201408 Semester I MB0042 Managerial Eco Essay - 2227 Words

Q.No 1- Inflation is a global Phenomenon which is associated with high price causes decline in the value for money. It exists when the amount of money in the country is in excess of the physical volume of goods and services. Explain the reasons for this monetary phenomenon. Inflation is commonly understood as a situation of substantial and rapid increase in the level of prices and consequent deterioration in the value of money over period of time. It refers to the advantage rise in the general level of prices and fall in the value of money. Inflation is upward movement in the average level of prices. Cause of Inflation 1. Demand Side increase in aggregative effective demand is responsible for inflation. In this case, aggregate demand†¦show more content†¦This type of price discrimination is called perfect discrimination Discrimination of the Second Degree – In case of discrimination of second degree, the monopolist charges different prices for markets of the same commodity, but not at a maximum possible rate but at a lower rate. The monopolist will leave a certain amount of consumer’s surplus with the consumers. This is done to keep the consumers satisfied and prevent the entry of potentials rivals. This method is adopted by railway companies. Discrimination of the Third Degree – In case of discrimination of the third degree, the markets are divided into many sub-markets or Sub-groups. The price charged in each case roughly depends on the ability to pay of different subgroups in the market. This is the most common type of discrimination followed by a monopolist. Q.No-3 Define monopolistic competition and explain its characteristics It is a market structure in which a large number of small sellers sell differentiated products which are close, but not perfect substitutes for one another. Under this market, the products produced and sold are different, but they are close substitutes for one another. This leads to competition among different sellers. Thus, in this

Devil in the white City Summary Free Essays

The World’s Fair was an amazing event for our country. It represented how capable we were and how amazing our technology could become. It negated many of the stereotypes surrounding Chicago that it was only a city of animal butchery. We will write a custom essay sample on Devil in the white City Summary or any similar topic only for you Order Now It set a standard for how cities should be run and it picked up the economy with all of the work and tourism It created. But, hidden within all of this good was evil. Although pick pockets and thieves were very common, largely represented In the book Is murder. Holmes takes advantage of this situation and lures In young women who are traveling alone. Without the magnificent fair, he would have had a much more difficult time doing what he did. The good that people were creating within the fair created this room for evil. Honestly, It seems this Is a real world theme as well. Wherever good Is done, corruption Is always a possibility and often this opportunity Is taken. The sad theme that permeates this book Is that where there Is good, there will be evil. And although unfortunate, It is reality-To me, the text had one BIG theme: evil as the result of good. The World’s Fair was an amazing event for our country. It represented how capable we were and how amazing our technology could become. It negated many of the stereotypes surrounding Chicago that it was only a city of animal butchery. It set a standard for how cities should be run and it picked up the economy with all of the work and tourism it created. But, hidden within all of this good was evil. Although pick pockets and thieves were very common, largely represented in the book is ruder. Holmes takes advantage of this situation and lures in young women who are traveling alone. Without the magnificent fair, he would have had a much more difficult time doing what he did. The good that people were creating within the fair created this room for evil. Honestly, it seems this is a real world theme as well. Wherever good is done, corruption is always a possibility and often this opportunity is taken. The sad theme that permeates this book is that where there is good, there will be evil. And although unfortunate, it is reality. How to cite Devil in the white City Summary, Papers

