Capital Budgeting Statistics Project Example | Topics and Well Written Essays - 5250 words

Capital Budgeting - Statistics Project Example One of the most significant contemplations for a speculation and financing choice will be legitimate resource obligation the board. Organizations should confront an extreme resource obligation befuddle if the drawn out prerequisites are financed by the momentary wellsprings of assets. Such a jumble will prompt an intrigue chance in this manner improving the intrigue weight of the firm and a liquidity hazard with the transient assets being help up in long haul ventures. At whatever point a business firm intends to put resources into a drawn out task, it needs to survey the advantages that can be procured out from that specific long haul venture and arrive at a resolution whether that specific speculation is productive for the business or not. The whole procedure of surveying a proposed long haul speculation and arriving at a resolution whether it merits contributing or not is named as Capital Budgeting. A definitive objective of any individual or an association's boost of benefits or pace of profits - as such market estimation of one's ventures. In this manner, venture the board is a continuous procedure which should be continually checked by method of data as this may influence the estimation of protections or pace of profits of such protections. ... c. Gauge of future productivity and development and the unwavering quality of such desires. d. Interpretation of every one of these appraisals into valuation of the organization and the protections. The worldwide budgetary markets now-a-days are getting increasingly incorporated, and individuals and firms are going into increasingly cross - fringe money related arrangements. So as to make these exchanges plausible, a framework for assurance of the sum and technique for installment of the fundamental money related streams is required. Since the residential monetary forms of the gatherings included will be unique, the streams will happen in some commonly satisfactory cash. All the important exchange occurring would henceforth be by virtue of worldwide exchange products or administrations, or because of securing or liquidation of money related resources, or on account of creation or reimbursement of global credit. Estimation of Total hazard Without a doubt, all the cutting edge types of hazard evaluation discover their birthplaces in Hazard is related with the scattering in the possible results. Scattering alludes to inconstancy. On the off chance that a benefit's arrival has no inconstancy, it has no hazard. A financial specialist examining a progression of profits on a speculation over a time of years has to know something about the inconstancy of its profits or at the end of the day the advantages' all out risk1. There are various approaches to quantify fluctuation of profits. The scope of the profits, for example the distinction between the most elevated conceivable pace of return and the least conceivable pace of return is one measure, however the range depends on just two extraordinary qualities. The fluctuation of an advantage's pace of return can be found as the whole of the squared deviation of every conceivable pace of come back from the normal pace of return

Toddlers and Tiaras Free Essays

Little children and Tiaras 2 Screaming groups (generally insane moms), make-up, hair expansions, prodded hairdos, billows of hairspray, counterfeit teeth, bogus eyelashes, splash tans, exquisite outfits, odd stances, jerked face demeanors, crowns, trophies, cash and pretty much ability are the elements for the typical youngsters magnificence exhibitions. Those little youngsters that contend in these magnificence challenges are between ages 3 to 10 and now and then significantly more youthful than 2 years of age and for the most part have one just objective, get the cash and get the headband (headdress and additionally trophy as well as strip). Obviously, these crazy moms/fathers (alleged guardians) enter these little marvels not at their own solicitation into these expos. We will compose a custom article test on Little children and Tiaras or on the other hand any comparative point just for you Request Now They fill in the applications on schedule, pay the investment charge, make or purchase the outfit, build up the sort of execution for the ability area, typically some melody or moving is an exceptionally well known ability to be shown. The mothers make and exercise the haircut and make-up, keep a severe practice plan, recruit mentors if the mother herself can't mentor the entire thing, travel many miles with their youngsters just to go through an end of the week on an enthusiastic crazy ride and ideally win the opposition. So for what reason do these moms put their little youngsters through this experience? Indeed, as a matter of first importance, â€Å"For them to have some good times and experience spruce up in a progressively mind boggling condition. † Because she loves it and on the grounds that she is excellent, and so forth. In private more, the appropriate responses incorporate the â€Å"For the money† and â€Å"Because she must be number one. Anyway, for myself, the most dreaded response to that question would be â€Å"Because I used to partake in such challenges myself†, and regardless of how that condemned closes (I generally won or I’ve always lost, however I realize she can do it! ). What can a kid realize by being an expert/sequential excellence event challenger? All things considered, empowering the feeling of rivalry and having a side interest to be committed to is alright, investing energy with mother is incredible, yet when you become a triumphant machine, and a Tiara chaser gatherer, genuine mental issues can happen. These challenges advance Physical Beauty as the principle esteem, with the ability segment being a nearby second. These youngsters, particularly these young ladies are going to give such a great amount of consideration to her looks and realizing she is being decided for it, will be truly vulnerable to create dietary problems, for example, Anorexia or Bulimia. Likewise, jumpy highlights can happen as a reaction to the, â€Å"No other young lady here is your friend† among mother and girl and you simply favor the outside and build up a little disdain inside for every other contender. This likewise carries another issue to my psyche, dissimulation as a type of cooperation, which can be utilized outside challenges as well and become a propensity. Each one of those shouting groups and waterways of tears and faking it and assuming a job could prompt learning hysteric practices. Uneasiness is no more peculiar for these little youngsters either. On the off chance that from the start sight they appear to figure out how to be set up for distressing circumstance, think about this: consider the possibility that the young lady wouldn't generally like to take an interest and does this just to satisfy her mom. Imagine a scenario in which she can’t really move or sing, however she needs to do that at any rate. What's more, imagine a scenario where she feels humiliated. Consider the possibility that she would prefer to get a kick out of the chance to invest energy with companions in her old neighborhood and not in some modest inn miles from her home. At that point I accept indeed, uneasiness and disappointment are close to these kids consistently. These and numerous other mental issues can rise up out of being something that you are not at an early age. Also, inward issues are not by any means the only ones. Showing such a develop look (these young ladies are five or six years of age, yet their faces resemble those of in any event 16 years of age) may draw in undesirable open, for example, pedophiles. Paying the expense for your child’s picture to be posted on a site with substantial traffic is once more, as I would like to think, not the best decision to be made. Little children and Tiaras 3 Shockingly, there have been instances of youthful show members that have been casualties in murder cases, so things are not as straightforward as one would might suspect. By and large, moms are attempting to experience their fantasies through their youngsters that they couldn’t achieve themselves when they were more youthful. Playing spruce up with your little girl can be extraordinary, yet why change it into an all day work? I should likewise make reference to that these rivalries happen on ends of the week, so these youngsters have no vacation or uninterrupted alone time to loosen up and simply play with their companions and do what kids excel at, â€Å"PLAY. Such a significant number of things can be examined about kids excellence events, extending from morals, parenthood, psychological wellness, advancement, rivalry or relational connections, yet before I end, give your kids time to settle on their own decisions and satisfy their own fantasies. Babies and Tiaras 4 Referen ces http://psychologycorner. com/babies and-kids magnificence expos %E2%80%93-chance elements for-serious mental disturbances/ Step by step instructions to refer to Toddlers and Tiaras, Papers

