God's Responsibility for the Suffering of Innocent People Research Paper

God's Responsibility for the Suffering of Innocent People - Research Paper Example Natural evils whereby evil events, which man cannot control or does not initiate like floods, earthquakes and illnesses and moral evils which are caused by the free choices that man makes are the two types of evils that are found in the world (Fischer, Fischer & Hart, 117). Thinkers have advanced various ideas about evil with Thomas Aquinas stating that God created the universe with laws of nature that sometimes lead to evil, giving the example of the law of gravity that can make an object to hit someone’s head as it obeys the law. He concluded that God does not desire bad things to happen but allows them so as to respect the natural laws that he created. Job’s friends Eliphaz, Bildad and Zopher tried to offer an explanation about the cause of the suffering, indicating that Job must have done something wrong to warrant the suffering, and we could probably from a worldly perspective conclude that much of that which happens to man is caused by human behavior Fischer, Fisc her & Hart, 119). The friends continue to remind Job that God cannot chastise an innocent person. Jesus Christ Himself admonished those who he healed to ‘go and sin no more’. ... hat He could do what He wanted, meaning that being God, he had reasons beyond man’s comprehension for doing and allowing things to occur the way they do. Job 40:2 asks,’ shall he that contends with the Almighty instruct Him? He that reproves God let him answer it. While the answer by God may portray arrogance, God means that there are things that He does in His wisdom, which man cannot understand, with man being able just to see the short term but God seeing the long term. In Job 38 and onwards, God answers Job, declaring His incomparable power over the whole universe, asking almost sarcastically where Job was when He laid the foundations of the world, signifying Jobs insignificance in judging or understanding anything that He does (Fischer, Fischer & Hart, 117). God describes further the majestic and wonderful creatures that He has made including leviathan who He is able to pull with a fish hook, and that it is He who controls them and satisfies their hunger. God in ot her words informs Job that He is the one responsible for all creation and also what thinkers and philosophers call the law of nature. Job 42 sees a changed Job who repents in dust and ashes as he admits that while he had in the past only heard of God, now he had seen Him, meaning he had understood about the wisdom of God and that he realized that all along, God had been in control of the situation. The story of Job concludes that to understand God, He must be let to be God, or in other words cannot be questioned in His actions since they cannot be comprehended. Job seems to have understood that the world remains what it is, with good and evil, chaos and order all coexisting, with the option being submitting to the mysterious power and will of God because in the midst of evil, He will control the

Death Penalty Essay Example for Free

Death Penalty Essay The Death Penalty The death penalty is a form of punishment in which a person who has been convicted of a serious crime is executed under the precept of the criminal justice system. The death penalty has been in existence for thousands of years and has gained wide acceptance in the United States since early colonial times. Even those who framed the Constitution specifically the Fifth Amendment approved of it though implicitly (McCord and Latzer 9). Despite the growing acceptance of the death penalty as an appropriate punishment for certain kinds of crimes such as first degree murders, there are still some people who argue against it on certain grounds. The debate as to the justification of the death penalty has raged on for a long time. On one hand, there are those who are of the opinion that the death penalty is a cruel punishment which is morally wrong and a violation of the right to life for its victims. Others defend their opposing views by citing the wave of abolition of other types of corporal punishment such as branding and flogging and propose that imprisonment should also replace the death penalty (McCord and Latzer 9). However, the death penalty has proved to be a punishment befitting certain crimes such as horrific murders as it is the ultimate punishment. It has taken many harmful elements off the streets besides acting as a deterrent for both the convicted criminals and other potential murderers out there. In essence, it has saved many innocent lives that otherwise would have fallen prey to the evil schemes of murderers. Indeed, there is no course more worthy than saving innocent lives. This essay presents an argument in support of the death penalty by considering its numerous benefits as backed up by ample evidence from credible sources. In order to build the argument, the essay shall also consider some of the opinions of those who oppose the death penalty. Death penalty is a good form of punishment considering that it prevents future murders by acting as a deterrent. Society has always employed different kinds of punishments in an effort to prevent potential criminals from committing crimes. In other words, there is always a drive to prevent future harm by learning from the mistakes of today. In this regard, the society has a fervent interest in protecting people’s lives from murderers. The best way to prevent murder is to use the strongest form of punishment which is the death penalty (Arguments for and Against the Death Penalty). Evidence from numerous  studies has proved that the death penalty has an inherent ability to deter would-be murderers from committing heinous crimes. In fact, the incapacitative benefits of the death penalty occur in two ways. Firstly, by apprehending and executing convicted individual murderers, death penalty totally eliminates any possibility of the criminal going back to the streets and killing again (Ogloff and Honeyman). Apart from this aspect referred to as specific deterrence, the death penalty has even a wider scope of incapacitative benefits through general deterrence. This is because, by executing people convicted of committ ing horrific murders, potential murderers would be restrained from killing people since they are conscious of what will come over them (Cassell and Bedau 32). Some opponents of the death penalty are of the opinion that the concept of deterrence rests on a shaky ground since it assumes that people always think before acting, so that their actions depend on their rational evaluation of the consequences. According to them, the assumption made here is that murderers will always think rationally before committing a crime and thus will opt not to commit murder in view of the imminent outcome which is the death penalty. In this regard, opponents of the death penalty nullify this assumption by noting that not all homicides are committed under circumstances that allow rational evaluation of the consequences. They cite homicides that are committed out of passionate hatred in which murderers, overcome by hatred towards their victims, have no time to contemplate about the ultimate consequences of their destructive behavior (Dorpat 114). However, this opposing opinion can only gain support in light of the fact that the Supreme Court only approves of death penalty if a criminal is convicted of premeditated first-degree murder. Just because murders committed out of the heat of passion are treated as second-degree murders in which death penalty does not apply, it does not nullify the deterrent ef fects of the death penalty. It does not also imply that the presence of death penalty in the criminal justice system lack the capacity to prevent the so-called second degree murders (Cassell and Bedau 32). Moreover, it cannot be implied that despite having the death penalty, homicides continue to be committed in the country. The outstanding issue is not whether the death penalty prevents every murder, but rather, whether some murders are deterred by the death penalty. Logic, firsthand reports, and statistics have proved that the death penalty at least deters  some murders (Cassell and Bedau 32). For instance, an analysis conducted by Isaac Ehrlich in 1973 indicated that at least seven lives were saved for every execution of a convicted murderer. This is because prospective murderers were deterred from going down the same path. Follow-up studies have generated similar results (Arguments for and Against the Death Penalty). Apart from acting as a deterrent, the death penalty stands out as the only punishment that can be equated with the crime of murder. It is worth noting that when a life is taken by another, an imbalance in the justice system is the outcome. If the imbalance is not corrected, society is left to a rule of violence. Therefore, in conformity with the requirement that the punishment accorded should be proportional to the magnitude of the crime committed, death penalty is the right way to go (Arguments for and Against the Death Penalty). Moreover, the U.S justice system is used to the trend of escalating punishments which then qualifies that the most heinous crimes should receive the most severe punishment. Some opponents of the death penalty have argued that death penalty is cruel and denies the person the right to life. However, many forget the extent of cruelty with which the victim was subjected to by the murderer. The pain that a murderer causes to the family of the victim is immense and death penalty is the most appropriate punishment that can guarantee justice. This is not forgetting that it will still not be enough since the affected family will not get back their loved one (Siegel 513). Some opposing arguments have implied that the death penalty is a costly venture which overburdens the taxpayers. This argument does not represent the truth since more expenses are incurred by locking up killers for their entire lives. When these prisoners grow old and become vulnerable to many illnesses, the taxpayers are overburdened even further by the medical expenses. No one wants to spend his/her resources suporting killers when there is a justified means of preventing such costs and delivering justice (Guernsey 62). The death penalty is morally correct as it is even mentioned in the Bible. At the time the U.S constitution was drafted, the death penalty was widely accepted and does not qualify as unusu al. According to opponents of the death penalty, the punishment amounts to revenge and that a mature society should not respond by inflicting immediate pain to the point of death. They argue that the response to murderers should be more measured as the death penalty is too extreme,  violates respect for life, and encourages violence (Arguments for and Against the Death Penalty). However, they forget that allowing murderers to live degrades the value that the society places on lives and perpetuates imbalance in the justice system. It creates a society where the families of the victims suffer psychological torture trying to understand how they could lose their loved ones in the hands of criminals who continue to live. Therefore, death penalty is a way of bringing murder crimes to a closure (Arguments for and Against the Death Penalty). It serves to underscore that murder is one crime which when committed, amounts to the murderer forfeiting his/her right to live (Siegel 513). The debate on the legitimacy of the death penalty has also seen hot contention regarding what opponents term as discriminative application of the penalty, where the blacks seem to be targe ted than the whites. They argue that even in cases where whites have committed a similar crime for which blacks receive the ultimate punishment, they end up being given lesser punishment. Some have pointed to the findings of Baldus which alludes to these kinds of racial disparities in the 1970s particularly in Georgia (Hill 190). However, recent studies have indicated that Baldus findings cannot be used to represent the current situation where cases are scrutinized more closely to avoid partial or discriminative justice. Moreover, the argument that similar crimes should receive the same sentence is untenable if not misguided. This is because; prosecutors and juries have the right to their own discretion so that the details of similar crimes may be interpreted differently. Furthermore, the Supreme Court has asserted that it would be unconstitutional to have a death penalty that universally applies to all first-degree murders (Arguments for and Against the Death Penalty). Statistics show that contrary to previous trends where it seemed like the death penalty was racially discriminative, more whites are actually executed than black people. In addition, death sentence cannot be overturned on the basis of disproportionate representation of blacks who are on death row since this might only indicate that more murders are committed by blacks (Arguments for and Against the Death Penalty). Another argument that has dominated the corridors of justice in relation to the death penalty is the opposing opinion that there is a significant chance of an innocent person being executed by mistake. Thus, opponents regard the death penalty as an unreliable punishment by alluding to statistics that  date back to the 1970s when such incidences were notable though rare. The fact of the matter is, given the system of appeals that has been set in place through numerous federal and state courts, it is almost impossible to see such mistakes being made (Arguments for and Against the Death Penalty). Moreover, there are better methods of scrutinizing evidence such as DNA profiling in forensics which are widely used to make the justice system achieve greater efficiency. Opponents of the death penalty cannot provide a solid argument on the grounds of innocent people being executed since there is no proof to this effect. Even if such incidences occurred, they are extremely rare. In an effort to build their case, some opponents of the death penalty rely on the claims of innocence propagated by those who have been pardoned from death row after many years. However, most of these people are re leased due to legal technicalities and can never be taken to mean that they are actually innocent (Arguments for and Against the Death Penalty). From this argument, it is clear that the death penalty is a valuable tool in our criminal justice system whose legitimacy cannot be downplayed by any amount of opposing views. It is the ultimate punishment that is founded on the U.S Constitution. By acting as a deterrent, it saves many lives every time a convicted murderer is executed. It is also a punishment that restores balance in the universal justice system and underscores the high value that the society places on human lives. Opponents of the death penalty fail to present a solid argument that innocent people may be or have been executed by mistake and that the application of the death penalty is racially discriminative. It would be unnecessary to rely on statistics accumulated 4 or 5 decades ago and overlook the current improvements that have been made to refine the justice system. The death penalty remains a morally and constitutionally legitimate punishment.