Censorship and Pop Culture Essay Example For Students

Censorship and Pop Culture Essay One mans vulgarity is anothers lyric. Justice John M. Harlan, Cohen v. California (1971) It is probably no accident that freedom of speech is the first freedom mentioned in the First Amendment: Congress shall make no law.. .abridging the freedom of speech, or of the press, or of the people peaceably to assemble, and to petition the Government for a redress of grievances. The Constitutions framers believed that freedom of inquiry and liberty of expression were the hallmarks of a democratic society. Freedom of speech, of the press, of association, of assembly and petition this set of guarantees, protected by the First Amendment, comprises what we refer to as freedom of expression. The Supreme Court has written that this freedom is the matrix, the indispensable condition of nearly every other form of freedom. Without it, other fundamental rights, like the right to vote, would wither and die. But in spite of its preferred position in our constitutional hierarchy, the nations commitment to freedom of expression has been tested over and over again. Especially during times of national stress, like war abroad or social upheaval at home, people exercising their First Amendment rights have been censored, fined, even jailed. Those with unpopular political ideas have always borne the brunt of government repression. It was during WWI hardly ancient history that a person could be jailed just for giving out anti-war leaflets. Out of those early cases, modern First Amendment law evolved. Many struggles and many cases later, ours is the most speech-protective country in the world. (Glasser, Visions of Liberty, 1991.) Three Reasons Why Freedom of Expression Is Essential to a Free Society It is the foundation of self-fulfillment. The right to express ones thoughts and to communicate freely with others affirms the dignity and worth of each and every member of society, and allows each individual to realize his or her full human potential. Thus, freedom of expression is an end in itself and as such, deserves societys greatest protection. It is vital to the attainment and advancement of knowledge, and the search for the truth. The eminent 19th-century writer and civil libertarian, John Stuart Mill, contended that enlightened judgment is possible only if one considers all facts and ideas, from whatever source, and tests ones own conclusions against opposing views. Therefore, all points of view even those that are bad or socially harmful should be represented in societys marketplace of ideas. It is necessary to our system of self-government and gives the American people a checking function against government excess and corruption. If the American people are to be the masters of their fate and of their elected government, they must be well-informed and have access to all information, ideas and points of view. Mass ignorance is a breeding ground for oppression and tyranny. Beginning in the 1980s, religious fundamentalists and some parents groups have waged a persistent campaign to limit the variety of cultural messages available to American youth by attacking the content of some of the music industrys creative products. These attacks have taken numerous forms, including a call by the Parents Music Resource Center (PMRC) for the labeling of recordings whose themes or imagery relate to sexuality, violence, drug or alcohol use, suicide or the occult, and prosecutions of record companies and store owners for producing or selling albums that contain controversial songs. After years of pressure from the PMRC and a series of Senate hearings in 1985, the Recording Industry Association of America (RIAA) introduced, in 1990, a uniform labeling system using the logo, Parental Advisory Explicit Lyrics. The RIAA initiated this system without providing record companies with any standards, criteria or guidelines for determining which albums should be labeled. That decision is left completely up to the companies, which have chosen to label only selected rock and rap albums and not recordings of country music, opera or musical comedy that may also contain controversial material. Dissatisfied with the RIAAs labels, many would-be censors have demanded even more limits on the sale of music with controversial lyrics. As a result, legislators have introduced bills in more than 20 states in recent years that would require warning labels far more detailed .

Models of Health Behavior Essay Example

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

The Truth about Marijuana essays

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Real Estate Foreclosures - Essay Example Through foreclosure process, banks or creditors can reclaim the possessions of owner if he/she is unable to fulfill the contract of mortgage loan. As the financial crisis has occurred in the USA, the numbers of foreclosures have increased. Several banks such as Bank of America, JP Morgan Chase, and Ally among others had announced foreclosures against the homeowners who failed to repay the loan amount. Real Estate Foreclosures and the Financial Crisis The unreasonable strategies of financial institutions in the USA had allowed many people to purchase houses which they could not manage to pay for. It was unwise for people to think that house prices will only increase and as a result people started to take loans and purchase property from them in the prediction that the cost will increase in future, which will make it easy for them to repay the amount. When the bubble burst, the house price began to decrease considerably and several home owners were trapped unexpectedly to pay for the l oan amount. As people understood that they will lose more money by selling their property compared to the loan amount, they foreclosed. The increasing rate of foreclosure had freaked several banks as well as hedge funds that had already converted the loan amounts to securities and comprehended large amount of losses (Edmonds, â€Å"What's The No. 1 Reason for Foreclosure?†). According to Mortgage Banker Association (MBA) above 900,000 households had foreclosed in the year 2008 which was 71% more compared to 2007. It was recoded as highest foreclosure rate over 36 years in the US economy. The main reason for foreclosure was the attitude of people of maintaining lifestyle beyond their affordability. The subprime loans frequently arrive with low preliminary interest rates and thus people with less affordability are the key receivers of it (Edmonds, â€Å"What's The No. 1 Reason for Foreclosure?†). Causes of Foreclosures The unconscious purchasers of loans are liable for f oreclosure crisis in the USA. In order to benefit from the large loan values, people had chosen several dishonest paths such as fabricating their income, and increasing the values of pledged properties. The lenders had also avoided taking necessary actions against such conducts and made this happen. Generally, people are not very aware about financial details with respect to planning their own revenues. They were simply attracted by the smartly influencing media and thus often fall for overwhelming mortgage culture. The leaders and politicians were more engaged with spending more amounts compared to tax revenue. The high expenditure had resulted in deficit of budget. In order to deal with the deficit, government had produced more currency which brought inflation and the value of Dollar fell significantly. As a result, the prices of essential goods increased and ordinary people became incapable to cope up with the higher inflation rate. The expense for mortgage amount increased due t o fluctuating interest rate and foreclosure was the end result of it. Several unethical decisions to deal with the deficit of budget such as borrowing money from overseas countries and spending excess money on war had degraded the economy of the USA (Vidmar, â€Å"Seven Ways Foreclosures Impact Communities†

