Addmaths

ADDITIONAL MATHEMATICS PROJECT WORK 2/2012 â€Å"INDEX NUMBER† NAME: Lio Xing Ying Class: 5I I. C. No:950818-13-6166 School: SMK Marudi TEACHER:Miss Tie Yien Mee Teacher’s signature: CONTENT CHAPTERS| TITLES| PAGES| 1| CONTENT| 2| 2| APPRECIATION| 4| 3| OBJECTIVES| 6| 4| INTRODUCTION| 8| 5| PART A| 11| 6| PART B| 15| 7| PART C| 19| 8| PART D| 24| 9| FURTHER EXPLORATION| 26| 10| CONCLUSION| 28| 11| REFLECTION| 30| APPRECIATION First of all, I would like to thank God for giving us energy, strength and health to carry out this project work. Next, I would like to thank our school for giving us the chance to create this project work.School also provides me the space to discuss and carry out this project work. Not forgetting my beloved parents who provided everything needed in this project work, such as money, Internet, books, computer and so on. They contribute their time and spirit on sharing their experience with me. Their support may raise the spirit in me to do this proj ect work smoothly. After that, I would like to thank our Additional Mathematics teacher, Miss Tie Yien Mee for guiding me throughout this project. When I face some difficulties on doing tasks, she will try her best to teach me patiently until I have done the project work.Then, I would like to thank the proprietor of the shop who was willing to share their experience on business activity and the experience on saving money with me. Lastly, I would like to thank my classmates who shared ideas and providing some helps on solving problems. We help each other until we finished this project work. OBJECTIVES All of our students in 5I are required to carry out an Additional Mathematics Project Work during mid-term holiday. This project is done individually. Upon completion of the Additional Mathematics Project Work, I gain valuable experiences and able to: * Solve routine and non-routine problems. Improve thinking skills. * Knowledge and skills are applied in meaningful ways in solving real- life problems. * Expressing ones mathematical thinking, reasoning and communication are highly encouraged and expected. * Stimulates and enhances effective learning. * Acquire effective mathematical communication through oral and writing and to use the language of mathematics to express mathematical ideas correctly and precisely. * Enhance acquisition of mathematical knowledge and skills through problem-solving in ways that increase interest and confidence. Prepare ourselves for the demand of our future undertakings and in workplace. * Realise that mathematics is an important and powerful tool in solving real-life problems and hence develop positive attitude towards mathematics. * Train ourselves not only to be independent learners but also to collaborate, to cooperate, and to share knowledge in an engaging and healthy environment. * Use technology especially the ICT appropriately and effectively. * Train ourselves to appreciate the intrinsic values of mathematics and to become more creative and innovative. Realize the importance and the beauty of mathematics. INTRODUCTION INDEX An index number is a percentage ratio of prices, quantities or values comparing two time periods or two points in time. The time period that serves as a basis for the comparison is called the base period and the period that is compared to the base period is called the given or current period. A price index measures the change in the money value of an item (or group of items) over time whereas a quantity index measures the non-monetary value of an item (or a group of items) over time.An index number that represents a percentage comparison of the number of cars sold in a given month as compared with that of a base month is a quantity index. A price index represents a comparison of prices between two time periods and, finally, a value index is one that represents a comparison of the total value of production or sales in two time periods without regard to whether the observed difference is a result of differences in quantity, price or both. Index numbers are also differentiated according to the number of commodities or products included in the comparison.A simple index, also known as a relative, is a comparison involving only one item but an index whose calculation is based on several items is known as an aggregate or composite index. A very famous example of a composite index is the Retail Prices Index (RPI), which measures the changes in costs in the items of expenditure of the average household. In  economics  and  finance, an index is a statistical measure of changes in a representative group of individual data points. These data may be derived from any number of sources, including company performance, prices, productivity, and employment.Economic indices (index, plural) track economic health from different perspectives. Influential global financial indices such as the  Global Dow, and the NASDAQ Composite  track the performance of selected large and po werful companies in order to evaluate and predict economic trends. The  Dow Jones Industrial Average  and the  S&P 500  primarily track U. S. markets, though some legacy international companies are included. The Consumer  Price Index  tracks the variation in prices for different consumer goods and services over time in a constant geographical location, and is integral to calculations used to djust salaries, bond interest rates, and tax thresholds for inflation. The GDP Deflator  Index, or real GDP, measures the level of prices of all new, domestically produced, final goods and services in an economy. Market performance indices include the  labour market index / job index  and proprietary  stock market index  investment instruments offered by  brokerage houses. Some indices display market variations that cannot be captured in other ways. For example, the  Economist  provides a  Big Mac Index that expresses the adjusted cost of a globally ubiquitous Big M ac as a percentage over or under the cost of a Big Mac in the U.S. with a U. S. dollar (estimated: $3. 57). Norway prices reflect most relatively expensive Big Mac, at an 84% increase over U. S. prices, or $6. 5725 U. S. The least relatively expensive Big Mac price occurs in Hong Kong, at a 52% reduction from U. S. prices, or $1. 71 U. S. The Big Mac index is used to predict currency values. From this example, it would be assumed that Hong Kong currency is undervalued, and provides a currency investment opportunity. An index number is a percentage ratio of prices, quantities or values comparing two time periods or two points in time.The time period that serves as a basis for the comparison is called the base period and the period that is compared to the base period is called the given or current period. A price index measures the change in the money value of an item (or group of items) over time whereas a quantity index measures the non-monetary value of an item (or a group of items ) over time. An index number that represents a percentage comparison of the number of cars sold in a given month as compared with that of a base month is a quantity index.A price index represents a comparison of prices between two time periods and, finally, a value index is one that represents a comparison of the total value of production or sales in two time periods without regard to whether the observed difference is a result of differences in quantity, price or both. Index numbers are also differentiated according to the number of commodities or products included in the comparison. A simple index, also known as a relative, is a comparison involving only one item but an index whose calculation is based on several items is known as an aggregate or composite index.A very famous example of a composite index is the Retail Prices Index (RPI), which measures the changes in costs in the items of expenditure of the average household. PART A The school Cooperative in one of the schools in your area made a profit of RM 50000 in the year 2011. The cooperative plans to keep the money in a fixed deposit account in a bank for one year. The interest collected at the end of this period will be the poor students in the school. As a member of Board of Cooperative you are to find the total interest which can be collected from different banks.Given below are the interest rates offered by 3 different banks: Bank A, Bank B and Bank C. You are to calculate the interest that can be obtained based on the given rates, if the money is to be kept in the bank for a period of one year for monthly auto renewable, three months auto renewable, six months auto renewable and twelve months auto renewable without withdrawal. Compare and discuss which bank will you choose and explain why. PERIOD| BANK A (% p. a. )| BANK B (% p. a. )| BANK C (% p. a. )| 1 MONTH| 3. 