Attachment Research Paper Example | Topics and Well Written Essays - 1000 words

Connection - Research Paper Example nt logical articles and reports on the impacts of guardians and parental figures on mental health, their relationship to scholar and application to ECE (Early Childhood Education), and how these connections and applications help answer my inquiry. The articles study mental health after birth from a financial, natural, dietary, social class, and layers perspectives. In 2004, scientist Brenda Jones Harden investigates formative systems at intellectual levels in â€Å"Safety and Stability for Foster Children: A Developmental Perspective† (Harden, 2004). Phyllis Porter’s 2007 â€Å"Early Brain Development: What guardians and parental figures need to know!† contends that kids raised in earth poor families like unmaintained shelters become natural to less sounds, hues, pictures, socializations, and dreams. Jednorã ³g, et al, composed â€Å"The impact of financial status on children’s mind structure† in 2012 to decide the impact of parental SES (Socioeconomic Status) on children’s mental health (Jednorã ³g, et al., 2012). Theresa Hawley and Megan Gunner 2000 release of â€Å"Starting Smart: How Early Experiences Affect Brain Development† includes the most recent improvements in mind concentrates on kids, which have revealed insight into how a child’s cerebrum continues sprouting and creating â€Å"postnatally† (Hawley and Gunner, 2000). Michelle Loman and Megan Gunnar’s 2010 article â€Å"Early understanding and the improvement of stress reactivity and guideline in children† estimates that babies who spend early pieces of their adolescence in organizations, or suffer maltreatment from their folks, parental figures, or kin of starting point are in risk of building passionate and intelligent issues reverberating sicknesses of feeling and consideration control. Ultimately, Daniel A. Hackman Martha J. Farah state SES is identified with mental achievements all through a child’s life in their 2009 research article â€Å"Socioeconomic status and the creating brain .† Hawley

Writing Perspectives First Person Point of View

As writers, we must be aware of every element that goes into crafting a coherent piece for the reader. Few elements are as important as a point of view. Essentially, a point of view is the â€Å"eyes† through which a story is told. Intuitively, writers may know of the first person point of view, but it is always useful to familiarize oneself with the mechanics of what makes cohesive writing. In this article, we’ll break down the first person point of view and explore how to use it effectively. Definition of First Person Point of View The first person perspective is used when the narrator or main character is telling the story. Reading from the first person perspective, we are limited to only experiencing the story through a narrator’s descriptions. Ex. â€Å"I walked down the street and saw all of the buildings were painted grey.† Grammar To convey a first-person point of view, authors use first-person singular pronoun of â€Å"I†, as well as the first-person plural pronoun of â€Å"we†. Both pronouns are part of the subjective case because they both can be used as a subject of a sentence. Ex. â€Å"I ran up to my teammates to tell them the good news. We were heading for the national championships after all.† Here is the list of all of the pronouns used for the first person point of view: Subjective Case: (singular) â€Å"I† Ex. â€Å"I am an architect† (plural) â€Å"we† Ex. â€Å"We are looking for her car right now.† Objective Case: (singular) â€Å"me† Ex. â€Å"People like me are fun to be around!† (plural) â€Å"us† Ex. â€Å"Peter said he was looking for us all day.† Possessive Case: (singular) â€Å"my/mine† Ex. â€Å"That is my dresser.† â€Å"She has what’s mine.† (plural) â€Å"our/ours† Ex. â€Å"Our flight was delayed.† â€Å"The corn is ours.† Usage The first-person writing perspective is typically used for autobiographical writing, such as memoirs, personal essays, and journaling. It makes the writing seem more personal, where inner thoughts are expressed in the same way as the setting and actions of the story. Because of the reader-to-narrator connection, feelings of trust and authority are established when using first-person. The reader trusts that the narrator will make the story entertaining and/or informative, as the reader has no other direct sources of information. Some authors have understood this and used it to their advantage, using the first person point of view creatively. For instance, Mark Twain’s Huckleberry Finn is a classic example of an â€Å"untrustworthy narrator†, where the narrator may be omitting the truth, exaggerating, or lying. Readers are unsure of what is actually happening, which creates an air of suspicion that the author uses to enhance or detract from the story-telling. In the example of Huckleberry Finn, we come to distrust the protagonist, wondering what the true motivations of the character actually are. Similarly, the first person point of view can effectively express an altered state of mind (i.e. hallucinations) or elements of fantasy that seem â€Å"real† to the narrator: Ex. â€Å"As I lay there sweating, I could feel a presence enter the room. The sensation of yellow passed over my tongue, which tasted the same way the blaring classical music felt. If this was what they called synesthesia, I finally starting to feel a strange sympathy with my schizophrenic patients.† The narrator of a work in the first-person doesn’t necessarily have to be the main character. Supporting characters, still using â€Å"I† and â€Å"we†, can tell a story about the protagonist. This is called the â€Å"First Person Peripheral†. It bears noting that there are scenes and events that will occur to the protagonist, but that the narrator will not experience directly, so this first-person point of view blends elements with the third-person point of view. A good example of the first person peripheral is in F. Scott Fitgerald’s The Great Gatsby, where the ancillary character of Nick Carroway tells the story of his wealthy neighbor, Jay Gatsby. Finally, a rare usage of the first-person POV is the â€Å"First Person Omniscient†, where a character in the story is aware of the thoughts, feelings, and actions of the other characters. This point of view typically requires an omniscient being (i.e. a god, a disembodied spirit) that guides the reader through the events of the story. Having access to other character’s thoughts is a hallmark of this usage, which differs from â€Å"First Person Limited†, the standard form: (First Person Limited) â€Å"I knew I had been caught red-handed. She looked disappointed.† (First Person Omniscient) â€Å"I knew I had been caught red-handed. She was disappointed in my actions.†Ã¢â‚¬ ¨ Drawbacks to First Person POV Consequently, the first-person POV has a few drawbacks in some types of usage. While it is a direct style of narration, it is also susceptible to a lack of objectivity regarding a subject. It leads many critics of formal works to detect a bias that may or may not be present. Academic and non-fiction writing usually avoids using first-person point of view except for interviews and quotations. However, it can be used on occasion to highlight a relevant relationship between the written work and the writer: Ex. â€Å"The data suggests that plant growth in the northern part of the state indicates a recovering agricultural-based industry. As an economist, I have noticed a similar upward trend in my independent research.† Writers should also be careful using a first person point of view that switches between first person omniscient and first-person limited. This can create confusion in readers, as they feel that they are not fully aware of what the narrator is capable of. Is the narrator filling in the gaps that they could have discovered after the fact, or does the narrator possess a power beyond normal human capabilities? Examples of First Person Perspective The list of books written in the first person point of view is innumerable. Here are a few famous examples: â€Å"American Psycho† – Bret Easton Ellis Told from the perspective of a wealthy â€Å"yuppie† named Patrick Bateman, we are introduced into a dark, gruesome, and violent world from his point of view. Because of the immediacy of the first person point of view, readers have commonly cited feeling nauseous and disgusted at the descriptions of graphic murders. For comic effect, the narrator even gives his personal opinions on pop music. Ultimately, the book ends with a twist: Was this all real, or was it a figment of the Patrick’s dark inner life? â€Å"Anthem† Ayn Rand In â€Å"Anthem† a major plot point revolves around how the narrator addresses themselves in the singular as â€Å"we†, which—spoiler alert—later changes to â€Å"I† as the narrator is cast out from a collective population after discovering their newfound individuality. â€Å"Notes from the Underground† – Fyodor Dostoevsky In this book, Dostoevsky uses the first person point of view to show the contradictory nature of the cynical narrator. The reader is left to assume whether the narrator is telling the truth or skewing the events to make himself look more noble in the face of a harsh world. â€Å"The Book Thief† Markuz Zusak As an example of the first person omniscient, the story is told from the character Death, who sees all of the events that occur in the story. Death itself is a character that reflects on the human condition and his work, declaring that he needs a vacation from knowing everything about humanity but he cannot find an adequate replacement.