The public education system Essay Example for Free

The public education system Essay â€Å"Effectiveness in the principal-ship is the extent to which all learners in the school are doing as well as they should be doing.† (Webster, 1, 1994) The public education system has perhaps never faced more challenges than it does today. With increasing diversity in the school system, teachers and administration have to be prepared to teach students with minimal English. Increased violence in schools has created a situation where providing security for students takes precedence to learning. Drug use among students and domestic violence place teachers and administration in a social services role, rather than focused on education. Increased accountability standards with an ever-shrinking budget challenges teacher’s time to be responsive to individual student needs. Each of these challenges are faced by the school as a whole, with increased pressure placed on the role of the principal to meet these needs. The role of the principal has changed over the past twenty to thirty years. Ideally the principal should be responsible for creating a climate of learning, and assuring that teachers have the resources they need to do their job effectively. â€Å"The principal establishes a climate for excellence, puts forth a vision for continuous improvement in student performance, promotes excellence in teaching, and commits to sustained, comprehensive professional development for all staff members. The principal ensures that curriculum, instructional strategies, and assessment of student progress are coherent components in the teaching and learning process. In short, the principal engages herself or himself as an instructional leader.† (Tirozzi, 1, 2001) Educational research, focusing on school effectiveness, often examines the concept of the principal as leader as one of the critical factors. Research indicates that the role of principal as leader in creating a climate that can lead to higher student academic performance, â€Å"conditions such as setting high standards and goals, planning and coordinating with staff, having an orientation toward innovation, frequent monitoring of staff and student performance, and involving parents and the community.† (Blank, 1, 1987) This increased emphasis on the principal as a leader, has ultimately changed the role of the school principal. Historically, principals wereelected and played the role of educator. The increased need for the principal to take the part of leader requires the principal to also take on the role of administrator. Along with this role, there is a increased emphasis on the principal as a primary contributor to the educational effectiveness of the school. This expanding role of the principal has created a new set of expectations, including fulfilling the role of leader as both educator and administrator, including responsibility for the school curriculum. During the 1980s, school districts introduced programs to increase school effectiveness, including greater instructional leadership by principals. (Blank, 1, 1987) According to Elaine Fink and Lauren Resnick, there is widespread appeal for principals to assume the role of leaders in education, but this role is not being fulfilled in practice. â€Å"In practice, though, few principals act as genuine instructional leaders. Their days are filled with the activities of management: scheduling, reporting, handling relations with parents and the community, and dealing with the multiple crises and special situations that are inevitable in schools. Most principals spend relatively little time in classrooms and even less time analyzing instruction with teachers. They may arrange time for teachers meetings and professional development, but they rarely provide intellectual leadership for growth in teaching skill.† (Fink Resnick, 1, 2001) Fink and Resnick depict principals as becoming more and more distanced from the issues of education and instruction and increasingly focused on administrative and budgetary issues. According to Fink, building an effective community of principals should focus on the craft of teaching and learning and the building of strong interpersonal relationships. The role of principal maintains five major controls or sources of power or authority including the authority (1) to exert administrative control, (2) to exert aggressive instructional leadership, (3) to control the evaluative framework of the school, (4) to control the distribution of rewards, and (5) to control the timing and flow of information and resources in the school. (Webster, 44, 1994) The effective principal has the ability to define what tasks ar e important and create a framework in which those tasks can be accomplished. The effective principal should focus on the role of â€Å"principal teacher,† or that which is the teacher of teachers. Effective principals, who have the responsibility of teaching both new and experienced teachers, must be knowledgeable about a wide variety of teaching strategies, with a focus on that which will enhance learner growth. Effective principal must possess problem-solving as a skill. The effective principal should operate as a leader. (Webster, 93, 1994) Leadership is often defined as the ability to influence others in the group, focused on the two basic functions of leadership: task and human. Task effectiveness relates to teaching as the major task and learner growth as the outcome. The second function of human effectiveness recognizes that teachers and other staff members need occasional strengthening, refocusing, morale boosting, and listening to, as well as remediation and correction. According to Webster, task effectiveness and human effectiveness roles of leaders overlap, across all domains. Principals must display task effectiveness in the learning or learner-centered domain as well as in the management domain. (Webster, 46, 1994) Portin and Shen studied the changing role of the principal in the Washington State education system. They identified the school effectiveness research of the last twenty years in affirming the role of principal leadership in school success. Principals were identified as key individuals as instructional leaders, initiators of change, school managers, personnel administrators, and problem solvers. The principal is in the center of multiple demands to reform schools and to meet the challenges of future leadership. (Portin Shen, 1, 1998) â€Å"If education, in general, and schools, in particular, are seen as tools for social change, educational leaders are assumed to be among the most critical artisans. This assumption is widely held by the public-at-large, as well as by education professionals. It is also an assumption warranted by relevant evidence. Indeed, the leadership effect becomes increasingly prominent the more one focuses attention on schools as opposed to other types of organizations.