10| 3. 00| 3. 00| 2 MONTH| 3. 10| 3. 00| 3. 00| 3 MONTH| 3. 15| 3. 5| 3. 05| 4 MONTH| 3. 15| 3. 05| 3. 05| 5 MONTH| 3. 15| 3. 10| 3. 05| 6 MONTH| 3. 20| 3. 10| 3. 10| 7 MONTH| 3. 20| 3. 10| 3. 10| 8 MONTH| 3. 20| 3. 10| 3. 10| 9 MONTH| 3. 20| 3. 10| 3. 10| 10 MONTH| 3. 20| 3. 10| 3. 10| 11 MONTH| 3. 20| 3. 10| 3. 10| 12 MONTH| 3. 25| 3. 15| 3. 20| Solution by Geometric Progression Solution Tn = arn–1 r = Tn+1Tn a = 50 000 BANK A * Monthly auto renewable r = 100 + 3. 10100 = 103. 10100 = 1. 0310 T13 = 50 000 x 1. 031013-1 = 50 000 x 1. 031012 = 72 123. 03397 = 72 123. 00 * Three months auto renewable r = 100 + 3. 15100 = 103. 15100 = 1. 0315T5 = 50 000 x 1. 03155-1 = 50 000 x 1. 03154 = 56 603. 9754 = 56 604. 00 * Six months auto renewable r = 100 + 3. 20 100 = 103. 20100 = 1. 0320 T3 = 50 000 x 1. 03203-1 = 50 000 x 1. 03202 = 53 251. 20 * Twelve months without withdrawal r = 100 + 3. 25100 = 103. 25100 = 1. 0325 T2 = 50 000 x 1. 03252-1 = 50 000 x 1. 03251 = 51 625. 00 Bank B * Monthly auto renewable r = 100 + 3. 00100 = 103. 00100 = 1. 0300 T13 = 50 000 x 1. 030013-1 = 50 000 x 1. 030012 = 71 288. 04434 = 71 288. 00 * Three months auto renewable r = 100 + 3. 05100 = 103. 15100 = 1. 0315 T5 = 50 000 x 1. 03055-1 50 000 x 1. 03054 = 56 384. 79279 = 56 384. 80 * Six months auto renewable r = 100 + 3. 10 100 = 103. 10100 = 1. 0310 T3 = 50 000 x 1. 03103-1 = 50 000 x 1. 03102 = 53 148. 05 = 53 148. 00 * Twelve months without withdrawal r = 100 + 3. 15100 = 103. 15100 = 1. 0325 T2 = 50 000 x 1. 03152-1 = 50 000 x 1. 03151 = 51 575. 00 BANK C * Monthly auto renewable r = 100 + 3. 00100 = 103. 00100 = 1. 0300 T13 = 50 000 x 1. 030013-1 = 50 000 x 1. 030012 = 71 288. 04434 = 71 288. 00 * Three months auto renewable r = 100 + 3. 05100 = 103. 05100 = 1. 0305 T5 = 50 000 x 1. 03055-1 = 50 000 x 1. 3054 = 56 384. 79279 = 56 384. 80 * Six months auto renewable r = 100 + 3. 10 100 = 103. 10100 = 1. 0310 T3 = 50 000 x 1. 03103-1 = 50 000 x 1. 03102 = 53 148. 05 = 53 148. 00 * Twelve months without withdrawal r = 100 + 3. 20100 = 103. 20100 = 1. 032 T2 = 50 000 x 1. 0322-1 = 50 000 x 1. 0321 = 51 6 00. 00 PERIOD| BANK A (RM)| BANK B (RM)| BANK C (RM)| MONTHLY RENEWABLE| 72 123. 00| 71 288. 00| 71 288. 00| THREE MONTHS RENEWABLE| 56 604. 00| 56 384. 80| 56 384. 80| SIX MONTHS RENEWABLE| 53 251. 20| 53 148. 00| 53 148. 00| TWELVE MONTHS RENEWABLE| 51 625. 00| 51 575. 00| 51 600. 0| Therefore, I will choose Bank A because the interest of Bank A is higher than Bank B and Bank C. PART B (a) The Cooperative of your school plans to provide photocopy service to the students of your school. A survey was conducted and it is found out that rental for a photo copy machine is RM 480 per month, cost for a rim of paper (500 pieces) is RM 10 and the price of a bottle of toner is RM 80 which can be used to photocopy 10 000 pieces of paper. (i) What is the cost to photocopy a piece of paper? Solution by Mathematical Solution Rental for photocopy machine/month = RM 480Cost for a rim of paper (500 pieces) = RM 10 Price of a bottle of toner (10 000 pieces) = RM 80 Cost for a photocopy of a piece o f paper = RM 80 + RM 480 + [10 000500 RM 10]10 000 = RM 0. 076 (ii) If your school cooperative can photocopy an average of 10 000 pieces per month and charges a price of 10 cent per piece, calculate the profit which can be obtained by the school cooperative. Solution by Mathematical Method Charge of a piece of photocopy of a paper = RM 0. 10 Cost for a photocopy of a piece of paper = RM 0. 076 Profit obtained = (RM 0. 10 – RM 0. 076)(10 000) = RM 240 b) For the year 2013, the cost for photocopying 10 000 pieces of paper increased due to the increase in the price of rental, toner and paper as shown in table below: (i) Calculate the percentage increase in photocopying a piece of paper based on the year 2012, using two different methods. Solution METHOD 1 by Mathematical Solution Cost of photocopy of a piece of paper in 2013 = RM 100 + RM 500 + RM24010 000 = RM 0. 084 Percentage increase = 0. 084 – 0. 0760. 076 x 100% = 10. 5263% METHOD 2 by Price Index Solution I = P1P0x 100 ? = IWW | Price Index, I| Weightage, W| Rental| 6256| 25| Toner| 125| 5| Paper| 120| 12| = 625625 + 1255 + 1201225 + 5 + 12 = 25015252 = 111. 17 Percentage increase = RM 0. 076 x 111. 17100 – 0. 0760. 076 x 100% = 10. 5263% (ii) If the school cooperative still charge the same amount for photocopying a piece of paper, how many pieces of paper should the cooperative photocopy in order to get the same amount of profit? Solution by Quadratic Equation Solution Pieces of paper should cooperative photocopy 0. 1(x) – 10 000 (0. 084) = 240 0. 1x – 840 = 240 x = 10800. 1 = 10 800 (iii) If the cooperative still maintain to photocopy the same amount of paper per month, how much profit can Cooperative obtain?Solution by Mathematical Solution Profit obtained = (RM 0. 10)(10 000) – (RM 0. 084)(10 000) = RM 160 PART C The population of the school is increasing. As a result, the school cooperative needs more space for keeping the increasing amount of stock. Therefore the school cooperative plans to expand the store-room. It is estimated that cost for renovation is RM 150 000. Make a conjecture on which is a better way for the school cooperative to pay, whether to pay the whole lump sum in cash or keep the RM 150 000 in a fixed deposit account at a rate of 6% p. a. n a bank then borrow the RM 150 000 from a bank and pay for the hire purchase for a period of 10 years with a interest rate of 4. 8% p. a. and withdraw monthly to pay for the hire purchase every beginning of a month. Make a conclusion and give your reason. (You can give your solution in table form, Excel or graph) Solution by Excel Month| Interest (%)| Total Money (RM)| Interest Rate/year (%)| Loan/month (RM)| Money Left (RM)| 1| 6. 00| 150 000| 4. 80| 1 850. 00| 251 571. 84| 2| | | | 1 850. 00| 249 721. 84| 3| | | | 1 850. 00| 247 871. 84| 4| | | | 1 850. 00| 246 021. 84| 5| | | | 1 850. 0| 244 171. 84| 6| | | | 1 850. 00| 242 321. 84| 7| | | | 1 850. 00| 240 471. 84| 8| | | | 1 850. 00| 238 621. 84| 9| | | | 1 850. 00| 236 771. 84| 10| | | | 1 850. 00| 234 921. 84| 11| | | | 1 850. 00| 233 071. 84| 12| | | | 1 850. 00| 231 221. 84| 13| 6. 00| 159 000. 00| 4. 80| 1 850. 00| 229 371. 84| 14| | | | 1 850. 00| 227 521. 84| 15| | | | 1 850. 00| 225 671. 84| 16| | | | 1 850. 00| 223 821. 84| 17| | | | 1 850. 00| 221 971. 84| 18| | | | 1 850. 00| 220 121. 84| 19| | | | 1 850. 00| 218 271. 84| 20| | | | 1 850. 00| 216 421. 84| 21| | | | 1 850. 00| 214 571. 84| 22| | | | 1 850. 0| 212 721. 84| 23| | | | 1 850. 00| 210 871. 84| 24| | | | 1 850. 00| 209 021. 84| 25| 6. 00| 168 540. 00| 4. 80| 1 850. 00| 207 171. 84| 26| | | | 1 850. 00| 205 321. 84| 27| | | | 1 850. 00| 203 471. 84| 28| | | | 1 850. 00| 201 621. 84| 29| | | | 1 850. 00| 199 771. 84| 30| | | | 1 850. 00| 197 921. 84| 31| | | | 1 850. 00| 196 071. 84| 32| | | | 1 850. 00| 194 221. 84| 33| | | | 1 850. 