The Destructors - 1014 Words

John Copenhaver English 102 Fiction Essay, Thesis and Outline Instructor Freshwater Thesis Statement: Both Greene’s â€Å"The Destructors† and Lawrence’s â€Å"The Rocking-Horse Winner†, particularly the climax of each story, illustrate a powerful preoccupation with the ruining of lives because of a desire to control the material world. Outline: I. Introduction--thesis statement as well as introductory material regarding the two texts to be referenced. II. The Destructors--a discussion of Greene’s story a. major plot points from the story b. T.’s impulse to control the material elements of the house c. the obsession with materialism and its effect on Mr. Thomas’s life III. The†¦show more content†¦Young Paul decides to take to gambling, specifically on horse races. In a bit of magical realism, Paul is able to accurately predict the winner of any horse race so long as he rides his own wooden rocking-horse while searching for the answer. But no matter how much that Paul earned through gambling, it was never enough. As the Derby drew near, â€Å"the boy grew more and more tense. He hardly heard what was spoken to him, he was very frail, and his eyes were really uncanny† (Lawrence 306). In the end, Paul made over 70,000 pounds on that race alone, but the stress of his divination costs him his life (Lawrence 308). Because Paul believed that more and more money was necessary for his family to survive, he continued to push himself harder and harder to win more and more. The stress of this path, however, was ultimately self-destructive and cost Paul his life. No matter how hard he tried to control the material wealth of the family, his und erlying belief that there must always be more money would destroy his very life for the sum of more than 70,000 pounds. In both Greene’s â€Å"The Destructors† and Lawrence’s â€Å"The Rocking-Horse Winner† we see a pervasive, and perverse, need to control the material world in both the characters of T. and Paul. The former attempted to enact such control by destroying what he found beautiful, while Paul was driven to win more and more money. The end result of both actions, though, was remarkably similar: the material control soughtShow MoreRelatedA Critical Analysis of The Rocking-Horse Winner and The Destructors1240 Words   |  5 PagesA Critical Analysis of The Rocking-Horse Winner by D.H. Lawrence and The Destructors by Graham Greene In both stories, The Rocking-Horse Winner by D.H. Lawrence and The Destructors by Graham Greene we see the common theme of wanting to be envied by others because of what we have or can do. The need to do better, have prestige and more power than anyone else is a very common human conflict that is dealt with on all levels of humanity. The emotional environment that man growsRead MoreThe Basement Room, By Graham Greene1091 Words   |  5 Pagesrelation to the good of other people. Renowned author Graham Greene explores this theme from what some people believe to be a Christian perspective in his many of his works. Although two of Graham Greene’s short stories, â€Å"The Basement Room† and â€Å"The Destructors,† are neither clearly redemptive or biblical, it is very possible that the stories are written from a Christian worldview because of their parallels to the nature and consequences of sin, and Greene’s criticism of selfish human behavior. â€Å"The BasementRead MoreThe Lottery vs the Destructors Essay examples1046 Words   |  5 PagesThesis In Shirley Jackson’s, â€Å"The Lottery†, and Graham Greene’s â€Å"The Destructors†, the author creates a story filled with symbolism, irony, grim reality, and a ritualized tradition that masks evil, which ultimately showcases how people blindly follow tradition. Outline I. Introduction II. Setting B. Time Period III. Plot A. What messages are seen inRead MoreThe Destructors Essay747 Words   |  3 PagesCharacters Trevor (T) : A silent, decided, and seemingly frustrated teenager . He speaks nothing more than needed and yes or no forms most of his answers. He becomes a member of the gang because he wants to take revenge of a society in which his parents have come down. His father, formerly an architect, is working as a clerk ; and his mother considers herself better than the neighbors. This leaves T with nothing better to do than join the local gang. In the destruction of Old MiserysRead MoreThe Decline Of British Bees2223 Words   |  9 Pagesbees, causing widespread declines. There are a variety of afflictions that are affecting insect life in the UK with the honey bee most notably affected. Varroa Destructors, a parasitic mite are wiping out bee colonies worldwide, in the past hundred years or so it has become the most serious pest of bees across the world. Varroa destructor developed from a pest of an Asian honeybee which appear to be mostly unaffected by the mite. When the European honeybee pic ked up the mite however it had disastrousRead MoreAnalysis on The Destructors by Graham Greene 820 Words   |  4 PagesThe Destructors written by Graham Greene as a third person view. The story set in London nine years after the end of World War II. People survived from The Blitz. The Blitz was Nazi Germanys sustained aerial bombing campaign against Britain in World War Two.(The Blitz) Everything was in chaos, people lost their home, slept in the underground station and lost their hope for the future. The story is about a group of teenage boys who formed a gang and call themselves as the Wormsley CommonRead MoreEssay on A Comparison of The Destructors and Lord of the Flies2333 Words   |  10 PagesA Comparison of The Destructors and Lord of the Flies      Ã‚  Ã‚  Ã‚   In Graham Greenes The Destructors, the author presents the Wormsley Common car-park gang, a group of adolescent delinquents who commit petty crimes for fun. William Golding, in his novel Lord of the Flies, presents a slightly younger group of boys who are wrecked on an uninhabited island and develop a primitive society that eventually collapses and gives way to despotic savagery. Although these two casesRead More The Signficance of Violence in Graham Greenes The Destructors793 Words   |  4 PagesThe Signficance of Violence in Graham Greenes The Destructors In serious fiction, no act of violence exists for its own sake. Graham Green, in his short story â€Å"The Destructors,† reveals certain intangible needs met through one central act of violence. One need we all have as humans is the need to be creative, to express ourselves, to use our imagination. All little boys use their imaginations, which is based on what they see in their environment, whether that be television or their ownRead MoreAnalysis Of The Book The Destructors By Graham Greene945 Words   |  4 Pageshustles readers to the end is the reason why they picked a story that is more commercial fiction or literary fiction. Commercial fiction drives readers away from the real world, while literary fiction deepens the reader’s awareness of life. â€Å"The Destructors† by Graham Greene is a short story that stresses the tension between social classes following the aftermath of World War II. This realistic fiction grasps historical context to reveal the purpose of the destruction of a house. The Wormsley CommonRead MoreAnalysis Of The Book The Destructors By Graham Greene954 Words   |  4 PagesPicasso remarked during the later parts of his life. Even Picasso’s genius creative mind knew the potential that destruction has in terms of life; an untapped force of creation and desire awaiting to be fulfilled. In the legendary short story â€Å"The Destructors† by Graham Greene, protagonist Trevor is an intelligent fifteen year old boy who joins a children’s gang in the wake of the Second World War Seemingly set back in life by the horror of the war, Trevor cannot find himself without a certain pain festering