† (Portin Shen, 1, 1998) Despite changes in shared leadership and teacher empowerment, the principal remains the center of leadership in the school. The unique role of the principal includes instructional, organizational, and statutory leadership. As an instructional leader, the principal is expected to retain knowledge of effective instructional practice, both curricular and pedagogical. The role of the principal as evaluator of instruction underlines the organizational leadership expected. Principals are given responsibility for most school operations. Despite changes in school policy, and societal changes, the assumption is made that principals have the capacity to lead and supervise the implementation of new programs and regulations while continuing to provide previously assigned responsibilities. Research indicates that this ever-changing role of the principal may not allow for them to meet of the expectations. â€Å"Numerous factors have been identified that contribute to the ways in which principals spend their time. Analyses of the principals role reveal constant interruptions, lack of planning time, fragmentation of activities, compliance with numerous rules and regulations. Clearly, the role of the principal is changing as more is expected of them.† (Portin Shen, 1, 1998) In a study of schools in Washington State, more than three quarters of principals surveyed, reported that in the last five years they have had more responsibility for site-based decisi ons, monitoring truancy, dealing with the impact of student diversity, interacting with parents, improving school-community relationships, and administering special education programs. These changes suggest that principals are expected to provide more leadership, on one hand, and to take on more managerial responsibilities, on the other. This has led to a growing tension between the leadership and managerial responsibilities of the job. The role of principal is becoming increasingly more challenging. Ninety-one percent of the principals surveyed indicated they are in districts that are decentralizing decision making to the local school site, 76 per cent were in districts that were initiating or encouraging the use of site councils, 79 per cent indicated the need to establish school/business partnerships. Seventy-six percent reported working in sites with increased student diversity that has had an important impact on the school, 83 per cent increased interactions with parents that have had a significant impact on their work, 91 per cent reported it was important to consider client satisfaction when making decisions. As might be expected, these changes have had nega tive impact on the ability of principal’s to do their work and increased negative feelings about their job. (Portin Shen, 1, 1998) These changes have required the principal to take on additional responsibilities, resulting in a disproportionate amount of time and attention devoted to these new responsibilities. As new responsibilities are added, principals must take time away from previous demands to meet the changing demands. Despite the addition of new responsibilities, principals have not been relieved of other duties and responsibilities that have traditionally been a part of their job, â€Å"building maintenance and repair, instructional leadership, maintaining a safe and secure environment, responding to teacher and staff requests, conducting legally required teacher evaluations, managing the budget, and maintaining discipline.† (Portin Shen, 1, 1998) Despite these additional responsibilities, authority and instruction did not necessarily follow, resulting in considerable ambiguity. Some principals surveyed reported not feeling they possessed the skills necessary for the increased job responsibilit y. Further, principals surveyed reported feeling greater levels of frustration in their job and less enthusiasm for the work they do. Their decline in morale and enthusiasm stems, instead, from their inability to carry out both their management and leadership functions effectively and efficiently, and their preference to provide leadership. Many principals report work weeks of 50 to 70 hours. They feel they are being forced to make choices about where they will spend their time and attention. Another source of frustration is the shift to managerial rather than leadership responsibilities. They recognize that managing the building is a necessary function for principals, they prefer to focus on their role as instructional leaders, spending time with teachers, students, and parents improving the schools program for student learning. Many principals are finding it difficult to maintain that focus. (Portin Shen, 1998) Principals have the responsibility of making certain that specific tasks are completed by teachers and other staff members. Their job is to coordinate, direct, and support the work of others by â€Å"defining objectives, evaluating performance, providing resources, building a positive climate, fostering positive school-community relations, planning, scheduling, keeping records, resolving conflicts, handling student problems, working cooperatively with central office staff members, and keeping the school running smoothly on a day-to-day basis.† (Wendell, 88, 1994) Their day to day activities are further challenged by factors outside their control. Negotiated teacher contracts, may define working situations that further diminish the resources of the school. (Webster, 86, 1994) Leadership activities are commonly associated with initiative and change that inspire others to accomplish the mission of the organization. â€Å"Through leadership, principals bring an active and personal attitude toward the reaching of goals. Principals who are both successful leaders and managers empower others. The system as a whole begins to function effectively with the improvement of teaching and learning for students. Principals should consider themselves leaders of leaders, not leaders of followers.† (Webster, 201, 1994) Historically, principals have been considered part of the control process within the school. Their job was to distribute incentives for completion by teachers and other staff members. Transformational leadership, that is desired now, works by transforming the goals and aspirations of members of the organization. â€Å"Transformational school leaders pursue three goals: to help staff members develop and maintain a collaborative, professional culture, to foster teacher development; and to help personnel solve problems together more effectively.