00| 192 371. 84| 34| | | | 1 850. 00| 190 521. 84| 35| | | | 1 850. 00| 188 671. 84| 36| | | | 1 850. 00| 186 821. 84| 37| 6. 00| 178 652. 40| 4. 80| 1 850. 00| 184 971. 84| 38| | | | 1 850. 00| 183 121. 4| 39| | | | 1 850. 00| 181 271. 84| 40| | | | 1 850. 00| 179 421. 84| 41| | | | 1 850. 00| 177 571. 84| 42| | | | 1 850. 00| 175 721. 84| 43| | | | 1 850. 00| 173 871. 84| 44| | | | 1 850. 00| 172 021. 84| 45| | | | 1 850. 00| 170 171. 84| 46| | | | 1 850. 00| 168 321. 84| 47| | | | 1 850. 00| 166 471. 84| 48| | | | 1 850. 00| 164 621. 84| 49| 6. 00| 189 371. 54| 4. 80| 1 850. 00| 162 771. 84| 50| | | | 1 850. 00| 160 921. 84| 51| | | | 1 850. 00| 159 071. 84| 52| | | | 1 850. 00| 157 221. 84| 53| | | | 1 850. 00| 155 371. 84| 54| | | | 1 850. 00| 153 521. 84| 55| | | | 1 850. 00| 151 671. 4| 56| | | | 1 850. 00| 149 821. 84| 57| | | | 1 850. 00| 147 971. 84| 58| | | | 1 850. 00| 146 121. 84| 59| | | | 1 850. 00| 144 271. 84| 60| | | | 1 850. 00| 142 421. 84| 61| 6. 00| 200 733. 84| 4. 80| 1 850. 00| 140 571. 84| 62| | | | 1 850. 00| 138 721. 84| 63| | | | 1 850. 00| 136 871. 84| 64| | | | 1 850. 00| 135 021. 84| 65| | | | 1 850. 00| 133 171. 84| 66| | | | 1 850. 00| 131 321. 84| 67| | | | 1 850. 00| 129 471. 84| 68| | | | 1 850. 00| 127 621. 84| 69| | | | 1 850. 00| 125 771. 84| 70| | | | 1 850. 00| 123 921. 84| 71| | | | 1 850. 00| 122 071. 84| 72| | | | 1 850. 00| 120 221. 4| 73| 6. 00| 212 777. 87| 4. 80| 1 850. 00| 118 371. 84| 74| | | | 1 850. 00| 116 521. 84| 75| | | | 1 850. 00| 114 671. 84| 76| | | | 1 850. 00| 112 821. 84| 77| | | | 1 850. 00| 110 971. 84| 78| | | | 1 850. 00| 109 121. 84| 79| | | | 1 850. 00| 107 271. 84| 80| | | | 1 850. 00| 105 421. 84| 81| | | | 1 850. 00| 103 571. 84| 81| | | | 1 850. 00| 101 721. 84| 83| | | | 1 850. 00| 99 871. 84| 84| | | | 1 850. 00| 98 021. 84| 85| 6. 00| 225 544. 54| 4. 80| 1 850. 00| 96 171. 84| 86| | | | 1 850. 00| 94 321. 84| 87| | | | 1 850. 00| 92 471. 84| 88| | | | 1 850. 00| 90 621. 84| 89| | | | 1 850. 0| 88 771. 84| 90| | | | 1 850. 00| 86 921. 84| 91| | | | 1 850. 00| 85 071. 84| 92| | | | 1 850. 00 | 83 221. 84| 93| | | | 1 850. 00| 81 371. 84| 94| | | | 1 850. 00| 79 521. 84| 95| | | | 1 850. 00| 77 671. 84| 96| | | | 1 850. 00| 75 821. 84| 97| 6. 00| 239 077. 21| 4. 80| 1 850. 00| 73 971. 84| 98| | | | 1 850. 00| 72 121. 84| 99| | | | 1 850. 00| 70 271. 84| 100| | | | 1 850. 00| 68 421. 84| 101| | | | 1 850. 00| 66 571. 84| 102| | | | 1 850. 00| 64 721. 84| 103| | | | 1 850. 00| 62 871. 84| 104| | | | 1 850. 00| 61 021. 84| 105| | | | 1 850. 00| 59 171. 84| 106| | | | 1 850. 0| 57 321. 84| 107| | | | 1 850. 00| 55 471. 84| 108| | | | 1 850. 00| 53 621. 84| 109| 6. 00| 253 421. 84| 4. 80| 1 850. 00| 51 771. 84| 110| | | | 1 850. 00| 49 921. 84| 111| | | | 1 850. 00| 48 071. 84| 112| | | | 1 850. 00| 46 221. 84| 113| | | | 1 850. 00| 44 371. 84| 114| | | | 1 850. 00| 42 521. 84| 115| | | | 1 850. 00| 40 671. 84| 116| | | | 1 850. 00| 38 821. 84| 117| | | | 1 850. 00| 36 971. 84| 118| | | | 1 850. 00| 35 121. 84| 119| | | | 1 850. 00| 33 271. 84| 120| | | | 1 850. 00| 31 421. 8 4| ? Money is still left after the loan has been paid-out for the period of 10 years.That mean, keeping the RM 150 000 in a fixed deposit account then borrow the RM 150 000 from a bank is better way to expand the store-room. PART D The cooperative of the school also has another amount of RM 50 000. The cooperative plans to keep the money in a bank. The bank offered a compound interest rate of 3. 5% per annum and a simple interest rate of 5% per annum. Explain the meaning of â€Å"compound interest† and â€Å"simple interest†. Suggest a better way of keeping the money in this bank. State a suitable period for keeping the money for each plan. Explain why. Solution y Dictionary (source: Oxford Advanced Learner’s Dictionary 6th Edition) Compound interest * Interest that is paid both on the original amount of money saved and on the interest that has been added to it. Simple interest * Interest that is paid only on the original amount of money that you invested, and n ot on any interest that is earned. Simple interest is suitable for savings in a short period. It is because of its interest is higher than compound interest and it is paid only on the original amount of money that you invested, and not on any interest that is earned.For example, when you keep RM50 000 with an interest of 5% for 2 years, then you will gain RM 5 000 after two years. So the total amount in the bank is RM 55 000 after two years. When one keeps RM 50 000 with the interest of 3. 5 % of compound interest for 2 years, then you will gain RM3 561. 25. So the total amount in the bank is RM 53 561. 25 after two years. Compound interest is suitable for savings in a long period. It is because of the original amount of money saved and on the interest that has been added to it. For example, RM50 000 for the plan of 3. 5 % of compound interest plan for 30 years then we will have RM 140 339. 9 in our saving account. But when one keeps RM 50 000 for the plan of 5 % of simple interest for 30 years, then we will only have RM 125 000 in our savings account. Therefore, it is better to save in the compound interest plan account for long-term savings and simple interest for short-term savings. FURTHER EXPLORATION When Ahmad was born, his parents invested an amount of RM 5 000 in the Amanah Saham Bumiputera (ASB) for him. The interest rate offered was 8. 0% p. a. At what age will Ahmad have a saving of RM 50 000, if he keeps the money without withdrawal? Solution by Geometric ProgressionTn = 50 000 r = 100 + 8. 0100 = 1. 08 a = 5 000 Tn = arn-1 Let, Tn > 50 000 5 000 (1. 08n-1) > 50 000 ? 1. 08n-1 > 10 log 1. 08n-1 > log 10 (n-1) log 1. 08 > log 10 n-1 > log10log1. 08 n-1 > 29. 92 n > 30. 92 The least value of n is 31, 31 – 1 = 30. by Excel Terms, Tn| Value of saves| Age of Ahmad| 1| 5000| 0| 2| 5400| 1| 3| 5832| 2| 4| 6298. 56| 3| 5| 6802. 4448| 4| 6| 7346. 640384| 5| 7| 7934. 371615| 6| 8| 8569. 121344| 7| 9| 9254. 651051| 8| 10| 9995. 023136| 9| 11| 10794. 62 499| 10| 12| 11658. 19499| 11| 13| 12590. 85058| 12| 14| 13598. 11863| 13| 15| 14685. 6812| 14| 16| 15860. 84557| 15| 17| 17129. 71322| 16| 18| 18500. 09027| 17| 19| 19980. 0975| 18| 20| 21578. 5053| 19| 21| 23304. 78572| 20| 22| 25169. 16858| 21| 23| 27182. 70206| 22| 24| 29357. 31823| 23| 25| 31705. 90369| 24| 26| 34242. 37598| 25| 27| 36981. 76606| 26| 28| 39940. 30734| 27| 29| 43135. 53193| 28| 30| 46586. 37449| 29| 31| 50313. 28445| 30| ? Ahmad will have a saving of RM 50 000 at the age of 30. CONCLUSION After doing research, answering the questions, plan a table and some problem solving, we saw that usage of index number is important in our daily business activity.It is not just widely use in the business segment but also in banking skills. We learnt a lot of lesson from this Additional Mathematics Project Work such as banking account skills, loaning technique, counting the cost of a product, predict the future plans of money and so on. Without this, shopkeeper will get a lot of loses in the business activity. We would like to thanks the one who contribute the idea of index number to help us a lot in our business activity together in our daily life. REFLECTIONAfter by spending countless hours, days and night to finish this project in this few weeks, there are several things that I want to say†¦ Additional Mathematics, The killer subject, But when I study hard, It was so easy to understand†¦ Additional Mathematics, You look so interest, So unique from the other subject, That’s why I like you so much†¦ After sacrificing my precious time, Spirit and energy for this project, And now, I realized something important from it! I really love Additional Mathematics, Additional Mathematics, You are my real friend, You are my family, And you are my life†¦ I LOVE ADDITIONAL MATHEMATICS!! ~ THE END ~