Utopia, 1984 Comparison :: essays research papers fc

Research Paper: Love in Utopia, Brave New World and 1984 Love is without a doubt one of the most powerful emotions in the world. Most people in the world who have experienced this emotion know that with love, almost anything is possible.  ¡Ã‚ §When in Love, the greater is his/her capacity for suffering, or anything else in that matter ¡Ã‚ ¨ (Miguel de Unamuno, The Tragic Sense of Life). The governments in both Brave New World and 1984 understand that eliminating love and loyalty is important in their continual process of domination over their societies. In Sir Thomas More ¡Ã‚ ¦s Utopia, his Utopian society understands the importance of love and loyalty. There is a huge contrast between the way love is treated in Utopia, and Brave New World & 1984. In both Brave New World and 1984, the governments have replaced love and loyalty, with suspicion and hatred, while in Utopia it is treasured. In the novel 1984, many examples are provided as to how the Inner Party manages to manipulate the public into scorning emotions, love and loyalty. Suspicion and hatred are the main two feelings that replace love and loyalty, in the society of 1984.  ¡Ã‚ §The smallest thing could give you away. A nervous tic, a look of anxiety, a habit of muttering to yourself ¡Ã‚ ¨ (Orwell, 65). This example shows the unfortunate replacement of loyalty with fear and suspicion of everyone in 1984.  ¡Ã‚ §It was terribly dangerous to let your thoughts wander when you were in any public place, or near a telescreen ¡Ã‚ ¨ (65). Suspicion is a dominant feeling felt by almost all the members of the Outer Party in 1984. For example, when Winston met Julia for the first time, his immediate thoughts were;  ¡Ã‚ §She must be with the thought police ¡Ã‚ ¨ (45). The society of 1984 is a total nightmare, in which everyone is suspicious of everyone and very little loyalty exists. An example of betrayal in the novel occurs when Winston entrusts his secretive relationship with Mr. Charrington. Then, Mr. Charrington turns around and betrays Winston, by turning out to be a member of the notorious thought police!  ¡Ã‚ §It occurred to Winston that for the first time in his life, he was looking, with knowledge, at a member of the thought police ¡Ã‚ ¨ (234). Love in 1984 does not exist and has been eradicated because the inner party knows that it is dangerous. Feelings towards other human beings can sometimes compel us to do things that we would not normally do.