Pilgrimage Essay - 1196 Words

Pilgrimage A pilgrimage is a journey to a holy place. The holy places that Christians choose to visit on pilgrimage can include; where a saint lived, where a relic of a saint is kept, where a vision occurred or where Jesus lived. To travel to holy places (such as Rome or Lourdes) is in itself considered a part of the pilgrimage. Originally pilgrims would have walked and maybe met with other groups on the way. Some choose to make the journey alone or as a group, e.g. - the HCPT takes sick children to Lourdes as part of the charity. In fact many of the pilgrims who go to Lourdes are seriously ill or severely handicapped, has become a place where in numerous cases the sick have been restored to†¦show more content†¦Taking an actual physical pilgrimage is only a small step on our spiritual journey. Our pilgrimage through life is one way of walking with Jesus. Lourdes is a good example of a holy place, a place of pilgrimage. Pilgrims visit Lourdes because of devotion to Mary. In 1844 on January 11th a sick child was born, her family was poverty stricken and she had a poor education. In February 1858 Bernadette out to collect firewood with her sister and on the banks of the river Gave, Our Lady appeared to her. Bernadette continued to see visions. One official returned to his faith after witnessing Bernadette during a vision. Mary called herself The Immaculate Conception on her 16th appearance. Bernadette spoke words of a dogma just ruled by the Pope. Priests and others began to believe and miraculous cures began. In 1862 the commission ruled that the immaculate mother of God did appear to Bernadette. Today there are many practices associated with Lourdes. Daily masses are vibrant a joyful celebrations of praising, in groups of thousands indoors and out, with priests from each country. Pilgrims also visit the Grotto where prayers are said. The statue of the Virgin Mary can be seen in the grotto, pilgrims visit for a moment of reflection (thousands of miracles big and small occur here but not all are recognized by the church). Pilgrims drink the water from the natural springs.Show MoreRelatedThe Role Of Cyber Pilgrimage On A Pilgrimage1585 Words   |  7 Pages Moreover, there are also other methods of cyber-pilgrimage that are commonly use to partake on a pilgrimage on a daily basis. These include pilgrimages videos on YouTube, virtual tours, and online pilgrimage websites of 3D replicates of sacred sites. For example, a very well known YouTube channel for pilgrimage is the America Media. This channel contains many pilgrimage journeys made by father James Martin. Father James is a Jesuit priest, a writer, and editor for the Jesuit magazine AmericaRead MoreExploring Pilgrimage Essay2030 Words   |  9 PagesExploring Pilgrimage Pilgrimage is a journey to sacred places that are inspired by religious devotion. The place that is visited is usually where events have happened in the past that are relevant or important to what the pilgrim believes. Pilgrimage is an ancient custom which has changed over many years. It used to be a long and dangerous journey, but now many treat it like a holiday. A very early example of a pilgrim was Hsà ¼an Tsang, a 7th century Chinese Buddhist;Read MoreEssay on Pilgrimage /Christian, Muslim4247 Words   |  17 PagesPilgrimage /Christian, Muslim A Study of the Christian Pilgrimage to the Holy Land And the Muslim Pilgrimage to Mecca SSC 231 Cultural Conflict and Human Solidarity University College Utrecht May 2001 Introduction A French folklorist and ethnographer, Arnold Van Gennep (1908-1960) gave us the first clues about how ancient and tribal societies conceptualized and symbolized the transitions men have to make between states a statuses . He demonstrated that all rites of passage are markedRead MorePilgrimage And Place : An Old Testament View1219 Words   |  5 PagesIn Gordan McConville’s chapter â€Å"Pilgrimage and ‘Place’: an Old Testament View, he reinterprets the meaning of pilgrimage in relation to the Old Testament. His consensus is the Christian theology views the history of holy sites and its geography as a restriction in a journey toward God. â€Å"Christians do not make hag to Jerusalem. There is no one holy place; God does not ‘live’ in Jerusalem even in the story of the Old Testament was never final or definitive,† (McConville, 26). Having mass in our hostelRead MoreExploring Why Christians Go on Pilgrimages Essay962 Words   |  4 PagesExplor ing Why Christians Go on Pilgrimages I will start this essay by explaining why some Christians go on pilgrimages and will go on to explain in detail the effect this might have on them. I will also share experiences that others have had and the life changing experiences they’ve had. A pilgrim is one who travels to sacred places but in a more detailed form, a pilgrim is a believer in a faith or the follower of a religion who travels to sacred places within or outsideRead MorePaulo Coelhos The Pilgrimage: A Unique Search for the Meaningful3334 Words   |  14 PagesThere is no denying the fact that Paulo Coelho with more than a dozen novels to his credit has emerged as a contemporary literary figure of international repute. The Pilgrimage marks his entry into the world of fiction with a bang followed by a big bang in the form of his most popular novel The Alchemist. No doubt, The Alchemist has earned him immense popularity far and wide and established him as a novelist of consummate skill. His other novels which include The Valkyries, Like the Flowing RiverRead MoreGetting Closer to God on Religious Pilgrimages in Gregory Chaucers Cantebury Tales 821 Words   |  4 Pagesfolk to goon on pilgrimages,† said Gregory Chaucer in his book, The Canterbury Tales, meaning people long to go on religious pilgrimages. The act of pilgrimage during the Middle Ages had been a very popular and traditional practice in the Christian society. This visit to shrines or holy places was an act of religious devotion and played a role in the lives of many Europeans, especially those in the western regions of Medieval Europe. In order to understand the importance of pilgrimages, we will emphasizeRead MoreEssay on Bryons Childe Harolds Pilgrimage: the Byronic Hero1003 Words   |  5 PagesBryons Childe Harolds Pilgrimage: The Byronic Hero Boozer English 11/4/95 In Byrons poem, Childe Harolds Pilgrimage the main character is portrayed as a dark brooding man, who doesnt like society and wants to escape from the world because of his discontent with it. Through the poem we see the strong resemblance the Byronic hero has to many of todays popular characters, such as Batman. In the third stanza of the poem we learn that Childe Harold is the productRead More Bryons childe Harolds Pilgrimage: The Byronic Hero Essay991 Words   |  4 Pages Bryons quot;Childe Harolds Pilgrimagequot;: The Byronic Hero In Byrons poem, quot;Childe Harolds Pilgrimagequot; the main character is portrayed as a dark brooding man, who doesnt like society and wants to escape from the world because of his discontent with it. Through the poem we see the strong resemblance the Byronic hero has to many of todays popular characters, such as Batman. In the third stanza of the poem we learn that Childe Harold is the product of a long line of nobilityRead MoreMoses and The Mount Sinai1734 Words   |  7 Pagessacred to the Israelites and hosted an extraordinary event 3,000 years ago, unfolding salvation history through the covenant God made with His people, authenticating the sacredness of Mt. Sinai. Many early Christians’ embarked on this religious pilgrimage to Mt. Sinai, a natural and sacred site, to encounter this revelation, a breathed civilization by God for humanity, transmitted to the prophet Moses and the Israelites. (Kessler, 1968) Pilgrims, who have embarked on the journey to Mt. Sinai, claim