The Host Chapter 15: Guarded

When I came to, there was no disorientation. I knew exactly where I was, roughly speaking, and I kept my eyes closed and my breathing even. I tried to learn as much as I could about my exact situation without giving away the fact that I was conscious again. I was hungry. My stomach knotted and clenched and made angry noises. I doubted these noises would betray me-I was sure it had gurgled and complained as I slept. My head ached fiercely. It was impossible to know how much of this was from fatigue and how much was from the knocks I'd taken. I was lying on a hard surface. It was rough and†¦ pocked. It was not flat, but oddly curved, as though I was lying in a shallow bowl. It was not comfortable. My back and hips throbbed from being curled into this position. That pain was probably what had woken me; I felt far from rested. It was dark-I could tell that without opening my eyes. Not pitch-black, but very dark. The air was even mustier than before-humid and corroded, with a peculiar acrid bite that seemed to cling to the back of my throat. The temperature was cooler than it had been in the desert, but the incongruous moisture made it almost as uncomfortable. I was sweating again, the water Jeb had given me finding its way out through my pores. I could hear my breathing echo back to me from a few feet away. It could be that I was only close to one wall, but I guessed that I was in a very small space. I listened as hard as I could, and it sounded like my breathing echoed back from the other side as well. Knowing that I was probably still somewhere in the cavern system Jeb had brought me to, I was fairly sure what I would see when I opened my eyes. I must be in some small hole in the rock, dark purple brown and riddled with holes like cheese. It was silent except for the sounds my body made. Afraid to open my eyes, I relied on my ears, straining harder and harder against the silence. I couldn't hear anyone else, and this made no sense. They wouldn't have left me without a warden, would they? Uncle Jeb and his omnipresent rifle, or someone less sympathetic. To leave me alone†¦ that wouldn't be in character with their brutality, their natural fear and hatred of what I was. Unless†¦ I tried to swallow, but terror closed my throat. They wouldn't leave me alone. Not unless they thought I was dead, or had made sure that I would be. Not unless there were places in these caves that no one came back from. The picture I'd been forming of my surroundings shifted dizzyingly in my head. I saw myself now at the bottom of a deep shaft or walled into a cramped tomb. My breathing sped up, tasting the air for staleness, for some sign that my oxygen was running low. The muscles around my lungs pulled outward, filling with air for the scream that was on the way. I clenched my teeth to keep it from escaping. Sharp and close, something grated across the ground beside my head. I shrieked, and the sound of it was piercing in the small space. My eyes flew open. I jerked away from the sinister noise, throwing myself against a jagged rock wall. My hands swung up to protect my face as my head thunked painfully against the low ceiling. A dim light illuminated the perfectly round exit to the tiny bubble of a cave I was curled in. Jared's face was half lit as he leaned into the opening, one arm reaching toward me. His lips were tight with anger. A vein in his forehead pulsed as he watched my panicked reaction. He didn't move; he just stared furiously while my heart restarted and my breathing evened out. I met his glare, remembering how quiet he had always been-like a wraith when he wanted. No wonder I hadn't heard him sitting guard outside my cell. But I had heard something. As I remembered that, Jared shoved his extended arm closer, and the grating noise repeated. I looked down. At my feet was a broken sheet of plastic serving as a tray. And on it†¦ I lunged for the open bottle of water. I was barely aware that Jared's mouth twisted with disgust as I jerked the bottle to my lips. I was sure that would bother me later, but all I cared about now was the water. I wondered if ever in my life I would take the liquid for granted again. Given that my life was not likely to be prolonged here, the answer was probably no. Jared had disappeared, back through the circular entry. I could see a piece of his sleeve and nothing more. The dull light came from somewhere beside him. It was an artificial bluish color. I'd gulped half the water down when a new scent caught my attention, informing me that water was not the only gift. I looked down at the tray again. Food. They were feeding me? It was the bread-a dark, unevenly shaped roll-that I smelled first, but there was also a bowl of some clear liquid with the tang of onions. As I leaned closer, I could see darker chunks on the bottom. Beside this were three stubby white tubes. I guessed they were vegetables, but I didn't recognize the variety. It took only seconds for me to make these discoveries, but even in that short time, my stomach nearly jumped through my mouth trying to reach the food. I ripped into the bread. It was very dense, studded with whole-grain kernels that caught in my teeth. The texture was gritty, but the flavor was wonderfully rich. I couldn't remember anything tasting more delicious to me, not even my mushed-up Twinkies. My jaw worked as fast as it could, but I swallowed most of the mouthfuls of tough bread half-chewed. I could hear each mouthful hit my stomach with a gurgle. It didn't feel as good as I thought it would. Too long empty, my stomach reacted to the food with discomfort. I ignored that and moved on to the liquid-it was soup. This went down easier. Aside from the onions I'd smelled, the taste was mild. The green chunks were soft and spongy. I drank it straight from the bowl and wished the bowl were deeper. I tipped it back to make sure I'd gotten every drop. The white vegetables were crunchy in texture, woody in taste. Some kind of root. They weren't as satisfying as the soup or as tasty as the bread, but I was grateful for their bulk. I wasn't full-not close-and I probably would have started on the tray next if I thought I'd be able to chew through it. It didn't occur to me until I was finished that they shouldn't be feeding me. Not unless Jared had lost the confrontation with the doctor. Though why would Jared be my guard if that were the case? I slid the tray away when it was empty, cringing at the noise it made. I stayed pressed against the back wall of my bubble as Jared reached in to retrieve it. This time he didn't look at me. â€Å"Thank you,† I whispered as he disappeared again. He said nothing; there was no change in his face. Even the bit of his sleeve did not show this time, but I was sure he was there. I can't believe he hit me, Melanie mused, her thought incredulous rather than resentful. She was not over the surprise of it yet. I hadn't been surprised in the first place. Of course he had hit me. I wondered where you were, I answered. It would be poor manners to get me into this mess and then abandon me. She ignored my sour tone. I wouldn't have thought he'd be able to do it, no matter what. I don't think I could hit him. Sure you could. If he'd come at you with reflective eyes, you'd have done the same. You're naturally violent. I remembered her daydreams of strangling the Seeker. That seemed like months ago, though I knew it was only days. It would make sense if it had been longer. It ought to take time to get oneself stuck in such a disastrous mire as the one I was in now. Melanie tried to consider it impartially. I don't think so. Not Jared†¦ and Jamie, there's no way I could hurt Jamie, even if he was†¦ She trailed off, hating that line of thought. I considered this and found it true. Even if the child had become something or someone else, neither she nor I could ever raise a hand to him. That's different. You're like†¦ a mother. Mothers are irrational here. Too many emotions involved. Motherhood is always emotional-even for you souls. I didn't answer that. What do you think is going to happen now? You're the expert on humans, I reminded her. It's probably not a good thing that they're giving me food. I can think of only one reason they'd want me strong. The few specifics I remembered of historical human brutalities tangled in my head with the stories in the old newspaper we'd read the other day. Fire-that was a bad one. Melanie had burned all the fingerprints off her right hand once in a stupid accident, grabbing a pan she hadn't realized was hot. I remembered how the pain had shocked her-it was so unexpectedly sharp and demanding. It was just an accident, though. Quickly treated with ice, salves, medicine. No one had done it on purpose, continued on from the first sickening pain, drawing it out longer and longer†¦ I'd never lived on a planet where such atrocities could happen, even before the souls came. This place was truly the highest and the lowest of all worlds-the most beautiful senses, the most exquisite emotions†¦ the most malevolent desires, the darkest deeds. Perhaps it was meant to be so. Perhaps without the lows, the highs could not be reached. Were the souls the exception to that rule? Could they have the light without the darkness of this world? I†¦ felt something when he hit you, Melanie interrupted. The words came slowly, one by one, as if she didn't want to think them. I felt something, too. It was amazing how natural it was to use sarcasm now, after spending so much time with Melanie. He's got quite a backhand, doesn't he? That's not what I meant. I mean†¦ She hesitated for a long moment, and then the rest of the words came in a rush. I thought it was all me-the way we feel about him. I thought I was†¦ in control of that. The thoughts behind her words were clearer than the words themselves. You thought you were able to bring me here because you wanted it so much. That you were controlling me instead of the other way around. I tried not to be annoyed. You thought you were manipulating me. Yes. The chagrin in her tone was not because I was upset, but because she did not like being wrong. But†¦ I waited. It came in a rush once more. You're in love with him, too, separately from me. It feels different from the way I feel. Other. I didn't see that until he was there with us, until you saw him for the first time. How did that happen? How does a three-inch-long worm fall in love with a human being? Worm? Sorry. I guess you sort of have†¦ limbs. Not really. They're more like antennae. And I'm quite a bit longer than three inches when they're extended. My point is, he's not your species. My body is human, I told her. While I'm attached to it, I'm human, too. And the way you see Jared in your memories†¦ Well, it's all your fault. She considered that for a moment. She didn't like it much. So if you had gone to Tucson and gotten a new body, you wouldn't love him anymore now? I really, really hope that's true. Neither of us was happy with my answer. I leaned my head against the top of my knees. Melanie changed the subject. At least Jamie is safe. I knew Jared would take care of him. If I had to leave him, I couldn't have left him in better hands†¦ I wish I could see him. I'm not asking that! I cringed at the thought of the response that request would receive. At the same time, I yearned to see the boy's face for myself. I wanted to be sure that he was really here, really safe-that they were feeding him and caring for him the way Melanie never could again. The way I, mother to no one, wanted to care for him. Did he have someone to sing to him at night? To tell him stories? Would this new, angry Jared think of little things like that? Did he have someone to curl up against when he was frightened? Do you think they will tell him that I'm here? Melanie asked. Would that help or hurt him? I asked back. Her thought was a whisper. I don't know†¦ I wish I could tell him that I kept my promise. You certainly did. I shook my head, amazed. No one can say that you didn't come back, just like always. Thanks for that. Her voice was faint. I couldn't tell if she meant for my words now, or if she meant the bigger picture, bringing her here. I was suddenly exhausted, and I could feel that she was, too. Now that my stomach had settled a bit and felt almost halfway full, the rest of my pains were not sharp enough to keep me awake. I hesitated before moving, afraid to make any noise, but my body wanted to uncurl and stretch out. I did so as silently as I could, trying to find a piece of the bubble long enough for me. Finally, I had to stick my feet almost out the round opening. I didn't like doing it, worried that Jared would hear the movement close to him and think I was trying to escape, but he didn't react in any way. I pillowed the good side of my face against my arm, tried to ignore the way the curve of the floor cramped my spine, and closed my eyes. I think I slept, but if I did, it wasn't deeply. The sound of footsteps was still very far away when I came fully awake. This time I opened my eyes at once. Nothing had changed-I still could see the dull blue light through the round hole; I still could not see if Jared was outside it. Someone was coming this way-it was easy to hear that the footsteps were coming closer. I pulled my legs away from the opening, moving as quietly as I could, and curled up against the back wall again. I would have liked to be able to stand; it would have made me feel less vulnerable, more prepared to face whatever was coming. The low ceiling of the cave bubble would barely have allowed me to kneel. There was a flash of movement outside my prison. I saw part of Jared's foot as he rose silently to his feet. â€Å"Ah. Here you are,† a man said. The words were so loud after all the empty silence that I jumped. I recognized the voice. One of the brothers I'd seen in the desert-the one with the machete, Kyle. Jared didn't speak. â€Å"We're not going to allow this, Jared.† It was a different speaker, a more reasonable voice. Probably the younger brother, Ian. The brothers' voices were very similar-or they would have been, if Kyle weren't always half shouting, his tone always twisted with anger. â€Å"We've all lost somebody-hell, we've all lost everybody. But this is ridiculous.† â€Å"If you won't let Doc have it, then it's got to die,† Kyle added, his voice a growl. â€Å"You can't keep it prisoner here,† Ian continued. â€Å"Eventually, it will escape and we'll all be exposed.† Jared didn't speak, but he took one side step that put him directly in front of the opening to my cell. My heart pumped hard and fast as I understood what the brothers were saying. Jared had won. I was not to be tortured. I was not to be killed-not immediately, anyway. Jared was keeping me prisoner. It seemed a beautiful word under the circumstances. I told you he would protect us. â€Å"Don't make this difficult, Jared,† said a new male voice I didn't recognize. â€Å"It has to be done.† Jared said nothing. â€Å"We don't want to hurt you, Jared. We're all brothers here. But we will if you make us.† There was no bluff in Kyle's tone. â€Å"Move aside.† Jared stood rock still. My heart started thumping faster than before, jerking against my ribs so hard that the hammering disrupted the rhythm of my lungs, made it difficult to breathe. Melanie was incapacitated with fear, unable to think in coherent words. They were going to hurt him. Those lunatic humans were going to attack one of their own. â€Å"Jared†¦ please,† Ian said. Jared didn't answer. A heavy footfall-a lunge-and the sound of something heavy hitting something solid. A gasp, a choking gurgle – â€Å"No!† I cried, and launched myself through the round hole.