† (Webster, 192, 1994) This type of leader realizes that an integrated, cohesive group lends itself to effectiveness. Everyone works together to p ursue common goals. A sense of ownership exists within an organization where transformational leadership is practiced. (Wendell, 212, 1994) Instructional leaders need to be knowledgeable about instructional resources, provide resources for their teachers, promote staff development, and obtain resources and support for school goals. Performance appraisals should be based on goals that improve institutional performance. Instructional leaders help solve instructional problems, encourage the use of many strategies and styles, and assist teachers with assessment and evaluation techniques. â€Å"Instructional leaders promote their vision for their schools, communicate to teachers about desired instructional practices and criteria for evaluating performance, and provide frequent feedback to teachers. Principals who would be instructional leaders actively promote staff development activities, are readily available to discuss issues related to teaching and instruction, are visible to staff and students, and make frequent classroom observations. Instructional leaders focus upon instruction and take care of routine managerial task s, such as completion of paperwork, before or after classes as much as possible. Principals who believe that all students can learn and enjoy school are willing to examine how students learn and redirect the focus of schooling upon students learning styles.† (Webster, 182, 1994) According to Wendell, principals can develop instructional leadership by establishing clear goals, objectives, and priorities; expressing high expectations; emphasizing student achievement, attendance, behavior, and attitude; and focusing upon school goals and priorities. Principals can enhance instruction by providing clear communication within their educational system and by keeping curriculum focused upon goals, by working with teachers to improve their instructional skills; and by monitoring school performance. Principals who are effective instructional leaders focus upon five key areas: (1) defining the schools mission, (2) managing curriculum and instruction, (3) promoting a positive learning climate, (4) providing supervision of instruction, and (5) assessing instructional pr ograms. (Webster, 220, 1994) The recent trend toward accountability, and nation-wide educational standards have pressured principals to be more concerned with the bottom line. School systems serving poor and minority students pose an even greater threat to the success of a school system in achieving what is considered to be minimum standards. Codding Tucker reviewed what they believe to be determinates of successful principals. They separate the roles they perform, the qualities that they need to perform those roles, and the knowledge implied by those roles. As have others, Codding Tucker re-iterate the need for the school principal to function both as as a leader and as a manager, and that one role should compliment the other. (Codding Tucker, 84, 2002) In providing effective leadership, principals must be able to provide leadership that results in a shared vision of the directions to be pursued by the school and to manage change in ways that ensure that the school is successful in realizing the vision. â€Å"There is overwhelming evidence from the literature on school effectiveness and improvement regarding the significance of the principal in establishing a school culture that promotes and values learning and that embodies realistic but high expectations of all students and teachers. To the extent that principals have an impact on student learning, this impact is largely mediated through teachers and classroom teaching.† (Codding Tucker, 61, 2002) As a manager, the principal must ensure that the circle of accountability is complete and that investment in the learning of individual members is demonstrated in the student learning outcomes. This needs to be reflected in the staff appraisal process and ongoing processes for evaluating programs and monitoring the performance of the school. â€Å"A key role of the principal is to ensure that each of the elements that contribute to improved student learning outcomes is present, working effectively, and aligned with all other ele ments. When systems aren’t aligned and progress is not noted, it is the role of the principal to make adjustments in the system and make sure those adjustments are communicated throughout the school system. Principals need a strong theoretical foundation of current knowledge about teaching and learning, practical knowledge of the beliefs and understandings of staff in the school, and applied knowledge of how to bring about development and change in those beliefs and understandings.† (Codding Tucker, 64, 2002) Schools with effective learning climates have behavioral standards understood by all students, with consequences for inappropriate behavior administered consistently and fairly, on the basis of a written standard known to all staff members. An effective learning climate in schools should be a major component of the principals vision which serves as the basis for improvement. Principals must understand the meaning as well as ways of improving effective learning climates. A climate that promotes learning includes all the things principals must do to foster teacher and student involvement. According to Webster, the climates of effective schools are characterized by (1) high levels of student involvement with work; (2) teacher-led instruction; (3) students who understand teacher expectations; (4) efficient use of time; (5) minimal confusion and disruption; (6) mutual trust between teachers, students, and administrators; (7) high morale; (8) ample opportunities for input by all factions; (9) feelings of ownership by all; (10) feelings of caring by all; and (11) the presence of one or more ongoing renewal or school improvement projects. (Webster, 182, 1994) Through their leadership abilities, the school principal can have an impact on teacher attitude, student achievement, staff and student morale. According to Webster, the first step that a principal can take toward establishing an effective learning climate in any school is being there, being seen by all, students, teachers, and other staff members. Principals need to maintain personal involvement in the school setting. Students and teachers alike, must have the feeling that the principal is likely to be anywhere and at anytime. Projection of a caring attitude should accompany the high visibility of the principal. Further, Webster provides the following suggestions as a method to improve principal interactions: (1) establish a climate of professionalism with teachers; (2) interact personally with children; (3) get into classrooms; (4) be a teacher advocate, hospitable and sensitive to teacher suggestions; (5) attempt to fund projects of creative, caring teachers; (6) delegate authority wisely; (7) be politicians in dealing with their school communities; (8) offer criticism in a constructive manner; and (9) be human, while han dling unpleasant tasks with fairness, firmness, and dispatch. (Webster, 141, 1998) Webster believes that principals should attempt to establish these elements by focusing on teachers first, then students, and finally, student-teacher relationships in their schools. Traditional training for principals has consisted of theory and policy taught by university professors relying on academic models. Candidates have been taught to manage with a top-down rather than a team approach. Although theory is an important component of principal training, recent studies have shown that the skills and qualities most necessary to succeed include problem analysis, data