Butterfly free essay sample

Butterfly There is a man in my neighborhood that plays the bagpipes. He sits under his tree and allows his music to rise above the drone of the coming and going traffic. The song is Amazing Grace—the only song he knows. I am a musician; I have played the viola for nine years. But music can still amaze me. A brass tube with holes in it, costing $11.50, taught me that. A penny whistle. It could transport me to a place that was entirely my own. The first time I placed my fingers over those empty holes, my dog tilted his head in surprise at the resulting sound. Days later, determined to produce a pleasing tone, I wandered into my room while punching notes out on the way. Setting up my chair in front of the mirror, I sat down and watched my clumsy fingers try to learn a new dance. We will write a custom essay sample on Butterfly or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My mind wandered and I could hear my friend’s mildly accusing voice. â€Å"So why aren’t you going to the football game?† I hit a high, shrill note. â€Å"I dunno,† I heard myself say, â€Å"I’m too busy, I guess.† The second time the note sounded clear and deep. Here in my room, I did know. An unexpected calm trickled over me like a sticky-sweet syrup, slowly pulling at the worries that had cluttered my mind. I knew why I wanted to be here and not in a crowd of faces. My grandmother’s condominium overlooks the Ohio River. So it was surprising to see, nine stories above the earth, a burning orange butterfly pass by the window. It fluttered along lazily, as if not aware it was climbing above buildings created to place holes in the sky. The girl in the mirror smiled. My stress floated away; I felt content for the first time that day. After a little practice, the pitches began to march in harmony. Melodies poured from my little penny whistle. My fingers cautiously hammered out the notes that formed Amazing Grace and I was lifted above the commotion of the week. My friends may think I am a lost cause, but it is they who will never understand how wonderful the view is from up here.

Models of Health Behavior Essay Example

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

Essay on Notes for TOK PRESENTATION

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Hurricane Katrina Essay Example for Free