The importance of Commitment in any relationship that one hopes will Essay

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Interpretation and Application of Statutory Legislation - Essay Example The statutory legislation that relates to said areas may be raised by the member as private bill shall also require the assent of Royal Queen. The example of this sort of legislation is Interpretation Act 1978 (Slapper & Kelly 89). The courts while deciding the cases of statutory legislation binds to take into consideration the prevalent laws, applicable rules and a set of precedence in similar cases for the purpose of clarity and to identify the loopholes in existing laws. The ambiguous laws need to be addressed by the parliamentarian to streamline in light of the court decision. Many rules are known as collective rules in terms of its statutory interpretation. The competent court of law applies different rules in different scenarios besides the decisions of other courts to decide the matter (Slapper & Kelly 134). The three rules as golden rule, literal rule and the mischief rule are applied by the court to assess the objective of legislation that has passed by the constitutionalist . The golden rule may be used where the literal rule leads to an absurd status. In specific situation courts do not go for interpretation of legislation (Slapper & Kelly 133). Statutes imposing taxation or penalty are subject to detailed assessment to address identified ambiguity for resolution. The statutory interpretation is generally based on three rules as mentioned herein above. Strict application of literal rule in the eyes of judges has no significance. The strict literal interpretation culminates absurdness. The golden rule outside the purview of the act, hence the court can apply mischief rule. However, English courts are more literal in their approach than in most other territorial jurisdictions (Wolfe 69). Mischief rule was favored by the Law Commission in view of the purposive approach to interpret the law. In the larger interest of justice, judges should find out the intention of parliament concerning the purpose of specific legislation. In England, mentioned rules, come to surface 200 years ago. With the assumption of role as law makers by the parliamentarians, the common law and the royal prerogative become in fructuous. Until then, the cour ts regarded statutes as an instrument to plug the holes of the common law. The law makers expect that courts should treat the exact wordings of Acts as the voice of the legislature. Here, we may cite Sussex peerage 1844 case to express the rule. The role of parliament is to enact statutory legislation to address the particular issue, which should not be in conflict of the constitution in force (Morrison 129). The intention of the law makers

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Measles and the two vaccination shots given to ensure the child will never catch Measles - Essay Example Another unique feature of AAI is that it improves upon repeated exposure (Levinson and Jawetz 353). Vaccines are preventive agents that contain viral molecules to activate the AAI, so that when the virus is encountered in the environment, large amounts of specific antibodies are already present to act against it. Both humoral and cell-mediated immunity play a role in developing AAI (Levinson and Jawetz 353). This writing tries to explain the reasons behind the timing and the number of dosages of vaccines, particularly measles and diphtheria-pertussis-tetanus vaccines. In particular, basics on immune response and immunization are provided, before a detailed discussion on vaccines is given. Although their mechanisms are different, innate immunity and AAI interact with each other for optimal response against a potential infection. The non-specific innate immunity is responsible for the engulfment of foreign molecules by macrophages or other antigen-presenting cells (APC) like dendritic cells and B cells (Levinson and Jawetz 357-359). Upon phagocytosis of foreign bodies, AAI then ensues when these APCs expose the engulfed antigens to their surfaces through class II major histocompatibility complex (MHC) membrane proteins. The antigen-MHC complex then binds with an antigen-specific receptor on the surface of a helper T lymphocyte, initiating the release of interleukins (IL) that stimulates the maturation of many immune cells (Levinson and Jawetz 359). In turn, the activated helper T cells initiate the release of interleukins (IL), particularly IL-2, which initiates antigen-specific T-cell growth and activates cytotoxic T cells, IL-4, which promotes growth of B cells, and IL-5, which allows activation of B-cells. IL-4 and IL-5 also induce the transformation of IgM to IgG, IgA and IgE. In effect, it stimulates clonal expansion of both T and B cells after exposure with specific antigens. Cytotoxic T cells, in particular,

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International Human resources management - Essay Example II. LITERATURE REVIEW i. Provides what other researchers have discussed about the factors taken into considerations before setting wage such as setting the wage high in order to motivate and attract good labor force. ii. Labor market conditions or the bargaining power of employees or existing laws of labor unions can influence wage payment. iii. The empirical research carried out provided the theoretical prediction that the bargaining wage tends to be lower in places where there are high rate of unemployment. III. FACTORS TO CONSIDER IN SETTING THE WAGES a) British expatriate managers and engineers i. Availability of expatriate managers and engineers capable of fulfilling the obligations and responsibilities of the job ii. Determining the level of job demand for prospective employees or unemployment level in a certain country iii. Employment setting and organizational needs. b) Local manager’s engineers and manufacturing staff i. The wage compensation laws prevailing in a give n area and the attractiveness of the community ii. The cost of living and benefits that the company would realize iii. Performing job evaluation IV. CONCLUSION i. Provides the summary of the factors that IHRM should take into considerations before setting wage payment International Human Resources Management Introduction The International human resource directors and other top management teams of multinational companies have nowadays realized that globalization is the most critical problems many multinational enterprises are facing today. They also acknowledge that it has become difficult to determine the internalization strategies and factors that they will employ in setting wages for their employees. The IHRM director of a British Multi-National Food Processing Company, which is now planning to open new sites in Australia, Russia and India need to evaluate effective factors for setting wage payment for their employees. Many companies get stuck in the job evaluation process because of the complexity nature of job evaluation process. Many grading and wage payment structures for varied employment aspects have evolved over time and this can be hard for IHRM director to justify why one job is graded or paid higher than the other job. It is vital to employ unique methods for job evaluation, identify effective factors for setting wage payment of expatriate managers, engineers, manager’s engenders and manufacturing staffs. Therefore, before determining wage payment of employees, it is crucial to determine the organizational needs by carrying out job evaluation, job relevant skills, work experience for applicants and understand the economic conditions of the region in which the company will function. Literature Review Many multinational companies evaluate varied factors before making a decision of what to pay the new recruited employees. Thus, varied literatures have attempted to reveal the way many companies carry out labor evaluation process or employ varied factors when setting the wages for their employees. When setting the level of monetary compensation of employees, one need to take into consideration varied factors. Snell and Bohlander (2010, p. 121) argue that one of the first factors that should be taken into considerations when setting wage is setting the wage high in order to motivate and attract good labor force. The wage should be equitable meaning that it should accurately reflect the value of the labor performance. Sparrow, Brewster and Harris 2004, p.49)

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Education in the patient care setting - Essay Example Before the means to develop and enhance the learning in my area of professional practice for a patient can be established, it is important to discuss first the different principles of learning which relate to the quality of feedback, individualization, relevance, and their applicability to practice. There are eight principles of learning which have to be considered in health education. These principles include: multi-sense learning, active learning, primacy and recency, tell them what you are going to tell them/tell them what you have told them, feedback, reward, practice and repetition, meaningful material, and holistic learning (Egle, 2007, pp. 4-5). In multi-sense learning, two or more senses are utilized, allowing the students to hear, to see, and touch, and to do (Kroehnert, 2000, p. 10). By using various techniques, it is possible to provide visual, auditory, and kinaesthetic outlets for more effective learning. Another principle – active learning also refers to learning by doing (Martyn, 2007, p. 71). This principle sets forth fact that as participants become more actively engaged in their learning, they are also likely to be engaged in the learning and application, as well as in the problem solving, and in case studies (Egle, 2007, p. 4). The third principle, primacy and recency – discusses that learners often remember the first and the last experiences (Castel, 2008, p. 429). A thorough and comprehensive introduction and conclusion are therefore important aspects of learning. The principle of telling them what you are going to tell them, and telling them what you have told discusses the fact that chunking or dividing lessons into mini-sessions can improve the learning process (Egle, 2007, p. 4). The fourth principle, that of feedback sets forth the importance of feedback from learners and trainers (Office of Assessment, Teaching, and Learning, 2010, p. 46). The message is ac tually the feedback; participants need feedback to assess their progress and the leaders need feedback to evaluate the sessions. The fifth principle is reward. This is about experiencing success and reward. Most people feel better when they are rewarded for their efforts and feeling good about themselves often leads to more improved efforts in their activities (Egle, 2007, p. 5). The sixth principle is reward, revision, and reinforcement (Sutton, 1999, p. 2). This principle sets forth that memory needs repetition of materials; the more it is repeated, the more it is ingrained in one’s memory. The seventh principle is on meaningful material. This principle basically sets forth that materials are related to previous knowledge and that participants are likely to learn best with materials which are relevant (Egle, 2007, p. 5). The last principle is on holistic learning. This principle s

The dimensions of the Decision-Making Processes Research Paper

The dimensions of the Decision-Making Processes - Research Paper Example One of the widely suggested approaches to effective organisation management is proficient leadership. Proficient leadership is particularly needed to deal with the decision-making process. This is in consideration to the fact that success relies on how smart the decisions are made. However, the decision-making process appears to be a complicated subject, considering the common blunders that are committed by the managers, the underlying factors and the imperatives of the process of making decisions. This paper aims at exploring the imperatives decision-making process in organization, including the factors that affect the decision-making processes. Literature perspectives about the decision-making process and organization Literature information regarding the decision-making process, it challenges, imperatives and dimensions is well documented. According to Schwartz (2013), what makes a manager worth is if he can make decisions that are sound. Schwartz (2013) argues that all the other r oles of managers or organization leaders are dependent on how the decision-making processes are executed. The roles of leaders are effectively elucidated based on principles of proficient management, as documented by Madura (2007). Here, proficient leaders are expected to execute a range of functions. These can be enlisted as controlling, organizing, leading, staffing and planning. Planning can be described as the process where mapping is done to achieve certain goals. In the case where the goals of the organizations are seeking sale improvement, the leaders are needed in devising decisive steps that would enable the organization realize these. Such decisive steps could include conducting recruitment or offering training to the teams responsible for sales and even increase advertisements. Such steps are what would be considered to add up to a plan that enables companies achieve success. After the plans have been executed, the leaders should go further in mobilizing the resources and necessary materials in accordance with the plans. Such a process is known as organizing. Essential to organizing is giving the authority for the activities to be carried out, and this includes making assignation of the tasks. In all these processes, it will always become necessary for them to conduct recruitment of additional employs or offer training to the existent employees, and this could be labelled as staffing. More often than not, this is often done by the departments of human resource. This also requires that proficient leadership is to be exercised. Leading is also pivotal in the sense that it is a process that involves making communications, offering encouragement, motivation and guidance to the team members so that the goals can be achieved. This role does not only require one to assist, but also coach and help with solving problems. Lastly, controlling is also another pivotal role. Leaders are required to monitor the results in a continuous fashion. They are also requir ed to implement various forms of correction that ensure the intended outcomes are achieved. There is further suggestion that every member on the management teams is to perform such functions, only that the time that is set aside for the execution of this may vary (Trompenaars 1993). While this point may serve to consider the managers and leaders as synonymous to perform

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Emotion and Behaviors Essay Example for Free

