Saturday, August 31, 2019
A New Generation John F Kennedy is about President John F Kennedy Essay
The book John F. Kennedy and a New Generation is written by David Burner and published by Little Brown, Boston in 1988. David Burner is a Professor in the Department of History in State University of New York. Professor Burner research interest includes social history of US. He is currently working on a project with patty Limerick about colonialist women. His other publications include â€Å"A History of Democratic Party (1970), A History of Presidential Elections (2002), Reading from Settlement to reconstruction (1998) and Making Peace with the 60s (1997). His book A New Generation John F Kennedy is about President John F Kennedy admiration that can be seen throughout the book. Even though critics have mentioned many shortcomings about Kennedy, Burner instead focuses on Kennedy leadership and his accomplishments throughout his life. Burner mentions that Kennedy appealed to various segment of public for his style, looks and accomplishments that formed the basis of his support. For example he won the support of Jews, Asians and Hispanic and other blue-collar democrats giving them a promise of American dream as he himself had immigrant background. Burner explores the controversies including success and failures of Kennedy life and how it shaped American consciousness. He provides deeper discussion of Kennedy both as an individual and as a leader allowing readers to examine the changes that shaped the American political system during 1950s and 1960s, and how Kennedy created a greater hope for every American. The author mentions several events and incidents from the time and how Kennedy was influential changing the course of history. For example the Cuban missile crisis tested the leadership of president leadership when Kennedy threatened the use of nuclear arms in the wake of Cuban Mission crisis in 1962. The naval blockade ordered by Kennedy proved successful and the negotiation with Russia ended peacefully. Another incident Burner mentions is the turbulent end of state sponsored racial discrimination, which Kennedy brought to an end by supporting racial integration and civil rights movement. Kennedy was also eager to see US leader of the space race. It was JFK speech in Rice University in September 1962 where he mentioned, â€Å"No nation can expect to be the leader of the other nations. We choose to go to the moon in this decade and do other things not because they are easy, but because they are hard†. Kennedy approached Khrushchev for cost sharing the technology. Kennedy approved a huge sum of $22 billion to launch American Space Project and Apollo goal was finally realized when Neil Armstrong became the first American to land on moon. Bruner discuss the charm of Kennedy and his wife who were more popular than pop stars and movie stars. One main reason was their good looks and charm that was often photographed by magazines and set the changing fashion trend. Kennedy’s even changes the White House environment from a bleak house to lively and house of mirth and joy. They believed that White House should be place of American History, arts and culture. They invited various artists, writers, and scientists including noble laureate which made White House a livelier place. Despite all the good points which burner has mentioned, the book ignores the bed sheet and fashion stories were associated with Kennedy. Kennedy is well known for his history of extra marital affairs including involvement with Marilyn Monroe do not suit a sitting president. Burner did not talk about these issues, even though it has no thing to do with his professional life, yet such incidents were part of Kennedy should have been discussed. Burner has mentioned on several occasions the influence of Kennedy in the domestic and international affairs including the civil rights; however the view of Burner is more of only glorification of the Kennedy. Even though Kennedy is the most popular President of the United States; but critics argue that his reputation is overrated. He was young and charming; but he was unable to achieve any thing major in his lifetime. Kennedy popularity is based on optimistic beginnings on various domestic and international issues. Critics mention that the popular Civil Right Act was envisioned by his brother Robert Kennedy and was signed by President Johnson in 1964 that was Kennedy successor. Kennedy did not disclose the severity of his health condition. He was believed to have Addison disease that is tantamount of failure of professional integrity. He is considered to be the unhealthiest man to sit in the oval office. While other the Addison disease he was also suffering from an extreme backache from childhood added with various kinds of infections. There is also criticism about his domestic politics that Burner has ignored in his book. For example Kennedy tried to appease Southern Democrats by stocking the lower federal bench with segregationists who did not live up to the mark he was advocating. It is believed that by making attorney general he tried to form a political dynasty that the Founding Father did not advocate. However Vietnam is considered his greatest mistake, where during his time US intervention in Vietnam increased and Kennedy authorized a coup absent the Diem; while dictator general overtook the power which further aggravated the situation in Vietnam.. Even though it was in fact Johnson who made his own mistakes by over involving and bombing the Vietnamese excessively, but the game was started by Kennedy and it was not easy to backup. The people who supported war become protestor calling the American administration immoral. Even though Kennedy assignation fueled the Vietnam cause as his untimely death became martyrdom, but Vietnam was blunder that cost US a lot in time money and human life. Had Kennedy not intervened in the Vietnam there would have no loss of time, money and American lives in an unethical war that continued for decades without any outcome. In the case of Cuban Missiles Crisis, it is mentioned that Kennedy went too far and the world was standing at the brink of a nuclear war due Kennedy antagonism. Had the Russian not backed off, there was every possibility of end of the world. For his supporters he his aggressiveness increased US role in international affairs, but for his opponents it was not sane for president to resort to Nuclear weapons as a last choice. Kennedy critics often label him as youthful charmer with little substance especially by conservatives. And it is often done to minimize his efforts about Civil Rights and international affairs, but the truth is Kennedy was a man of vision. He initiated many new debates in American Society that was unthinkable in his time. Even though most his policies were achieved by his successors; as he was not able to see his vision fulfilled due to his untimely death, the credit still goes to him. Had he not been able to think ahead of time; many things would have been delayed. For example his plan for landing a man on moon was mega project, which took place ahead of the decade. The landing on moon not only increased US prestige in the world, but it also boosted US military technology and power that continues till today. The Vietnam War was mistake but the same mistake can be seen today in the case of Iraq War. The people who initially supported Iraq War now are chanting against the current administration; there are always opposite views regarding any issue. Kennedy advocated the Civil Right Movement at a time when country was divided; and there was division among his own members, but he took the stance and even called the Martin Luther Jr wife to show his affiliation for a just cause. Though Johnson signed the bill, but it was Kennedy who took a step ahead in a difficult time for which he is worth praise. The book is good for people who have no knowledge of Kennedy as a President; however Burner has not justified his role as writer by discussing his dark side that could have made Kennedy more of a man rather a mythical figure. Reference David Burner, (1988). John F. Kennedy and a new generation. Boston: Little, Brown Robert l Bartley, (February 26, 2001). Coolidge deserves more praise. Retrieved July 8, 2006, Web site: http://www. opinionjournal. com/columnists/rbartley/? id=85000640 SUNY SB Department of History -Faculty Page- David Burner. Retrieved July 8, 2006, Web site: www. sunysb. edu/history/faculty Stephen G. Rabe, (2000). John F. Kennedy and Cuba, November 1962 to November 1963. Presidential Studies Quarterly. 30,
Friday, August 30, 2019
Malaysian Legal System Introduction to Law
UNIVERSITI TEKNOLOGI MARA-FAKULTI FILEM TEATER & ANIMASI-ZOOM NOTES MALAYSIAN LEGAL SYSTEM+INTRODUCTION TO LAW Sources of Law: statutes, law reports, text books, religious beliefs, local customs, opinion of jurists ? Law & Morality:Overlaps/Differs from Society e. g-gayism/illicit samsu-S’wak/P’sular ? Law & Justice:Uphold justice & depends on locality e. g rampancy ? Federal Constitution (lex locci)/ Written Constitution ? Highest Law of the land ?  Malaysian/human rights/liberty ?  Any laws against the Federal Constitution-null & void ? e. : retrospective penal provision/trial by the same offence/represented by a          legal practitioner – 24hrs MALAYSIAN LEGAL SYSTEM-MAXIM:CHECK & BALANCE/MONTESQIEU ?  JUDICIARY ?  EXECUTIVE ?  LEGISTLATIVE TYPES OF LAW: ?  Written Law-e. g. acts/Unwritten Law- e. g. courts decicion ? Public Law e. g. criminal law / Private Law e. g. contract law ? Binding Precedent:Higher Court binds the lower ?  PersuasivePrecedent:Courts of the same level: persuasive LAW OF CONTRACT ELEMENTS:- 1. Offer To be distinguished from ‘invitation to treat’:Advertisement 2.Acceptance 3. Intention to create legal relationship Mere promise for lunch treat is NOT binding 4. Consideration Except: Natural Love & Affection:e. g. Father to Son 5. Certainty 6. Capacity-Sound Mind MINOR General principle is not binding & restricted to the followings: ? contracts for necessaries –eg: contracts to have food, clothes & purpose of education. ?    contracts for scholarship – a scholarship agreement  is valid. ?    contracts for insurance – under the Insurance Act,1963, an infant over the age of 10 may enter into a contract of insurance.H/e, if he is below 16, he can only do so with the written consent of his parents or guardian. CONTRACT: VALID:             SAH VOID:               BATAL VODABLE:         BOLEH BATAL; VOIDABLE:If proven the existence of these elements: ?    COERCION (paksaan) ?    UNDUE INFLUENCE (tidak sewajar atau sepatutnya) ?    FRAUD (penipuan) ?    MISREPRESENTATION (gambaran yang salah) ?    MISTAKE (kesilapan) LAW OF TORTS ELEMENTS:DUTY OF CARE- NOT TO BREACHED/TO ACT REASONABLY 1. NEGLIGENCE 2. TRESPASS Trespass to person/trespass to land / goods. Trespass to persons : ? Assault; ?  battery;   false imprisonment. â€Å"TRESSPASSERS SHALL BE LIABLE NOT PROSECUTED†3. NUISANCE i. public nuisance ii. private nuisance. 4. DEFAMATION ?  LIBEL- publication ?  SLANDER-words ? GENERAL DEFENCES (EXCEPTIONS) NEGATING LIABILITY IN TORT  : 1)  VOLENTI NON FIT INJURIA   – 2)   MISTA KE 3)   INEVITABLE ACCIDENT                                         4)   ACT OF GOD 5)   PRIVATE DEFENCE     . 6)   NECESSITY 7)   STATUTORY CONTRACT| TORT| 2 sides/ parties| Maybe More than 2parties| Written/Unwritten| No written aggreement required| Remedy: Damages| Remedy: Damages| Duty: Contractual Duty| Duty: Duty of Care|COMPANY,PARTNERSHIP & SOLE PROPRIETOR SOLE PROPRIETOR †¢Ã‚         SOLE PROPRIETOR-ENTERPRISE †¢Ã‚         REGISTRATION-LOW FEES †¢Ã‚         EASY TO OPERATE †¢Ã‚         MOST COMMON †¢Ã‚         BUSINESS/INDIVIDUAL/ENTERPRISE= SAME ENTITY †¢Ã‚         RESOURCES:OWN/FRIENDS/FAMILY †¢Ã‚         1 MAN SHOW †¢Ã‚         FAST ON DECISION-START/CEASE †¢Ã‚         OPERATE FROM HOME/NO OFFICE PARTNERSHIP †¢Ã‚         PARTNERSHIP-TEAM UP;RESOURCES-TANGIBLE/INTANGIBLE †¢Ã‚         BIGGER SCALE †¢Ã‚         RESOURCES-TANGIBLE/INTANGIBLE †¢Ã‚         POPULAR AMONG PROFESSIONALS †¢Ã‚         LIABILITY/PROFIT SHARED          PARTNERSHIP- NO AGREEMENT-PRESUMPTION=EQUALLY LIABLE †¢Ã‚         PARTNERSHIP-WITH AGREEMENT-ACCORDING TO AGREEMENT †¢Ã‚         PARTNER ACTING ON BEHALF OF PARTNERSHIP-BINDING †¢Ã‚         PERSONAL ASSET=LIABLE COMPANY †¢Ã‚         COMPANY-SEPARATE ENTITY †¢Ã‚         RESOURCES-CAPITAL-PAID UP/AUTHORISED †¢Ã‚         DOCUMENTATIONS:MEMORANDUM/ARTICLE †¢Ã‚         REGISTERED OFFICE †¢Ã‚         COSTLY †¢Ã‚         COMPANY SECRETARY †¢Ã‚         RESOLUTIONS-LOANS? FINANCING? †¢Ã‚         PERSONAL ASSET/COMPANY ASSET †¢Ã‚         AUDITED /ANNUAL MEETING INTELLECTUAL PROPERTY * REAL PRORERTY- Building/chattels/land/house=tangible PERSONAL PROPERTY-Jewelleries,laptops,handphones/cars=tangible * INTELLECTUAL PROPERTY-the intangible product of one person’s work by hand/brain against unauthorized use or exploitation by another ? Berne Copyright Convention 1886:135  countries PROTECTION-INTELLECTUAL PROPERTY:e. g. to be protected ?  PATENT ?  TRADEMARK ?  INDUSTRIAL DESIGN ?  CONFIDENTIAL INFORMATI ON ?  TRADE SECRET ?  COPYRIGHT ?  GEOGRAPHICAL INDICATOR ?  INTERGRATED CIRCUIT ?  INDUSTRIAL  DESIGN Section 7 of the Act, Copyright Act includes: ?  literary works ?  musical works ?  artistic works ?  films ?  sound recordings   broadcasts PRE REQUISITE FOR PROTECTION: †¢Ã‚      Sec 7 (3)      ORIGINAL/GENUINE †¢Ã‚      Sec 8 (3)       MATERIAL FORM †¢Ã‚      Sec 17           DURATION:  50 YRS AFTER DEATH MULTIMEDIA LAW Technology * â€Å"A body of knowledge used to create tools, develop skills & extract or collect materials†* â€Å"An evolution of idea†* â€Å"Impacting the world-creating new wealth, reshaping economy & social policy†General-New  Media * Email * Social network * Video conference * Digitalisation -Nothing can replace face t o face communication -Cost effective-travel/ accessible large group -New skills required Same effect-â€Å"on line†& â€Å"off line†-Virtual -No barrier Privacy ‘The right to be left alone’ Tresspass to:- * Personal Data-biological/genetics : DNA /banks * Freedom-human rights * Privacy-private life Remedy ?         Federal Constitution ?         Civil Proceedings ?         Penal Code ?         Personal Data Protection Act ?         Communication & Multimedia Act Malaysian Regulatory  Body â€Å"Suruhanjaya Komunikasi Multimedia†-THE AUTHORITY e. g. All cellular phone accounts need to be registered JURISDICTION: –          Post/courier –          Energy –          Telecoms –          Digital certification authorities
Thursday, August 29, 2019
‘Looking for Alaska’ by John Green Essay
‘Looking for Alaska’, John Green’s Debut novel was published in 2005.The novel is about a group of lost, but additionally very intelligent teenagers, who attend Culver Creek Boarding School for their first junior year. They are on the contrary to shallow, more or less precise opposite; Alaska Young, Miles Halter and Chip Martin’s thought are as deep as the Mariana trench. Their complicated way of looking at life, thirst for an adventure, seeking simplicity and comprehension in an intricate world will eventually end up hurting them. â€Å"If people were rain, I was drizzle and she was a hurricane†was Miles imagery of Alaska after her tragic death. Even though the novel is written via Miles perspective the entire structure of the story revolves around Alaska’s death. This is from one hundred and thirty six days before, where we see Miles as a dull, anti-social geek; to one hundred and thirty six days after where we see Miles as ‘Pudgeâ₠¬â„¢, a well developed man with friends, who smoked cigarettes and drank wine. Even before the actual death occurs, death is a recurring theme, from Alaska’s mother’s death to Miles trying to find out what happens to oneself upon dying. Miles is obsessed with peoples last words; dying words. The very actual thought of last words completely fascinates him. Alaska is a character in this book who is completely associated with death. It has played an important role in her life and will play an important role in the lives of the characters lives after her life is brought to an abrupt end. It makes the characters rediscover so much more about about themselves. We become acquainted with the characters through their actions and conversations. Alaska Young behaves in a most reckless manner.is such an interesting, beautiful, enigmatic individual, nevertheless so self-destructive. Just two days before she is gone forever, the boys learn that they hardly knew the girl they love so fervently (during ‘Barn Night’). January 9th, 1997 was the turning point in Alaska’s life. She was barley eight years old but witnessed her mother’s death, sitting by her side and watching the life draining out of her. Alaska never called the ambulance or made an attempt to save her mother. This had ruined her. Eight year old Alaska drowned he rself in guilt. Her extreme unpredictalbililty and spontaneity was most likely an effect of ‘ failing her mother’. She had her moment and didn’t take it. This effected the way she handled spontaneous situations in the future. Alaska would never think twice about her actions or reflect the possible consequences. This eventually gets her killed. In the final religion exam, the students have to pick what they think is the most important question human beings must answer, and examine how Buddhism, Islam and Christianity (three world religions) attempt to answer it. Miles chooses to examine the question ‘What will happen to us when we die?’. Miles will never find the answer until he experiences it, but chooses to settle with a fact from science class; energy is never created and never destroyed. In religion the soul flies to heaven and peoples beliefs give them answers to everything. Alaska on the other hand isn’t a believer; the question related to her mother’s death drives her crazy. Among a variety of metaphors, the imagery of the labyrinth is a main throughout the novel. â€Å"How will I ever get out of t he labyrinth of suffering?†. Alaska dwindles into the boundless depths of this question. Is the labyrinth living or dying-the world on the end of it? The labyrinth answers the endless anwerless questions life brings. In this novel, Alaska is the labyrinth; she traps herself in an evil circle of answerless questions that force her deeper into the depths of sufferings. She cannot free herself from herself. The novel’s message is philosophical. it is about looking past a list of answerless questions in life, and not fold yourself into self-destruct. If Alaska killed herself, it was out of hopelessness. People kill themselves because it seems the only way out of the labyrinth of suffering; the flame of hope they carry is extinguished. But it never is as Green concludes. Alaska Young was to deep in the enigma of frustration over her answerless questions and guilt. There are many instances where Miles tries to figure out how Alaska’s death occurred, why it happened, what really are about, and Alaska Young’s last words. Death plays an important part in life, although many people fail to see it. It is a subject most people avoid talking about, as the thought itself scares them, but it is important to face death and be aware that it can touch anyone in anyway close to you. The book uses death as an aspect to show the readers that death is something inevitable, but we can never become ready for it.