Edexcel Maths Fp2 Paper

Paper Reference(s) 6667 Edexcel GCE Further Pure Mathematics FP1 Advanced Level Specimen Paper Time: 1 hour 30 minutes Materials required for examination Answer Book (AB16) Graph Paper (ASG2) Mathematical Formulae (Lilac) Items included with question papers Nil Candidates may use any calculator EXCEPT those with the facility for symbolic algebra, differentiation and/or integration. Thus candidates may NOT use calculators such as the Texas Instruments TI-89, TI-92, Casio CFX-9970G, Hewlett Packard HP 48G.Instructions to Candidates In the boxes on the answer book, write the name of the examining body (Edexcel), your centre number, com/geo-sba-cxc/" class="ilgen">candidate number, the unit title (Further Pure Mathematics FP1), the paper reference (6667), your surname, initials and signature. When a calculator is used, the answer should be given to an appropriate degree of accuracy. Information for Candidates A booklet ‘Mathematical Formulae and Statistical Tables’ is provid ed. Full marks may be obtained for answers to ALL questions. This paper has eight questions. Advice to Candidates You must ensure that your answers to parts of questions are clearly labelled.You must show sufficient working to make your methods clear to the Examiner. Answers without working may gain no credit. This publication may only be reproduced in accordance with London Qualifications Limited copyright policy. Edexcel Foundation is a registered charity.  ©2003 London Qualifications Limited 1. Prove that a (r r =1 n 2 – r -1 = ) 1 (n – 2)n(n + 2) . 3 (5) 2. 1 f ( x ) = ln x – 1 – . x (a) Show that the root a of the equation f(x) = 0 lies in the interval 3 < a < 4 . (2) (b) Taking 3. 6 as your starting value, apply the Newton-Raphson procedure once to f(x) to obtain a second approximation to a.Give your answer to 4 decimal places. (5) 3. Find the set of values of x for which 1 x > . x -3 x -2 (7) 4. f ( x ) ? 2 x 3 – 5 x 2 + px – 5, p I ?. The equation f (x) = 0 has (1 – 2i) as a root. Solve the equation and determine the value of p. (7) 5. (a) Obtain the general solution of the differential equation dS – 0. 1S = t. dt (6) (b) The differential equation in part (a) is used to model the assets, ? S million, of a bank t years after it was set up. Given that the initial assets of the bank were ? 200 million, use your answer to part (a) to estimate, to the nearest ? illion, the assets of the bank 10 years after it was set up. (4) 2 6. The curve C has polar equation r 2 = a 2 cos 2q , -p p ? q ? . 4 4 (a) Sketch the curve C. (2) (b)Find the polar coordinates of the points where tangents to C are parallel to the initial line. (6) (c) Find the area of the region bounded by C. (4) 7. Given that z = -3 + 4i and zw = -14 + 2i, find (a) w in the form p + iq where p and q are real, (4) (b) the modulus of z and the argument of z in radians to 2 decimal places (4) (c) the values of the real con stants m and n such that mz + nzw = -10 – 20i . (5) 3 Turn over 8. (a) Given that x = e t , show that (i) y dy = e -t , dx dt 2 dy o d2 y – 2t ? d y c 2 – ?. =e c 2 dt ? dx o e dt (ii) (5) (b) Use you answers to part (a) to show that the substitution x = e t transforms the differential equation d2 y dy x 2 2 – 2x + 2y = x3 dx dx into d2 y dy – 3 + 2 y = e 3t . 2 dt dt (3) (c) Hence find the general solution of x2 d2 y dy – 2x + 2y = x3. 2 dx dx (6) END 4 Paper Reference(s) 6668 Edexcel GCE Further Pure Mathematics FP2 Advanced Level Specimen Paper Time: 1 hour 30 minutes Materials required for examination Answer Book (AB16) Graph Paper (ASG2) Mathematical Formulae (Lilac) Items included with question papers NilCandidates may use any calculator EXCEPT those with the facility for symbolic algebra, differentiation and/or integration. Thus candidates may NOT use calculators such as the Texas Instruments TI 89, TI 92, Casio CFX-9970G, Hewlett Pac kard HP 48G. Instructions to Candidates In the boxes on the answer book, write the name of the examining body (Edexcel), your centre number, candidate number, the unit title (Further Pure Mathematics FP2), the paper reference (6668), your surname, initials and signature. When a calculator is used, the answer should be given to an appropriate degree of accuracy.Information for Candidates A booklet ‘Mathematical Formulae and Statistical Tables’ is provided. Full marks may be obtained for answers to ALL questions. This paper has eight questions. Advice to Candidates You must ensure that your answers to parts of questions are clearly labelled. You must show sufficient working to make your methods clear to the Examiner. Answers without working may gain no credit. This publication may only be reproduced in accordance with London Qualifications Limited copyright policy. Edexcel Foundation is a registered charity.  ©2003 London Qualifications Limited 1.The displacement x of a particle from a fixed point O at time t is given by x = sinh t. 4 At time T the displacement x = . 3 (a) Find cosh T . (2) (b) Hence find e T and T. (3) 2. Given that y = arcsin x prove that (a) dy = dx (1 – x ) 2 1 , (3) (b) (1 – x 2 ) d2 y dy -x = 0. 2 dx dx (4) Figure 1 3. y P(x, y) s A y O x Figure 1 shows the curve C with equation y = cosh x. The tangent at P makes an angle y with the x-axis and the arc length from A(0, 1) to P(x, y) is s. (a) Show that s = sinh x. (3) (a) By considering the gradient of the tangent at P show that the intrinsic equation of C is s = tan y. 2) (c) Find the radius of curvature r at the point where y = p . 4 (3) S 4. I n = o x n sin x dx. p 2 0 (a) Show that for n ? 2 ?p o I n = nc ? e 2o n -1 – n(n – 1)I n – 2 . (4) (4) (b) Hence obtain I 3 , giving your answers in terms of p. 5. (a) Find ? v(x2 + 4) dx. (7) The curve C has equation y 2 – x 2 = 4. (b) Use your answer to part (a) to find the area of the fin ite region bounded by C, the positive x-axis, the positive y-axis and the line x = 2, giving your answer in the form p + ln q where p and q are constants to be found. (4) Figure 2 6. y O 2pa x The parametric equations of the curve C shown in Fig. are x = a(t – sin t ), y = a(1 – cos t ), 0 ? t ? 2p . (a) Find, by using integration, the length of C. (6) The curve C is rotated through 2p about Ox. (b) Find the surface area of the solid generated. (5) 7 7. (a) Using the definitions of sinh x and cosh x in terms of exponential functions, express tanh x in terms of e x and e – x . (1) (b) Sketch the graph of y = tanh x. (2) 1 ? 1 + x o lnc ?. 2 e1 – x o (c) Prove that artanh x = (4) (d) Hence obtain d (artanh x) and use integration by parts to show that dx o artanh x dx = x artanh x + 1 ln 1 – x 2 + constant. 2 ( ) (5) 8.The hyperbola C has equation x2 y2 = 1. a2 b2 (a) Show that an equation of the normal to C at P(a sec q , b tan q ) is by + ax sin q = a 2 + b 2 tan q . (6) ( ) The normal at P cuts the coordinate axes at A and B. The mid-point of AB is M. (b) Find, in cartesian form, an equation of the locus of M as q varies. (7) END U Paper Reference(s) 6669 Edexcel GCE Further Pure Mathematics FP3 Advanced Level Specimen Paper Time: 1 hour 30 minutes Materials required for examination Answer Book (AB16) Graph Paper (ASG2) Mathematical Formulae (Lilac) Items included with question papers NilCandidates may use any calculator EXCEPT those with the facility for symbolic algebra, differentiation and/or integration. Thus candidates may NOT use calculators such as the Texas Instruments TI 89, TI 92, Casio CFX 9970G, Hewlett Packard HP 48G. Instructions to Candidates In the boxes on the answer book, write the name of the examining body (Edexcel), your centre number, candidate number, the unit title (Further Pure Mathematics FP3), the paper reference (6669), your surname, initials and signature. When a calculator is used, the answer sho uld be given to an appropriate degree of accuracy.Information for Candidates A booklet ‘Mathematical Formulae and Statistical Tables’ is provided. Full marks may be obtained for answers to ALL questions. This paper has eight questions. Advice to Candidates You must ensure that your answers to parts of questions are clearly labelled. You must show sufficient working to make your methods clear to the Examiner. Answers without working may gain no credit. This publication may only be reproduced in accordance with London Qualifications Limited copyright policy. Edexcel Foundation is a registered charity.  ©2003 London Qualifications Limited 1. y = x 2 – y, y = 1 at x = 0 . dx y – y0 ? dy o Use the approximation c ?  » 1 with a step length of 0. 1 to estimate the values of y h e dx o 0 at x = 0. 1 and x = 0. 2, giving your answers to 2 significant figures. (6) 2. (a) Show that the transformation w= z -i z +1 maps the circle z = 1 in the z-plane to the line w – 1 = w + i in the w-plane. (4) The region z ? 1 in the z-plane is mapped to the region R in the w-plane. (b) Shade the region R on an Argand diagram. (2) 3. Prove by induction that, all integers n, n ? 1 , ar > 2 n r =1 n 1 2 . (7) 4. dy d2 y dy +y = x, y = 0, = 2 at x = 1. 2 dx dx dxFind a series solution of the differential equation in ascending powers of (x – 1) up to and including the term in (x – 1)3. (7) 5. ? 7 6o A=c c 6 2? . ? e o (a) Find the eigenvalues of A. (4) (a) Obtain the corresponding normalised eigenvectors. (6) NM 6. The points A, B, C, and D have position vectors a = 2i + k , b = i + 3j, c = i + 3 j + 2k , d = 4 j + k respectively. (a) Find AB ? AC and hence find the area of triangle ABC. (7) (b) Find the volume of the tetrahedron ABCD. (2) (c) Find the perpendicular distance of D from the plane containing A, B and C. (3) 7. ? 1 x – 1o c ? 5 A( x) = c 3 0 2 ? , x ? 2 c1 1 0 ? e o (a) Calculate the inverse of A(x). (8) ? 1 3 â €“ 1o c ? B = c3 0 2 ? . c1 1 0 ? e o ? po c ? The image of the vector c q ? when transformed by B is cr? e o (b) Find the values of p, q and r. (4) ? 2o c ? c 3? . c 4? e o 11 8. (a) Given that z = e iq , show that zp + 1 = 2 cos pq , zp where p is a positive integer. (2) (b) Given that cos 4 q = A cos 4q + B cos 2q + C , find the values of the constants A, B and C. (7) The region R bounded by the curve with equation y = cos 2 x, rotated through 2p about the x-axis. (c) Find the volume of the solid generated. (6) p p ? x ? , and the x-axis is 2 2END NO EDEXCEL FURTHER PURE MATHEMATICS FP1 (6667) SPECIMEN PAPER MARK SCHEME Question number 1. Scheme Marks M1 B1 a (r r =1 n 2 – r -1 = a r2 – a r – a1 r =1 r =1 r =1 ) n n n ? n o c a1 = n ? e r =1 o = = = n (n + 1)(2n + 1) – ? 1 on(n + 1) – n c ? 6 e 2o n 2n 2 – 8 6 [ ] M1 A1 A1 (5) (5 marks) 1 n(n – 2 )(n + 2 ) 3 2. (a) f ( x) = ln x – 1 – 1 x f (3) = ln 3 – 1 à ¢â‚¬â€œ 1 = -0. 2347 3 f (4) = ln 4 – 1 – 1 = 0. 1363 4 f (3) and f (4) are of opposite sign and so f ( x ) has root in (3, 4) (b) x 0 = 3. 