Emotion and Behaviors Essay This project requires that you observe two preschool-age children in the Child and Family Development Center (ground floor of the Alfred Emery Building) and, on the basis of your observations, report on a particular aspect of their development. In the following pages, three options will be presentedyou may focus on either language development, play, or emotional behavior. Thus, the option you select will determine the nature of the observation you conduct, but it is also true that all projects must follow the same guideline. First, you must decide which of the three options you will pursue. Second, you should become familiar with the objectives of your observation (based on the descriptions presented in the following pages as well as any reading from the textbook that would prove useful in this regard). 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This would allow you at least a few minutes at the beginning of the observation to get a feel for the classroom and the children in it and to identify the two children you will observe; ample time to observe each child for 15 minutes (which may be split into 5 minutes now, 5 minutes in a short while and 5 more minutes at the end of your hour); and even some time to make up for observations that dont result in any useable information. Fifth, you must rely on your notes and the details of the assignment to prepare your paper. In all cases, I am asking that you provide some general, objective information about what you observed in each child, and that you interpret your observations in terms of what youve learned about preschooler development. In addition, the introduction of your paper should provide a brief description of who you observed, when you observed them and what was going on in the preschool classroom during your observation period. Finally, at the end of your paper, briefly comment upon your experience as an observer. For example, How easy or difficult was it? What did you learn? How confident are you in the representativeness of the behaviors you observed for each child? As usual, all papers MUST BE TYPED. You are limited to 3 typewritten pages so think carefully about how best to organize all of the information you wish to present. Papers are due at the beginning of class on Tuesday, April 15. *****The preschool schedule is as follows: There are three different preschool classes (children ages 3-5): one meets Mon/Wed/Fri, 8:30-11:30, one meets Tues/Thur, 8:30-11:30, and one meets Mon thru Fri, 12:30-3:30 pm). In all cases, there should be no problems if you observe (quietly) from the observation booths attached to each classroom, or from outside the playground fence. If you wish to observe from within the classroom, or if you wish to go onto the playground with the children, you will need the permission of the head teacher. Simply tell them about the project, mention the class and instructors name, and there should not be a problem (do this ahead of time! ). Following are descriptions of the three options, each focusing upon a different feature of preschoolers development. In this exercise, you will be concerned with describing and analyzing the childs speech and determining such things as the depth and variety of his/her vocabulary. 1. It is important to look at the childs speech in terms of Piagets concepts of egocentrism and sociocentrism. Egocentric speech is speech that does not take the other person into account; it is speech that, for all practical purposes, is private. There is no real effort to communicate with the other person; therefore, whatever is said is meaningful only to the speaker. Piaget identified three types of egocentric speech: (a) monologue, in which the individual talks only to himself and with no other persons present; (b) repetition, in which the individual repeats words and phrases over and over again as if to practice them or as if he simply enjoyed making the sounds; and (c) collective monologue, in which two or more persons are talking together but none of them is paying attention to what the others are saying. Each conversation is independent of the other conversation. Socialized speech, on the other hand, is public speech. It is intended to communicate with someone and each person takes into account what others are saying and responds accordingly. Q1: 2. Does the child engage in egocentric or socialized speech? What are the circumstances under which these types of speech are used? Vocabulary is the foundation of speech. We communicate by putting individual words together into properly constructed sentences and paragraphs. Presumably, the greater the number of words in our vocabularies, the greater the number and variety of sentences and ideas we can utter and transmit to others. Words have different meanings and serve different purposes. Moreover, words must be placed in the correct position within a sentence; thus, there are rules of grammar and syntax. Q2: What do you observe about the childs vocabulary? In particular, examine the childs speech for words that express relations and oppositions, for example, words such as and, or, not, same, different, more, less, instead, if, then, and because. Also, how varied or rich is the childs vocabulary when he/she talks about the world and the people/things in it? Think in terms of general classes or categories of objects, persons, and events, then assess how many different words the child uses to discuss those categories and/or how many different categories the child uses. B. Observational Objectives To learn about the language production abilities of preschool children, and how children of preschool age use language as a means of social interaction. C. Procedure For this exercise, your purpose is to observe and record the language behaviors of children as they are engaging in social exchanges. Basically, you will need to write about the vocabularies demonstrated, the ways in which children use their language for the specific purpose of communicating with others (either adults or other children), and the degree to which language appears to be influenced by the setting in which it occurs. For this purpose, select two children and observe each of them for 15 minutes during a time when they have opportunity to interact with others in a small group settingfree-choice periods are probably best. (Do not try to observe two children at the same time! ). As you observe, take notes regarding the nature and variety of words used by each child (writing down exactly what the child says would of course be very useful), the childs specific use of language to communicate with others, and the context in which all of this is going on. For each child, your paper should include a brief description of the language used (including information about vocabulary, communication and context) as well as an interpretation of each childs language behavior in terms of what youve learned about development during the preschool years. II. PRESCHOOLERS PLAY A. Background Information Play is considered by some psychologists to be the most important activity in which the young child engages. Indeed, play activities pervade the lives of children from infancy throughout childhood. Some play seems obviously linked to the childs observation of adults; other play seems to stem from the childs fantasies and from experiences that she finds particularly enjoyable. There are a number of explanations of the major purposes of play. These range from play as getting rid of excess energy to play as a means of socioemotional expression. Play can be a group or an individual activity. Play is distinguished from non-play by its special characteristics, the most important of which are its voluntary nature and its complete structuring by the participants, with little regard for outside regulation. When play is governed by consistent rules, we say children are playing games. These rules give play a social dimension. The participants must put their own personal wishes into the background and abide by the requirements of the game and the wishes of the larger group. It is important to note that not everything children do is play, although they will sometimes try to make play out of what adults intend to be serious. Parten (1932) has identified six types of play, which are given in an accompanying list (next page). Remember that play, like all behavior, occurs in a physical and social context. Therefore, include in your report information on the equipment and materials the child was using in his play and who the child was playing with, if appropriate. B. Partens Six Classifications of Play or Social Interactions 1. Unoccupied Behavior: Here the child is not engaging in any obvious play activity or social interaction. Rather, she watches anything that is of interest at the moment. When there is nothing of interest to watch, the child will play with her own body, move around from place to place, follow the teacher, or stay in one spot and look around the room. 2. Onlooker Behavior: Here the child spends most of her time watching other children play. The child may talk to the playing children, may ask questions or give suggestions, but does not enter into play. The child remains within speaking distance so that what goes on can be seen and heard; this indicates a definite interest in a group of children, unlike the unoccupied child, who shows no interest in any particular group of children, but only a shifting interest in what happens to be exciting at the moment. 3. Solitary Play: This is play activity that is conducted independently of what anyone else is doing. The child plays with toys that differ from those used by other children in the immediate area within speaking distance, and she makes no effort to get closer to them or to speak to them. The child is focused entirely on her own activity and is uninfluenced by other children or their activities. 4. Parallel Play: Here the child is playing close to other children but is still independent of them. The child uses toys that are like the toys being used by the others, but he uses them as he sees fit and is neither influenced by nor tries to influence the others. The chid thus plays beside rather than with the other children. 5. Associative Play: Here the child plays with other children. There is a sharing of play material and equipment; the children may follow each other around; there may be attempts to control who may or may not play in a group, although such control efforts are not strongly asserted. The children engage in similar but not necessarily identical activity, and there is no division of labor or organization of activity or individuals. Each child does what he or she essentially wants to do, without putting the interests of the group first. 6. Cooperative or Organized Supplementary Play: The key word in this category is â€Å"organized. The child plays in a group that is established for a particular purpose: making some material product, gaining some competitive goal, playing formal games. There is a sense of â€Å"we-ness,† whereby one definitely belongs or does not belong to the group. There is also some leadership present–one or two members who direct the activity of the others. This therefore requires some division of labor, a taking of different roles by the group members, and the support of one child’s efforts by those of the others. C. Observational Objectives To learn about the distinguishing characteristics of different forms of play, specifically according to Partens classification of play behaviors. D. Procedure Familiarize yourself with Partens classifications of play as described above. Select two children in the preschool and observe each of them for 15 minutes, preferably during a free-choice period when the children are free to move about the room and play with who or what they wish. (Do not attempt to observe both children at the same time! ) As you observe each child, look for examples of each type of play or social interaction as described by Parten. Also, in addition to classifying each childs play behaviors, observe whether there are any patterns to their play. For example, are there particular situations in which a child tends to be an onlooker, but in other situations he/she engages in parallel or cooperative play? As you observe, you should take notes regarding these relevant issues so that you will have something to work from in writing your paper. For each child, your paper should include a brief description of the types of play exhibited (including information about which type(s) are exhibited most frequently) and the social context which characterized each type of play. Additionally, you should provide an interpretation of your observations based on what youve learned about development during the preschool years. III. EMOTION BEHAVIOR A. Background Information Emotions are such a basic part of our psychological beings that we sometimes take them for granted. Some of our emotions are clearly identifiable by us. We know when we are angry, frightened, or joyous. At other times, however, we can have feelings that are not so clear; we may not be able to label what we feel. Whatever the case, emotions are internal experiences that are private and directly accessible only to the individual experiencing them. This being so, we cannot state with certainty what emotion another person is feeling. She must tell us, or we must infer the emotion on the basis of the individuals behavior, facial expressions, and the event that preceded and might have caused the feeling. A childs emotional behaviors become more refined and extensive as she matures. Therefore, a four- or five-year-old will typically be more emotionally expressive than a two-year-old. In this exercise, you will be trying to gain some understanding of the childs emotional behaviors, of the range of her emotions and the kinds of situations that prompt these behaviors. Again, you can only infer what the child is feeling and cannot observe emotions directly. Therefore, be cautious in your interpretations and concentrate on the childs obvious behaviors and the contexts in which they occur. 1. There are several emotions that are commonly found in preschool children: aggression, dependency and fear. Aggressive behavior is frequently defined as behavior that is intended to physically or psychologically hurt another person (or oneself) or to damage or destroy property. An important issue is whether a behavior is intentionally aggressive or simply an accidental occurrence. Further, it is argued by some that in order for a behavior to be termed aggressive, the aggressor must feel anger or hostility toward the victim and must derive satisfaction from hurting the victim. This kind of aggression is called hostile aggression. In contrast to hostile aggression, there can be cases where the aggressor is interested only in getting some object from the victim or achieving some goal. This is called instrumental aggression, and it need not involve anger or hostility. Observe the childs behavior for instances of aggression, either toward  another child or an adult, or towards objects in the environment. Be certain to differentiate between intentional, hostile and instrumental acts of aggression. What kinds of situations or frustrations make the child angry? What behaviors by other people anger the child? How does the child express his/her anger? Dependency consists of such behaviors as clinging or maintaining proximity to adults or other children, seeking approval, recognition, assistance, attention, and reassurance, and striving for affection and support. It is important to recognize that all of us are dependent. The issue is to what degree and under what circumstances we show our dependency. It is also useful to distinguish between two basic types of dependency: a) instrumental dependency, which essentially is the necessary reliance we have on others for certain things that are beyond our capacity to do; and b) emotional dependency, which is a need to be near others and to have their support, affection and reassurance. It can also be the unwillingness or the selfperceived inability to do things for oneself that one can or should be able to do. It is important that, where possible, you distinguish instrumental dependency from emotional dependency behaviors. It is also important to note that as children mature, the characteristics of their dependency behaviors change. Very young children are likely to show clinging and proximity-seeking behaviors, whereas older children, who also have greater cognitive abilities, will likely seek attention and approval. Q3: 3. Fear is demonstrated by such behaviors as crying, withdrawing, seeking help, and avoiding the fear-producing situation. Fear can promote both dependency and aggressive behaviors. Nonetheless, fear can be expressed in such a way that it, and not aggression or dependency, is the primary emotion. Q4: 4. In what situations or activities is the child dependent, and, for example, seeks the presence, direction, or assistance of others? In what situations is the child independent and does not seek direction or assistance from others? What kinds of objects or situations appear to scare the child? In what ways does the child express his/her fears? How does he/she deal with his fears (e. g. , by withdrawing, confronting the fearful situation, seeking help)? In addition to the emotional behaviors just discussed, there are other feelings that children are capable of experiencing and expressing. You should be alert to as many of the childs affective states as possible. For example, there are the feelings of pleasure and displeasure, frustration, boredom and sadness. Like adults, children will differ as to how accurately they can identify and/or express what they feel. Q5: What kinds of things does the child find pleasant? What activities, play materials, stories, games and so on, seem to be particularly attractive to the child? How does the child express that pleasure? Q6: What kinds of things are unpleasant or uncomfortable for the child? In what situations does the child appear to be ill at ease? How does she express her displeasure? Q7: Are all or most of the childs feelings expressed with equal strength, or does their intensity vary with the particular feeling or situation? B. Observational Objectives To learn about the differences in childrens emotional behaviors and the range of emotional responses in preschool children. C. Procedure Select two children, observe and record each childs behavior for a 15-minute period (do not attempt to observe both children at the same time! ). Record behaviors in as much detail as possible (attending to the kinds of things that would help you answer the above questions) and be sure to include descriptions of the physical and social context as they apply to the emotional behaviors observed. IT IS RECOMMENDED THAT YOU OBSERVE CHILDREN DURING THE VERY BEGINNING OF THEIR PRESCHOOL CLASS SO THAT YOU WILL BE ABLE TO SEE THEM AS THEY ARE BEING DROPPED OFF BY THEIR PARENTS AND THEN MAKING THEIR INITIAL ADJUSTMENT TO THEIR PRESCHOOL SETTING. Your paper should include a brief description of each childs behavior (including the different kinds of emotions, the contexts in which they occurred and the relative frequency of each expression) as well as an interpretation or comment on each child using some of the questions and background information provided above. Finally, compare the two children, looking at the range of emotional expression, intensity of expression, and what evokes the emotional responses. In short, summarize how the children differ from each other in this area of functioning.