collection, organizational ability, decisiveness, effective communication skills and stress tolerance. The issue of continuing professional development is also important. Even veteran principals feel that they are not prepared for the reality of the job. Many feel isolated having left their network of peers in the ranks of teachers. They also feel a lack of constructive criticism and supportive supervision. Principals n eed to be prepared to handle the various situations they face in a day. Theory is important, but aspiring principals must be shown that most of what they will be facing will not come out of a book. They must be prepared to be open minded and handle each situation as it comes. Working in collaboration with school districts to create mentoring programs is important. Principals need a network of peers to alleviate the isolation and helplessness many feel. (Ediger, 381, 2000) Leadership within school systems are not built on the qualifications of individuals alone. Typically, the role of principal, as well as that of teachers, has been undervalued. Resources are scarce at best and research has not adequately defined problem areas. Effective models are scarce. â€Å"If existing educational leadership roles are inadequate, they are at least familiar. There is scant research and development to guide principals or superintendents through the onslaught of new policies driving the standards movement. New responsibilities require new job descriptions and redesigned systems to support new learning.† (Fitzgerald, 57, 2000) The focus of school leadership, all too often, has been faced with numerous changes and increasing responsibility. Principals are expected to produce educational results but often lack understanding of how students learn. Principals are expected to evaluate teaching performance with inadequate knowledge of what constitutes good practice. Principals work in isolation with little time to effectively supervise or interact within their schools. (Fitzgerald, 57, 2000) The role of the school principal has changed dramatically and will continue to do so. Principals are required to fill a myriad of roles, with additional responsibilities added on an ongoing basis. New laws, an ever-changing and diverse student base, new standards will all continue to challenge the school principal in fulfilling their role as a leader. Despite these changes, there are some things tha t remain a constant in the life of the principal. The principal will continue to be responsible for creating a culture of learning. The principal will continue to create a climate that encourages teachers to expand their horizons and their own learning in order to serve students better. The principal will continue to be responsible for the budgetary constraints that challenge the educational system today. The principal will still be required to create a standard of education that focuses on quality. The NAESP (www.naesp.org) defined The guide identifies six standards that redefine instructional leadership for todays principals. These standards include: †¢ Leading schools in a way that puts student and adult learning at the center, with the principal demonstrating the role of learner and teacher. †¢ Promoting the academic success of all students by setting high expectations and high standards and organizing the school environment around school achievement; †¢ Creating and demanding rigorous content and instruction that ensures student progress toward agreed-upon academic standards; †¢ Creating a climate of continuous learning for adults that is tied to student learning; †¢ Using multiple sources of data as a diagnostic tool to assess, identify, and apply instructional improvement; and †¢ Actively engaging the community to create shared responsibility for student and school success. These standards, though appropriate, still require the principal to establish priorities within the system and redesign the workplace in order to achieve the overall mission. The first priority of the principal should always be to establish a culture of learning. If learning is the priority, then the rest should follow and it should provide the basis for other decisions to be made. References Blank, R. K. (1987). The Role of Principal as Leader: Analysis of Variation in Leadership of Urban High Schools. Journal of Educational Research, 81(2), 69-80. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=76943658 Ediger, M. (1996). The School Principal with New Responsibilities. Education, 116(3), 381+. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5000367879 Ediger, M. (2000). Role of the Principal and the Social Studies. College Student Journal, 34(3), 423. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5001112650 Ediger, M. (2000). The School Principal as Leader in Reading Instruction. Reading Improvement, 37(1), 20. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5001752787 Fink, E., Resnick, L. B. (2001). Developing Principals as Instructional Leaders. Phi Delta Kappan, 82(8), 598. Retrieved February 12, 2007, from Qu estia database: http://www.questia.com/PM.qst?a=od=5000979577 Fitzgerald, M. L. (2000, September). Leaders Count in Education, Too. School Administrator, 57, 54. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5001205859 Garubo, R. C., Rothstein, S. W. (1998). Supportive Supervision in Schools. Westport, CT: Greenwood Press. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=26185358 Glasman, N. S., Heck, R. H. (1992). The Changing Leadership Role of the Principal: Implications for Principal Assessment. PJE. Peabody Journal of Education, 68(1), 5-24. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=96652390 Halawah, I. (2005). The Relationship between Effective Communication of High School Principal and School Climate. Education, 126(2), 334+. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5014422241 Hart, A. W. (1992). The Social and Organizational Influence of Principals: Evaluating Principals in Context. PJE. Peabody Journal of Education, 68(1), 37-57. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=95763827 Portin, B. S., Shen, J. (1998). The Changing Principalship: Its Current Status, Variability, and Impact. Journal of Leadership Studies, 5(3), 93. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5001503219 Sybouts, W., Wendel, F. C. (1994). The Training and Development of School Principals: A Handbook. Westport, CT: Greenwood Press. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=27514555 Tirozzi, G. N. (2001). The Artistry of Leadership: The Evolving Role of the Secondary School Principal. Phi Delta Kappan, 82(6), 434. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5000952847 Tucker, M. S. Codding, J. B. (Eds.). (2002). The Principal Challenge: Leading and Managing Schools in an Era of Accountability. San Francisco: Jossey-Bass. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=109366182 Webster, W. G. (1994). Learner-Centered Principalship: The Principal as Teacher of Teachers. Westport, CT: Praeger Publishers. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=27517699

