged.3. class Avesa. Roadrunnerb. Barn Owl4. Mammaliaa. cottontail rabbit rabbitb. Opossumc. Which of these organisms is a pouched mammal?The opossum also just spelled possum is the marsupial of these two organisms.d. What is a marsupial?A marsupial is a mammal of an order whose members are born incompletely developed. At birth, they take a long, arduous voyage from the birth canal, control purely by instinct, grabbing enforce of the go marsupials fur which she has cleaned and make easier to traverse with saliva, to irritate the pouch. Upon reaching the pouch, they latch onto a teat which swells in their mouth to prevent them from being accidental ly dislodged during the mothers movements. They remain attached for months to continue and complete their development.DiscussionStudents wise(p) all of the following in the chordates and vertebrates lab. Chordates shake off got four separate characteristics. They have notochords, a dorsal, hollow nerve cord, pharyngeal consonant slits or clefts, and a muscular, post anal tail. twain major throngings are Urochordata and Cephalochordata. Theurochordata to be discovered are the tunicates. Tunicates retain pharyngeal slits, have incurrent and excurrent siphon, and they are suspension feeders. Lancelets are the cephalochordate that will be observed in the lab. The next grouping are the craniates. The craniates have chordate characteristics plus a manifest bye. Myxini are craniates, an example of which being the hagfish, but there are no specimen to be observed in the lab. The next major grouping are the vertebrates. These are craniates plus a backbone. The backbone includes vertebrae, they have a more extensive skull, and more down skeletal support.The Lampreys are basal vertebrates that are jawless with a rubbery skeleton, and they retain their notochord. The Gnathostomes are vertebrate characteristics plus a true hinged jaw. Chondrichthyes, sharks and rays have cartilaginous skeletons, are gnathostomes. Another gnathostome is actinopterygii, which are ray-finned fishes. They have bony fin support, and ossified skeleton. The perch is an example of the actinopterygii, which has a swim bladder for buoyancy control which is for oxygenize instead of urine. They have a lateral line for vibration sensation, which will be viewed in lab. Catfish and eels will also be observed.The next group are Tetrapods, which have all the characteristics of gnathostome plus limbs. They have five key characteristics. Four limbs and feet with digits, neck for head movement, pelvic girdle that is fused to back bone, no gills, and ears for sound detection. Amphibia are early liveliness aquatic adult life. Examples of these are toads, frogs, salamanders, and caecilians (a legless lizard which even though he doesnt have legs, he has all the other characteristics). The next group is the amniote, which has tetrapod characteristics plus terrestrially adapted egg. The amniotic egg membranes incled the amnion, chorion, yolk sac, and allantois. Examples are reptilian and class Aves (birds). The reptilian include tuataras, turtles, crocodilians, birds, snakes, lizards. The scales are waterproof and the lab has specimens of snakes and lizards.The aves have three characteristics, adaptation for flight (most), keratin-containing feathers, and they lack urinary bladder, and no teeth. there are chaparral cock (just the foot) and barn owl (just the wing) specimens to observe in the lab. The last big group are the mammals. They have the aforementioned(prenominal) characteristics as the amniotes plus hair and milk production. There are five key characteristics. Mam mals have mammary glands, hair, high metabolic rate (endothermic), larger brains, and secernate teeth (specialized for specific purposes). Under phylum mammalia, there are monotremes (platypus and echnida (only mammals that lay eggs), marsupials (pouched mammals-kangaroo, koala, possum), and eutherians (placental mammals).ConclusionStudents successfully completed this lab and learned the differences and characteristics for each organism. When viewing the Urochordata (Tunicates), the lab showed molgula. Students learned that the function of the two knobs/protrusions are the incurrent and excurrent siphons. Organisms with these incurrent and excurrent siphons are suspension feeders, so the siphons are where water and nutrients are exchanged and wastes and gametes leave. Then the Cephalochordata were viewed in the form of Lancelets, where students saw the pharynx with gill slits, the