Human Trafficking Coursework Example | Topics and Well Written Essays - 500 words
Human Trafficking - Coursework Example People from third world countries are made to believe that there are a lot of employment opportunities in developed countries. They see it as a chance to live the dream. There are other pull factors that have led to human trafficking. They include; demand for workers and the possibility of living better lives. People have been made to believe that better opportunities can be found abroad and in large cities. The above factors explain why human trafficking has been on the rise since 1980 (Shelley, 2010) . Globalization, rise of illicit trade and the existence of a free market has also contributed to the rise of trafficking. Due to globalization, people and goods can be transported easily. The world has become a global village and even the most remote part of the world is now part of the global village. Developed countries have put in place tough measures that aim of phasing out the problem of illegal immigrants and human trafficking. Human traffickers use various methods to lure their victims. They target poor people from third world countries by posting advertisements and billboards that advertise various high paying jobs in developed countries with good pay. They are encouraged to apply for such positions. Once the unsuspecting people apply for the jobs, they are informed that the company would take them abroad only if they pay around $4000 to cover for plane tickets and other expenses that the company is likely to incur. However, most people from third world countries cannot be able to raise such a huge amount. The company offers to pay the amount for the people who are interested on condition that they would pay the amount from their earnings once they reach the foreign country. This deal is too sweet, and many people end up falling for the trap. Once the plane lands in a foreign country, the people are not taken to the jobs they were promised. Many are taken to brothels,
Wednesday, August 28, 2019
J.P Morgan and the Rise of Business Research Paper
J.P Morgan and the Rise of Business - Research Paper Example Discussion J.P. Morgan was born in 1837 in Hartford Connecticut to Junius Morgan and Juliet Pierpont. Being the only son among four other siblings made him to be more entrenched in the family business. He was to gain invaluable experience from working at George and Peabody Company, a firm in which his father had entered a partnership. Upon his return from New York, he became involved in working for the Duncan Sherman and Company from which he gradually rose in the ranks. Morgan established the J.P. Morgan & Company in 1861 which was to be the subsidiary of his father’s J.S. Morgan. J.P. Morgan made a name for himself through many shrewd deals which involved manipulation of gold prices for a profit. Since his father did not look kindly upon such shady dealings by Morgan, he forced the company into a partnership with Charles Dabney a successful Philadelphia banker (Geisst 35-39). J.P Morgan was involved in the rapidly developing railway industry during this time from which he ma de handsome returns. By the year 1869, Morgan was in charge of Susquehanna and Albany Railroad. By 1879, Morgan had made a name for himself from the sale of stock worth twenty five million dollars in the New York Railroad through a surreptitious consortium. Morgan made a handsome return on his investment in the deal which made his name famous making his to be appointed to the board of the New York Central Railroad board of directors soon after. A series of cunning business deals culminated with the formation of the Interstate Commerce Railway Association whose main aim was to thwart competition (Kwak and Simon 78-87). The group was composed of railway tycoons who were keen on protecting their businesses from increasing competition from small holders. The practice by the Interstate Commerce Railway Association of running down competing railroads through cartel led to the enactment of the Interstate Commerce Act of 1887 which made it illegal for companies to behave in cartel like beha vior. Most of modern day American laws on cartels are based on this act of 1887 (Chernow 172-3). Morgan began to associate closely with the Union government in 1872 through his purchasing of treasury bonds and bills. The 1893 financial panic further increased the profile and stature of Morgan when he was put mandated to act as a central bank by the government. The US had no central bank system and was such in danger of collapsing due to lack of controls on the monetary system. In conjunction with European bankers with whom his father and he had acquired connections, he made a deal for the United States to get a loan of 65 million dollars from Europe. While Morgan made a lot of money from the transaction, he has been tagged as a robber baron by many critics since he declined to divulge how much he had made from the syndicate. Modern day history scholars in the field of economics acknowledge Morgan with saving the economic system of the US from imminent disintegration by his act (Morr is 69-78). Morgan has also been involved in the funding of many major American utilities companies. In 1879 Morgan was actively concerned in the giving of financial support to the research of the Edison Electric Company. Morgan is credited with the merger between Edison Electric Company and a rival to form the giant General Electric. Morgan was heavily involved in the provision of
Tuesday, August 27, 2019
Safety of pedestrians and bicycles Term Paper Example | Topics and Well Written Essays - 3500 words
Safety of pedestrians and bicycles - Term Paper Example Over the period of last 20 years, these countries have taken some major steps to ensure safety like better facilities, better urban planning and traffic education for all those who use the road, be it pedestrian, cyclist or motor driven. The implementation of road safety laws has played a key role in this statistic. Other countries may imply the very same rules and models applied in Europe to have a better safety record for the coming future where more highways and road networks will be established for all kinds of commuters (Pucher, 2000). Introduction In the modern era; where fast cars, busses and sub-ways swell our urban and sub-urban lifestyle, people still prefer simple means to travel which includes the earliest mode of travel which is â€Å"walking†and a the use of two-wheel un-powered vehicle known as the bicycle. This trend has recently increased, especially in the metro-cities due to the limitation of traveling in powered vehicles. Some of the problems include parki ng space, fuel cost and taxes. The increase in technology has made sure that a network of roads and highway is established due to the nature and speed requirements of the motorists. This very fact has made modern urban planners to think about the safety of pedestrians and cyclists traveling on the road; especially the ones which they share with high speed cars, busses and other engine driven vehicles. This report helps in understanding the very danger faced by pedestrians and the people saving fuel on bicycles. The safety precautions taken by states and other agencies involved in the welfare of people on the road, be it any mode of travel. The report gives an insight of the future of pedestrian and bicycle riders with respect to change in historical terms or accident avoidance and self education of the people using highways and roads. Trends in Walking and Cycling The 2009 National Household Travel Survey (NHTS) shows us that the trips taken on foot were around 11 percent of all the trips reported where as trips on bicycle were recorded to a bare 1 percent. This accounts for a total of 12 percent. Although these stats do not show a healthy sign, but in comparison to the stats in 2001, show n increase of 25 percent overall. The total number for commuters on foot has almost doubled from 18 billion in 1990 to 24.5 billion in 2009. A similar trend was noticed in the area of bikes, where the numbers rose from 1.7 billion to 4 billion in the same time frame. Still, the required numbers in ratio with the current population are not being met to reduce engine driven vehicle related issues on a daily basis (Clifton, 2004). The method of data collection for reaching these trends has also turned into an efficient system by replacing the old system. The use of telephone to carry out the survey was later replaced by recovering data from travel logs. The National Household Travel Survey included another key assessment for calculating the number of people walking or riding a bicycle in a prescribed time frame. The survey asked people about the number of
Monday, August 26, 2019
Research Plan Assignment Example | Topics and Well Written Essays - 1250 words
Research Plan - Assignment Example Basis for Violent Crimes Committed by Teenage Offenders Thesis Statement The statement for this thesis is to conduct research that presents why youthful offenders, aged 18 and under, commit the violent crimes they do, such as murders of old people and babies, and to determine what effective punishments will curb these crimes. The criminal justice system currently provides a certain leniency in punishments for youthful offenders in order to try and rehabilitate them, assuming they are, at a young age, not capable of making informed judgments for their actions. The impact of youthful offenders on the criminal justice system is that there are younger offenders committing more violent crimes than ever before, thus taxing the criminal court system as well. It would appear that current judgments made against young offenders, do not deter them enough so that they would move away from the environment that assists or encourages them to commit these crimes. Communities are also stressed becaus e rehabilitative services operate on limited budgets and, with an overload of cases, care and attention will also be limited. In the community itself, people are more afraid because, with youthful offenders, one cannot always protect oneself against younger criminals because laws also protect the young against abuse. Hypothesis The statement of prediction for this issue is that â€Å"if you are a younger offender, bent on violent crimes, you will not be punished the same way, or as severely, as adult offenders.†This hypothesis will examine the causes of violent crime by youthful offenders, such as poor economic circumstances, negative friendships, lack of parental supervision, and lack of educational or sports activities outside of home and school. The effects of this hypothesis will be the impact on the criminal justice system in overcrowded juvenile courts, punishments without efficient rehabilitative services, and whether criminal sentences are severe enough for violent c rimes, such as murder. An added effect is the impact on communities who are fearful of living in their homes because of these crimes, who will also take more advanced measures to protect their own, if the police cannot be relied on. Accordingly, the variables will be: causes-poor economic background, negative friends, no adult supervision, no outside activities, and for effects: overcrowded justice systems, inadequate rehabilitative services, too lenient sentences, and fearful communities. Measurement and Analysis Study Design – The study design is a quantitative literature review of cases and research studies, utilizing secondary data for descriptive analysis. The data searched for will be found in research studies, criminology reports and government databases. The data, reflecting the variables listed in the hypothesis, will be used in creating a new analysis of the problem which can identify solutions, based on results. All research studies and cases will be no older than 10 years. Sample – The sample will consist of youthful offenders from age 18 and under, found in secondary literature research. The review will also include, wherever possible, the judge’s decision in these case studies, and why the judge gave the decision for the offender. The descriptive in summary analysis will include gender, age, education, and head of household, i.e. mother or father, or both. The variables will be those listed in the hyp
Sunday, August 25, 2019
Operation management Assignment Example | Topics and Well Written Essays - 500 words
Operation management - Assignment Example The New Zealand Blood Services has first established a data where they have the locations of all the blood donors and therefore whenever blood is needed, the donors are contacted immediately. The donors list is also regularly updated and this means that they only have the blood donors who are allowed to donate blood. After the process of identification and donation, comes the most critical part which is donation of blood. Blood donation is critical and the goods involved which is blood is normally a precious and urgent commodity hence they source for the most available and fastest means that will allow the blood recipient get their blood. Due care is also needed here such as ensuring that the blood is placed at room temperatures. The blood is then processed and split into the platelets, the red blood cells and the white blood cells which boost efficiency. After this the product is then distributed to all the areas that may need the blood and later it is kept for storage. Inventory of the blood is also taken. Whenever blood is needed, there is normally real time communication between the delivery team as well as those who need it which ensures delivery. The Fast Food business in India is also another example of supply chain that despite not being well organized, has managed to ensure that there is always delivery of the products to the consumer. The system ensures in time product delivery as well as strict measures to ensure that the consumers get what they wanted. The food is normally prepared and put into tins and then delivery men are set to work to ensure that the food reaches the consumers in time. In addition, the food is well labeled to ensure that the food reaches the customer is the right one. Various means of delivery are used ranging from use of rickshaw, trains, and bicycles to the use of bodies to carry the food to the end consumer. In both cases there are various
Saturday, August 24, 2019
Studying abroad Essay Example | Topics and Well Written Essays - 500 words - 1
Studying abroad - Essay Example Problems encountered by international students should be given attention and solutions to help foreigners cope with their new environment and perform well in their studies. This paper will discuss some of these problems such as homesickness and the multi-cultural experiences of international students. Perhaps the most common complaint among foreign students is homesickness. Studies show that â€Å"students in America experience homesickness due to culture shock†(Harrison and Brower). The culture in America is definitely different from most foreign students especially those coming from eastern countries. It is not just the language that is different but the divergences in food, clothing, customs and practices are also quite astonishing to foreign students. This makes them long for familiar environments and people they have been used to. From the studies of Harrison and Brower, this separation anxiety has a strong correlation to psychological hardiness- â€Å"a personality variable that seemingly impact students’ adjustment to their often challenging and bewildering host cultures†(Harrison and Bower). The research of the shows that those who are able to adjust and actively involve themselves in whatever challenges individuals are faced with, experience less h omesickness. In addition, those who are able to act strong and able in their new environment are less stressed and therefore are able to cope with the demands of their host culture. Those who are resilient to changes are also found to be stronger in times of emotional and psychological troubles among foreign students. In contrast to the negative effect of foreign studies, there is also a great advantage especially with those who have strong psychological hardiness and are open to challenging experiences. According to Christine Lee, David Therriault and Tracy Linderholm, â€Å"multicultural experiences such as studying abroad are quantitatively and qualitatively
Friday, August 23, 2019
Arab World Essay Example | Topics and Well Written Essays - 500 words