Scientology :: essays research papers

The Truth About Scientology Scientology was created around 1950 by a science fiction author, L. Ron Hubbard. Scientology was presented as a religious philosophy, but is actually a warped sense of both religion and science, fused together to create a belief system that is quite damaging to people’s psychological state. Scientologists believe that man is ultimately capable of determining the outcome of all aspects of his life: mental, emotional, as well as physical. It is a twentieth century religion that teaches that one’s health and wellness is something that man is in control of. Man is a spiritual being endowed with abilities well beyond those that he normally imagines. He is able to solve his own problems, accomplish his goals, gain lasting happiness, and also achieve new states of understanding he may never have dreamed possible. As for science, science is the observation, identification, description, experimental investigation, and theoretical explanation of phenomena. Science uses a system, known as the scientific method, to explain general truths and phenomena. As you can understand now, scientology does not meet the requirements of what it takes for something to be classified as a science. However it is a set of ideas based on theories put forth as scientific when they are not scientific, a term known as a pseudoscience. Lafayette Ronald Hubbard, the creator of scientology, published Dianetics: The Modern Science of Mental Health, and insisted that it was a science. He claimed that dianetics "...contains a therapeutic technique with which can be treated all inorganic mental ills and all organic psycho-somatic ills, with assurance of complete cure.† The truth of the matter is that no scientific testing has been done that would credit this set of ideals. Scientology is a confused mixture of harmfully applied psychotherapy, oversimplified, foolish and irrelevant rules and ideas and science-fiction nonsense that is presented to its members as profound spiritual truth. It is not based on scientific testing; rather it is a cult that was created in the hopes that it could use its mind controlling techniques to manipulate people into handing over their money.

Health and Education

Health education is an essential tool of community health. Every branch of community health has a health educational aspect and every community health worker is a health educator. But health education has been defined as a process which effects changes in the health practices of people and in the knowledge and attitudes related to suet changes. A great deal of ill-health in this country and elsewhere is due to ignorance of simple rules of hygiene or of indifference to their practical application. However, health is of the greatest importance and an indispensable factor in life.Without it a man becomes burden to others and useless to himself. In other words, health is the basis of individual and social welfare. But the concept of health and practice of health-education is almost as old as the human race. Health education has been defined as â€Å"the sum of all experiences in school and elsewhere that favor ably influence habits, attitudes and knowledge, related to individual, commun ity and racial health. † At present in our country much attention is being paid to the education for total health. Good health is a pre condition for good education.There is a saying that sound mind lives in a sound body. So, education cannot be acquired without the proper frame of the mind and proper frame of mind cannot be possible without proper health and hygiene. Realizing the importance of health education Secondary Education Commission, 1952-53 stated: â€Å"Unless! Physical education is accepted as an integral part of education and the educational authorities recognize it, need in schools the youth of the country, which form its ‘most variable asset, will never be able to pull their full weigh to national welfare.The emphasis so far has been more on the academic type of education without proper consideration being given to physical welfare and the main ­tenance ‘ proper standards of health of the pupils†. Health education is the very foundation of every successful public health programme so one of the main functions educations should be to help every child deve ­lop a healthy body, an alert mind and sound emotional attitudes. Health education aims at bridging the gulf between the health knowledge and health practices of the children.

Benjamin Banneker Analysis Essay

Benjamin Banker shifts from respectful to cynical using allusion, repetition, and negative diction to prove that since all men are created equal, slavery must come to an end. Allusion provides examples for the author and is used to assist the reader with relating to and understanding a point or message. It makes the reader feel connected, and think along the lines of the author. Banker alludes to the Declaration ofIndependence to remind Jefferson of the equality of all American men. This strategy acts as a reminder, and shows Jefferson that he, Banker, is intelligent and aware of his rights. Allusion is also used in the letter when Banker refers to Job, and his advice to his friends about enlarging their hearts with kindness. Thus, explaining how Banker wants Jefferson to feel toward slavery while still maintaining respect. Next, to illustrate the shift in tone, Banker uses repetition.Repetition acts as a sound strategy, reminding the reader of an idea or thought. In this letter, the word â€Å"Side is repeated six times. This is done as a sign of respect toward Jefferson. Repetition of â€Å"sir† sticks in the readers mind and illustrates the principle of status in eighteenth century America and the lack of equality between men. The utilization of negative diction is powerful, and can alter the feelings of the reader. This strategy transformed the initial tone of respect to a cynical tone.Banker for example, uses the words â€Å"groaning captivity', â€Å"cruel oppression†, and â€Å"fraud† to describe slavery and to convey an inhumane and cynical feel. These words make the reader portray Jefferson, and slavery, in a negative light. These three strategies that Banker utilizes show how Jefferson own words that â€Å"all men are created equal† contradict the actions of America, by slavery being allowed. Each strategy alters the thoughts and emotions of the reader, swaying the, to agree with Banker and his liberating beliefs.