6 f ? (x ) = 1 1 + x x2 M1 A1 (2) M1 A1 f ? (3. 6 ) = 0. 354 381 f (3. 6) = 0. 003 156 04 Root  » 3. – f (3. 6) f ? (3. 6) M1 A1 ft A1 (5) (7 marks)  » 3. 5911 13 EDEXCEL FURTHER PURE MATHEMATICS FP1 (6667) SPECIMEN PAPER MARK SCHEME Question number 3. Scheme x x x 2 – 3x + 3 1 1 > ? >0 ? >0 x-3 x-2 x-3 x-2 (x – 3)(x – 2 ) Marks M1 A1 B1 B1 Numerator always positive Critical points of denominator x = 2, x = 3 x < 2 : den = (- ve)(- ve) = + ve 2 < x < 3 : den = (- ve)(+ ve) = – ve 3 < x : den = (+ ve)(+ ve) = + ve M1 A1 A1 (7) (7 marks) Set of values x < 2 and x > 3 {x : x < 2} E {x : x > 3} 4. If 1 – 2i is a root, then so is 1 + 2i B1 M1 A1 M1 A1 ft A1 A1 (7) x – 1 + 2i )(x – 1 – 2i ) are f actors of f(x) so x 2 – 2 x + 5 is a factor of f (x) f ( x ) = x 2 – 2 x + 5 (2 x – 1) Third root is 1 2 ( ) and p = 12 (7 marks) 5. (a) dS – (0. 1)S = t dt – ( 0. 1)dt Integrating factor e o = e -(0. 1)t M1 d Se – (0. 1)t = te – (0. 1)t dt Se – (0. 1)t = o te – (0. 1)t dt = -10te – (0. 1)t – 100e – (0. 1)t + C [ ] A1 A1 M1 A1 A1 (6) S = Ce (0. 1)t – 10t – 100 (b) S = 200 at t = 0 ? 200 = C – 100 i. e. C = 300 S = 300e (0. 1)t – 10t – 100 M1 A1 At t = 10, S = 300e – 100 – 100 = 615. 484 55 M1 A1 ft (4) (10 marks) Assets ? 615 million NQ EDEXCEL FURTHER PURE MATHEMATICS FP1 (6667)SPECIMEN PAPER MARK SCHEME Question number 6. (a) l Scheme Marks q B1 (Shape) B1 (Labels) (2) (b) Tangent parallel to initial line when y = r sin q is stationary Consider therefore d 2 a cos 2q sin 2 q dq ( ) M1 A1 = -2 sin 2q sin 2 q + cos 2q (2 sin q cos q ) =0 2 sin q [cos 2 q cos q – sin 2q sin q ] = 0 sin q ? 0 ? cos 3q = 0 ? q = p -p or 6 6 M1 A1 o ? ? o ? 1 p o? 1 -p Coordinates of the points c c a, ? c a, ? c 6 6 oe 2 e 2 A1 A1 (6) 1 o4 2 1 2o4 (c) Area = o r dq = a o cos 2q dq 2 o -p 2 o -p 4 4 p p M1 A1 a2 a2 1 2 e sin 2q u = a e = [1 – (- 1)] = 2 e 2 u -4p 4 2 u p 4 M1 A1 (4) (12 marks) 15EDEXCEL FURTHER PURE MATHEMATICS FP1 (6667) SPECIMEN PAPER MARK SCHEME Question number 7. (a) z = -3 + 4i, zw = -14 + 2i Scheme Marks w= = = – 14 + 2i (- 14 + 2i )(- 3 – 4i ) = (- 3 + 4i )(- 3 – 4i ) – 3 + 4i M1 A1 A1 A1 M1 A1 M1 A1 M1 A1 A1 M1 A1 (5) (13 marks) (4) (42 + 8) + i(- 6 + 56) 9 + 16 50 + 50i = 2 + 2i 25 (4) (b) z = (3 2 + 42 = 5 4 = 2. 21 3 ) arg z = p – arctan (c) Equating real and imaginary parts 3m + 14n = 10, 4m + 2n = -20 Solving to obtain m = -6, n = 2 NS EDEXCEL FURTHER PURE MATHEMATICS FP1 (6667) SPECIMEN PAPER MARK SCHEME Question number 8. (a)(i) x = et , dy dy dy dt = = e -t dt dx dt dxSch eme Marks M1 A1 ? dx t o c =e ? e dt o (ii) d 2 y dt d e – t dy u e = dt u dx 2 dx dt e u e M1 e dy d2 yu = e – t e – e -t + e -t 2 u dt dt u e e d 2 y dy u = e – 2t e 2 – u dt u e dt (b) x2 2t A1 A1 (5) d2 y dy – 2x + 2y = x3 2 dx dx – 2t e e e d 2 y dy u t – t dy + 2 y = e 3t e 2 – u, – 2e e dt u dt e dt M1 A1, A1 (3) d2 y dy – 3 + 2 y = e 3t 2 dt dt (c) Auxiliary equation m 2 – 3m + 2 = 0 (m – 1)(m – 2) = 0 Complementary function y = Ae t + Be 2t e 3t 1 Particular integral = 2 = e 3t 3 – (3 ? 3) + 2 2 General solution y = Ae t + Be 2t + 1 e 3t 2 = Ax + Bx 2 + 1 x 3 2 M1 A1 M1 A1 M1 A1 ft 6) (14 marks) 17 EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 1. cosh 2 T = 1 + sinh 2 T = 1 + 16 25 = 9 9 Scheme Marks M1 A1 (2) M1 A1 A1 ft (3) cosh T =  ± 5 5 = since cosh T > 1 3 3 4 5 + =3 3 3 e T = cosh T + sinh T = Hence T = ln 3 2. (5 marks) (a) y = arcsin x ? sin y = x M1 cos y dy =1 dx dy 1 1 = = dx cos y 1- x2 M1 A1 (3) (b) d2 y dx 2 = – 1 1- x2 2 ( ) -3 2 (- 2 x ) M1 A1 = x 1- x2 ( ) -3 2 (1 – x ) 2 d2 y dy -x = 1 – x2 x 1 – x2 2 dx dx ( )( ) -3 2 – x 1- ( 1 2 -2 x ) =0 M1 A1 (4) (7 marks) NU EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668)SPECIMEN PAPER MARK SCHEME Question Number 3. Scheme x 0 Marks (a) s=o e ? dy o 2 u 2 e1 + c ? u dx e e dx o u u e dy = sinh x dx 1 y = cosh x, x B1 s = o 1 + sinh 2 x 2 dx 0 [ ] 1 = o cosh x dx = sinh x 0 x M1 A1 (3) (b) Gradient of tangent dy = tan y = sinh x = s dx s = tan y M1 A1 M1 A1 A1 (2) (c) r= ds = sec2 y dy At y = p , r = sec2 p = 2 4 4 (3) (8 marks) 19 EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 4. Scheme I n = o x n sin x dx = x n (- cos x ) p 2 0 Marks (a) [ ] p 2 0 – o 2 nx n -1 (- cos x )dx 0 p M1 A1 i i = 0 + ni x n -1 sin x i i [ -o 0 p 2 p 2 0 = n (p ) 2 [ n -1 – (n â⠂¬â€œ 1)I n -2 n -1 ] u i (n – 1)x n- 2 sin x dxy i ? A1 So I n = n(p ) 2 2 – n(n – 1)I n -2 A1 (4) (b) ?p o I 3 = 3c ? – 3. 2 I 1 e2o I 1 = o x sin x dx = [x(- cos x )] + o cos x dx 0 p 2 0 p 2 p 2 0 M1 = [sin x ] = 1 0 p 2 A1 3p ? p o I 3 = (3)c ? – 6 = -6 4 e 2o 2 2 M1 A1 (4) (8 marks) OM EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 5. Scheme x = 2 sinh t Marks B1 (a) (x 2 + 4 = 4 sinh 2 t + 4 ) ( 2 ) 1 2 = 2 cosh t dx = 2 cosh t dt I =o (x + 4 dx = 4 o cosh 2 t dt ) M1 A1 = 2 o (cosh 2t + 1) dt = sinh 2t + 2t + cM1 A1 M1 A1 ft (7) = 1 x 2 (x 2 2 ? xo + 4 + 2arsinh c ? + c e 2o 2 0 ) (b) Area = o y dx = o 0 (x ) 2 + 4 dx 2 ) M1 e1 =e x e2 = 2 ( xu u e x + 4 u + e 2arsinh u 2u0 u0 e 2 2 1 2 2 8 + 2arsinh (1) 2] = 2 2 + ln 3 + 2 A1 2 + 2 ln[1 + ( 2 ) M1 A1 (4) (11 marks) 21 EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 6. Scheme 2p 0 Marks (a) s=o e e x + y u dt e u e u  · 2 1  · u2 2 dy  · dx  · = x = a (1 – cos t ); = y = a sin t dt dt s=o 2p 0 M1 A1; A1 2p 0 a (1 – cos t ) + sin 2 t 2 dt = a o 2 p ? 2 sin c 0 2p [ ] 1 [2 – 2 cos t ]2 dt M1 A1, A1 ft (6) 1 = 2a o e ? t ou to ? t , = -4a ecosc ? u = 8a e 2o e e 2 ou 0 1 o2 (b) s = 2p o = 2p o 2p 0 ? yc x + y ? dt c ? e o 1 22 2p  · 2  · 2 2p 0 a 2 (1 – cos t ) 2 dt M1 A1 M1 3 = 8pa 2 o 0 2p 0 ?to sin 3 c ? dt e 2o = 8pa 2 o 2 e t 2 ? t ou e1 – cos c 2 ? u sin 2 dt e ou e 2p 64pa 2 t 2 e 3 t u = 8pa e – 2 cos + cos u = 2 3 2u0 3 e A1 A1 ft (5) (11 marks) OO EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 7. Scheme tanh x = sinh x e x – e – x = cosh x e x + e – x B1 Marks (1) (a) (b) 1 y 0 x -1 B1 B1 (2) (c) artanhx = z ? tanh z = x e z – e-z e z + e -z =x M1 A1 e z – e-z = x e z + e-z ( ) 1 – x )e z = (1 + x )e – z e2z = z= 1+ x 1- x 1 ? 1 + x o lnc ? = artanh x 2 e1- x o M1 A1 M1 A1 1 x dx (4) (d) dz 1 ? 1 1 o 1 = c + ? = dx 2 e 1 + x 1 – x o 1 – x 2 o artanh x dx = (x artanh x ) – o 1 – x = (x artanh x ) + 2 M1 A1 A1 (5) 1 ln 1 – x 2 + constant 2 ( ) (10 marks) 23 EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 8. Scheme x2 y2 =1 a2 b2 2 x 2 y dy =0 a 2 b 2 dx Marks (a) M1 A1 M1 A1 dy 2 x b 2 b 2 a sec q b = 2 = 2 = dx a 2 y a b tan q a sin q Gradient of normal is then a sin q b a Equation of normal: ( y – b tan q ) = – sin q (x – a sec q ) b x sin q + by = a 2 + b 2 tan q (b) M: A normal cuts x = 0 at y = B normal cuts y = 0 at x = ( ) M1 A1 (6) (a 2 + b2 tan q b ) M1 A1 (a = ( ) a2 + b2 tan q a sin q + b2 a cos q 2 ) A1 e a2 + b2 u a2 + b2 sec q , tan q u Hence M is e 2b e 2a u Eliminating q sec 2 q = 1 + tan 2 q 2 2 ( ) M1 M1 e 2aX u e 2bY u =1+ e 2 e u u ea2 + b2 u ea + b2 u A1 2 4a 2 X 2 – 4b 2Y 2 = a 2 + b 2 [ ] A1 (7) (15 marks) OQ EDEXCEL FURTHER MATHEMATICS FP3 (6669) SPECIMEN PAPER MARK SCHEME Question Number 1. Scheme Marks ? dy o x 0 = 0, y 0 = 1, c ? = 0 – 1 = -1 e dx o 0 ? dy o y1 – y 0 = hc ? ? y1 = 1 + (0. 1)(- 1) = 0. e dx o 0 ? dy o x1 = 0. 1, y1 = 0. 9, c ? e dx o 1 ? dy o y 2 = y1 + hc ? e dx o 1 = (0. 1) – 0. 9 2 B1 M1 A1 ft A1 = -0. 89 = 0. 9 + (0. 1)(- 0. 89) = 0. 811  » 0. 81 z -i ? w( z + 1) = ( z – i ) z +1 M1 A1 (6) (6 marks) 2. (a) w= z (w – 1) = -i – w z= -i-w w -1 -i-w =1 w -1 M1 A1 z =1? i. e. w – 1 = w + i (b) z ? 1? w + i ? w -1 M1 A1 (4) B1 (line) B1 (shading) (2) (6 marks) OR qiea=liEe EDEXCEL FURTHER PURE MATHEMATICS FP3 (6669) SPECIMEN PAPER MARK SCHEME Question Number 3. Scheme For n = 1, LHS =1, RHS = So result is true for n = 1 Assume true for n = k. Then k +1 r =1 Marks 1 2 M1 A1 r > 2 k2 + k +1 = = 1 2 1 k + 2k + 1 + 2 2 1 (k + 1)2 + 1 2 2 1 M1 A1 ( ) M1 A1 A1 (7) (7 marks) If true for k, true for k+1 So true for all positive integral n d2 y dy dy +y = x, y = 0, = 2 at x = 1 2 dx dx dx d2 y = 0 +1=1 dx 2 Differentiating with respect to x d 3 y ? dy o d2 y + c ? + y 2 =1 dx 3 e dx o dx 2 4. B1 M1 A1 d3 y dx 3 = -(2) + 0 + 1 = -3 2 A1 x =1 By Taylor’s Theorem y = 0 + 2(x – 1) + = 2(x – 1) + 1 1 2 3 1( x – 1) + (- 3)(x – 1) 3! 2! M1 A1 A1 (7) (7 marks) 1 (x – 1)2 – 1 (x – 1)3 2 2 OS EDEXCEL FURTHER MATHEMATICS FP3 (6669) SPECIMEN PAPER MARK SCHEME Question Number 5.Scheme A – lI = 0 Marks (a) (7 – l ) 6 6 =0 (2 – l ) M1 A1 (7 – l )(2 – l ) – 36 = 0 l2 – 9l + 14 – 36 = 0 l2 – 9l – 22 = 0 (l – 11)(l + 2) = 0 ? l1 = -2, l2 = 11 (b) l = -2 Eigenvector obtained from M1 A1 (4) 6 o ? x1 o ? 0 o ? 7 – (- 2) c ? c ? =c ? c 6 2 – (- 2)? c y 1 ? c 0 ? e oe o e o 3×1 + 2 y1 = 0 ? 2o 1 ? 2o c ? e. g. c ? normalised c – 3? c ? 13 e – 3o e o M1 A1 M1 A1 ft ? – 4 6 o ? x2 o ? 0o c ? c ? =c ? l = 11 c ? c ? c ? e 6 – 9o e y2 o e 0o – 2 x2 + 3 y 2 = 0 ? 3o 1 ? 3o c ? e. g. c ? normalised c 2? c ? 13 e 2 o e o A1 A1 ft (6) (10 marks) 27 EDEXCEL FURTHER PURE MATHEMATICS FP3 (6669)SPECIMEN PAPER MARK SCHEME Question Number 6. (a) AB = (- 1, 3, – 1) ; AC = (- 1, 3, 1) . i j k Scheme Marks M1 A1 AB ? AC = – 1 3 – 1 -1 3 1 = i (3 + 3) + j (1 + 1) + k (- 3 + 3) = 6i + 2 j M1 A1 A1 Area of D ABC = = 1 AB ? AC 2 1 36 + 4 = 10 square units 2 = = = 1 AD . AB ? AC 6 M1 A1 ft (7) (b) Volume of tetrahedron ( ) M1 A1 (2) 1 – 12 + 8 6 2 cubic units 3 ? ?  ® ? ? ® (c) Unit vector in direction AB ? AC i. e. perpendicular to plane containing A, B, and C is 1 n= (6i + 2 j) = 1 (3i + j) 10 40 M1 p = n ? AD = 1 10 (3i + j) ? (- 2i + 4 j) = 1 2 -6+4 = units. 10 10 M1 A1 (3) (12 marks) OUEDEXCEL FURTHER MATHEMATICS FP3 (6669) SPECIMEN PAPER MARK SCHEME Question Number Scheme ? 1 x – 1o c ? A( x ) = c 3 0 2 ? c1 1 0 ? e o 3 o ? – 2 2 c ? Cofactors c – 1 1 x – 1? c 2 x – 5 – 3x ? e o Determinant = 2 x – 3 – 2 = 2 x – 5 ? – 2 1 c A (x ) = c 2 2x – 5 c e 3 -1 Marks 7. (a) M1 A1 A1 A1 M1 A1 M1 A1 (8) -1 1 (x – 1) 2x o ? -5 ? – 3x ? o (b) ? 2o ? po ? – 2 – 1 6 o ? 2o c ? 1c c ? ?c ? -1 1 – 5? c 3? c q ? = B c 3? = c 2 c 4? 1 c 3 cr? 2 – 9? c 4? e o e o e oe o M1 A1 ft M1 A1 = (17, – 13, – 24 ) (4) (12 marks) 29 EDEXCEL FURTHER PURE MATHEMATICS FP3 (6669) SPECIMEN PAPER MARK SCHEME Question NumberScheme zp + Marks 8. (a) 1 1 = e ipq + ipq p z e = e ipq + e -ipq = 2 cos pq ( ) M1 A1 (2) (b) By De Moivre if z = e iq zp + 1 = 2 cos pq zp 4 1o ? 4 p = 1 : (2 cos q ) = c z + ? zo e M1 A1 M1 A1 1 1 1 1 = z 4 + 4 z 3 . + 6 z 2 2 + 4 z. 3 + 4 z z z z 1 o ? 1 o ? = c z 4 + 4 ? + 4c z 2 + 2 ? + 6 z o e z o e = 2 cos 4q + 8 cos 2q + 6 M1 A1 3 8 cos 4 q = 1 c os 4q + 1 cos 2q + 8 2 A1 ft (7) (c) V =p o p 2 p 2 p 2 p 2 y dx = p o 2 p 2 p 2 cos 4 x dx =p o 3o 1 ? 1 c cos 4q + cos 2q + ? dq 8o 2 e8 p M1 A1 ft 1 3 u 2 e1 = p e sin 4q + sin 2q + q u 4 8 u-p e 32 2 M1 A1 ft 3 = p2 8 M1 A1 (6) (15 marks) PM