Leonard Michaels in Murderers Essay Example for Free

Leonard Michaels in Murderers Essay â€Å"I was not a happy teen. I’d never write about being happy†, were the exact words written by Leonard Michaels, a novelist, short story writer, critic, and professor, in his published diaries. He did go through with his word. Every single one of his works revolved on unique personal sadness, including his famous work, and the center of this paper, â€Å"Murderers†. Michaels’ style of writing was greatly influenced by his personal experiences. Being born on Polish immigrants and being raised on the Lower East Side of New York, you could expect something of a dramatic and inappropriate childhood setting with his daily life. The story was written in a terse, direct way, and surprisingly, for something too tragic, very specific. The readers could expect to be taken by melancholy, bleakness, and despair for his style is quite effective to his audience. His tone, grammar and usage of imagery revealed too much of him that he ultimately made his presence known in his work. His vocabulary has a trace of the 1940’s expressions, since the setting was exactly where he grew up. His sentences oftentimes are both astonishing and illuminating, like the way his characters just shrugged off someone’s death in front of their eyes. It, in a way, revealed a lot of unwanted truths about his unfortunate life, and that of those who live in the area. The whole story was written like it was a reflection of the things he regrets, and reading it was totally eye opening. It made the readers, especially me, realize how fortunate we are. Fortunate not to have had the same horrifying experiences.

Composition Of The Complex Ion By Continuous Variation Biology Essay

Composition Of The Complex Ion By Continuous Variation Biology Essay Transition metals will normally form a complexes or coordination compound. In other words, transition metal ions will form complexes ions by coordination. Those complexes are formed by the coordination of lone pairs of electron from donor is called a ligand to an atom or cation, which is also known as an acceptor which has empty orbital to accommodate them. A cation may form a complex with a neutral molecule. Besides that, an atom may also form a complex. The charge remaining on the central atom or ion when the ligands are removed with their lone pairs is called the oxidation number of the metal in the complex. The number of atom forming coordinate bonds with the central atom or ion is called the coordination number. Iron is one of the transition metal found in the periodic table. When iron is at the oxidation state of +3, it will form an octahedral complex. Fe3+ tends to be stabilized which is relative to Fe2+ by anionic ligands which have its greatest affinity for oxygen donor include phosphate, tartrate, citrate, oxalate and EDTA. The color of these complexes is normally pale in color due 6A1g ground state and the occurrence of spin-forbidden which is visible to see. Fe3+ in acidic solution consisted of an anions which have low ability of coordination. All ultraviolet spectrophotometers consist of a photoelectric device which is used to measure the radiant energy. The 4 essential components of the spectrophotometers are a source of radiant energy, the spectrophotometer or monochromator, the absorption-cell assembly and the photometer or detecting device. The spectrophotometers components will permit the selection of radiant energy of the desired wavelength. A quartz prism or a ruled grating is normally employed as the dispersive element in order to separate a continuous spectrum into its constituent wavelengths. T The optical system of the spectrometer is designed to give different angle of incidence so that the radiant energy of a desired wavelength can be selected to emerge from the exit slit of the spectrometer. The entrance slit is necessary to ensure that the light entering the spectrometers be parallel although at the same time limiting its intensity; the exit slit limits the spectral width of the radiant energy emerging from the spectrophotometer to make this emergent beam as monochromatic. When there is an entrance-slit width is small relative to the exit-slit widths, this will make the spectral range to be narrower but the intensity of the emergent light is weak. By increasing the width of the entrance slit relative to the exit slit will widens the spectral range but the relative intensity at the nominal wavelength is higher. In order to have enough intensity for photometric measurements with prism spectrometers it is necessary to vary the slit width when the wavelength change, this r equires a synchronous adjustment of the two slit widths. Methods/Apparatus: Result: X1L (mol) Absorbance at ÃŽ » (nm) Average(nm) 1 2 0.1 0.053 0.060 0.0565 0.2 0.098 0.103 0.1005 0.3 0.126 0.131 0.1285 0.4 0.143 0.147 0.1450 0.5 0.146 0.152 0.1490 0.6 0.138 0.144 0.1410 0.7 0.117 0.123 0.1200 0.8 0.086 0.092 0.0890 0.9 0.049 0.036 0.0425 Graph: From the graph above, the value of the X is 0.5 mol. Calculation: The number of ligand that is attached to the metal can be calculate as follows: X: (1-X) L: M y = ax  ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­a (1-x) = x 1-x = 0.5 1-0.5 = 1 To calculate the molar absorptivity of the mixture is as follow: A= ÃŽ µbc 0.1490 nm = ÃŽ µ (1 cm) (0.5 mol) ÃŽ µ = 0.298 L mol−1 cm−1 Discussion: Ultraviolet and Visible Spectroscopy Ultraviolet and visible (UV/Vis) spectroscopy provides information about compounds with conjugated double bonds. It consist just enough right energy to cause an electronic transition which is the promotion of an electron from one orbital to another higher energy. When a molecule absorbs ultraviolet light, a UV spectrum is obtained. However, if the molecule absorbs lower-energy visible light, a visible spectrum is obtained. Spectrophotometer The photographic methods of spectrophotometer are not very slow and expensive, but are also limited in accuracy in the measurement of absorption intensity. The accuracy will be in the range of  ±2 to  ±5%. The modern photoelectric spectrophotometer is known to be accurate within  ±0.2%for the intensity measurement. The photoelectric instruments incorporate one or more photo-cell with certain sensitivity over the whole wavelength range. Fe3+ complex and salicylic acid Ammonium Iron (III) sulfate is a double salt in the class of alums. It have the molecular formula of NH4Fe (SO4)2. Fe3+ complexes is a tridentate compound which means that can attach to the central atom. However, salicylic acid is a bidentate compound which means that they are chelate agent which they have two groups that can attach to the central atom. The molecular formula of salicylic acid is C7H6 O3, which the OH group is ortho to the carboxyl group (COOH). Jobs Method The empirical method shows that only single complex is formed between the reactants. This method also used to determine the complex stoichiometry of the molecular complexes, where hey have the ratio of 1:1. The more systematic method for the determination of complex stoichiometry is also known as Jobs method of continuous variation. This method is used for the photometric analysis of a mixture in the ratio of x: (1-x) volumes of equimolar solutions of concentration M of the two components A and B of the complex. It is assumed that there is no change in the volume when this 2 solution mixed. The equilibrium is expressed by the equation as the following: ÃŽ ±A+ ÃŽ ²B=AÃŽ ±BÃŽ ²=C K= [A]ÃŽ ±[B]ÃŽ ² [C] where, K=instability constant of the complex C. At experiment condition specified that the equmolar solutions of A and B of concentration M mixed in proportion x: (1-x): xM=[A]+ ÃŽ ±[C]=cA (1-x) M=[B]+ ÃŽ ² [C]=cB where, quantities in the square brackets = actual concentrations cA and cB=total concentrations of free plus complexes A and B It is assumed that all the 3 species which are A, B and C obey the Beers law at the selected wavelength. The absorbance A of the solution in a 1 cm cell is as follow: A= ÃŽ µC[C]+ ÃŽ µA[A]+ ÃŽ µB[B] and Δ A=A- ÃŽ µA[A]- ÃŽ µB[B]= ÃŽ µC[C] is the difference in absorbance of an actual solution and a mixture when there is no complexing reaction occurs. Δ A is proportional to[C]. The wavelength that is chosen is greatly different from ÃŽ µA and ÃŽ µB. To make the calculation easier, it can be assume that both ÃŽ µA and ÃŽ µB are 0. A plot of Δ A against x is then curve with a maximum, which is corresponds to: y = ÃŽ ± (ÃŽ ±+ ÃŽ ²) Graph and Results According to the graph plotted above, the curve with a highest peak can obtain ed. With the highest peak, the mole fraction of ligand and its absorbance can be calculated. The number of the ligand that attached to the metal can be mono-, bis-, or tris (5-fluorosalicylato) iron (III) complexes. In another hand, the complex can be formed together with the monohydroxo and dihydroxo side. Hence, the theoretical value for y may be 1,2 or 3. But for our case, the y value is 1. The y value of 1 indicated that for the mixture of salicylic acid and ammonium iron (III) sulphate have only 1 ligand that is attached to the iron (III) complex ion and they only have 2 bonds between the ligand and metal.. The ligand ratio may be due to different types of species distribution and electronic absorption band of the complexes in the spectrum. Besides that, by plotting the graph, the value ÃŽ µ can be calculated. The value of ÃŽ µ calculated is 0.298 L mol−1 cm−1. This indicate that the molar absorptivity of the mixture of ammonium (III) sulphate and salicylic acid is 0.298 L mol−1 cm−1. Device used to determine the spectrum of the salicylic acid and ammonium iron (III) sulphate The device that can be used to determine the spectrum of the salicylic acid and ammonium iron (III) sulphate is infrared spectroscopy, NMR spectroscopy, mass spectroscopy, ultraviolet and visible spectroscopy. The infrared spectroscopy can be used to identify the functional groups in the salicylic acid and ammonium iron (III) sulphate. The infrared spectrum can be obtained by passing a beam of infrared radiation through a sample of the complex. Then the detector will generate a plot of percent transmission of radiation versus the wavenumber or wavelength of the radiation that is transmitted. NMR spectroscopy is used to determine the structure. It can also used to identify the functionality at a specific carbon, how the neighboring carbon appear and how the entire structure of a molecule. When a sample is subjected to a radiofrequency (rf) radiation, the nuclei in the ÃŽ ±-spin state can be promoted to the ÃŽ ²-spin sate (called flipping the spin). When the nuclei return to their original state, they emit signals whose frequency depends on the difference in energy (ΔE) between the ÃŽ ±- and ÃŽ ²- spin states. The NMR spectrometer is used to detect the signals and display it as a plot of signal frequency versus intensity is known as an NMR spectrum. The mass spectroscopy can give a structural information about the salicylic acid and ammonium iron (III) sulphate because the m/z values and relative abundances of the fragments depends on the strength of the molecular ions bonds and the stability of the fragments. In the mass spectrometry, a small amount of a compound is introduced into an instrument called the mass spectrometer where it is vaporized and then ionized (an electron is removed from each molecule). The common methods that is use to bombard the vaporized molecules with a beam of high energy electrons. The energy of the beam can be varied. When the electron beam hits a molecule, it knocks out an electron producing a molecular ion. Ultraviolet and visible spectroscopy is used to determine the compounds with conjugated double bonds. When a molecule absorbs light of an appropriate wavelength, an electron can be promoted to a higher energy orbital. It is promoted from the highest occupied molecular (HOMO) to the lowest unoccupied molecular orbital (LUMO). This is called the electron transition and the molecule is said to be in the excited state. The electronic transition with the lowest energy is promotion of a nonbonding electron (n) into a ÃŽ   antibonding molecular orbital. This is called the n ÃŽ  8 transition. The higher energy electronic transition is promotion of an electron from a ÃŽ   bonding molecular orbital into a ÃŽ   antibonding molecular orbital, a ÃŽ   ÃŽ  8 transition. This means that only a compounds with electrons or nonbonding electrons can produce UV/Vis spectra. Conclusion: The composition of the iron complex ions in solution can be observed by a spectrophotometer. With this, the complex ion can be determined by method of continuous variation or Jobs method. From this method, the number of ligand that attached to the metal can be determined. The determine value is y=1. This indicate that there are only 1 ligand is attached to the iron metal and they only have 2 bonds between the ligand and metal. The molar absorptivity (ÃŽ µ) of the mixture of ammonium iron (III) sulphate and salicylic acid is 0.298 L mol−1 cm−1.