Hurricane Katrina Essay Many countries that face the catastrophes today need the relief assistance particularly in the floods and the devastation of the earthquakes. The countries, particularly those undergoing difficult transitions, lack the public and private institutions and infrastructure necessary to meet the challenges posed by complex humanitarian emergencies need a collaborated effort to overcome the effects of the devastations. The requirement is to identify the need of a joint effort by the organizations and political stability is required to take timely actions. The disaster relief efforts are also to be identified which are to be continued to support developing and transitional states in a unified operational concept and the Disaster Prevention and Disaster Response cooperative initiatives. (Anna, 2005) The Japan for example experiences hundreds of seismic events annually; tropical cyclones (typhoons) are so frequent they are numbered and not named; and heavy rains accompanying typhoons often result in devastating mudslides that annually claim many lives. Although Japan seems to be well prepared to cope with natural disasters. Organizations with emergency response duties including fire, medical, police, environmental, etc. are professional and well equipped. (NPR, 2005) This expanded role of agencies in a collaborated disaster relief can be further defined to ensure the availability of technical competence in order to make their participation meaningful. The local agencies and community groups should not be underutilized and undermined by relief organizations. The knowledge, expertise and ability to communicate with local people can be invaluable for humanitarian relief programmers. The challenge for international agencies and NGOs is to assure, wherever possible and useful, the appropriate inclusion and collaboration of the local agencies into the system. Prior identification of local civil possible partners in disaster-prone countries and training of the required staff is one way to prepare for unexpected crisis. In some countries, local agencies and community groups exist with high levels of competence but may require outside technical and logistic support. In the United States, the Federal Response Plan describes how the federal government will assist the state and local governments when a major disaster or emergency overwhelms their ability to respond effectively (LeClaire, 2005). The plan assigns federal agency responsibility for twelve Emergency Support Functions. These cover the world of disaster response from transportation, public works and engineering, mass care, food energy and those to those functions that are vital to meet the challenges of the disasters. A few weeks ago, Hurricane Katrina, a category 5 hurricane, stormed the Gulf coast of the USA, affecting an area as large as the UK. Katrina completely destroyed of individuals. New Orleans is a major American city, with a devastated and evacuated exercise, with a fictitious category 3 hurricane named Pam, predicted the scenario accurately,1 As we impotently watched television, the disaster unfolded. The hospital scenes of combined internal and external disasters already described in Houston2 repeated prevent them. (Television Week, 2005) electricity, water, communication, and other vital services; Local and national leaders underestimated the storm and failed to the size of the tragedy in human lives and future ecological repercussions. Katrina left the affected region teams, evidence of complete lack of preparedness with insufficient immediately available physical and human resources, health-care systems incapacitated, urban anarchy, despicable crimes, while the world criticized American leaders and emergency organizations. Millions of jobs have been lost to the storm. New Orleans largest employer, Tulane University, hopes to reopen to students for the spring semester. The casino barges that helped revitalize the Mississippi coast are no more. Right now, only insurance agents and construction workers seem to have guaranteed employment in the storm-damaged areas. Disasters and Urban Renewal Monitoring of field activities is always difficult without the setting of objectives and standards for joint relief actions. Minimum operational goals should be defined for performance evaluation. Goal setting would also bring into focus the impact of the joint relief on the beneficiaries, both for acute and chronic disasters. Co-ordination and communication are the central point for the success of a joint disaster relief operation. In disaster situations, the joint and rapid operational decisions within a political and media environment can be very vital (WaterWorld, 2005). A rapid assessment of needs following a disaster is always a clearly and critical aspect of effective humanitarian action. The local Civil Hospital and other installation medical treatment facilities can have agreements with local hospitals covering certain medical procedures and emergencies on. These agreements can be extended to post disaster emergency care also. It is vital that a Manual should be developed as a Coordinating Manual for Disaster Relief Operations to provide basic coordination procedures between different agencies. There are an increasing number of disasters with a conflict dimension. The areas of further development in the field of collaborated disaster relief operation can be areas of research that can be proposed as having immediate utility to field operations. Disasters have security as well as other dimensions. After Hurricane Katrina tore through New Orleans the rest of the country became aware of the citys extreme poverty. This however, is not a new issue for the city of New Orleans. It was an obvious demonstration of how our country needs to step up its emergency relief effort to respond faster to these situations. But, was it a mistake they did not respond immediately? This is a question that is recently up for debate and we have decided to look deeper into. 67. 3% of the cities population is African American (68% of whom are in poverty) compared to the 28. 1% of whites. (2000 Census) It is interesting to compare the response to September 11, 2001 to the emergency response to Hurricane Katrina. The response the terrorist attacks in New York, whose population is almost the reverse of New Orleans 67. 9% White and 15. 9% African American (NY Census 2000), was immediate. It is amazing that New Orleans had days to prepare for Hurricane Katrina and they were well aware of its potential to destroy the city- however it never occurred to them to make everyone aware of the destruction this hurricane could cause. Through the Hurricane Pam simulation, scientists knew the level of damage that was going to be caused and knew that it would take at least 72 hours to evacuate before the hurricane made landfall. New Orleans had an evacuation plan that they poorly enforced when it came time to really implement it. Many valuable resources that could have saved lives went unused such as Amtrak trains evacuating valuable equipment from the area and offering to take several hundred passengers along with them. Lack of transportation was a major reason many people died. A large percentage of the people in poverty did not have their own means of transportation to get out of the city and could have put these offered resources to good use. It is unfortunate that these people were basically ignored when it came to the rescue effort. I feel that Louisiana Governor Blanco and New Orleans mayor Nagin could have made much better decisions when it came to evacuating the city that could have potentially saved thousands of lives. They let many resources go wasted and the poor decisions made by these people cannot be taken back. People will always be attracted to live near the shore, which leads to serious problems when evacuation is required. No matter the administration, Hurricane Katrina would still have had a devastating impact on the citizens and landscape of New Orleans. However, many lives would have been spared were it not for the mistakes of President Bush, Gov. Blanco, Mayor Nagin, and ex-FEMA director Michael Brown, in their unsuccessful attempts to contain the damage. The act of carrying out a complete mandatory evacuation is where most administrative mistakes were made. When officials made the order for evacuation, they ignored the fact that New Orleans has a poverty rate of 38 %(Wikipedia 4), one of the highest in the country. In addition to this, they did not account for the 120,000 people in New Orleans who were without transportation, which led to chaos after the order was given for a mandatory evacuation. Individuals were expected to find their own way out of the city, and due to an inadequate evacuation plan, thousands were left stranded in the city to survive on their own, most of which were poor, elderly, or sick(Wikipedia 4). New Orleans Mayor Ray Nagin, realizing the threat Katrina posed to his city, was the first to call for a full evacuation. He pleaded with Gov. Blanco to call for a mandatory evacuation, but Blanco was reluctant and decided to take 24 hours to make the decision, a delay that the people of New Orleans could not afford. Had this delay not occurred, there would have been adequate time to prepare mass public transportation of evacuees. Mayor Nagin was enraged by the governments reluctance to aid, and further expedited the evacuation process. Nagin publicly criticized the federal involvement in the evacuation, primarily attacking their failure to quickly provide buses. This lack of communication between city, state, and federal officials continues, and occurs throughout the disasters response and recovery efforts. Criticism of local and national response to the hurricane is widespread in the media. Local officials complain just days after the disaster about the lack visible presence of troops and FEMA. The presidential response to the hurricane was embarrassing. The day Katrina hit, Bush was at a ceremony in California, and did not break from his vacation until the next Wednesday, which left those affected by the hurricane with a feeling of abandonment. President Bush is also responsible for appointing an unqualified lawyer, Brown, to be the director of FEMA. Browns most critical mistake was his urging of all fire and emergency services departments not to respond to the counties and states affected by Hurricane Katrina without being requested and lawfully dispatched by state and local authorities(Wikipedia 8). This caused a serious clash between state, local, and federal governments, resulting in the loss of tons of critical aid materials. Having never dealt with crisis and natural disaster relief, Brown continued to inhibit the reconstructive and rescue efforts, resulting in many fatalities that could have been prevented had a more qualified individual been in the position. Similar delaying acts were performed by Vice President Dick Cheney. The day after the hurricane, Cheney ordered workers of the power company to divert power crews, who, at the time were restoring power to local hospitals, to substations that control the diesel fuel and gasoline flow from Texas to the northeast. The workers upsettingly questioned this diversion of labor and were told to perform it