Morning Fog

Jennifer Cudmore Prof. L. Gertsma English Composition 1 6 September, 2012 â€Å"Morning Fog† I often wonder how many opportunities I’ve let slip by throughout my life. Countless colorful sunsets, too many moons rising into the night sky to even count, or even something as simple as a glance in the mirror at my own reflection. Far too many times I have been too busy or too tired to stop and notice what I’m missing. On one particular morning a few days ago, I awoke to the piercing sound of my alarm blaring in my ear.Even though the piece of technology had merely sprouted legs of its own to bury itself under my pillow, I could still hear it as clear as a bull horn through my sleepiness. I managed to groggily press the correct button on the flat piece of glass that was the surface of my cell phone. There’s two buttons to choose from and if I’m not careful, I would find myself pressing the button that would allow me to drift off to the land of odd happen ings, to unicorns and fairy dust, and to the place where time seems to stand still.Often times, when this unfortunate mishap has occurred, I would wake in such frenzy that I could feel the labored breaths as they attempted to escape from my lungs. My heart was beating in such a fashion as to erupt straight through my chest. Luckily this was not one of those days and I began to untangle myself from the covers that so gently held me throughout the night. The temperature change was abrupt and waves began to rush over my skin like lake water lapping the rocks of a shoreline. My long, cold fingers reached through the darkness toward the switch on the wall.My eyes quickly clenched shut as if anticipating the searing pain that was about to commence once the switch was turned. With a loud click, electricity rushed the filament of the crystal globe and exceptionally bright light stretched through every corner of my room that was just as dark as dirty oil a moment ago. Making the unbearable a ttempt to adjust to the sudden change from darkness to light, my eyes began to blink repeatedly and tears formed at the corners of each eye. With each blink, it became apparent very quickly that contacts would not be an option today.I could almost hear the pleading of each eye screaming out to me saying, â€Å"Please go back to bed! We’re not ready yet! † With the moon still hanging high outside my window, I turn to my closet. I remember thinking to myself that the moon looked particularly bright this morning and perhaps that was the first sign that I was looking a little closer at what I was doing than I usually did. I quickly chose my outfit for the day and began down the hallway towards the steps. The potent aroma of coffee hit my senses as my feet landed on the fourth step from the top of the narrow stairwell.My â€Å"lifeline† is what I officially dubbed this miracle liquid for no matter how many hours of sleep I had shorted myself the night before, coffee had always helped me push through. I made my way down the remainder of the steps and into the coffee scented kitchen where I find a mug to place sugar and creamer in. I managed to pour a cupful without spilling even a drop of the precious, blistering hot liquid. Even with the first few sips of the coffee within the cup, I start to feel my body slowly awaken from the sudden surge of caffeine and I push forward.With a quick glance at the clock on the wall, I make the decision that there is no time for a piece of toast or bowl of cereal. Almost as if hearing my thoughts, an animal like growling emanated from my stomach in an attempt to change my mind. The plea was quickly ignored and I walked past the refrigerator door. A mental note formed in my mind of yet another missed opportunity, as I walked past my father who was so intently focused on the plate of breakfast sitting in front of him.With cup in hand I enter the bathroom, where I finish getting ready for the day. With a quick glan ce around, as if taking a mental inventory of what would be needed, a hairbrush, toothbrush and toothpaste quickly make their way to the countertop, lining up like patrons at a checkout in a supermarket. It wasn’t until my hair was done and teeth were brushed that I made the connection. How many years had I gotten myself up? How many times had I dressed myself and how many cups of coffee had it taken to get me going in the morning?I had come to the shocking realization that in the past 15 minutes of my 32 years I managed to get myself ready in the presence of 3 different mirrors in 3 separate places of my house but not once did I take the time to gaze into one. I had looked long enough to guarantee that every hair was in its place and that every pearly white tooth got its own little one on one with the toothbrush but not once did I truly look at the reflection that was quietly standing there staring back at me.I stopped and forced myself to truly look and realized that the re flection was the same with the exception of a few extra lines, or that the shine of my hair wasn’t quite as luminescent as it once was. However, when I actually looked into my eyes it came quite apparent that the many years of broken hearts, lost loves, and life experiences had changed them in such a way that it was almost unrecognizable. There was pain there, yet an even stronger wisdom irradiated brighter than the moon or the sun combined. Sometimes, all it takes is a little time to really appreciate who you are and what you have accomplished in your life.

Rituals in anthropology essays

Rituals in anthropology essays Rituals are a significant part of our society and the way we live our lives. They are important because they give us a sense of security and loyalty to a group. Rituals are also a main aspect of religion, and studying the differences among cultures helps us gain a greater understanding of how rituals influence our lives. We perform rituals to demonstrate our values and beliefs, to pray, and many times to reinforce unity within a group. Certain rituals become so fixed in our everyday routine, we dont realize we are performing them. Anthropologists believe that ritual has existed since the very beginning of our time. Some believe that it is ritual that has kept us here so long, and without this regular practice, we would not have the security or solidarity needed to survive. Invariably, there are things in life that we cannot control, no matter how hard we try. Rituals are a way of increasing our command while creating a comfort zone. The articles that are going to be discussed deal wi th ritual in ancient societies, the way they relate to modern rituals and the presence of rituals in a cultural activity such as baseball. The first article Rituals of Death: Capital Punishment and Human Sacrifice is a unique comparison of ancient Aztec rituals of human sacrifice in Mexico and capital punishment in America. Human sacrifice was a part of the offerings for the gods, whose hearts and blood were considered the supreme gift. Similarly, capital punishment can be seen has a modern day form of human sacrifice. In this article Elizabeth Purdum compares these two rituals with an analysis of each according to the sequential order in which the rituals are performed. She begins by giving a brief explanation of who is put to death. The Aztecs sacrificed an estimated total of 20,000 to 250,000 people annually. Most of the human sacrifices were male war captives from other tribes, and sometimes children sold to priests by poor....

11 GI Bill An In-Depth Analysis

Research Essay Sample on Post 9/11 GI Bill An In-Depth Analysis Introduction In the year 2008, Post 9/11 veterans’ educational assistance act was made law by the congress. This measure was responsible for the amendment of title 38 of the US constitution. This was done so as to include the third chapter which deals with extension of educational benefits for veterans who have been in military service since September 11 2001. It is these education benefits that are commonly referred to as the post 911 GI Bill. Currently people are calling it the new GI BILL. The social condition that the bill seeks to address is emotional and secondary illiteracy among war veterans all over the country. This is done through paying of college fees and providing welfare assistance to veterans in a model similar to that of the original GI Bill that came into force immediately after the Second World War (Budahn, 2011).. The New GI Bill is attempting to address these problems. For veterans who have been in military service for more than three years since 2001, the act provides that they receive 100% funding for a four year undergraduate program. The veterans are also able to transfer the benefits to their spouses and children on condition that they serve for more than ten years. This act was proposed by Senator Jim Webb in 2007. The act was affected on august 2009 with some parts of it earmarked for change. For one to be eligible for the benefits they must be in active military service, they must have attained high school certification. The officers must opt for university or college education (Scoot, 2009). It is the department of veteran affairs that is charged with managing the veterans. For us to talk about the roles, and functions of the department of veteran affairs, we have to understand how it operates and the challenges it is facing. The VA as it is commonly referred to is facing a growing challenge in its operating environment. There has been a significant increase in claims and services per patient while legislative and national security policies are full of uncertainties. By understanding these obstacles and their effects on VA, we will be able to analyze the roles and functions of the VA department. A big challenge to the VA is the changing veteran population. Due to old age, the veterans and their families is developing complex needs with expectations that the VA should be able to provide for them. The Vietnam veterans constitute a significant percentage of veterans with age related complications like prostate cancer and diabetes. This has increased their demand for better health care services. The VA is also expected to provide benefits and services to the families of these ageing veterans (Whitney, 2007). Disability compensation is the area that has been profoundly affected in recent years. This is due to change in nature of wounds inflicted during combat. Most disabilities experienced by veterans’ today e.g.| are more complex and require advanced treatment. TODAY, THE VA PROVIDES THE FOLLOWING SERVICES: Provision of high quality health services to war veterans The VA has maintained the distinction of being the largest integrated health care system in North America. It has grown from 54 hospitals in 1931 to 153 fully furnished hospitals today. There are more than seven hundred outpatient clinics that are community based. Currently, the VA runs two hundred and sixty vet centers across the country. The medical facilities offer a wide range of services ranging from medical to rehabilitation. The VA also provides telemedicine which is intended to increase efficiency in service provision (Gaytan, 2011). Provision of benefits and compensation to veterans Another function of VA is to provide compensation and welfare benefits to the war veterans. These pension and compensation cover about four million veterans. Honoring veterans The VA is also charged with the task of honoring the veterans through establishment of unique cemeteries reserved for the veterans. The agency also undertakes maintenance of the cemeteries and other national shrines. In the year 2010, the agency has maintained more than three million gravesites and one hundred and sixty four properties related to the veterans(Alford, 2010). Eliminating Veteran homelessness Currently, there are about 107000 homeless veterans in the country. The VA plans to reduce this number to zero by the year 2014 through the provision of home support funds. Enabling full delivery of 21st century benefits and services The VA is committed to reducing paperless claims related to disability by the year 2014. It also strives to ensure veterans process their claims in a period shorter than 125 days (Gaytan, 2011). Improvement of veteran mental health 97% of veterans are suffering from alcohol abuse; this is one of VA’s goals to reduce alcohol consumption among veterans. The department ensures that the veterans receive eight sessions of psychotherapy (Alford, 2010). Doing research that enhance long term well being of veterans The department continues with scientific researches that are geared toward service improving and portfolio balance in the NRAC (Bertoni, 2011). Improve health care services while keeping costs low The department is charged with the responsibility of saving cost incurred by the veteran’s health requirements thereby increasing their benefits. It also ensures that the cases of mistaken payments are eliminated. GI Bill analysis and framework In its strategic planning framework, the department of veteran affairs has split the GI policy implementation strategy into four main components. These components are responsible for better discharge of services by the VA. They are the ones that define the functions and roles of the VA. These components include; four strategic goals which are crosscutting, integrated objectives’, integrated strategies and radical initiatives. The first component is not limited to one specific goal. It is charged with the task of providing a common set of premises on which initiatives and operation strategies are based. The objectives are meant to help the VA to build strategies on which the department’s goals of service provision can be achieved. Integrated objectives are courses of action that are meant to realize VA’s vision and objectives in implementing the GI policy (Bergmann, Duggan 2007). Veterans have derived a lot of benefits from the services offered by this agency. First, psychotherapy sessions have been successful in changing their drinking habits while ensuring their mental well being. The department’s collaboration with NRAC is a crucial step in understanding specific needs of veterans. The adoption of seamless interactivity between departments has enabled the veterans to acquire all information without having to move from one office to another (Budahn, 2011). Elimination of homelessness is another benefit that veterans are enjoying under the VA. The intention of this plan is to ensure that each veteran has a house and their families are well catered for. The use of SCIP process has eliminated wastage through unification of the budget affairs. This has increased the departments efficiency in dealing with veteran affairs. Reducing hiring cycle through human capital management has ensured that veterans and their families continue to enjoy their benefits without unnecessary delays. Previously it took more than 125 days to process claims. This has significantly reduced because the veterans can now enjoy the full 21st benefits and services (Bertoni, 2011). The central government through the department of defense has been financing these benefits and services since the adoption of the act. The money is sourced from the taxpayer’s kitty. Historical analysis of the GI Bill After the Second World War, the government passed into law Title 38 which was supposed to cater for all the men and women who had retired from the military so that they could live a comfortable life. In this act, the veterans were to enjoy full benefits of military personnel including free medical care and social services. Although it did not cover the education and spouses’ part, this act went a long way in ensuring that the veterans had a decent life after service. This was the only way of dealing with the problems afflicting the veterans. Supplemental appropriations act of 2008 was adopted through the act of congress in order to introduce modifications to the previous bill. After adopting the act in 2008, the state amended the third part of US code so that retiring military officers who served in the army from 2001 would be able to enjoy more benefits and services. It also opened eligibility to members of the National Guard. The law has also reduced the housing allowance for online learners which has enabled the service members and their spouses to get annual stipend of thousand dollars. The act has also removed the state to state tuition fees for the servicemen who decide to enroll in state colleges. In addition to these benefits, the bill was also modified to set 17000 dollars as the cap for veterans who may desire to attend private colleges (Gaytan, 2011) Historical ineffectiveness of the first GI Bill The original GI bill also provided for college education for veterans although there were some limitations. The ability of the veteran to transfer benefits to the spouse or children was not provided for in the original bill. These two acts were initiated by decorated war veterans turned politicians who felt that it was necessary to safeguard the future of the servicemen and their families. Incorporation of Historical lessons in the new program In his proposal for improvement of the act, Senator Jim Webb who is a decorated Vietnam veteran wanted the war veterans to be accorded better living standards due to the sacrifices they make for the sake of the country. Other prominent people who sponsored the bill are representative Bobby Scott and senator Olympia Snowe. The democrats and a few republicans support the passage of the supplemental bill after a bipartisan deal. The veteran education assistance bill was then passed on June 19 2008 by majority (Bertoni, 2011). The controversy generated has led the bill to face opposition from some politicians. Issues of compensation during the buy up option were a key concern for the opponents of this bill. The bill does not offer any provision on how the contribution is supposed to be incorporated into it when it is fully enforced. The VA has asserted that some service members will not be refunded their contribution of six hundred dollars. The bill faced opposition from some officials from the department of defense, President Bush and senator McCain believed it would impact negatively on military retention which is, critical to the country’s defense (Scoot, 2009). Effective approach to veteran affairs is essential in building the morale of the disciplined forces. It also ensures that no serviceman will be abandoned at his hour of need by the state. The ineffectiveness of the first bill meant that veterans would continue to be locked out of certain aspects of their lives. By denying them a chance to study on subsidized fees, the bill was discriminating against these important members of the American society. The other weakness that promoted ineffectiveness of the first bill was the exclusion of children and spouses from enjoying the veteran’s benefits (Alford, 2010). This meant that the veterans would still suffer since they are the ones expected to provide for their children. Historical records show that most veterans commit suicide due to stress and psychological problems. By offering eight sessions of psychoanalysis to the veterans as one of the benefits, the bill has eliminated cases of suicides. It is also necessary to note that the policy eliminated the stress related to academic achievements because the veterans have been given a chance to pursue higher education, which will enable them to get part-time employment.