Arab World - Essay Example an, Palestine and Syria, Maghreb that is composed of part of Egypt, Morocco, Tunisia, Algeria, and Libya, and the Arabian Peninsula that is composed of Oman, Yemen, Bahrain, Qatar, Saudi Arabia, Iraq, and Kuwait (Yafi, 2012, pg. 18). These regions have differences in terms of economy, culture, political systems, timing, people, and the history. This paper defines the differences in the Arab World regions in terms of political systems, economy, and education after the Arab Spring. The political system is one of the major differences in these regions. The political boundaries of the Arab Peninsula is comprised of Bahrain, Kuwait, Qatar, Saudi Arabia, Yemen, and the United Arab Emirates. The vast region of the Arab Peninsula is covered by the Saudi Arabia. The majority of this population also comes from Saudi Arabia. The six countries from the Arab Peninsula have formed the Gulf Cooperation Council that oversees the running and maintenance of a political unity in these countries (Yafi, 2012, pg. 23). The six countries are Qatar, Bahrain, Saudi Arabia, Kuwait, Oman, and the United Arab Emirates. Most of these countries are monarchies except Bahrain, and Yemen. The Maghreb is made up of various modern territories. These include Algeria, Libya, Morocco, Tunisia, and Mauritania. The formation of the Maghreb is linked to the need to promote co-operation both economically and politically the region through Muammar Gadhafi. The countries are republics except Morocco w hich is a monarchy. The Mashriq region is composed of countries that are on the Eastern side of Egypt. It composes countries such as Egypt, Palestine, Lebanon, Syria, and Jordan. Jordan is the only country that remains as a monarchy while the other countries are republics (Yafi, 2012, pg. 13). In terms of education, the regions have experienced issues that relate to the education of women. The literacy levels of the youths is higher in these countries compared to the adult literacy levels. The Arab Peninsula
Thursday, August 22, 2019
Assessment in the Classroom Essay Example for Free
Assessment in the Classroom Essay Assessment plays a crucial role in the education system as it is a process of evaluating or appraising a piece of work in order to determine where a child is at, and what further teaching needs to be delivered. It is about making a judgment and identifying strengths and weaknesses. As assessment involves making a judgment it will almost inevitably include an element of subjectivity by the assessor. However, we should strive to make assessment as objective, fair, reliable and relevant as possible, (Darr, 2005a 2005b). Assessment of writing needs to focus on particular aspects, as set out in the success criteria, and needs to address the writing itself rather than the author, (Smith Elley, 1997). We assess for different purposes, some of which include motivation to learn, creating learning opportunities, to give feedback to both students and staff, to grade, and as a quality assurance mechanism for both internal and external purposes. Assessment can be defined in two categories; being formative assessment and summative assessment. Formative assessment is a range of formal and informal assessment procedures used by teachers during the learning process that help them to modify teaching and learning activities to order improve student achievement. This typically involves quality feedback rather than grades, and focuses on the details of content and performance. Summative assessment determines the achievement of learners at a particular time and is usually delivered at the end of a unit of work. A test may be given that aims to summarize learning up to that point. The results of this test may also be used to identify any weaknesses and then build on that using formative assessment, (Clarke, Timperley Hattie, 2003). One form of assessment that is commonly used in classrooms today is the use of a rubric or checklist. Rubrics can be holistic or analytical, general or task specific. Analytical rubrics identify and assess components of a finished product, whereas holistic rubrics assess student work as a whole. Rubrics allow teachers to be more objective in grading complex student performances. Rubrics also help students understand more clearly just what is expected of them in an assignment or activity. Rubrics give a reference point and language for raising expectations. Rubrics are a formative type of assessment because they become an ongoing part of the whole teaching and learning process. Students themselves should be involved in the design of such rubrics, and in the assessment process through both peer and self-assessment. This involvement empowers the students and as a result, their learning becomes more focused and self-directed. Many experts believe that rubrics improve students end products and therefore increase learning. When teachers evaluate papers or projects, they know implicitly what makes a good final product and why. When students receive rubrics beforehand, they understand how they will be evaluated and can prepare accordingly. Rubrics can also help students become better judges of the quality of their own work and can help the assessment to be more objective and consistent by forcing the teacher to clarify their criteria in specific terms. Rubrics provide useful feedback to the teacher regarding the effectiveness of the instruction, and also provide students with more informative feedback about their strengths and areas in need of improvement. If set out correctly, rubrics are easy to explain and follow. Arter and McTighe (2000) recommend holistic rubrics for simple products or performances, particularly ones with only one important criterion to assess. They also note that holistic rubrics are useful for â€Å"getting a quick snapshot of overall quality or achievement†No detailed analysis of the strengths and weaknesses of a product or performance. So, they’re not as useful diagnostically to help plan instruction. Nor do they provide students with detailed feedback to guide their improvement†(Arter McTighe, 2000, p. 21). Some teachers suggest that it is more difficult to construct analytical rubrics for all tasks. Creating the rubric, they may find the task of developing, testing, evaluating, and updating time consuming. Often teachers find it difficult to ascertain the correct set of criteria to define performance expectations, and using the correct language to express expectations can often be difficult. There can also be lower consistency amongst different teachers as they have different ideas about what constitutes acceptable criteria. The extra detail in the analytical rubric will help multiple grades emphasize the same criteria. As there is less detail to analyse in the holistic rubric, younger students may be able to integrate it into their schema better than the analytical rubric. Rubrics can also restrict the students thinking in that they may complete the assignment strictly to the rubric instead of taking the initiative to explore their learning. Also if the criteria that is in the rubric is too complex, students may feel overwhelmed with the assignment. Rubrics can provide both formative and summative information if used in the appropriate settings and manner. The ARBs, or Assessment Resource Banks are another form of assessment that is widely used in New Zealand Schools. Teaching and learning need to be an interactive journey between both the student and the teacher. Teachers need to know about their students’ progress and any difficulties they have so that they may adapt their teaching programme accordingly. These needs are often unpredictable and vary from one student to the next; therefore a variety of assessment procedures need to be used within the classroom environment in order to determine and meet the needs of all students, (Black and William, 1998). REFERENCES Arter, J. McTighe, J. (2000). Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance. Thousand Oaks, California: Corwin Press. Black, P. William, D. (1998b). Inside the black box: raising standards through classroom assessment. London: King’s College School of Education. Clarke, S. , Timperley, H. , Hattie, J. (2003). Unlocking Formative Assessment: Practical strategies for enhancing student’s learning in the primary and intermediate classroom. (1st NZ ed. ). New Zealand: Hodder Education. Darr, C. (2005a). A Hitchhiker’s guide to validity. Set: Research Information for Teachers, 2, 55-56. Darr, C. (2005b). A Hitchhiker’s guide to reliability. Set: Research Information for Teachers, 3, 59-60. Smith, J. , Elley, W. (1997). How children learn to write, (pp. 126-138). New Zealand: Addison Wesley Longman.
Wednesday, August 21, 2019
Definition of Groupthink. Retrieved from Essay Example for Free
Definition of Groupthink. Retrieved from Essay I have always had a different idea of what groupthink really means, to me I thought of it as a bad idea from someone amongst a group of people that had not been voiced seemingly because the person having this thought lacks confidence or backing. More like trying to proof to your business partners that an idea of using an outdated tactic to target a young crowd is not the best idea In its own definition Wikipedia(2013) describes groupthink as a psychological phenomenon that occurs within a group of people, in which the desire for harmony or conformity in the group results in an incorrect or deviant decision- making outcome, whereas it can also be viewed as the practice of thinking or making decisions as a group in a way that discourages creativity or individual responsibility. All different versions of what it is but also giving a detailed well round idea and description. Good examples of groupthink situations as studied by Janis in the book â€Å"fiascoes†are such as the United States government failure to anticipate the Pearl Harbor attacks, the Bay of Pigs invasion, the escalation of Vietnam War, and the ill-fated hostage rescue in Iran (Janis,1972) Some recent past examples of groupthink would be in the hastened decision making of the Bush administration and Congress to pursue an invasion of Iraq based on a policy of â€Å"preemptive use of military force against terrorists and rogue nations.†It is definitely an undeniable fact that groupthink has been a large part of decision making in the United States government for a long time. As we speak, arguably the best current example of groupthink that the American government is facing is the Obama Care. This is so because some might see it as a majority of democrat leaders refusing to see or identify with different ideas that are outside theirs, thus leading to what psychologist consider as a mental deficiency commonly known as groupthink. â€Å"Groups affected by groupthink ignore alternatives and tend to take irrational actions that dehumanize other groups†(Janis, 1972). I found it rather interesting reading the article by the net advisor to bring out reasons as to why the Obama care was created under the influence of groupthink. The net advisor article reads â€Å"the patient protection and affordable care act or â€Å"Obama Care†was passed by majority of the then Democratic House. The house leadership under Nancy Pelosi (D-CA) refused to allow the US senate of any party to even consider debating, let alone voting on Obama care. The house by passed the entire U.S. senate by using a controversial self-executing rule or â€Å"deem and pass†procedure then quickly sent it to president Obama to sign†(Net advisor). This brings out the question, what if the Democratic Party had not made such an irrational decision to pass the Obama Care, would it have made any difference in the case of the government shutdown. Since the main reason that led to most of the republican members to oppose raising the debt ceiling that would have prevented the government from shutting down was primarily a disagreement in the Obama care. This is arguable in both sides since the republican party might also have made a groupthink decision to prevent the Obama care under any circumstances, leading to a government shutdown that has dented the government debt even more, ironically an issue that they (republican party) are trying to avoid with the Obama care. The united states is established in two well defined parties and many are the times that the conflicting views from each party, makes it harder to make any decisions or view the others opinion. Hopefully in the future the decisions from our leaders can be viewed in a more universal dimension, thus the administrators of our president can challenge each other to eliminate groupthink. References Janis, I (1972, Victims of groupthink (1st edition ed) retrieved from http:// leadership theory 3450.blogspot.com Obama care is an example of Groupthink gone wrong. Retrieved from http://netadvisor.org/2013/09/26. Definition of Groupthink. Retrieved from http://en.wikipedia.org/wiki/Groupthink
Run Time Adaptation of Service Feedback Control
Run Time Adaptation of Service Feedback Control Runtime Adaptation of Service With Feedback Control Self Optimization T.Priyaradhikadevi, R.Anandhi Abstract In a composite service which needs to be in uncertain and changing optimized environment which have service selection along with runtime adaptation. For maximum satisfaction for stakeholders quality and requirement needs for adapting composite services which responds to various environments. Service selection and business process for quality preference that made statistics during their design time. The proposed requirements driven self optimizing approach of such composite services measures its quality of service. The estimation of business tunes he preference for ranking the feedbacks detecting unexpected triggering of business values self optimization process. Process level configuration for modelling the configuration according to its mapping service level decision selections optimized and tuned for its quality of service. In our proposed model the process level preference based configuration of requirements ranks according to its goal configurations. The experimental study is use d to evaluate the proposed approach results indicating the new approach outperforms both fixed weighted and floating weighted service selecting approaches with respect to earning business value and adapting the flexibility. Keywords: Quality of service, self optimization, earning business value, service selection. 1. Introduction Architecture for service has emerging value of development and integration of business applications. In a service oriented system for development focusing the shifted customary application for designing the business process which selects and compose services for new business applications. Web services organizing integration for business process language used widely for specifying the business process for composite service rather than integration between composite services along with external web services. Functional requirement for business logic concerns with composite services should fulfil all the non functional concern for requiring quality of services. Composition of services that have uncertain and changing optimal configuration of business process which selects services that reflects decisions taken during design time. The reflected designs for self optimized service have some adapting runtime composite services in better way for meeting their overall quality of service requirement. Addressing the problems regarding composite services during their runtime adaptation for various service selection of different composition of approaches which is recently proposed with configuration of statistics business process. The set of abstract services have global approach towards its hybrid heuristics that have dynamic optimization of selected binding using their concrete services with each abstract service. Maximizing the usage of user objective is to satisfy the quality of service constraints which has user satisfaction which can have utility function for multiple weight assignment for criteria based on quality of service. Static decision approach based on various different preferences given for quality and business process made for design time which has weights for quality of service structures the business process used for selecting the service and compositions determines the design time which is static during runtime. During runtime these unchanged decisions used to make composite service which runs according to suboptimal manner. The betterment for optimization for entire stakeholder satisfying requirements with quality trade needed for adapting response to changing environment for system. High preference order process service for preventing risks requires the large amount for time and resource allocation for processing credit verifying the additional process. The response time for users is so long and they have to wait very patiently for their task to be accomplished. The process variability for activities having optional and alternate sub processes which often have various alternative business goal for quality of service requirements. Flexible accommodation of preference with different usage for quality of service requirements has taken risk for prevention of order processing. The order reconfiguration process skips temporary credit verification for improving the response time. The motivational service analyse the needed for required self optimizing composite services for dynamic quality services. The business value creation for adoption of stakeholders designing time that has runtime value based software engineering principles and practicing them. The emphasis is on incorporation of business values achieves the feedback controlling system. The self optimizing service technique for composite services that accounts for achieving business values which can be measured by transactions committed successfully. 