nerve chord and the notochord. Next, students observed the vertebrata. The lampreys were the most primi tive, and from them it was learned that they lack the typical jaws of other fishes both in their larval and adult forms. The Lampreys feeding behavior is characterized by rhythmic rasping, negative pressure pulses in the sucker, and swallowing of fluid into the gut.Then the students viewed the chondricthyes in the forms of rays and dogfish. Next the ray-finned fishes were observed, including the perch, catfish, and the eels. The students saw the bony support structures on the fins and also learned intimately the purpose of the swim bladder. The swim bladder, also called the air bladder, is a buoyancy organ possessed by the perch as well as most bony fish. The swim bladder is located in the body cavity and is derived from an out-pocketing of the digestive tube. It contains gas (usually oxygen) and functions as a hydrostatic, or ballast, organ, enabling the fish to maintain its depth without floating upward or sinking. It also serves as a resonating chamber to produce or receive soun d. After the ray-finned fishes, the tetrapods were observed. The amphibians, reptilians, aves, and mammals were all observed. Students viewed toads, frogs, lizards and snakes for amphibians and reptialians respectively.Students also learned the differences between the amphibians and reptiles. Reptiles are covered in distinctive scales, and some may even have a rough texture. Amphibians, onthe other hand, typically have smooth moist skin. Reptiles also have more diverse body types than amphibians. They may or may not have limbs, and can range in size from very small to substantially larger and heavier than humans. Most adult amphibians have four limbs, and while their size varies, very few grow larger than a mans arm. The role of water is also an important distinguishing characteristic. Though many reptiles live in the vicinity of water, this is not essential for them to stay alive and some lizards and snakes are ideally suited to dry areas. By contrast, many amphibians must remain m oist in order to breathe, although they do have lungs, they also take in oxygen through their skin.This thin skin means that they lost moisture easily as well, and some will even die if their skin dries completely. Life cycles are different in that when reptile eggs hatch, the young look like miniature adults. An amphibian initially emerges from an egg in the form of an aquatic larva, like a tadpole that breathes through gills until they mature and develop lungs so they may survive without being completely submerged. Roadrunners and barn owls were observed for aves.For mammals, cottontail rabbits and opossums were observed. Students also learned what marsupials are. A marsupial is a mammal of an order whose members are born incompletely developed. At birth, they take a long, arduous journey from the birth canal, driven purely by instinct, grabbing hold of the mother marsupials fur which she has cleaned and made easier to traverse with saliva, to reach the pouch. Upon reaching the po uch, they latch onto a teat which swells in their mouth to prevent them from being accidentally dislodged during the mothers movements. They remain attached for months to continue and complete their development. The lab successful familiarized students with all the different types of vertebrates/chordates.ReferencesList all references used in APA format.Carol, R. L. The fountain of Reptiles. In Origins of the Higher Groups of Tetrapods Controversy and Consensus, edited by H. P. Schultze and L. Trueb. Ithaca, NY Comstock, 1991. Morphology of the Vertebrates. University ofCalifornia Museum of Paleontology. Retrieved 2008-09-23 Nelson, J. S. (2006). Fishes of the World (4th ed.). New York hind end Wiley and Sons, Inc. pp. 601 pp. ISBN 0-471-25031-7. Personal Communication. Dr. Bledsoe. November 5, 2014.Rychel, A.L., Smith, S.E., Shimamoto, H.T., and Swalla, B.J. (2006). Evolution and Development of the Chordates Collagen and Pharyngeal cartilage. Molecular Biology and Evolution 23 ( 3) 541549. Shu, D-G., Conway Morris, S., and Han, J (January 2003). Head and backbone of the Early Cambrian vertebrate Haikouichthys. Nature 421 (6922) 526529. swim bladder. (2014). In Encyclopdia Britannica. Retrieved from http//www.britannica.com/EBchecked/topic/577044/swim-bladder tunicate. (2014). In Encyclopdia Britannica. Retrieved from http//www.britannica.com/EBchecked/topic/609172/tunicate/49484/External-features