Parts Per Million Definition

Parts Per Million Definition Parts per million (ppm) is a commonly used unit of concentration for small values. One part per million is one part of solute per one million parts solvent  or 10-6. Parts per million and other parts per notations (e.g., parts per billion or parts per trillion) are dimensionless quantities with no units. Preferred methods for expressing parts per million include  Ã‚ µV/V (microvolume per volume),  Ã‚ µL/L (microliters per liter), mg/kg (milligram per kilogram),  Ã‚ µmol/mol (micromole per mole), and  µm/m (micrometer per meter). The parts per notation is used to describe dilute solutions in chemistry and engineering, but its meaning is ambiguous and it is not part of the SI system of measurement. The reason the system is ambiguous is because the concentration depends on the original unit fraction that is used. For example, comparing one milliliter of a sample to a million milliliters is different from comparing one mole to a million moles or one gram to one million grams. Sources Milton R. Beychok (2005). Air Dispersion Modeling Conversions and Formulas. Fundamentals of Stack Gas Dispersion (4th ed.). Milton R. Beychok. ISBN 0964458802.Schwartz and Warneck (1995). Units for use in atmospheric chemistry (PDF). Pure Appl. Chem. 67: 1377–1406. doi:10.1351/pac199567081377

International Legal and Ethical Issues in Business IP Week 4 Essay

International Legal and Ethical Issues in Business IP Week 4 - Essay Example Competition law and the antitrust laws are examples of such regulations. The laws are set of rules and regulations designed to enhance competitive environment in the business environment. This paper evaluates an example of a merger between two major telecommunication companies. Some issues arise due to generic competition. Generic competition stems from producers who do not incur costs in research before they launch a product to market. It results in the original manufacture imposing some restrictions to protect their brands. This paper will address legal barriers in introducing a new product to market and possible dilemmas. Key words: competition, legal, mergers, antitrust and law. International Legal and Ethical Issues in Business Introduction The antitrust laws were put in place by the federal and state governments in United States to regulate businesses. The laws ensure that companies do not become too big and they do not fix their prices. The law also ensures that there is perfe ct competition in market so that the consumer welfare is maintained. The federal governments are also mandated in reviewing potential mergers to attempt to prevent market concentration. The antitrust laws apply to businesses and individuals. The laws were enacted to stop businesses that go too large from blocking competition and abusing their power (Baker, 2004). The antitrust law is aimed at ensuring perfect competition. ... It is estimated that pharmaceutical companies spend an average of $800-1 billion and between eight and sixteen years to research a new drug (Crandal & Clifford, 2003). Research need to be conducted to ensure that the drug introduced to the market can compete perfectly. The drug should also meet the target population needs; it should be in a position to solve their problems. As a result, an extensive research should be conducted to make sure that the brand conforms to set standard and market needs. Due to this, high cost is incurred. Legal Barriers to Market Entry Legal requirements have to be followed by the drug manufacturers to ensure that they enter the market with legal approval. There are legal barriers that control the entry of drugs to the market in the United States. In 2003, President Bush signed into law the Medicare Prescription Drug, Improvement and Modernization Act of Approval. The act has had major impact on the entry of generic pharmaceutical drugs to the market. The 2003 act contains three rules that control the entry of the drugs to the market. The act allows a minimum of one 30- month stay per generic application, clarifies the types of patents that must not be submitted to Food and Drug administration for listing in the orange book, revises the information required to be submitted on patents, and consolidates all patent information on declaring forms to ensure that the submissions are more informative and precise. In addition to the 30 month stay per application, the FDA tightened control on the types of patent claims submitted by the innovator company. The law ensures that the innovator drug companies would no longer be able to submit patents claiming packaging, metabolites and

Eddington and Everyday Experience Essay Example | Topics and Well Written Essays - 1500 words

Eddington and Everyday Experience - Essay Example Often though it is something that is lacking a foundational source, the idea, 'it is there because it is' often falls into place, especially in a philosophical sense. For example Arthur Eddington's interpretation of the existence of the world is a key interpretation of this type of thinking. In his following statement it is obvious how he utilizes the areas of philosophy to try and make sense out of the universe surrounding him. "The world, which spontaneously appears around me when I open my eyes," is "a strange compound of external nature, mental imagery, and inherited prejudice". Factual knowledge is not as simple or self-evident as it so often seems to be. Thus, the process of learning cannot be taken for granted. Several different theories of the learning process have been established in Western philosophy and the memes of culture. One of these is Skepticism. Skepticism itself questions everything and places doubt where none should exist. The main message it relays to mankind is one of a negative nature, claiming that man will never reach a heightened sense of knowledge about any certain issue in life or the world in particular (Hooker 1996). So, it is found within the realm of skepticism nothing is for certain and the foundational sustenance of the utilization of epistemologies themselves finds doubt in anything and everything. Although skepticism is admonished by those who don't follow the theorization in behind it, it still shows some crude evidence as to why some doubt so much, in even the simplest of things. The reason for these doubts within this the ory is due to the imperfections of the human mind, which can possibly include: faultiness in reasoning and judgment, poor memory, limited accessibility to an object of scrutiny, a lack in the accuracy of the senses, the possibility of mistaking illusions (such as dreams) for reality, and the possibility of misinformation. The issue then, with skepticism is that it finds fault with everything, even those that take simple, common sense notions where the majority of people would find to be, "self evident". Although scientific people are typically described as taking the sceptical view of a new idea that seems "wild", the scientific method is most accurately rooted in the philosophy of Empiricism. To Empiricists, the senses are indeed highly accurate and, moreover, they are our foremost tool for acquiring knowledge about life, the universe, and everything. In stating "which spontaneously appears around me when I open my eyes", Arthur Eddington indicates that our environment is perceived by our senses. There exists an outside world to which we are only connected through our senses and construct a mental image of it. There exists a disparity between what is perceived to be and what reality essentially is. Even in an ordinary view of the world, it is sometimes dubious if we can rely entirely on our sensory data. Some simple examples are illusions, in which we can not trust our senses since they mislead us to draw odd conclusion. Most Empiricists, however, recognize the existence of a prior i truths, which are those of mathematics and logic. In Eddington's claim of "inherited prejudice", the interpretation of it can go in several directions. Prejudice is neither knowledge nor belief, although it is rooted in the latter. The word prejudice comes from the Latin word