2. Selection and composition for service The requirement driven value based idea for motivation for self optimizing approach for proposing the characteristics for composition of service have dynamic tradeoffs quality and support. The combination of runtime process for configuring the service that can have selection for various process requirements can provide them with resources. The values for business earned the reflection for runtime environment that satisfies the requirements of stake holders. Quality attributes measures and estimates earned business values having predefined value for our approach having dynamic quality tuning the rank preferences for different quality attributes that have control over feedbacks. The violation of business value ensures the detection of optimized preference rank process attributes systematically. The requirement configuration model based on preferences according to the quality of service requirement changes over the uncertain environment. The composite services always cannot run with optimal static configuration for business process along with selection of services. The existing stakeholders who are unsatisfied with the requirement driven approach has to be failed for selection of service and their composition which can have challenging problems. This can have many disadvantages for making business processes adaptable for runtime environment. The exponential for complexity in timing concerns. They do not have any satisfaction need with stakeholders responsibility. The static quality tradeoffs support the stakeholder for exponential time complexity. Overcoming the short comes of approaches propose the modelling of multi dimension problem have multiple choice having multiple constraints for optimal problems regarding path which leads to efficiency for heuristics. Hybrid approaches that finds nearest optimal solutions for end to end quality of service constraints that have local and global approaches. Figure.1 requirement driven and goal configuration based on value indicator. 3. Dynamic self optimization constraints All the hybrid approach for starting decompose which have end to end quality of service constraints that have local quality of service which can perform local selections. The approach that allows the quality of service weights for dynamic tuning that reflects dynamic quality tradeoffs uses the feedback controlling mechanism for achieving the runtime process adaptation for dynamic weaving for process. For motivating the dynamic quality for tradeoffs that can conduct maximized qualifiers for overall satisfaction for stakeholder requirements. Achieving the self optimization for composite services in which our proposed approach continuously seeks opportunities for improvising the earned business values. They can have maximized user satisfaction which can as well meet its quality of service requirements. The user satisfaction which can usually express the utility function for weighing various qualities of service criteria will be well fixed weight assignment of each quality of service criteria. The dynamically planned adaption service based on runtime requirement models for dynamic self optimization. For achieving the self optimization for overall composite services that maximizes the value propositions for multiple kinds of stakeholders. For optimizing the customer details should be entered in customer registry and once if the details are entered and submitted then they will be stored in database of stakeholders. They can be accessed using username and passwords which can also be used for updating and editing for details entered and stored. The customers should select their required product in self driven optimizing approach they can use the category or product name. If the product is available then they should choose the option for payment. Whether they should pay using credit or debit card. They also help in suggesting the alternate products which are not available in stock. After this process the bank transaction details of the customer should be rendered and they provide the feedbacks about their services. The approach for formulating the value for validating main threats which can capture the changes along with change of business strategies emphasize the guidance for online analytical processing. The large amount of business data can have composite service over the online analytical processing which can provide predictive analysis for validation and mapping of business processes. Dynamic runtime processing for business configuring the rare address faces different challenges according to their stake holder requirements. Self adaptive requirements based on system increasingly run under poor environment. The goal oriented requirements for widely used methods used in olden days. They are modelled and the intentions used for capturing and satisfying the requirements between the agents for exploring the alternate ways. Variable system used for processing runtime goals can be configured processes with regular credit verification such as checking the purchase and ordered things list the total number of products ordered and quality verification along with credit details verification. The evaluation and effectiveness for composite service approach having applications over real time applications required for evaluation of feasible that can guarantee the self improvement. The earned business values can be better or worse for depending on factors specifying the applications for number of process variations. There are different single and double approaches for hard perspectives for competitive selections during runtime. They are not superior or inferior static single approach which can totally have optimization for business values which is really harder. The composite service can optimally design strategies for new service optimization failure with new process configuration. 4. Conclusion In our proposed approach of requirement driven self optimizing approach we can combine the composite service for having process reconfiguration of high level and low level selection of service based on flexible adaptations. Then it supports dynamic quality tradeoffs for reflection of changing environments employs feedback controller that tunes the preference ranks for relevancy of attributes regarding quality. The earned business value having objective that can be triggered using self optimization techniques can be self optimized. The value formula for stakeholder requirements defines current business strategies for order processing service focuses directly on profits obtained from successful experience and feedback systems. The services for processing orders that have fixed weights and having flexibility demonstrate the performance adaptation for acceptable overhead for process reconfiguration which can select service accordingly. The integration rendered has to be variable with adv ancement of flexible mechanisms that can be achieved more flexible process variability having definitions and adaptations which validates their feasibility. References [1] V. Cardellini, E. Casalicchio, V. Grassi, F. Lo Presti, and R. Mirandola, â€Å"QoS-driven runtime adaptation of service oriented architectures,†in Proc. 7th Joint Meeting of the European Software Eng. Conf. and the ACM SIGSOFT Symp. Foundations of Software Eng., 2009, pp. 131–140. [2] OASIS. (2007, April) Web services business process execution language, v-2.0. [Online]. Available: http://docs.oasis-open.org/wsbpel/2.0/wsbpel-v2.0.pdf [3] E. Di Nitto, C. Ghezzi, A. Metzger, M. Papazoglou, and K. Pohl, â€Å"A journey to highly dynamic, self-adaptive servicebased applications,†Autom. Softw. Eng., vol. 15, no. 3-4, pp. 313–341, 2008. [4] L. Zeng, B. Benatallah, A. H.H. Ngu, M. Dumas, J. Kalagnanam, and H. Chang, â€Å"Qos-aware middleware for web services composition,†IEEE Trans. Softw. Eng., vol. 30, no. 5, pp. 311–327, 2004. [5] Y. Liu, A.H. Ngu, and L. Zeng, â€Å"QoS computation and policing in dynamic Web service selection,†in Proc. 13th Int’l Conf. World Wide Web Alternate Track Papers and Posters, 2004, pp. 66–73. [6] D.A. Menasc ´e and V.K. Dubey, â€Å"Utility-based QoS brokering in service oriented architectures,†in Proc. IEEE Int’l Conf. Web Service, 2007, pp. 422–430. [7] L. Zeng, B. Benatallah, M. Dumas, J. Kalagnanam, and Q.Z. Sheng, â€Å"Quality driven Web services composition,†in Proc. 12th Int’l Conf. World Wide Web, 2003, pp. 411–421. [8] D. Ardagna and B. Pernici, â€Å"Adaptive service composition in flexible processes,†IEEE Trans. Softw. Eng., vol. 33, no. 6, pp. 369–384, 2007. [9] T. Yu, Y. Zhang, and K.J. Lin, â€Å"Efficient algorithms for web services selection with end-to-end qos constraints,†ACM Trans. Web, vol. 1, no. 1, 2007. [10] M. Alrifai and T. Risse, â€Å"Combining global optimization with local selection for efficient QoS-aware service composition,†in Proc. 18th Int’l Conf. World Wide Web, 2009, pp. 881–890. [11] S.X. Sun and J. Zhao, â€Å"A decomposition-based approach for service composition with global QoS guarantees,†Inf. Sci., vol. 199, pp. 138–153, 2012. R. Anandhi has finished her B.Tech (IT) and at present she is pursuing M.E. (CSE) in Mailam Engineering College, Villupuram, Tamil Nadu, India. Her research interests lies in the areas of Mobile Computing, Data Mining, Cloud Computing and Software Engineering. T.Priyaradhikadevi has completed her M.Tech (IT) and now pursuing her Phd. Currently she is Head Of the department in Computer Science and Engineering at Mailam Engineering college,Villupuram , Tamil Nadu, India. She has attended many national and international conferences in several colleges. She organized many technical symposiums, workshops and seminars.
Tuesday, August 20, 2019
Information and Electronic Commerce :: Internet Net World Wide Web Media
Information and Electronic Commerce The communication revolution, industrial revolution and now the electronic revolution have all made life easier for us. Electronic commerce is a small ingredient that has helped this electronic revolution get started, but does it really accommodate the entire population? Electronic commerce itself has had a major impact here in the U.S. with both its people and its economy. It has made us look at trading in a different way, besides traditional trading of concrete materials, "[it involves world trade] of entertainment, information services, technical information†¦ now accounting well over $40 billion of U.S. exports alone" (Framework, pg. 3). E-commerce makes transferring information fast, easy, and cheap, but it also has its downfalls, and not everyone can be satisfied. Personal privacy is now becoming obsolete, small businesses can now be managed by one person leading to the loss of potential jobs, and countries that are not as technologically advanced miss out in all the actio n. "Unfortunately, collection, re-use, and instantaneous transmission of information-can, if not managed carefully, diminish personal privacy" (Framework, pg. 16). E-commerce is a business itself that lets us know more information about the providers, consumers, and people in general. This could be a great if you have a business and want everyone to know who you are and what you sell. Others can, however, take your information and use it for the wrong purpose, invading your privacy and exposing it. A great example is essays over the Internet. Other people take these and sell them to other students. This invades your property and does not help anyone. The student who wrote it probably did not see any of the money and the student who bought a copy did not learn about the subject. However, if you still want to market yourself electronically, you will have to sacrifice your privacy in one way or another. E-commerce has helped small businesses to flourish. "Approximately 85% of existing businesses are categorized as small businesses, and approximately 85% of these are owned and operated by a single individual" (Electronic, pg. 120). This can ultimately lead to a loss of potential jobs. E-commerce facilitates business transactions so much that you no longer need a lot of people doing other work for you. Before a single individual could not handle a business, they would have to hire someone else to do different tasks. Now a single individual can make all the money, and all the others have lost a job.
Monday, August 19, 2019
Essay --
Why Mt. Lassen is what it is today Lassen Peak, also known as Mount Lassen, is the southernmost active volcano in the Cascade Range. It is part of the Cascade Volcanic Arc which is an arc that covers southwestern British Columbia to northern California. Located in the Shasta Cascade region of Northern California, Lassen rises 2,000 meters above the surrounding terrain and has a volume of 0.5 cubic miles, making it one of the largest lava domes on Earth. It was created on the destroyed northeastern side of now gone Mount Tehama, a stratovolcano that was at least 1,000 feet higher than Lassen Peak. Lassen Peak was named in honor of the Danish blacksmith Peter Lassen, who guided immigrants past this peak to the Sacramento Valley during the 1830s. His trail never found global long-term use because it was considered unsafe. This trail was replaced by the Nobles Emigrant Trail, named for the guide, William Nobles. In 1864, Helen Tanner Brodt became the first woman to reach the summit of Lassen Peak. A tarn lake on Lassen Peak was named "Lake Helen" in her honor. In the 1914 to 1921 time zone, Lassen Peak emerged from inactivity with a series of steam explosions, dacite lava flows, and volcanic mud flows. There were 200 to 400 volcanic eruptions during this period of activity. Because of the eruptive activity and the area's brilliant volcanic beauty, Lassen Peak, Cinder Cone and the area surrounding were designated as the Lassen Volcanic National Park on August 9, 1916. Mt. Lassen eruptions On May 22, 1915, an explosive eruption at Lassen Peak devastated nearby areas and rained volcanic ash farther 200 miles to the east! This explosion was the most powerful in a series of eruptions from 1914 through 1917. ... ...e than 30 volcanoes that have erupted over the past 300,000 years in the Lassen Peak volcanic area. 6. Lassen Peak has the highest known winter snowfall amounts in California. There is an average annual snowfall of 660 in, and in some years, more than 1,000 inches of snowfall at its base altitude of 8,250 feet at Lake Helen. 7. The Mount Lassen area receives more precipitation than anywhere in the Cascade Range south of the Three Sisters volcanoes in Oregon. 8. The heavy annual snowfall on Lassen Peak creates fourteen permanent patches of snow on and around the mountain top, despite Lassen's rather modest elevation, but no glaciers. 9. Lightning has been known to strike the summit of the volcano frequently during summer thunderstorms. 10. Lassen Peak and Mount St. Helens are the only two volcanoes in the contiguous United States to erupt during the 20th century.
Sunday, August 18, 2019
The Texture of the Sixth Poem of Song of Myself :: Song of Myself Essays
The Texture of the Sixth Poem of Song of Myself In number six of Whitman's poetic series "Song of Myself," it seems that he is trying to convey the point that to die is not what people make it out to be. Whitman throughout many of the poems in this series, describes death as "lucky" and beneficial. He also explains how death leads to the beginning of life in this poem. The tone at the very beginning of this poem seems a bit youthful. Especially when the question "What is grass?" is posed to him by a child. This opening line gives you a great mental picture of a child about the age of five or six, walking up and asking innocently a question that you cannot answer. By using the line, "fetching it to me with full/ hands;" Whitman gives you that image right from the beginning. From there he goes into this sort of naïve tone, guessing what grass means. By doing so he shows himself to be mortal and not all-knowing. During this time in the poem, he gives beautiful metaphorical imagery, comparing the grass to other things and illustrating a better idea of what the grass is. Also during this speculation period, the wording becomes denser, as the ideas become complex. Whitman moves from the single-lined "childish" voice, into the adult stage of the poem. Here, he becomes surer of what the grass is and does less guessing. Around line 101, Whitman starts toward the turning point in the essay, describing the death aspect of the grass. Words like "dark" change the mood of the poem to a slower, sadder state. At line 110, the poem takes a sudden change and reads much quicker. It changes into a kind of argument and Whitman speaks more affirmatively. Now it seems as if he has been enlightened and understands what the grass is. The feeling of death changes to life and darkness changes to light. In a subtle way, he gives the reader a feeling of lightness and life, because in the last four lines he begins all of the lines with "A's" and as you read it you get that choral "Hallelujah" feeling. Whitman shows you the light. He tells you why death is a good thing. There is no more fear. "To die is different from what any one supposed, and/luckier.