Scarlet Letter :: essays research papers

In the Scarlet Letter by Nathaniel Hawthorne, Pearl serves as the “apple of Eden';. She is plucked from the hands of God in heaven and sent to the mortal world as a baby “to make out its [the scarlet letter’s] hidden import'; (155), causing Prynne and Dimmesdale to face their consequences. Pearl functions in the story on three levels: as a real child, as a continuing symbol of Prynne and Dimmesdale’s adultery, and as an allegorical figure sent to torment the sinners and direct their actions. Only Dimmesdale can “ripen'; her into the woman she needs to become. Otherwise she will continually serve as a representation of their mistake. Pearl is the rose bush that is located outside of the prison door. Although, she brings happiness to Prynne, Pearl is covered with “thorns';. When Mr. Wilson asks Pearl the question of who made her, Pearl responds “that she had not been made at all, but had been plucked by her mother off the bush of wild roses, that grew by the prison-door'; (95). She is a good child, an “infant…worthy to have been brought forth in Eden; worthy to have been left there, to be the plaything of the angels'; (75), but she is a “born outcast of the infantile world…an imp of evil, emblem and product of sin'; (79). Her physical features did not show she is different: she has perfect arms and legs and has a native grace with innocent beauty. She is magnificent when she is displayed in her exquisite robes as her natural beauty shown through such that there was a circle of radiance around her. However, emotionally something is wrong with Pearl. If other children gather aroun d her, she would feel the dislike from the other children, and would snatch up stones to throw at them, while screaming. In the “garden'; of the Puritan society, Pearl is the rose bush, while “the ugliest weeds of the garden were their [Puritans’] children, whom Pearl smote down and uprooted, most unmercifully'; (80). Prynne, the adulterous mother, feels the guilt of bringing Pearl into the world and is reluctant to discipline the child, because Pearl is Prynne’s “sole treasure, whom she had bought so dear, and who was all her world'; (78). Pearl also represents the living embodiment of the scarlet letter embroidered on Prynne’s clothing. She “was the scarlet letter in another form; the scarlet letter endowed with life!'; (86).

Re-engineering the Corporation by Michael Hammer and James Champy Essay

Re-engineering the Corporation by Michael Hammer and James Champy Michael Hammer and James Champy became the uncontested "experts" to the corporate world for their blueprint of re-engineering. Why? What magical formula did these two individuals profess would make America great again? This essay will take a critical look at Hammer and Champy's book, Re-engineering the Corporation. Does this book have merit? Is it based on sound principles? It does not matter whether you agree or not, it only matters that you consider all the viewpoints.   Ã‚  Ã‚  Ã‚  Ã‚  "Moreover, image becomes all-important in competition, not only through name-brand recognition but also because of various associations of 'respectability,' 'quality,' 'prestige,' 'reliability,' and 'innovation.' Competition in the image-building trade becomes a vital aspect of inter-firm competition. †¦" (David Harvey, The Condition of Postmodernity: 1989 page 288) What image did Hammer and Champy paint with their book? Let's begin with the title, "Reengineering the Corporation A Manifesto for Business Revolution". It is my contention that they [Hammer and Champy] wrote this book to profit on their knowledge and as such used a title that would embrace both the employer [Reengineering the Corporation] and the worker [A Manifesto for Business Revolution]. While both the employer and worker are concerned with the never-ending battle of "power and control" in the workplace, the employer also strives for greater profits [private company] or in a public sector are na, providing services more efficiently. The worker on the other hand is concerned with compensation [wages and benefits], job security, health and safety and advancement within the organization.   Ã‚  Ã‚  Ã‚  Ã‚  However it is not only the title that is attractive to the Employer. The book cover has been designed to legitimize Hammer and Champy. Who would not want to read a book that was a "National Bestseller" printed by "HarperBusiness Essentials"? Furthermore, Peter Drucker [respected in the business world] has provided positive reinforcement that this is "An important book that describes the principles behind a new [my emphasis] and systematic [my emphasis] approach to structuring [my emphasis] and managing [my emphasis] work." (Hammer /Champy: 2001) As well, the back cover not only provides the necessary kudos for Hammer and Champy, it also hints to the unspeakable ... ...roach suggests that what is necessary is to reinterpret the current status and to accept that the subordinates are already powerful, rather than attempt to reverse what already exists."(IDRL 317: Book of Readings 2005 pg. 56) It would be narrow-minded to state that Hammer and Champy only became the "gurus" for reengineering because of image, however, their approach to the new work organization is neither new nor the only model to choose from. New technology has opened the floodgates for a more flexible and diverse workforce. Globalization has become the driving force behind the need for corporations to reengineer. Hammer and Champy did not have a magical formula but they were the first individuals to put common sense to paper. It is something to think about when considering reengineering. References: Reengineering the Organization, Study Guide, IDRL 317, 2005, Athabasca University Grint, Keith Reengineering History: Social Resonances and Business Process Reengineering, IDRL 317 Book of Readings 2005 Athabasca University Hammer M., Champy J. Reengineering the Corporation, HarperBusiness Essentials, 2001 Harvey D., The Condition of Postmodernity, Blackwell, 1989