Why Should the Wendy's Brand Enter the European Market Research Paper

Why Should the Wendy's Brand Enter the European Market - Research Paper Example .... 1.2 Research Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 1.3 Research Objectives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1.4 Reliability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1.5 Data Collection and Presentation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1.6 Limitation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2. Data Presentation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2.2 Data Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2.3 Research Findings – France†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2.4 Research Findings – Denmark and the United Kingdom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2.5 Research Findings – Spain†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 2.6 Research Findings – Wendy’s Best Practice†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3. Conclusion and Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦ 4. Report Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5. References 1. Introduction: Wendy’s is a well known American Burger Fast Food which operated over 6,500 restaurants under the Wendy’s Brand in 26 countries and territories in the world. (The Wendy's Company, 2011). Since Wendy’s International was separated from the Wendy’s U S Brand in 2009 the Brand has laid the groundwork for a much more adapted international expansion which has been really positive according to Darrell van Ligten, President of Wendy’s international (2011). The Brand is still growing with new restaurant development announcements in Singapore, the Middle East and Nord Africa, the Russian Federation, The Eastern Caribbean, Argentina, the Philippines and Japan (The Wendy's Company, 2011). Unfortunately according to the map of Wendy’s Around the World Wendy’s International is missing on an important market which is Europe representing 17.10% of the Global Fast Food Market (2009). According to the Industry profile of Fast Food in Europe the European market reach a value of 34.2 billion of dollars and grew by 4,4% (Datamonitor, 2009). To be more precise the French Market of fast food industry in 2009 was 6.4 billion of dollars with a faster growth than the German and UK market (Datamonitor, Fast Food Industry Profile: France, 2010). 1.1 Aim: The aim of this research is to investigate on the advantage that the Wendy’s Brand could get by entering the European Market. 1.2 Research Methodology During this research a longitudinal approach was used to identify a problem, which identified the need of the Wendy’s Brand to grow in Europe due to the expansion of the brand in the International Market. Then research to understand the relevant gathered information and interpret them in their context. In order to construct a realistic study the researcher tried to have equilibrium between data collection and data analysis. A deductive approach was use during this research which involves the development of a theory that is subjected to a rigorous test like a scientific research. According to Robson there are five sequential stages through which deductive research will progress: 1. The hypothesis, Europe is an interesting Market for Wendy’s. 2. Expressing the hypothesis in operational terms, like how much revenue could Wendy’s expect expending in Europe. 3. Testing this operational hypothesis, with the research on three objectives. 4. Examining the specific outcome of the inquiry, for example what would be the benefices for the Wendy’s brand to be developed in Europe? 5. If necessary, modifying the theory with the

Controversial Issues in the NGO Committee Research Paper

Controversial Issues in the NGO Committee - Research Paper Example NGOs otherwise known as non-governmental organizations or civil society organizations have been in existent for a long time. As a result, their needs have received recognition by intergovernmental organizations such as the United Nations. Therefore, they have been consulted since the inception of the United Nations under its original name, League of Nations, their consultative status got inclusion in the United Nations charter under the Economic and Social Council (ECOSOC). Moreover, the goal of this council was to consult with non-governmental, organizations on matters that concerned them creating an opportunity for the consultative status of NGOs. There are numerous NGOs with the consultative status at present demarcating high placement status of NGO . However, controversy has rocked the placement of NGOs into this bracket of consultancy owing to the fact that the NGOs apply to be included in the consulting committees. The first significant controversial issue is the importance attached to NGOs due to their integration across the board in almost the entire United Nations system. This is owing to the fact that the UN is becoming highly dependent on NGOs to conduct field services and implement the resolutions that the UN passes. Despite the benefits it poses, this dependence shows the unbecoming nature of the UN in delegating responsibilities. The other issue concerning consultancy status is the impact that NGOs have on political outcomes.3 This is because for NGOs to advance that which they stand for, they require access to influential figures such as state delegates who hold the power to advance their objectives. Therefore, granting access to these influential leaders affects policymaking. Still, on consultancy, political interests influence the NGOs selected to have the status, sometimes. This is because the Committee on NGOs makes recommendation on which NGOs should take up a position, but the fi nal decision is made by the ECOSOC. This brings up controversy due to the criteria used in making the final decision, based on either merit or political interests. For example, some members of ECOSOC have successfully stopped the approval of NGOs that have beliefs that go against the stances of the countries as seen in the cases of China and Cuba against the NGO, A Woman’s Voice International.4 In addition, there is the issue of separatism that is plied on some NGOs owing to political interests of some countries. Such include the Kurdish Human Rights Project that was branded as a separatist movement that did not stand for the needs of the people but instead was a political movement.5 In the application, the NGO withdrew owing to the fact that some members hold such prejudices and thus do not grant fair hearings in the application of consultancy status. Moreover, some NGOs raise controversy by going against the UN charter that allows them to be in the consultancy position they enjoy. This is by questioning the sovereignty of some nations or having ulterior motives concerning their application for the consultancy status. However, some nations bear the punishment of going against the UN charter in spite of not violating the rules that put them in the consultative position just as seen in the case of the Kurdish Human Rights Project.6 This means that most of the controversy found in the NGO committee is largely

General Motors - External Environmental Analysis Assignment

General Motors - External Environmental Analysis - Assignment Example The auto industry has always been vulnerable to economic fluctuations, and with the volatility of fuel prices growing by the day, GM and other companies are always facing tough times. This is despite the firm’s huge financial resources. GM has a sound strategic core. This is evidenced by its huge turnaround since its bankruptcy in 2009. The company has hired highly skilled managers with rich strategic experience and knowledge of strategic management to guide its corporate development (Lewandowski, 2014). As one of the largest automakers in the world, GM is resource-rich in terms of tangible (hardware and facilities) and intangible (liquid cash). These resources are used to drive its expansion and support its new innovative orientation (Lewandowski, 2014). GM is yet to expand its network to emerging markets and advanced economies in Europe, Africa, and Eastern Europe. The company has opportunities to invest in new markets and maintain profitability (Lewandowski, 2014). The electric/hybrid segment also has endless opportunities created by consumers’ new inclination towards green energy. The threat of new entrants is low to moderate. Factors such as research and development (R&D) costs, economic instability, competition, and inflation make it extremely difficult for prospective entrants to successfully venture into the industry. Rising fuel prices, coupled with economic instability, has signaled a shift to electric and hybrid cars. GM has been forced to embrace electric/hybrid cars in order to avoid losing market share to other firms. Consumers have started viewing electric/hybrid cars as viable alternatives to wasteful and environmentally unfriendly gas automobiles. The threat of substitutes is moderate to high. Buyers have moderate to high bargaining power, especially because of new regulations and a greater variety to choose from. In the US

Controversial Issues in the NGO Committee Research Paper

Controversial Issues in the NGO Committee - Research Paper Example NGOs otherwise known as non-governmental organizations or civil society organizations have been in existent for a long time. As a result, their needs have received recognition by intergovernmental organizations such as the United Nations. Therefore, they have been consulted since the inception of the United Nations under its original name, League of Nations, their consultative status got inclusion in the United Nations charter under the Economic and Social Council (ECOSOC). Moreover, the goal of this council was to consult with non-governmental, organizations on matters that concerned them creating an opportunity for the consultative status of NGOs. There are numerous NGOs with the consultative status at present demarcating high placement status of NGO . However, controversy has rocked the placement of NGOs into this bracket of consultancy owing to the fact that the NGOs apply to be included in the consulting committees. The first significant controversial issue is the importance attached to NGOs due to their integration across the board in almost the entire United Nations system. This is owing to the fact that the UN is becoming highly dependent on NGOs to conduct field services and implement the resolutions that the UN passes. Despite the benefits it poses, this dependence shows the unbecoming nature of the UN in delegating responsibilities. The other issue concerning consultancy status is the impact that NGOs have on political outcomes.3 This is because for NGOs to advance that which they stand for, they require access to influential figures such as state delegates who hold the power to advance their objectives. Therefore, granting access to these influential leaders affects policymaking. Still, on consultancy, political interests influence the NGOs selected to have the status, sometimes. This is because the Committee on NGOs makes recommendation on which NGOs should take up a position, but the fi nal decision is made by the ECOSOC. This brings up controversy due to the criteria used in making the final decision, based on either merit or political interests. For example, some members of ECOSOC have successfully stopped the approval of NGOs that have beliefs that go against the stances of the countries as seen in the cases of China and Cuba against the NGO, A Woman’s Voice International.4 In addition, there is the issue of separatism that is plied on some NGOs owing to political interests of some countries. Such include the Kurdish Human Rights Project that was branded as a separatist movement that did not stand for the needs of the people but instead was a political movement.5 In the application, the NGO withdrew owing to the fact that some members hold such prejudices and thus do not grant fair hearings in the application of consultancy status. Moreover, some NGOs raise controversy by going against the UN charter that allows them to be in the consultancy position they enjoy. This is by questioning the sovereignty of some nations or having ulterior motives concerning their application for the consultancy status. However, some nations bear the punishment of going against the UN charter in spite of not violating the rules that put them in the consultative position just as seen in the case of the Kurdish Human Rights Project.6 This means that most of the controversy found in the NGO committee is largely

Album review Essay Example | Topics and Well Written Essays - 500 words

Album review - Essay Example It is timbre, or tone color, of the musical instruments used in the song and the effect they create. In the pieces, the following musical instruments are played: a full string section, the trumpet, the flute, and the French horn. The timbres of all these instruments work together to create warm, deep color. Such an effect is created mostly due to the wind instruments. The strings characterized by soft, melodious, gentle, and clear timbre in the combination with the winds with rounded, breathy, and somewhat heavy timbre are the instruments that are in charge of the overall tone of the piece. All these instruments, except for the flute, accompany the singer throughout the entire song. The flute, in its turn, is played only in a specific part of the song together with such line as â€Å"The colors of the rainbow so pretty in the sky† and up to the end of the verse to add liveliness and highlight the lyrics. The choice of musical instruments is one the things that make the song a masterpiece. The second thing that distinguishes What a Wonderful World among other song is rhythm. Very often, this aspect of music is passed over other elements of songs despite the fact that it does have an emotional impact and creates the overall direction for the development of a melody. In the song under consideration, the rhythm is subtle, almost unobtrusive and indistinguishable. There are no complex rhythmic patterns, which can be found in other compositions performed by Armstrong; they distract the listener from the song as a single unit and its meaning. Such element as tempo works with other aspects in the creation of the entire mood of the song under analysis. What a Wonderful World is a relatively slow song, at about fifty beats per minute and is written in 4/4 time. Performed in such tempo, the song sounds hasteless and resembles a lullaby, and this appears to be the perfect choice for this piece taking into consideration its mood. What a