anyway. Cheney did this in an attempt to avoid fuel price gouging, however it proved to be unsuccessful, and there was an enormous spike in fuel costs following the hurricane. This graph, and attached data sheet show this dramatic increase: This action reaffirms the perceived attitude of unreceptiveness displayed by the government and authorities toward the victims of Katrina during the hurricanes relief effort. It is an undeniable fact that a category five hurricane will have devastating effects, no matter where it makes landfall. Due to the citys cultural and racial diversity, geographical structure, and inflated poverty, it was clear that Katrina was going to hit fast and hard. Just as predicted by weather forecasters, the hurricane quickly flooded the city and those who attempted to ride the storm out perished. Unfortunately, the governments policies implemented to help did not come as quickly, and as a result thousands of fatalities that could have been avoided were not. Three places in your home that are usually damaged by hurricanes are the roof, windows, doors, and there are things that can be done to strengthen these areas to minimize damage. Firstly investing in a stronger roof by placing more beams and securing the trusses by placing brasses to strengthen the roof structure, to protect your windows and doors the simplest effective method is by installing storms shutters which are basically thick boards of wood coving windows and doors. When it comes to prevention with hurricanes of a category 4 nature governments should have emergency plans in place, George Bush was criticized in the handling of hurricane Katrina, it even sparked of arguments that New Orleans was neglected due to its poverty stricken black communities. Although warnings were in place 24 hours before the hurricane hit and there was time for evacuation, a lack of services was provided. Although in the following hurricane Rita, The US government was quick to act while sending hundreds of busses to evacuate cities. Some officials in high positions were accused of a good-riddance insensitivity toward the export of the citys poverty and accompanying social ills. On a more positive note, many planners and scholars have called for the development of mechanisms that can accommodate the displaced poor population, who should be encouraged to return. The storm may have created an opportunity to address the issue of poverty and land use in a way that is much smarter than previous approaches (Cutter and others 2006). Racial and Economy Perspectives A major question affecting the future cultural and racial geography of New Orleans is how much of the African American population will return to the city. About two-thirds of Orleans Parish was African American before the storm; now the percentage is generally assumed to be much lower, although nobody really knows by how much. Half is a popularly held local presumption, but I have found no official figures to support it; data are difficult to come by. Will the loss of African Americans be permanent? If so, what will the cultural and racial imprint of the city be? What will its political geography look like if a large and reliably Democratic voting block disappears? Mayor Ray Nagin was clearly alarmed by the possibility of a permanent loss of the African American population when he steadfastly affirmed that displaced African Americans would return to a rebuilt city and that New Orleans would be chocolate at the end of the day. †¦ This city will be a majority African American city. Its the way God wants it to be. †¦ You cant have it no other way. It wouldnt be New Orleans (Pope 2006, 1). Part of the mayors angst arose from concern that a major influx of Hispanic workers to help rebuild the city, and the possibility that many in-migrants might stay permanently, would potentially alter the cultural and political balance of power in New Orleans. Although much of the storms face was poor and African American, in the final analysis Katrina was no respecter of class and race. One of the hardest-hit neighborhoods in New Orleans, Lakeview, is mainly Caucasian and middle-to-high income. New Orleans East, which some observers argue should never be rebuilt, is a suburb populated by a growing African American middle class. Venetian Isles and south Slidell contain some of the most desirable waterfront properties in the metropolitan area, many of which were adorned with beached sailboats after the storm. Meghan Stromberg observed that Katrinas obvious disregard for areas of wealth and privilege may work in favor of the citys recovery: Homeowners there have greater resources to rebuild sooner (Stromberg 2006). Of great concern is whether people with the technical and entrepreneurial skills needed by a rebuilding city will return. Unfortunately, these skills are often in high demand elsewhere, so people may be enticed to stay in their adopted homes. Mark Drennen, head of Greater New Orleans Inc. , a public-private partnership whose mission is to spearhead economic development in the New Orleans region, commented that this prospect is a huge concern. It occupies almost every meeting Im in all day long (Mowbray 2005). The longer companies put off returning to New Orleans, the more likely it is that they and their employees will not come back. On the bright side, there is always the red-beans-and-rice effectthe soul and culture of New Orleansthat keeps the natives coming back, even in the face of better economic opportunities elsewhere. Some commentators also speculate that there may be an influx of risk takers who spy opportunity in the rebuilding of New Orleans, giving the city a flesh jolt of people with entrepreneurial skills (Mowbray 2005). The absence of workers of all types is already being felt. Estimates that the Gulf Coast currently lacks 150,000 construction and maintenance workers have prompted the Business Roundtable, a Washington-based association of large-company chief executive officers, to develop a plan to recruit and train 20,000 new construction workers for the region (Sayre 2006). Accompanying the departure of the citys poor population was its supply of minimum-wage workers. Fast-food and convenience outlets are especially desperate for employees, to the point that one major hamburger chain is offering a bonus to new hires of $500 per month; other chains are advertising entry wage rates in excess of $9 per hour. Plumbers, electricians, and other tradespeople are in extremely short supply, partly because many of them never returned after evacuating and partly as a result of the huge surge in demand. The most common sign at business entrances today is Now Hiring. In a sense, future demography is destiny for New Orleans, not only in terms of racial and cultural makeup but also with respect to economic vitality (Frey 2005). Its cultural geography will be shaped by who comes back and who does not and by as yet unknown new migrants to the city. Conclusion The immensity of the disaster and the long rebuilding process will offer abundant research opportunities for geographers. The new footprint of the New Orleans metropolitan area will provide intriguing areas of study for planners as well as for economic, urban, and cultural geographers. Along the same lines, population geographers will want to track the status of the great New Orleans Diaspora. Of considerable interest to researchers will be the geography of debris and the environmental impact of millions of cubic yards of waste. Biogeographers will have an interest in the disruption of bird and animal habitats; and of course physical and environmental geographers will find a renewed impetus to continue their examination of the environmental risks associated with eroding coastlines. Hurricane Katrina laid bare New Orleans environmental vulnerabilities, social ills, and policy deficiencies. At the same time, the city that everybody knew before the storm was not destroyed and is slowly coming back. Already tourists have returned to the French Quarter, with its raucous good times; and the convention industry is regaining its footing. (If Katrina was Gods attempt to punish the city for its night life, it failed. ) Gradually, trust is being placed in a restored levee system. A new normal is emerging, unfortunately in some cases eerily reminiscent of the old normal. Only time will tell if the â€Å"new† New Orleans has learned its lessons from Katrina, or if sentimentality for the old New Orleans will set the city up for a repeat disaster. One can hope that future scholars will not worry again about how people manage to survive in such an unnatural and impossible city. As a hurricane can never actually be stopped or destroyed prevention is a little more vague it’s more of damage prevention rather than hurricane prevention. Although there are scientist researching in possible ways to lower storm intensity some of which include a substance that absorbs large amounts of water with small amounts of the substance being used up the idea is simple but somewhat impractical. In Conclusion, with today’s modern equipment we can predict and perceive a hurricanes power easily but it is nearly impossible to stop a hurricane, so prevention needs to be researched more, if any lesson was learnt from Katrina it is this. Many of the people included in the Diaspora and most visibly affected by the storm were poor and members of minorities, as for example in the hard-hit Lower Ninth Ward. They were among the thousands initially stranded, and then bused to out-of-town shelters. After Katrina an avalanche of media accounts and academic articles appeared on how the storm laid bare the environmentally linked economic and racial inequities within New Orleans, inequities with a long history. References Hurricane Katrina. Wikipedia: The Free Encyclopedia. 22 July 2004, 10:55 UTC May03, 2007 http://en. wikipedia. org/wiki/Hurricane_Katrina/. Storm Surge. Wikipedia: The Free Encyclopedia. 22 July 2004, 10:55 UTC May03, 2007 http://en. wikipedia. org/wiki/Storm_surge. Anna Badkhen. Hurricane Katrina: Relief Effort / Response Like Second Disaster; San Francisco Chronicle (CA), 09/11/2005 Congress Reacts to Hurricane Katrina Disaster. Water World, Oct2005, Vol. 21 Issue 10, p8-9, 2p Cutter, S. L. , C. T. Emrich, J. T. Mitchell, B. J. Boruff, M. Gall, and others. 2006. The Long Road Home. Environment 48 (2): 8-20. Frey, W. H. 2005. City Can Lure Back Its Reluctant Migrants (New Orleans). Times-Picayune [New Orleans], 30 November,  §B, 7. Jarrell, Jerry D. , Max Mayfield, and Edward N. Rappaport. The Deadliest, Costliest, and Most Intense United States Hurricanes from 1900 to 2000. Oct. 2001. NOAA/NWS/ Tropical Prediction Center. 28 Sept. 2005. Katz, B. , M. Fellowes, and M. Mabanta. 2006. Katrina Index: Tracking Variables of Post-Katrina Reconstruction. 3 May update. Washington, D. C. : The Brookings Institution, Metropolitan Policy Program. LeClaire, Jennifer. Katrina disaster trains a spotlight on homeowners policies. Christian Science Monitor, 9/8/2005, Vol. 97 Issue 200, p12-16, 2p Medias Role Vital in Katrina Disaster. Television Week, 9/12/2005, Vol. 24 Issue 37, p9-9, 1/4p Mowbray, R. 2005. Brightest Evacuees Weigh Option: Return to N. O. or Stay? NOLA. com. NPR; Analysis: Katrinas economic disaster Talk of the Nation, 09/0