Saturday, August 17, 2019
Psy: Obedience Essay
Obedience is the act of practicing obeying; dutiful or submissive compliance. Humans have an instinct to obey because of the role authority plays. Milgram’s research proves my point in his case study that involved shocks of voltage. From birth, we learn that everything has a consequence or punishment after an action. Children learn simple philosophies in their youngest age such as obeying their parent’s requests. Something as simple as eating vegetables has a consequence. A reward gives the child satisfaction to emphasize the good behavior or, in the opposite case, bad behavior. As humans get older, this simple idea enlarges when it applies to different phases in life. Scientists like Milgrim and Marta Laupa study factors that play a role in obedience using variables like electrical shocks. In the psychology department, scientists like Milgrim, studied obedience to understand human behavior. He used cruel and unusual ways to study how humans will react to authority. The punishments included electrical shocks at different voltages. This is just one of way psychologists test authority versus obedience. His experiment involved 42 participants, some of them being the enforcer and some acting as the victim. The authority role would execute the victim with electrical shocks beginning from 15 to 450. Milgrim’s blind case study took place at Harvard University where the participants agreed to take part without any kind of explanation. The authoritative volunteer requested the number of voltages from the patient. No one objected the voltage until it reached a maximum of 450. As the voltage amount rose, the participants allegedly showed signs of stress and nervousness but never refused the electricity until the last and most fatal amount of voltage. Later, Milgrim altered the study by placing the authority figure outside of the electricity room. He or she used a loudspeaker to inform the victim of the situation. Participants were all of the sudden more reluctant to obey. This unethical experiment showed researchers and fellow observers how humans obey powerful authority to almost fatal conditions. Rather than disobeying, humans will instinctively continue even when conditions are close to death. Milgrim’s results differ from Laupa. Unlike Milgrim’s results, Laupa’s were less shocking, literally. The process involved students who were appointed as conflict managers or honor patrol. The chosen ones were taught to approach students to resolve arguments such as turn-taking. Laupa required 80 children from four classes: first grade, third grade, fifth grade, and seventh grade. Subjects were then put in situations where they must chose to listen to another person. For example, the scientist listed a few such as la dy versus former peer authority. This example is fundamental to the understanding of obedience. This illustration baffles children because they are put in a situation where the lady has adult status, which shows authority but no knowledge, but the former peer authority shows knowledge but no adult status like the previous lady. Laupa’s case proves that children are a biased subject to chose for the obedience in Milgrim’s case because children have a different way of thinking compared to adults who have prior experience to the social world. Children’s naive way of thinking benefits them since they are not interested in social system that adults are in everyday. Common sense would tell us that most people believe obedience is a critical aspect in social life and plays a great role in maintaining social order. On the contrary, every human being at different ages posses different aspirations that reflect their behavior. While some people respect authority by obeying, many do not, such as criminals or the students in detention. In Milgrim’s study, it is obvious that almost everyone respected authority possibly because they were under the impression that there were greater consequences or that they were in dire need to comply. In Laupa’s study, however, it showed that children were doubtful to peer authority and even adult authority. While some children are less timid than others, children have the instinct to question others because younger people are unaware of the social status adult figures hold. When comparing the two cases studies by Milgrim and Laupa, observers would agree that from childhood, people identify authority and obey them according to their figure in society or the status they hold.
Friday, August 16, 2019
Early childhood deprivation Essay
Early childhood deprivation varies from the areas of health, nutrition and education (Biller and Solomon, 1996). However various intonations have been put forward to improve children’s welfare that aim at promoting early childhood care and foster holistic development and realization of child’s potential. Early childhood deprivations hamper child’s development and thus killing the future viable generation. In this regard, there’s need to invest in children welfare. During early childhood, child’s deprivation has the most profound negative influence on child’s development in terms of physical, mental and social domains. In most cases of children deprivation, the children usually lack essential interventions responsible to promote healthy development, thus there is hardly any pre-existing normalcy. Although deprivation occurs in children across all human race; black or white, girls or boys, rich or poor, the worst form of deprivation occurs in children who come from economically poor background. The tangible impact of childhood deprivation is in terms of mental health damage since most incidences of deprivation are interpreted as threats to the child, thereby causing trauma. However, in extreme cases of deprivation in childhood the children are deprived off stimulation or nurture. Types of Deprivation Child deprivation during the tender age can be classified in terms of Absolute deprivation, Relative deprivation and Perceived deprivation. Absolute deprivation entails lack of or preventing the child from gaining access to absolute development needs such as food, water, protection touch of who without the children usually dies the challenge with absolute deprivation is how much quantity is enough for the infants. For instance, studies show that infants or children who are not touched usually develop â€Å"nonorganic failure to thrive†syndrome (Brooks-Gunn, J. et al. , 2004, p. 106) that make then refuse to eat and became suicidal. Additionally, touch is necessary for emotional bond for the child that is responsible for creation of brain patten to support interaction behaviors and form basic for later empathy development, therefore, abosute deprivation is critical especially to child development and sustainability. Relative deprivation described as lack of child’s developmental needs that are determined by subculture and culture in which the child resides. Unfortunately, developmental expectations in relation to children development usually changes overtime. For instance in United States of America it has been a norm culture that children at age of 6 years are ready and expected to enter the first grade in order to learn how to write, read and do basic mathematics. Unfortunately, research by Biller and Solomon (1996) indicates that 20-30% of all children are not ready by this time. Moreover culture also oblige the parents give special attention to their children in terms of facilitating celebrating children status like birthday in order to promote children social conscious development, therefore in circumstances where the culture through parents denies children typical opportunity which is considered essential for a healthy child development it becomes deprivation. Moreover, children worldwide live in varied living conditions with resources never been equitably distributed to all children depending on familial social, ethnic identity, social economic and county of origin, this inequity hampers children development physically, socially and mentally precisely most children who are deprived off relatively usually develop maternal depression, abuse and family violence. Perceived deprivation results from children’s and parents feeling that the children are deprived due to frustrated desires as opposed to unmet needs. For instance, in a family set up there is child rivalry because it is normal parents usually favor some children than others. As a result, the child that is not favored feels unwanted no matter how hard parents can convince them. For instance, studies show that children who are taken good care of after incidences of neglect, despite sufficient supply of food and emotional support, they tend to exhibit signs of mistrust due to perceived deprivation (Biller and Solomon, 1996). The causes of deprivation The causes of deprivation vary across populations and societies. However, the most causes are familiar such as low skills and education, membership in minority groups, undevelopment and unemployment, social isolate from society’s mainstream and persistent and interrogational transmission of poverty to tolerate this factor (Brooks-Gunn, J. et al. , 2004), studies reveal that children in neigh hood without deprivation signs exhibited good growth and development outcomes as opposed to those with signs of deprivation. However, there are a number of additional aspects that greatly contribute to childhood deprivation, child neglect in the welfare system is a common form of child neglect in us where parents are givers fail to give the child essential resources as food, medical care, shelter and clothing which endanger child wellbeing. Development impacts of Deprivation Response of children to deprivation varies from one individual to another in the sense that human beings are shaped by the interaction of their genetic predisposition with stimulation, nurture, threats and other ennental forces. It should be noted that infancy experiences of children have a profound and long term effect on mental, physical, social and emotional characteristics, therefore, when deprivation is chronically and insidious pervasive the results are diastoles irreparable intellectual deficits, chromic health problem, mental illness, physical disabilities (Biller and Solomon, 1996), emotional disturbances and behavioral problem. Conclusion The paper has discussed early childhood deprivation and its major dimensions and its related effects. Fortunately, the effects of early childhood deprivation are treatable (Brooks-Gunn, J. et al. , 2004) by placing deprived child on a long-term and well structured relationship where the child learn or relearn that positive social interaction to offset the negative impact. It is encouraging also that across US there are various programs and interventions that are aimed at ensuring those children and/or individual degraded by deprivation are returned to normalcy. Link to Articles 1. http://jech. bmj. com/cgi/content/full/62/7/599 (CNN article) 2. http://news. bbc. co. uk/2/hi/health/2180874. stm (BCC ) References 3. Biller, B. & Solomon, S. (1996). Child deprivation and maltreatment: Lexington, Lexington Books press. 4. Brooks-Gunn, J. et al. (2004). â€Å"Effect of Economic deprivation to early childhood development†: Journal of Child Development, 13, p. 214-219
Deception Point Page 80
â€Å"Do you have dogs, Dr. Harper?†He glanced up. â€Å"I'm sorry?†â€Å"I just thought it was odd. You told me that shortly after this Canadian geologist radioed in the meteorite coordinates, his sled dogs ran blindly into a crevasse?†â€Å"There was a storm. They were off course.†Gabrielle shrugged, letting her skepticism show. â€Å"Yeah†¦ okay.†Harper clearly sensed her hesitation. â€Å"What are you saying?†â€Å"I don't know. There's just a lot of coincidence surrounding this discovery. A Canadian geologist transmits meteorite coordinates on a frequency that only NASA can hear? And then his sled dogs run blindly off a cliff?†She paused. â€Å"You obviously understand that this geologist's death paved the way for this entire NASA triumph.†The color drained from Harper's face. â€Å"You think the administrator would kill over this meteorite.†Big politics. Big money, Gabrielle thought. â€Å"Let me talk to the senator and we'll be in touch. Is there a back way out of here?†Gabrielle Ashe left a pale Chris Harper and descended a fire stairwell into a deserted alley behind NASA. She flagged down a taxi that had just dropped off more NASA celebrators. â€Å"Westbrooke Place Luxury Apartments,†she told the driver. She was about to make Senator Sexton a much happier man. 94 Wondering what she had agreed to, Rachel stood near the entrance of the G4 cockpit, stretching a radio transceiver cable into the cabin so she could place her call out of earshot of the pilot. Corky and Tolland looked on. Although Rachel and NRO director William Pickering had planned to maintain radio silence until her arrival at Bollings Air Force Base outside of D.C., Rachel now had information she was certain Pickering would want to hear immediately. She had phoned his secure cellular, which he carried at all times. When William Pickering came on the line, he was all business. â€Å"Speak with care, please. I cannot guarantee this connection.†Rachel understood. Pickering's cellular, like most NRO field phones, had an indicator that detected unsecured incoming calls. Because Rachel was on a radiophone, one of the least secure communication modes available, Pickering's phone had warned him. This conversation would need to be vague. No names. No locations. â€Å"My voice is my identity,†Rachel said, using the standard field greeting in this situation. She had expected the director's response would be displeasure that she had risked contacting him, but Pickering's reaction sounded positive. â€Å"Yes, I was about to make contact with you myself. We need to redirect. I'm concerned you may have a welcoming party.†Rachel felt a sudden trepidation. Someone is watching us. She could hear the danger in Pickering's tone. Redirect. He would be pleased to know she had called to make that exact request, albeit for entirely different reasons. â€Å"The issue of authenticity,†Rachel said. â€Å"We've been discussing it. We may have a way to confirm or deny categorically.†â€Å"Excellent. There have been developments, and at least then I would have solid ground on which to proceed.†â€Å"The proof involves our making a quick stop. One of us has access to a laboratory facility-â€Å" â€Å"No exact locations, please. For your own safety.†Rachel had no intention of broadcasting her plans over this line. â€Å"Can you get us clearance to land at GAS-AC?†Pickering was silent a moment. Rachel sensed he was trying to process the word. GAS-AC was an obscure NRO gisting shorthand for the Coast Guard's Group Air Station Atlantic City. Rachel hoped the director would know it. â€Å"Yes,†he finally said. â€Å"I can arrange that. Is that your final destination?†â€Å"No. We will require further helicopter transport.†â€Å"An aircraft will be waiting.†â€Å"Thank you.†â€Å"I recommend you exercise extreme caution until we know more. Speak to no one. Your suspicions have drawn deep concern among powerful parties.†Tench, Rachel thought, wishing she had managed to make contact with the President directly. â€Å"I am currently in my car, en route to meet the woman in question. She has requested a private meeting in a neutral location. It should reveal much.†Pickering is driving somewhere to meet Tench? Whatever Tench was going to tell him must be important if she refused to tell him on the phone. Pickering said, â€Å"Do not discuss your final coordinates with anyone. And no more radio contact. Is that clear?†â€Å"Yes, sir. We'll be at GAS-AC in an hour.†â€Å"Transport will be arranged. When you reach your ultimate destination, you can call me via more secure channels.†He paused. â€Å"I cannot overstate the importance of secrecy to your safety. You have made powerful enemies tonight. Take appropriate caution.†Pickering was gone. Rachel felt tense as she closed the connection and turned to Tolland and Corky. â€Å"Change of destination?†Tolland said, looking eager for answers. Rachel nodded, feeling reluctant. â€Å"The Goya.†Corky sighed, glancing down at the meteorite sample in his hand. â€Å"I still can't imagine NASA could possibly have†¦ †He faded off, looking more worried with every passing minute. We'll know soon enough, Rachel thought. She went into the cockpit and returned the radio transceiver. Glancing out the windscreen at the rolling plateau of moonlit clouds racing beneath them, she had the unsettling feeling they were not going to like what they found onboard Tolland's ship. 95 William Pickering felt an unusual solitude as he drove his sedan down the Leesburg Highway. It was almost 2:00 A.M., and the road was empty. It had been years since he'd been driving this late. Marjorie Tench's raspy voice still grated on his mind. Meet me at the FDR Memorial. Pickering tried to recall the last time he had seen Marjorie Tench face-to-face-never a pleasant experience. It had been two months ago. At the White House. Tench was seated opposite Pickering at a long oak table surrounded by members of the National Security Council, Joint Chiefs, CIA, President Herney, and the administrator of NASA. â€Å"Gentlemen,†the head of the CIA had said, looking directly at Marjorie Tench. â€Å"Yet again, I am before you to urge this administration to confront the ongoing security crisis of NASA.†The declaration took no one in the room by surprise. NASA's security woes had become a tired issue in the intelligence community. Two days previously, more than three hundred high-resolution satellite photos from one of NASA's earth-observing satellites had been stolen by hackers out of a NASA database. The photos-inadvertently revealing a classified U.S. military training facility in North Africa-had turned up on the black market, where they had been purchased by hostile intelligence agencies in the Middle East. â€Å"Despite the best of intentions,†the CIA director said with a weary voice, â€Å"NASA continues to be a threat to national security. Simply put, our space agency is not equipped to protect the data and technologies they develop.†â€Å"I realize,†the President replied, â€Å"that there have been indiscretions. Damaging leaks. And it troubles me deeply.†He motioned across the table to the stern face of NASA administrator Lawrence Ekstrom. â€Å"We are yet again looking into ways to tighten NASA's security.†â€Å"With due respect,†the CIA director said, â€Å"whatever security changes NASA implements will be ineffective as long as NASA operations remain outside the umbrella of the United States intelligence community.†The statement brought an uneasy rustle from those assembled. Everyone knew where this was headed.