Retail Strategic Planning Essay Example for Free

Retail Strategic Planning Essay Organized retailing in home and building sector was expected to face stiff challenge from the existing small, independent, and powerful local retailers. Many international retailers like Home Depot, IKEA and Lowe were also eyeing the Indian market which was untapped by organized retailers. They provided all the product categories and services that were required to build a new home or for home improvement or renovation under one roof. Muebles belonging to Casa Moblaje group was a pioneer in this segment. Homepro was the first building mall, which offered a wide range of building materials, home improvements products, and furnishings. They provided information about land availability and selection, and housed offices of architects, designers and financiers. The Home Store and Zeba were in home furnishing segment; Gautier dealt in furniture; and Johnson Tiles was in the sanitary ware sector. Identify Strategic Alternatives Ansoff’s Matrix Muebles had captured a large market of the home building and construction business in Ahmedabad as well as the home improvement business of the surrounding cities and towns. The ideal strategy for Muebles would be to develop the market. The areas surrounding Ahmedabad like Baroda, Surat etc is highly industrialized and lot of construction takes place in these areas. Muebles can target these cities and can increase the size of the market to get larger sales. Retail Mix Variables Product The store stocked products under five major categories Kitchen accessories: Appliances, Crockery, Glassware, Ovens etc Furniture and furnishing: Sofa set, bed, linen etc Bathroom: Tiles, Sanitary ware, Fittings, Taps, and accessories Hardware visible: Door, Window, Safety equipment, Gardening Tools, Washing Machines Electrical equipments: Lights, Luminaries, Chandeliers, Switches, Fans, Generators etc They mainly stored branded products. The store policy was to use the number one brand or the aggressive second. If this was not possible the company entered in to contracts to with smaller players who provided with in store brands. The store stocked approximately 12000 SKUs and had 120 suppliers. As the store move upward in the retail wheel, it took the invisible and les involved products out of the shelf. The visible and high involvement products replaced the invisible. They also increased the share of storing impulse goods in the relevant home decoration and furnishing category. Price The pricing policy of the store varied across the product categories. Pricing was competitive and benchmarked against the traditional hardware and home building material stores in product categories which were usually available in traditional hardware stores . In the destination product categories, the store charged premium price. Store Layout The store was laid out in a grid format. It was functional in nature and was based on a do-it-yourself model. Thirty percent of the shop space was given to 12 partners (vendors) who complete freedom of operation. The store atmosphere was attractive. The format of the store aided the customer to find the right the product. Some products like kitchen fittings were merchandised in simulated conditions to give the customer a feel of the complete range of the store’s offering. Promotion In order to increase the levels of awareness, they were communicating by using a mix of me. dia for brand and tactical advertising. They used the Gujarati and English media to reach out to their target segments. They developed two communication packages, one for the lay consumers with low comprehension of Muebles’s value proposition, and another for the professionals (home builders) who had a relatively higher awareness of the concept. In order to increase the sales of the invisible products, Muebles decided to educate the home builder. The home builder package consisted of developing a critical mass of professionals by rewarding their purchase and then working towards giving them accreditation through a professional course so that they would buy all the materials from Muebles. The apartment package consisted of using direct mails and tie-ups with companies like Electrolux, Pergo, and ICI to give special deals to five different apartment owners. Muebles targeted the HR departments in various companies and offered special deals. The problem in this deal was the acquisition of database of apartment owners. Customer Service Muebles policy was to satisfy the customer. Managers were supposed to visit the shop floor 3 hours a day to understand shopper’s behavior and needs better. Each category had 4 personnel. The total floor level employees were around 20. The floor employees tracked the customer right from the entry to the store and observed them carefully from a distance. The motive was to help the customer in the selection without interfering. The staff was instructed to respect the privacy of the customers. Muebles provided a unique shopping experience to the customer. Consumers were provided a wide range and assured quality, competitive prices, and world class service. They provided value added services to the consumers like * Comprehensive design assistance by a panel of professionals and design consultants * Apartment Packages * Installation service and support * Info mediation through website * Home loan consultancy and loans * Certification programmes for electricians, masons, plumbers and carpenters * Educational programme on do-it-yourself techniques and procedures * Customer loyalty programmes

Looking At Theories Of Postmodernism Films Film Studies Essay

Looking At Theories Of Postmodernism Films Film Studies Essay Post-modern film is a term that is used to describe the portrayal of the post-modernist ideas through the medium of cinema. Post-modernism itself can be described as essentially a movement away from the modernist ideas through the use of the universal cultural narrative, the meta- narrative and the notion of the objective truth, and post-modern film only different to post-modern literature in the way that it portrays these themes, it instead displays the aesthetic features that are characteristically associated with post modern cultural practice. Such films like Synecdoche, New York and Inception are seen to exemplify post-modern themes or to offer images of post-modern society. Post-modern film is a self-conscious movement, that is to say that it is a movement that is aware of its limitations through its selected media of cinema, however in saying that post-modernism also attempts to break through this fourth wall as once one becomes aware of their own limitations; only then can they attempt to reach beyond them. As a result, many of the post-modern films become very complex and deep, with many strong themes and motifs running through them. It is for this reason that I consider Charlie Kaufmans work, Synecdoche, New York to be a very compelling asset to the post- modern film genre. Synecdoche, New York plays with the mainstream conventions of modern cinema and instead relies on its subdued logic as its real means of expressing its themes. As an artist, and a man, the main character; Caden (played by Philip Seymour Hoffman), is on what seems at times a never ending search for meaning, but this search keeps him is a suspension between that world of the play and reality and the line between the two becomes increasingly difficult to distinguish. With such a strong refernce to this theme throughout the film, it is hard to ignore the striking similarity between this theme of inability to tell reality from fantasy, and the post-modernist philosophy of hyper reality. Hyper reality is in fact considered to be the post-modern term that describes this inability of the brain to distinguish between authenticity and fantasy. What hyper reality actually shows us how we may confuse what is real in a world that is consumed with how media can alter our perception or experience of an event. Kaufmann achieves this in the film by burying Caden in his masterpiece that is this play, and blurs the line between the reality of the deterioratin g outside world, and the world that is contained n the ever expanding warehouse. Caden even goes as far as to hire doppelgangers as his cast and crew. This complicates the distinction between reality and fantasy as the audience begins to question who is who, for example, the character of Sammy Barnathan is hired by Caden to play Caden, and Sammys look-alike is cast to play Sammy. As a result of this hyper reality that is found throughout the film, Caden is sent on a constant course of self- realization, but not on what seems a regular and conventional method of self- realization within cinema, or for that matter a cultural sense either. Instead Caden only learns of his true personality and becomes more conscious of himself when he hires Sammy to play the character of Caden in the play. This is mainly noted through Cadens revival of his relationship with the character of Hazel as this re-kindling was only triggered by Sammys, while playing the character of Caden, own interest in Hazel. Cadens journey of self realization is progressed further when he replaces himself with Ellen as he becomes more aware of his female counterpart. Cadens ultimate moment of self realization seems to come at the very end of the film, as when the scene fades to white Caden finally reveals that he knows how to do the play but only when the directors voice that is in his ear gives him his final stage direction; Die- ending a long story of attempting to fulfil his life and end to his depressing physical ailments and inevitable bodily deterioration that seem to be constantly reminded to him by the doctors. This can often be seen as one of the most interesting aspects about the film is; that the film is actually a play within a play it is a performance within a performance, and it is strongly related to William Shakespeares quote; All the worlds a stage, and all the men and women are merely players., for example we can see this when Caden populates the cast and crew of his play with doppelgangers- they are merely only players, to be used. This is one of the key points in the film, as the films central concept is that Caden is attempting to re-create his entire existence through the direction of this play on the massive city sized stage. What is even more interesting about Cadens play, is that it is never performed for the public- instead the actors that make up th e cast of the play are the public themselves- reinforcing Shakespeares concept. This raises various themes for the audience to consider, for example the film first tells the audience that our life is merely a performance and we are merely acting out what we are told to do, and just like Caden relinquishes to accepting his destiny that is death, we too must accept ours. Synecdoche, New York essentially goes beyond its medium limitations and makes its audience question their own worth and how much power they have over controlling their lives. Synecdoche, New York is one of many post-modern films that avails of its ability to engage in the audience in such a unique way. Film is a powerful medium that has a very strong influence in our post-modern society. We can see similarities of the post-modern genre within; Christopher Nolans film Inception. Inception has been an extraordinary popular film for the short amount if time since it was first screened in 2010. Since then it has received an enormous amount of positive response, both in the critical sense and with the public, and has many reasons for doing so. Inception is, without a doubt one a film that must be viewed a number of times in order to fully understand its dense philosophy embedded within both the action and the ambiguity of the film itself. Inception leaves the audience unsure of what they saw and, if even just for a moment, makes them also question their own reality. In a sense Inceptions overall mood is that it is questioning our reality and worth. In fact Inception goes one step further and challenges the capitalist culture that we live in, almost to an anti-capitalist point. Boggs and Pollard state that Media culture embraces constituent elements of the liberal-capitali st order (2001. pg 171) as Inception is a film that based around the destruction of a monopoly. It would be fair to say that the entire concept of the film is based on the idea of disillusion, but what Inception shows us is that the power of disillusion is not tied down to the plot of the film, but also extends out to the form of the film, and in turn extends to the audience and a reflection of the post-modern society that we live in. For example, Inception plays with the form of the film and realises that film itself is a sort if disillusion, just like Synecdoche, New York, Inception engages with the audience with reference to hyper reality, however it does this in a very different way. Instead of immersing the audience into hyper reality, Inception instead brings the idea of hyper reality to the audiences attention so that they become aware of it. For example as the audience engross themselves in the film any emotions that we feel during a film; such as joy, sadness or fear, leaves us when the lights come back on in the cinema and return to reality, however Inception lures th e audience in with the stark resemblance to reality, but at every possible moment the film also reminds the audience that the characters are in a dream and that whatever is happening to them is not actually happening to them, and this in turn reminds the audience that none of this is really happening for them either, making the audience aware that none of the emotions that they are feeling or the event that they are witnessing are real. We can also relate this to Inceptions overall idea that our whole life and the world that we live in is nothing but an illusion, and we live in a world globalization- where vast businesses are taking over the cultural world. In short, Inception is a post modern sublime and that it breaks the fourth wall and makes us question whether our life is real and all else is an illusion, or that everything else is real and our life is an illusion. It is a film that connects aesthetics with context. Again what makes Inception a post modern sublime, as it did with Synecdoche, New York is its self awareness and knowledge of the limitations and quirks of its medium- and the power that a film can portray that a book can not achieve. Inception takes place in a labyrinth of dreams within dreams and that simply cannot be described in literature, but the real theme that the film seems to raise is that maybe the entire film is a dream, so that what we cannot distinguish when the characters are in reality or in a dream; again something that cannot be achieved by mere literature. Also it is never discussed how dream extraction was invented in the film, it seems to just exist, in this sense the film is entirely ambiguous and m aybe it is all just a dream, having no real beginning, as the film opens in a dream extraction with almost no background to who the people in the shots are, or doesnt seem to have a real end either, making the audience wonder whether the entire film is a dream. The film brings the notions of hyper reality to the audiences attention, and then the film begins to place the idea that maybe the lives of the audience are insignificant and dreamlike. It is interesting that the name of the film is Inception, and the film itself is planting ideas into the audiences mind. The ending scene is probably the most important scene, as the spinning top spins, and it does so for what seems quite an extraordinary amount of time, it with no doubt wobbles at the end but is cut off in the final shot so that we will never figure out whether he is living in reality anymore or a dream. If it is dream it is extraordinary elaborate dream, but even if it isnt a dream the idea that such an elaborate dream could possibly exist leaves us questioning that maybe we are dreaming our entire lives. According to Stuart Hall the post-modern subject, . . . is conceptualized as having no fixed, essential or permanent identity' (2000. pg 277). As a result what we are left with is the idea of subjective truth. That is to say that the film is completely subjective to the individual watching the film, and they must come to their own conclusion and truth about the film. This is what make post-modern cinema such a phenomenon, as it speaks to each individual on such a high level and raises personal concerns with both themselves and the world that we live in, which is one of the aims of the post-modern film genre. However we must be careful in the progression of the post-modern film genre as it may become a new contemporary way to produce a film and just another way for filmmakers to explore and develop their characters and plots, almost defeating the purpose of the post-modern genre itself.