The American civil war: causes and conflicts Essay -- American History

The American Civil War, which began in 1861 to 1865, has gone down in history as the one of the most significant events to have ever occurred in the United States of America, thus far. At that time, questions had arose wondering how the United States ever got so close to hitting rock bottom, especially being that it was a conflict within the country itself. Hostility steadily grew through the years dividing the nation further and further, and finally leading to the twelfth day in April 1861 in Fort Sumter, North Carolina. The American Civil War was an irrepressible battle and aside from the obvious physical effects of the war, the disagreement over states rights, the act of slavery, and the raising of tariffs played crucial roles in the division of the country as well as the conflicts that followed. At the beginning of Abraham Lincoln’s Second Inaugural Address, he reflects back to the start of his presidency, â€Å"All thoughts were anxiously directed to an impending civil war. All dreaded it, all sought to avert it. Both parties deprecated war. Nonetheless, the war came.†[1] A civil war is a struggle for power inside a nation.[2] Ironically, the American Civil War was of no such thing. It was not a war over who would govern the United States. The South simply wanted independence from the Union and to come together and form the Confederacy. However, from the viewpoint of the North, it was a war of Southern Secession. In 1858, William, H. Seward, the soon to be Secretary of State, described the differences between the North and South as an â€Å"irrepressible conflict.†[3] In 1860, once Lincoln came into Presidency placing Seward in his Cabinet, the misconstrued perspectives of both sides had grew larger and more violent, and with th... ...lead to what we now know as the American Civil War. The war began with eleven Southern states seceded the Union and formed the Confederate States of America. The first two years of the Civil War showed great hopes for the Southern troops after winning several victories. Those hopes soon turned to doubts after their major losses at Gettysburg and Vicksburg in 1863. From that moment forward, the Northern troops went on to conquer the south, where they finally surrendered in April 1865.[?] The war that was once thought to be completely avoidable, turned into the exact opposite and that much worse. The American Civil War was the most bloodied American war costing over 600,000 lives, more casualties than the Revolutionary War, Mexican War, World War I and II, and the Korean War combined. This war will forever be known as the most significant event in American history.

Ontario Gateway Analysis Essay

As requested, our team has conducted a thorough analysis of the four existing insurance policies (RCNC1, RCNC2, CTC, and HIC), including the costs and benefits of each proposal, and associated risks. Based on our investigation, we recommend using the CTC insurance plan as of March 1, 1997. CTC Excels on Cost Savings and Risk Our analysis focused on achieving two main goals: 1) minimize the chance of losses exceeding $37m over next year; 2) minimize overall costs over next five years. We assumed an accident rate of 1 in 5,000,000 flights, as used industry-wide, and we have checked the sensitivity of our decision considering a rate 25% more favorable given our aircraft characteristics. Please see below details on our recommendation, and refer to Appendix for additional details. 1. Cost analysis over next year: When using the industry-wide accident rate, three plans offer significant coverage in the next year such that losses of aircraft will not exceed $37m with a probability of over 99%; these plans are: CTC, HIC, and RCNC1. CTC costs are estimated to be the lowest when considering the average of $13.5m and standard deviation of only ~$2m which reflects a lower spread of the costs. Additionally, CTC cost savings average ~$14.5m when compared with the other plan offerings, with a low standard deviation which reflects more predictable savings. Similar results are obtained when we consider a safer accident rate (i.e., 1 in 6,6m flights). 2. Cost analysis over the next five years: When using the industry-wide accident rate and considering the three plans identified, CTC offers the most optimal plan over the next five years, at an average cost of $67.5m with a low standard deviation of ~$3.8m. While this is the second optimal cost of the three identified plans, the lower standard deviation reflects a lower spread (resulting in lower risk) over the five year horizon.  Additionally, CTC cost savings over the next five years average ~$46m when compared with the other plan offerings, and 95% of the cost savings are over $44m. Similar results are obtained when we consider the safer accident rate. In summary, our analysis identified CTC plan as the most optimal of the four options, based on cost savings over next year and over next five years. The CTC insurance plan should minimize the chance of losses exceeding $37m over the next year, and would offer the lowest overall costs over next five years. Please let us know if you have any questions or need any additional details.

It has been said that pre-numerical counting systems...

It has been said that pre-numerical counting systems pre-dated the written language. Business accounting is rooted in the organization of monetary claims throughout the history of the Western civilization, developing even before the ancient accountants could note the mathematical entries. Beginning in Mesopotamia around 3500 B.C, and developing throughout the 14th century in Europe, accounting has become one of the largest advancements in the Western world. This long standing form of collaborating financial data has evolutionalized the way we approach business in the 21st century. While todays accountants are involved in the analysis of financial data and the auditing of cash flow through a corporation, this hasnt always held true. The†¦show more content†¦Often, for precaution, the trade was again written in the outercrust of the tablet so that no other alterations could be made. Ancient Europe held an accounting system similar to that of the Mesopotamian community. Here th ey used a form of papyrus, a paper material made from the stem of a water plant, instead of the clay tablets that were much less plentiful in this area. â€Å"Accountants† in this part of the western world were typically associated with a specific store or trade business, and were evaluated extensively by an internal verification system within the corporation for which they were accredited in order to implement a more detailed accounting transaction built upon honesty and credibility of those calculating. While Egyptians made thousands of trades regarding gold and silver, they referred to each as an exchange of goods rather than ascribing value to the item. This made the calculating and recording different commodities in different credit terms very difficult. According to public records, ancient Greece used accountants for personal monetary organization and to maintain authority of governmental finances. Its systematic process equipped with leaders was evident in the Athens P opular Assembly, who ratified all decrees regarding financial matters in the state. This assembly met every ten days to discuss events regarding Athenian code and allowed citizens to attend and vote on commissioned decisions made in government. Perhaps Greeces mostShow MoreRelatedPepsi Prospectus112807 Words   |  452 Pagesinformation (including the preliminary and final Prospectus) and does not constitute an offer of Offer Shares for sale in the United States or to, or for the account or benefit of, U.S. persons. 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