Thursday, August 15, 2019
Functions of Management Essay
United Health group is a major insurance company that provides medical and mental health coverage to its consumers. The organization manages Medicaid and Medicare accounts as well as commercial accounts from employers. Providing healthcare insurance is a competitive job, therefore, the management of the organization has to use the four functions of management to remain in the competition. The four function of management are planning, organizing, leading and controlling. In this paper, we will discuss the four functions of management and how it relates to the organization. The four functions of management is planning, organizing, leading and, controlling. Planning is for the goals of the organization, planning sets the stage for action and major achievements. Organizing is assembling and coordinating human, financial resources needed to achieve the goals. This could be organizing activities such as grouping jobs into work units, marshaling and allocating resources and creating conditions so that people and things work together to achieve maximum success. Leading is stimulating people to be high performers. Leading can take place in departments, teams as well as divisions. By encouraging high performers, you are increasing their inner moral, making them feel and believe they can complete their goals rather it is individual goals that coincide with the organization’s goals. Another management function is controlling, managers make sure the organization’s resources are being used as planned and that the organization is meeting its goals for quality and safety. The four functions of management have in common is to achieve the goals for the organization. The four functions all work together. There are three different levels in management; top level managers, middle level managers and, front line managers. Top level managers are typically the CEO, COO or CIO. Middle level managers are under the top level managers and, frontline managers are considered operational managers. The top level manager determines and identifies the goals that are needed for the entire organization. Once the CEO has identified the goals and what steps that are needed to achieve the goal, the information is conveyed to middle management. Middle management takes those goals and determines what’s needed to achieve the goals such as organizing workloads, teams or units. Then convey to frontline managers. Front line management does most of the leading, their more hands on with employees or teams. Front line managers assist with establishing individual goals that will benefit the company and coincide with the company’s goals. Front line managers also use controlling by making sure the e mployees utilize company resources if needed. Also by making sure the company goals are being met. The organization uses all four of the management functions. There have been many cases of increased health issues within call center environments such as; obesity, high blood pressure, depression and anxiety issues. The organization created incentives to make the idea more appealing to the employees. The organization has decided to inspire and motivate their employees to take better care of their health. By creating the goals of decreasing the health issues within the office setting the organization set their stage for action so they could achieve these goals. Now that the goal has been established the organization needs to assemble humans, physical information to coordinate ways to achieve the goals. The organization started providing bonus incentives such has decrease in insurance if you’re passed a bio metric screening. The organization also begin to partner with Weight Watchers providing employee discounts, LA Fitness (discounted membership), provide stress management classes along, with providing ways to exercise in the office. There are different teams within the company with a goal of losing the most weight. The teams encourage one another and provide support during their weight loss journey. All teams support and encourage with the expectations of dropping the weight and defeating the other team. The teams have weekly check-ins where the members have to weigh in, report their meal plans. By utilizing the four functions of management, the organization has been able to lower their premiums for their employees, and increase better health within the organization. The organization identified the issue of health concerns within the office setting, set the goals of prevention and reduction. With those plans of prevention and reduction the organization was able to organize employees and coordinate ways to achieve the goals. The staff coordinated and provided information to their employees to educate and prevent. The leaders promoted the resources and encouraged those to be active and participate in all the resources the organization has to offer. Reference Page: Bateman Thomas S., Snell Scott A. 8th edition, 2009 McGraw-Management: Leading and Collaborating in a Competitive World, Retrieved from The University of Phoenix eBook Collection database. Sedentary jobs helping to drive obesity epidemic. (2011). Retrieved from http:// health.usnews.com/health-news/diet-fitness/fitness/articles/2011/05/26/sedentary-jobs-helping-to-drive-obesity-epidemic.
Wednesday, August 14, 2019
Examiner Tips for Igcse Biology 0610
EXAMINER TIPS for IGCSE Biology 0610 How to use these tips These tips are based on some common mistakes made by students. They are collected under various subheadings to help you when you prepare for your examinations. †¢ †¢ †¢ †¢ †¢ Make sure you read all the general tips. These can be important in any of the papers you do. Make sure you know which examination papers you are taking before you look at the tips for the different papers All of you will take paper 1, which is all multiple choice questions. You may be taking paper 2, which is Foundation OR you may be taking paper 3, which is Extended.You may be taking paper 5, which is a practical examination in a laboratory OR you may be taking paper 6 which is a written paper about practical work. General Advice †¢ Answering questions. The questions are meant to let you show the biology you know. There are no trick questions. When you are writing your answers remember that another person has to be able to read it. o o o o o o o o Do not waste time by writing out the question before you start to answer. Keep your handwriting clear and legible. Keep you answer in the lines on the question paper.If you write in the margin, at the bottom of a page, or on blank pages, part of your answer might be missed. If you have to cross out something, put a line through, but do not scribble all over it. If you have to use a different space to write another answer to one you have crossed out, then put a note to say where it is, e. g. answer on page 5 Written papers are now marked on computer screen so your written paper will be scanned. If you write on the margin the scanner may not be able to copy this. Try to be precise, in other word be accurate in what you say. Read also Lab 2 BiologyUsing biological terms correctly can help. Do not use word like â€Å"it†, â€Å"they†, â€Å"effect†, â€Å"affect†without any more explanation. A sentence like â€Å"It has an effect on the body†or â€Å"They affect the process†does not say anything. – If you use the word â€Å"it†or â€Å"they â€Å"– think WHAT? – If you use the word â€Å"affect†or â€Å"effect†– think HOW? – e. g. State why magnesium ions are important for healthy plant development. [1] – â€Å"it are needed by the plant†is true but too vague. – â€Å"They are needed by the leaves†is still too vague – Ask yourself: What is it or they? What is the â€Å"need†? â€Å"Magnesium is needed to make chlorophyll†is a better answer – â€Å"Magnesium is part of a chlorophyll molecule. †Good answer! †¢ Terms. These are the n ames used in biology. These will be used in questions. You will get more marks if you can use them correctly in you examination. Ask your teacher if you are unsure of the different meanings between biological terms. o o Try to use the correct spelling. The person marking your answer will try to recognise what word you mean, but if the spelling is too wrong, then they cannot allow you a mark. Some biological terms have very similar spelling.One example is â€Å"ureter†, urethra†and â€Å"uterus†. If your mis-spelling is â€Å"uretus†, it could be â€Å"ureters†or â€Å"uterus†. Other common examples are ovum, ova, ovary and ovule, testes and testa; sucrose and sucrase. Do not try to mix the spellings of two words when you are not sure which of them is the correct answer, e. g. meitosis, when you are not sure whether the answer is mitosis or meiosis, or urether, when you are not sure if the answer is ureter or urethra. You need to check caref ully that you have used the right word when similar terms are used in the same topic , e. g. urea and urine, ureter and urethra. semen and sperm o o †¢ Writing in you own words. You sometimes have to write two or more sentences to answer a question. o o Use short sentences. If you write long sentences you can get mixed up. It is hard to find correct statements in a muddled answer. You are often asked to write down something you have learned. Make sure you have learnt the meanings of the common terms used in biology, e. g. photosynthesis, osmosis, fermentation. In the revision checklist there is a list of the terms which you should be able to â€Å"define†. You also need be able to write down the meaning of more complicated ideas, e. g. evel of organisation, natural selection, global warming, eutrophication. o What you should look for in a question 1) †¢ †¢ †¢ †¢ †¢ The number of marks. In multiple choice questions there is only one mark for a cor rect answer. Other sorts of question show how many marks at the end of each part like this [2]. The number of marks helps you decide how much to write. The number of marks is a guide to how long to spend on each question or parts of a question. If you allow about 1 minute per mark then you should finish in time to check your answers. Do not waste time and write long answer for a question which has [1].You will only get one mark even if the rest of the answer has correct statements. If there are two or more marks do not write the same thing in two different ways, e. g. The leaf is very large. The leaf has a large surface area. The instructions. These are called command words and tell you what to do. If a question says â€Å"Show your working†when you have to do a calculation, then write down the stages of your calculation to show how you got your answer. Even if you get the final answer wrong, you may be given a mark for knowing what to do. If a question asks you to â€Å"Na me†or â€Å"State†two things only the first two will be marked.Use the numbered lines for your answers if they on the question paper. If you write more than two and the first is correct but the second one is wrong, you will only get the mark for the first one. Even if the third answer is correct, it will not be marked. Some questions have two commands in the question, for example â€Å"Predict†AND â€Å"Explain††¦. †This means you have to say what you think will happen AND then say why you think it will happen. The Revision Checklist has a list of terms used in biology papers to tell you what to do in an answer (section 4. 3 Command words and phrases).General Biology Ii Study Guide (Online Class)Make sure you know what these terms mean. e. g. â€Å"Name the process by which green plants make sugars†, all you need to write for your answer is â€Å"Photosynthesis†. A question which asks you to â€Å"Define photosynthesis†, would expect you to write one sentence such as â€Å"The process by which green plants use light energy to make sugars†. What the question is about. Make sure you know which part of your biology is being tested Read the whole of a question carefully before you begin to answer it. Some of the parts have similar answers so you need to work out the difference between them.If you write exactly the same thing in different parts of the same question, then only one of them might be a correct answer. It helps to highlight the main features of a question. e. g. â€Å"Name the tissue that transports the sugars made by photosynthesis to other parts of the plant†. This tells you that you want a one word answer, about plant transport of sugars. Do not be put off the question is about something you have not studied. There will be enough information in the question for you to work out an answer. 2) †¢ †¢ †¢ †¢ †¢ 3) †¢ †¢ †¢ †¢ †¢ à ¢â‚¬ ¢ †¢ †¢ †¢ †¢Look carefully at any diagrams, graphs or tables and make sure you understand what they are about. You may have to use information from them to answer the questions. Answer each question as far as you can. Do not spend a long time staring at a question If you have forgotten something, go on to the next question or part of a question. Come back to the ones you found difficult when you have finished all of the paper. Try not to leave blanks. When you come back to a question you often remember an answer you left out. Do not waste time by writing about things unrelated to the question. Paper 1 Tips †¢ Each question tests just one thing.You have about 1 minute to read and answer each question. o Some questions test what you know and understand. For example â€Å"What part of the eye detects light? †o Some questions test if you can use what you have learned to understand new data. These questions will often have a diagram, graph or table to use. Try to decide what the question is testing as you are reading it. o To answer a question that asks â€Å"What is a characteristic feature of all living things? o You need to know the characteristic features of living things. If you know a quick way of remembering all seven then you can jot it down on the question paper. . g. MRS GREN for Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion and Nutrition, or the first letters of Real Elephants Grow Massive Red Feet Slowly, o To answer a question that has a diagram of the circulatory system and asks â€Å"In which vessel will absorbed alcohol first be found? â€Å". You need to think about what the question is asking you. – Is it about digestion? – Is it about excretion (of alcohol)? – Is it about the circulation? The question is asking about something absorbed from the gut to be transported, so it is about circulation. – Which vessel carries substances absorbed by the gut? Answer â€Å"The Hepatic Portal Vein†. So you have to choose the letter which labels the hepatic portal vein. Do not try to find a pattern in the letter order of correct answers. o The same letter could be the correct for several answers in a row. o Letter A might be the correct answers for more questions than are B, C or D. Or there could be fewer correct answers shown by letter D than any of the others. o Do not let what you have chosen for the previous questions influence what letter you choose. †¢ †¢ Written Paper Tips †¢ You should read all of a question before you begin to answer it.Different questions will ask you to do different tasks to test how well you know and understand biology. o The topic is usually the same for all different parts of the question. Remember that underlining important words will help you to be clear about what you are being asked to do. o Look for clues in the words of the question. If you see â€Å"mammal†you know that the anima ls are warm blooded and have biological systems like ours. o If you are only given a Latin name or a name you do not recognise, e. g. â€Å"dik-dik†, look to see if you are told anything about it. If you are told it is a herbivore, then you know it eats plants.The main sort of tasks you might be asked to do are: †¢ Identify features of cells, tissues organs. For example, â€Å"label on Fig. 5. 1 using labelling lines, a petal, a sepal and a stamen. To answer this question o You have to know the structure of a flower. o You also have to be able to find the structures on a diagram of a flower you may never have studied. o You then have to draw a label line to the structure and write the name next to the labelling line. If you do not draw a label line, or use and arrow, you may not get any marks even if you have found the correct structures.Use information given in the question. For example if a question asks you to â€Å"Use examples from†or â€Å"Use only this i nformation†or â€Å"With reference to Fig. 6. 2†. . . STOP and THINK! Find out what you are expected to use as examples or get information from. You will not get any marks if you use examples from somewhere else. The information can be given to you in different ways: o Diagram like a food web, a set of apparatus or biological structure. o A graph, which could be a line graph, a bar chart or a histogram. Check the headings and units carefully o A table.Check the headings and units carefully o You may have to give examples to show that you understand an idea in Biology. – After a diagram of a food web you might be asked to â€Å"Name an organism from this food web that is a primary consumer, a tertiary consumers and a producer†. – To answer this question you have to know definitions of producers, primary consumers, tertiary consumers. Then you have to show that you understand how these terms apply to the food web shown in the diagram. If you put exa mples from other food webs you have learned, you will not get any marks.After a diagram of leaf structure you may be asked to â€Å"Describe and explain the advantage of the distribution of chloroplasts shown in Fig. 8. 1†– To answer this question you have to observe the diagram and describe which cells have the most chloroplasts. Then you have to work out why this arrangement might help photosynthesis. If you write answer about what chloroplasts do you will not get any marks. Draw or interpret graphs. If you are asked to draw a graph: †¢ †¢ †¢ †¢ †¢ Choose a scale which uses most of the grid. Choose a simple scale, e. g. one small square is equal to 1 or 2 or 10 units in the data.Do not give make it hard for by having to multiply each item in the data by 2/3! o Write the name of the axes and their units, e. g. rate of water loss/ g per h , temperature/ o C, time/ s o Plot the points exactly using a sharp pencil. Draw the points lightly so tha t you can rub them out if you need to. Make them more definite when you are sure they are right. o Use a cross (x) or a dot in a circle ( ) for your plot points. o Join the points with a â€Å"line of best fit or a zig -zag line. o Remember that all curves do not have to pass through the point where the two axes meet. Do not extend you graph beyond the plotted points. If you are asked to read figures from a graph: o Make sure you work out the scale. o Make sure you read from the correct axis and put in the units. o If you are asked for a trend or pattern, describe the overall change, e. g. the line increases and then levels. off. Do not describe each point of the graph. Draw or interpret tables If you are asked to draw a table o Use a ruler and a pencil to draw the table. o Write headings for each column or row of the table. 3 o Write in units if they are needed, e. g. volume of water/cm , mass of seed/g. Do not put units in the table spaces where you write numbers. Do calculations . If you are asked to do a calculation: o You may have to find the figures from a table or graph. o Make sure that you show the units in the calculation. o Show you working. o If you use a calculator, round up the figures to the same as in the question – do not copy all the figures after the decimal point, e. g. If the question figures are 5. 6, 4. 6, then your answer should only have one number after the decimal point. Show or complete equations. You do not have to know chemical symbols for equations of the processes in biology.But it will help you to understand them if you do. o If you are asked to give either a word or a symbol equation, do not combine symbols and words in the same answer – If you have to give the word equation for anaerobic respiration by yeast, write: o o Glucose > carbon dioxide +ethanol + energy If you have to give the chemical equation for anaerobic respiration by yeast, write C6H12O6 > 2C2 H5 OH + 2CO2+ energy Do not write something like gluco se > CO2 + ethanol and energy †¢ Make comparisons. If you are asked to compare two things make sure you make it clear which you are talking about. A question may give to table of data and then ask you about it. Make sure you only use information from the table. e. g. in a table of the composition of normal breast milk and colostrum, you can see which milk contains more fat, protein and sugar. Your answers should start with â€Å"colostrum has more †¦Ã¢â‚¬ ¦.. than breast milk†or â€Å"breast milk has more †¦Ã¢â‚¬ ¦ than colostrum†. Do not put â€Å"it has more protein. †The person marking cannot guess which you thought had more protein. o The question may ask you to make a comparison about biology you have learned. e. g. the differences between arteries and veins.The clearest way of answering is to make your own table. Make sure the headings are clear. Keep the comparisons of the same feature together. Artery has thick wall thick muscle layer ve in has thin wall very thin muscle A table like the one below will not get any marks as there are no comparisons of the same features. Artery thick wall no valves †¢ veins elastic layer small amount of muscle Extended writing. This means writing several sentences together. e. g. Suggest what happens if excess nitrogen fertiliser is washed into a stream or pond [4] o The mark scheme used for a question like this will have a list of oints that the person marking your answer will use. o There will be more points than there are marks, so you do not need to put them all in your answer. The points for this question could be: – Algae and aquatic plants grow faster using the fertiliser. – Algae cover the water surface. Light cannot pass to aquatic plants lower down. – These plants die. Bacteria of decay feed on the dead plants. – Bacteria increase in numbers. – These bacteria are aerobic. – They use up more oxygen. – There is not enough o xygen for other organisms which live in the water. – These organisms die. The process is called eutrophication. If your answer is something like â€Å"The fertiliser causes low oxygen and it affects animals in the water. †you will not get any marks. The answer is much too vague, in other words it is not precise. I your answer is something like â€Å"The animals do not have enough oxygen for their respiration and they die. †you will get some marks. Paper 2 tips †¢ †¢ †¢ †¢ †¢ †¢ Most of the questions are short answers. This means that you writing mainly one word or one sentence answers worth one mark. [1]. Longer answers will need two or three sentences. Check the number of marks.Check the number of command words, do you have to do one or two things. Use the lines given. Do not write too much. Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There will be a few parts of questions that need extended writing. These will have four [4] or [5] marks. The question will often be related to some information you are given. You will need to write four or five sentences in an order that makes sense. You can think of it like â€Å"telling a story†. Remember to refer to any information you are given.Paper 3 tips †¢ †¢ †¢ †¢ †¢ There is more to read in this paper. Many questions will be one, two or three sentence answers. Check the number of marks. Check the number of command word – do you have to do one or two things Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There are questions that may start in one part of the syllabus and link to another, e. g. the information could be about the animals in a particular habitat and what they eat. The first parts of the question might be about the food chains or food webs whic h include these animals.Another part of the question could be about the structure of one of the animals or about factors in its environment. You are likely to have questions about events and situations that are new to you. Do not be put off. The question will tell you all you need to know. What you need to do, is show that you can connect the biology you have learned with the new facts. e. g. you may not have learned anything about how cats inherit the length of their fur. o The question tells you that the alleles for fur length are co-dominant. o The question tells you the fur length of pure bred parents are long and short. You know that the offspring of cross breeding are heterozygous for fur length. o You know from your genetics lessons that for features controlled by co-dominant alleles, both alleles are expressed in the offspring. o You know enough to work out that the fur length of the offspring will be medium length. You are likely to be asked to interpret unfamiliar data, e. g. result from an experiment you may not have carried out or could not be carried out in a school. Do not be put off. Follow the same rules as before. There will always be enough information in the question for you to answer it. †¢ †¢General Tips for Practical Papers †¢ †¢ †¢ †¢ Look to see how many marks are given for each question. Divide the time of your examination in proportion to the marks given. Whichever paper you do the same rules for recording observations. Use the same rules as in the tips for written papers for tables, graphs, calculations and comparisons. Recording your observations †¢ You can record as: o statements in writing o as tables o drawings †¢ Neat work helps to keep you calm and feeling in control. †¢ Use all the space available on the paper for your observations. †¢ Do not write an explanation until the question asks for one. †¢ Use a sharp HB or B pencil.It can be rubbed out easily if you need to corre ct a mistake. †¢ Don’t forget headings for the columns and the rows or tables or graph axes. Don't forget the units! †¢ Make drawings as big as the space allows. †¢ Use a ruler for labelling lines. †¢ Label in pencil. Planning investigations Some times you are asked to suggest a way of carrying out an investigation or to improve the method that is in the question paper. †¢ When you read through an investigation try to work out three main things: 1. What is being changed – this is called the independent variable, e. g. light 2. What is being measured – this is called the dependent variable, e. . oxygen given off by plant 3. What is being kept the same – these are called the standard or control variables, e. g. type of plant, number of leaves on the plant, environment of plant ,the apparatus used, time for collecting oxygen. †¢ Some investigation needs to have two parts: o the experimental- which is the apparatus used to measur e the process being studied and contains the living organism being tested. o The control. –which will be exactly the same as the experiment except the living organism will be missing or replaced by something non-living. e. g. there would be no plant in one set of apparatus. The control shows that the results are due to the activity of the living organism and is not due to the apparatus or an environmental factor. Tips for paper 5 In paper 5 you are following instructions, using laboratory equipment, making observations, recording results and drawing conclusions. †¢ Start by reading the entire first question. †¢ Think about the apparatus needed for each step and imagine using it in your mind. †¢ Check the time to be allowed and imagine following the instructions. †¢ Do the same when you are ready to begin the next question. Following the instructions †¢ Follow the instructions for practical methods exactly.If you make a change in the method you can alt er the results. †¢ Do not take short cuts. †¢ Always label test tubes and other containers to help you remember which is which. †¢ If you are told to â€Å"Wash the apparatus thoroughly after each use†make sure you do. If there is anything left in the apparatus the next stage may not work. †¢ If you have to measure a specimen make sure you draw a line on your drawing to show where you made our measurement. †¢ You will get marks for following instructions accurately. Recording your observations †¢ Do not forget that observations can be seen, heard, felt and smelled. †¢ e. g. olour, fizzing, warming, smell of a flower, texture (feel) of a fruit. †¢ You can always something to observe, so make sure you record something for each observation. †¢ Write down exactly what you observe. †¢ e. g. if you add a drop of iodine to a drop of starch solution on a white tile, the colour changes. o You should write â€Å"the colour changed fro m yellow to black. †o If you write â€Å"it turned black†you have not given all the information. o If you add iodine to a drop of water on a white tile. o You should write down ‘the colour stayed yellow. ’ o If you write ‘the colour stayed the same’, or ‘no change’, you have left information out.Conclusions †¢ Use your own results for your conclusions. †¢ Do not write the conclusion you have learned from a class experiment or from theory. E. g. in an investigation you test drops of a mixture of sodium chloride, amylase and starch solution with iodine once a minute for eight minutes. Then you repeat this with a mixture of water, amylase and starch solutions. o The blue/black colour might disappear sooner in one test tube than the other. o Even if you know that sodium chloride usually makes amylase work faster, you must write down the results from YOUR investigation. You must draw conclusions from YOUR results. o If the c olour in both tubes changes at the same time, the conclusion has to be that the sodium chloride made no difference. That is the correct conclusion drawn from your observations. Tips for paper 6 In this paper you are making observations from information given in the paper, recording results and drawing conclusions. Try to imagine doing the practical which has produced the results in the questions. Recording observations †¢ All of your observations are either measurements that you make or diagrams on the paper. †¢ Write down exactly what you see.Making measurements †¢ Make your measurements as accurate as you can. Measure to the nearest unit e. g. mm. Do not try and â€Å"guess†0. 5mm. †¢ Make sure you put units! †¢ If you have to make calculations use the blank pages within the paper. Do not write in the margin. †¢ Write neatly and show your working. The person marking your paper might be able to give you marks for knowing what to do if you make a mistake or do not finish the calculation. Conclusions †¢ Use your measurements or observations or on the results given in the question for your conclusions. †¢ Do not rely on something you have learned as â€Å"the right answer†. Examiner Tips for Igcse Biology 0610 EXAMINER TIPS for IGCSE Biology 0610 How to use these tips These tips are based on some common mistakes made by students. They are collected under various subheadings to help you when you prepare for your examinations. †¢ †¢ †¢ †¢ †¢ Make sure you read all the general tips. These can be important in any of the papers you do. Make sure you know which examination papers you are taking before you look at the tips for the different papers All of you will take paper 1, which is all multiple choice questions. You may be taking paper 2, which is Foundation OR you may be taking paper 3, which is Extended.You may be taking paper 5, which is a practical examination in a laboratory OR you may be taking paper 6 which is a written paper about practical work. General Advice †¢ Answering questions. The questions are meant to let you show the biology you know. There are no trick questions. When you are writing your answers remember that another person has to be able to read it. o o o o o o o o Do not waste time by writing out the question before you start to answer. Keep your handwriting clear and legible. Keep you answer in the lines on the question paper.If you write in the margin, at the bottom of a page, or on blank pages, part of your answer might be missed. If you have to cross out something, put a line through, but do not scribble all over it. If you have to use a different space to write another answer to one you have crossed out, then put a note to say where it is, e. g. answer on page 5 Written papers are now marked on computer screen so your written paper will be scanned. If you write on the margin the scanner may not be able to copy this. Try to be precise, in other word be accurate in what you say. Read also Lab 2 BiologyUsing biological terms correctly can help. Do not use word like â€Å"it†, â€Å"they†, â€Å"effect†, â€Å"affect†without any more explanation. A sentence like â€Å"It has an effect on the body†or â€Å"They affect the process†does not say anything. – If you use the word â€Å"it†or â€Å"they â€Å"– think WHAT? – If you use the word â€Å"affect†or â€Å"effect†– think HOW? – e. g. State why magnesium ions are important for healthy plant development. [1] – â€Å"it are needed by the plant†is true but too vague. – â€Å"They are needed by the leaves†is still too vague – Ask yourself: What is it or they? What is the â€Å"need†? â€Å"Magnesium is needed to make chlorophyll†is a better answer – â€Å"Magnesium is part of a chlorophyll molecule. †Good answer! †¢ Terms. These are the n ames used in biology. These will be used in questions. You will get more marks if you can use them correctly in you examination. Ask your teacher if you are unsure of the different meanings between biological terms. o o Try to use the correct spelling. The person marking your answer will try to recognise what word you mean, but if the spelling is too wrong, then they cannot allow you a mark. Some biological terms have very similar spelling.One example is â€Å"ureter†, urethra†and â€Å"uterus†. If your mis-spelling is â€Å"uretus†, it could be â€Å"ureters†or â€Å"uterus†. Other common examples are ovum, ova, ovary and ovule, testes and testa; sucrose and sucrase. Do not try to mix the spellings of two words when you are not sure which of them is the correct answer, e. g. meitosis, when you are not sure whether the answer is mitosis or meiosis, or urether, when you are not sure if the answer is ureter or urethra. You need to check caref ully that you have used the right word when similar terms are used in the same topic , e. g. urea and urine, ureter and urethra. semen and sperm o o †¢ Writing in you own words. You sometimes have to write two or more sentences to answer a question. o o Use short sentences. If you write long sentences you can get mixed up. It is hard to find correct statements in a muddled answer. You are often asked to write down something you have learned. Make sure you have learnt the meanings of the common terms used in biology, e. g. photosynthesis, osmosis, fermentation. In the revision checklist there is a list of the terms which you should be able to â€Å"define†. You also need be able to write down the meaning of more complicated ideas, e. g. evel of organisation, natural selection, global warming, eutrophication. o What you should look for in a question 1) †¢ †¢ †¢ †¢ †¢ The number of marks. In multiple choice questions there is only one mark for a cor rect answer. Other sorts of question show how many marks at the end of each part like this [2]. The number of marks helps you decide how much to write. The number of marks is a guide to how long to spend on each question or parts of a question. If you allow about 1 minute per mark then you should finish in time to check your answers. Do not waste time and write long answer for a question which has [1].You will only get one mark even if the rest of the answer has correct statements. If there are two or more marks do not write the same thing in two different ways, e. g. The leaf is very large. The leaf has a large surface area. The instructions. These are called command words and tell you what to do. If a question says â€Å"Show your working†when you have to do a calculation, then write down the stages of your calculation to show how you got your answer. Even if you get the final answer wrong, you may be given a mark for knowing what to do. If a question asks you to â€Å"Na me†or â€Å"State†two things only the first two will be marked.Use the numbered lines for your answers if they on the question paper. If you write more than two and the first is correct but the second one is wrong, you will only get the mark for the first one. Even if the third answer is correct, it will not be marked. Some questions have two commands in the question, for example â€Å"Predict†AND â€Å"Explain††¦. †This means you have to say what you think will happen AND then say why you think it will happen. The Revision Checklist has a list of terms used in biology papers to tell you what to do in an answer (section 4. 3 Command words and phrases).General Biology Ii Study Guide (Online Class)Make sure you know what these terms mean. e. g. â€Å"Name the process by which green plants make sugars†, all you need to write for your answer is â€Å"Photosynthesis†. A question which asks you to â€Å"Define photosynthesis†, would expect you to write one sentence such as â€Å"The process by which green plants use light energy to make sugars†. What the question is about. Make sure you know which part of your biology is being tested Read the whole of a question carefully before you begin to answer it. Some of the parts have similar answers so you need to work out the difference between them.If you write exactly the same thing in different parts of the same question, then only one of them might be a correct answer. It helps to highlight the main features of a question. e. g. â€Å"Name the tissue that transports the sugars made by photosynthesis to other parts of the plant†. This tells you that you want a one word answer, about plant transport of sugars. Do not be put off the question is about something you have not studied. There will be enough information in the question for you to work out an answer. 2) †¢ †¢ †¢ †¢ †¢ 3) †¢ †¢ †¢ †¢ †¢ à ¢â‚¬ ¢ †¢ †¢ †¢ †¢Look carefully at any diagrams, graphs or tables and make sure you understand what they are about. You may have to use information from them to answer the questions. Answer each question as far as you can. Do not spend a long time staring at a question If you have forgotten something, go on to the next question or part of a question. Come back to the ones you found difficult when you have finished all of the paper. Try not to leave blanks. When you come back to a question you often remember an answer you left out. Do not waste time by writing about things unrelated to the question. Paper 1 Tips †¢ Each question tests just one thing.You have about 1 minute to read and answer each question. o Some questions test what you know and understand. For example â€Å"What part of the eye detects light? †o Some questions test if you can use what you have learned to understand new data. These questions will often have a diagram, graph or table to use. Try to decide what the question is testing as you are reading it. o To answer a question that asks â€Å"What is a characteristic feature of all living things? o You need to know the characteristic features of living things. If you know a quick way of remembering all seven then you can jot it down on the question paper. . g. MRS GREN for Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion and Nutrition, or the first letters of Real Elephants Grow Massive Red Feet Slowly, o To answer a question that has a diagram of the circulatory system and asks â€Å"In which vessel will absorbed alcohol first be found? â€Å". You need to think about what the question is asking you. – Is it about digestion? – Is it about excretion (of alcohol)? – Is it about the circulation? The question is asking about something absorbed from the gut to be transported, so it is about circulation. – Which vessel carries substances absorbed by the gut? Answer â€Å"The Hepatic Portal Vein†. So you have to choose the letter which labels the hepatic portal vein. Do not try to find a pattern in the letter order of correct answers. o The same letter could be the correct for several answers in a row. o Letter A might be the correct answers for more questions than are B, C or D. Or there could be fewer correct answers shown by letter D than any of the others. o Do not let what you have chosen for the previous questions influence what letter you choose. †¢ †¢ Written Paper Tips †¢ You should read all of a question before you begin to answer it.Different questions will ask you to do different tasks to test how well you know and understand biology. o The topic is usually the same for all different parts of the question. Remember that underlining important words will help you to be clear about what you are being asked to do. o Look for clues in the words of the question. If you see â€Å"mammal†you know that the anima ls are warm blooded and have biological systems like ours. o If you are only given a Latin name or a name you do not recognise, e. g. â€Å"dik-dik†, look to see if you are told anything about it. If you are told it is a herbivore, then you know it eats plants.The main sort of tasks you might be asked to do are: †¢ Identify features of cells, tissues organs. For example, â€Å"label on Fig. 5. 1 using labelling lines, a petal, a sepal and a stamen. To answer this question o You have to know the structure of a flower. o You also have to be able to find the structures on a diagram of a flower you may never have studied. o You then have to draw a label line to the structure and write the name next to the labelling line. If you do not draw a label line, or use and arrow, you may not get any marks even if you have found the correct structures.Use information given in the question. For example if a question asks you to â€Å"Use examples from†or â€Å"Use only this i nformation†or â€Å"With reference to Fig. 6. 2†. . . STOP and THINK! Find out what you are expected to use as examples or get information from. You will not get any marks if you use examples from somewhere else. The information can be given to you in different ways: o Diagram like a food web, a set of apparatus or biological structure. o A graph, which could be a line graph, a bar chart or a histogram. Check the headings and units carefully o A table.Check the headings and units carefully o You may have to give examples to show that you understand an idea in Biology. – After a diagram of a food web you might be asked to â€Å"Name an organism from this food web that is a primary consumer, a tertiary consumers and a producer†. – To answer this question you have to know definitions of producers, primary consumers, tertiary consumers. Then you have to show that you understand how these terms apply to the food web shown in the diagram. If you put exa mples from other food webs you have learned, you will not get any marks.After a diagram of leaf structure you may be asked to â€Å"Describe and explain the advantage of the distribution of chloroplasts shown in Fig. 8. 1†– To answer this question you have to observe the diagram and describe which cells have the most chloroplasts. Then you have to work out why this arrangement might help photosynthesis. If you write answer about what chloroplasts do you will not get any marks. Draw or interpret graphs. If you are asked to draw a graph: †¢ †¢ †¢ †¢ †¢ Choose a scale which uses most of the grid. Choose a simple scale, e. g. one small square is equal to 1 or 2 or 10 units in the data.Do not give make it hard for by having to multiply each item in the data by 2/3! o Write the name of the axes and their units, e. g. rate of water loss/ g per h , temperature/ o C, time/ s o Plot the points exactly using a sharp pencil. Draw the points lightly so tha t you can rub them out if you need to. Make them more definite when you are sure they are right. o Use a cross (x) or a dot in a circle ( ) for your plot points. o Join the points with a â€Å"line of best fit or a zig -zag line. o Remember that all curves do not have to pass through the point where the two axes meet. Do not extend you graph beyond the plotted points. If you are asked to read figures from a graph: o Make sure you work out the scale. o Make sure you read from the correct axis and put in the units. o If you are asked for a trend or pattern, describe the overall change, e. g. the line increases and then levels. off. Do not describe each point of the graph. Draw or interpret tables If you are asked to draw a table o Use a ruler and a pencil to draw the table. o Write headings for each column or row of the table. 3 o Write in units if they are needed, e. g. volume of water/cm , mass of seed/g. Do not put units in the table spaces where you write numbers. Do calculations . If you are asked to do a calculation: o You may have to find the figures from a table or graph. o Make sure that you show the units in the calculation. o Show you working. o If you use a calculator, round up the figures to the same as in the question – do not copy all the figures after the decimal point, e. g. If the question figures are 5. 6, 4. 6, then your answer should only have one number after the decimal point. Show or complete equations. You do not have to know chemical symbols for equations of the processes in biology.But it will help you to understand them if you do. o If you are asked to give either a word or a symbol equation, do not combine symbols and words in the same answer – If you have to give the word equation for anaerobic respiration by yeast, write: o o Glucose > carbon dioxide +ethanol + energy If you have to give the chemical equation for anaerobic respiration by yeast, write C6H12O6 > 2C2 H5 OH + 2CO2+ energy Do not write something like gluco se > CO2 + ethanol and energy †¢ Make comparisons. If you are asked to compare two things make sure you make it clear which you are talking about. A question may give to table of data and then ask you about it. Make sure you only use information from the table. e. g. in a table of the composition of normal breast milk and colostrum, you can see which milk contains more fat, protein and sugar. Your answers should start with â€Å"colostrum has more †¦Ã¢â‚¬ ¦.. than breast milk†or â€Å"breast milk has more †¦Ã¢â‚¬ ¦ than colostrum†. Do not put â€Å"it has more protein. †The person marking cannot guess which you thought had more protein. o The question may ask you to make a comparison about biology you have learned. e. g. the differences between arteries and veins.The clearest way of answering is to make your own table. Make sure the headings are clear. Keep the comparisons of the same feature together. Artery has thick wall thick muscle layer ve in has thin wall very thin muscle A table like the one below will not get any marks as there are no comparisons of the same features. Artery thick wall no valves †¢ veins elastic layer small amount of muscle Extended writing. This means writing several sentences together. e. g. Suggest what happens if excess nitrogen fertiliser is washed into a stream or pond [4] o The mark scheme used for a question like this will have a list of oints that the person marking your answer will use. o There will be more points than there are marks, so you do not need to put them all in your answer. The points for this question could be: – Algae and aquatic plants grow faster using the fertiliser. – Algae cover the water surface. Light cannot pass to aquatic plants lower down. – These plants die. Bacteria of decay feed on the dead plants. – Bacteria increase in numbers. – These bacteria are aerobic. – They use up more oxygen. – There is not enough o xygen for other organisms which live in the water. – These organisms die. The process is called eutrophication. If your answer is something like â€Å"The fertiliser causes low oxygen and it affects animals in the water. †you will not get any marks. The answer is much too vague, in other words it is not precise. I your answer is something like â€Å"The animals do not have enough oxygen for their respiration and they die. †you will get some marks. Paper 2 tips †¢ †¢ †¢ †¢ †¢ †¢ Most of the questions are short answers. This means that you writing mainly one word or one sentence answers worth one mark. [1]. Longer answers will need two or three sentences. Check the number of marks.Check the number of command words, do you have to do one or two things. Use the lines given. Do not write too much. Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There will be a few parts of questions that need extended writing. These will have four [4] or [5] marks. The question will often be related to some information you are given. You will need to write four or five sentences in an order that makes sense. You can think of it like â€Å"telling a story†. Remember to refer to any information you are given.Paper 3 tips †¢ †¢ †¢ †¢ †¢ There is more to read in this paper. Many questions will be one, two or three sentence answers. Check the number of marks. Check the number of command word – do you have to do one or two things Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There are questions that may start in one part of the syllabus and link to another, e. g. the information could be about the animals in a particular habitat and what they eat. The first parts of the question might be about the food chains or food webs whic h include these animals.Another part of the question could be about the structure of one of the animals or about factors in its environment. You are likely to have questions about events and situations that are new to you. Do not be put off. The question will tell you all you need to know. What you need to do, is show that you can connect the biology you have learned with the new facts. e. g. you may not have learned anything about how cats inherit the length of their fur. o The question tells you that the alleles for fur length are co-dominant. o The question tells you the fur length of pure bred parents are long and short. You know that the offspring of cross breeding are heterozygous for fur length. o You know from your genetics lessons that for features controlled by co-dominant alleles, both alleles are expressed in the offspring. o You know enough to work out that the fur length of the offspring will be medium length. You are likely to be asked to interpret unfamiliar data, e. g. result from an experiment you may not have carried out or could not be carried out in a school. Do not be put off. Follow the same rules as before. There will always be enough information in the question for you to answer it. †¢ †¢General Tips for Practical Papers †¢ †¢ †¢ †¢ Look to see how many marks are given for each question. Divide the time of your examination in proportion to the marks given. Whichever paper you do the same rules for recording observations. Use the same rules as in the tips for written papers for tables, graphs, calculations and comparisons. Recording your observations †¢ You can record as: o statements in writing o as tables o drawings †¢ Neat work helps to keep you calm and feeling in control. †¢ Use all the space available on the paper for your observations. †¢ Do not write an explanation until the question asks for one. †¢ Use a sharp HB or B pencil.It can be rubbed out easily if you need to corre ct a mistake. †¢ Don’t forget headings for the columns and the rows or tables or graph axes. Don't forget the units! †¢ Make drawings as big as the space allows. †¢ Use a ruler for labelling lines. †¢ Label in pencil. Planning investigations Some times you are asked to suggest a way of carrying out an investigation or to improve the method that is in the question paper. †¢ When you read through an investigation try to work out three main things: 1. What is being changed – this is called the independent variable, e. g. light 2. What is being measured – this is called the dependent variable, e. . oxygen given off by plant 3. What is being kept the same – these are called the standard or control variables, e. g. type of plant, number of leaves on the plant, environment of plant ,the apparatus used, time for collecting oxygen. †¢ Some investigation needs to have two parts: o the experimental- which is the apparatus used to measur e the process being studied and contains the living organism being tested. o The control. –which will be exactly the same as the experiment except the living organism will be missing or replaced by something non-living. e. g. there would be no plant in one set of apparatus. The control shows that the results are due to the activity of the living organism and is not due to the apparatus or an environmental factor. Tips for paper 5 In paper 5 you are following instructions, using laboratory equipment, making observations, recording results and drawing conclusions. †¢ Start by reading the entire first question. †¢ Think about the apparatus needed for each step and imagine using it in your mind. †¢ Check the time to be allowed and imagine following the instructions. †¢ Do the same when you are ready to begin the next question. Following the instructions †¢ Follow the instructions for practical methods exactly.If you make a change in the method you can alt er the results. †¢ Do not take short cuts. †¢ Always label test tubes and other containers to help you remember which is which. †¢ If you are told to â€Å"Wash the apparatus thoroughly after each use†make sure you do. If there is anything left in the apparatus the next stage may not work. †¢ If you have to measure a specimen make sure you draw a line on your drawing to show where you made our measurement. †¢ You will get marks for following instructions accurately. Recording your observations †¢ Do not forget that observations can be seen, heard, felt and smelled. †¢ e. g. olour, fizzing, warming, smell of a flower, texture (feel) of a fruit. †¢ You can always something to observe, so make sure you record something for each observation. †¢ Write down exactly what you observe. †¢ e. g. if you add a drop of iodine to a drop of starch solution on a white tile, the colour changes. o You should write â€Å"the colour changed fro m yellow to black. †o If you write â€Å"it turned black†you have not given all the information. o If you add iodine to a drop of water on a white tile. o You should write down ‘the colour stayed yellow. ’ o If you write ‘the colour stayed the same’, or ‘no change’, you have left information out.Conclusions †¢ Use your own results for your conclusions. †¢ Do not write the conclusion you have learned from a class experiment or from theory. E. g. in an investigation you test drops of a mixture of sodium chloride, amylase and starch solution with iodine once a minute for eight minutes. Then you repeat this with a mixture of water, amylase and starch solutions. o The blue/black colour might disappear sooner in one test tube than the other. o Even if you know that sodium chloride usually makes amylase work faster, you must write down the results from YOUR investigation. You must draw conclusions from YOUR results. o If the c olour in both tubes changes at the same time, the conclusion has to be that the sodium chloride made no difference. That is the correct conclusion drawn from your observations. Tips for paper 6 In this paper you are making observations from information given in the paper, recording results and drawing conclusions. Try to imagine doing the practical which has produced the results in the questions. Recording observations †¢ All of your observations are either measurements that you make or diagrams on the paper. †¢ Write down exactly what you see.Making measurements †¢ Make your measurements as accurate as you can. Measure to the nearest unit e. g. mm. Do not try and â€Å"guess†0. 5mm. †¢ Make sure you put units! †¢ If you have to make calculations use the blank pages within the paper. Do not write in the margin. †¢ Write neatly and show your working. The person marking your paper might be able to give you marks for knowing what to do if you make a mistake or do not finish the calculation. Conclusions †¢ Use your measurements or observations or on the results given in the question for your conclusions. †¢ Do not rely on something you have learned as â€Å"the right answer†.
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