The Black Catâ€Plot, Symbols, Themes, and Key Quotes

The Black Cat- Plot, Symbols, Themes, and Key Quotes The  Black Cat, one  of  Edgar Allan Poes  most memorable stories, is a classic example of the gothic  literature genre that debuted in the Saturday Evening Post on August 19, 1843. Written in the form of a first-person narrative, Poe employed multiple themes of insanity, superstition, and alcoholism to impart a palpable sense of horror and foreboding to this tale, while at the same time, deftly advancing his plot and building his characters. Its no surprise that The Black Cat is often linked with The  Tell-Tale Heart, since both of Poes stories share several disturbing plot devices including murder and damning messages from the grave- real or imagined. Plot  Summary The nameless protagonist/narrator begins his story by letting the readers know that he was once a nice, average man. He had a pleasant home, was married to a pleasant wife, and had an abiding love for animals. All that was to change, however, when he fell under the influence of demon alcohol. The first symptom of his descent into addiction and eventual madness manifests with his escalating maltreatment of the family pets. The only creature to escape the mans initial wrath is a beloved black cat named Pluto, but one night after a serious bout of heavy drinking, Pluto angers him for some minor infraction, and in a drunken fury, the man seizes the cat, which promptly bites him. The narrator retaliates by cutting out one of the Plutos eyes. While the cats wound eventually heals, the relationship between the man and his pet has been destroyed. Eventually, the narrator, filled with self-loathing, comes to detest the cat as a symbol of his own weakness, and in a moment of further insanity, hangs the poor creature by the neck from a tree beside the house where its left to perish.  Shortly thereafter, the house burns down. While the narrator, his wife, and a servant escape, the only thing left standing is a single blackened interior wall- on which, to his horror, the man sees the image of a cat hanging by a noose around its neck. Thinking to assuage his guilt, the protagonist begins searching out a second black cat to replace Pluto. One night, in a tavern, he eventually finds just such a cat, which accompanies him to the house he now shares with his wife, albeit under greatly reduced circumstances. Soon enough, the madness- abetted by gin- returns. The narrator begins not only to detest the new cat- which is always underfoot- but to fear it. What remains of his reason keeps him from harming the animal, until the day the mans wife asks him to accompany her on an errand to the cellar. The cat runs ahead, nearly tripping his master on the stairs. The man becomes enraged. He picks up an ax, meaning to murder the animal, but when his wife grabs the handle to stop him, he pivots, killing her with a blow to the head. Rather than break down with remorse, the man hastily hides his wifes body by walling it up with bricks behind a false facade in the cellar. The cat thats been tormenting him seems to have disappeared. Relieved, he begins to think hes gotten away with his crime and all will finally be well–until the police eventually show up to search the house. They find nothing but as theyre headed up the cellar stairs preparing to leave, the narrator stops them, and with false bravado, he boasts how well the house is built, tapping on the wall thats hiding the body of his dead wife. From within comes a sound of unmistakable anguish. Upon hearing the cries, the authorities demolish the false wall, only to find the wifes corpse, and on top of it, the missing cat. I had walled the monster up within the tomb! he wails- not realizing that in fact, he and not the cat, is the actual villain of the story. Symbols Symbols are a key component of Poes dark tale, particularly the following ones. The black cat:  More than just the title character, the black cat is also an important symbol. Like the bad omen of legend, the narrator believes Pluto and his successor have led him down the path toward insanity and immorality.  Alcohol: While the narrator begins to view the black cat as an outward manifestation of everything the narrator views as evil and unholy, blaming the animal for all his woes, it is his addiction to drinking, more than anything else, that seems to be the true reason for the narrators mental decline.House and home: Home sweet home is supposed to be a place of safety and security, however, in this story, it becomes a dark and tragic place of madness and murder. The narrator kills his favorite pet, tries to kill its replacement, and goes on to kill his own wife. Even the relationships that should have been the central focus of his healthy and happy home fall victim to his deteriorating mental  state.  Prison: When the story opens, the narrator is physica lly in prison, however, his mind was already imprisoned by the shackles of madness, paranoia, and alcohol-induced delusions long before he was apprehended for his crimes.   The wife: The wife could have been a grounding force in the narrators life.  He describes her as having that humanity of feeling. Rather than saving him, or at least escaping with her own life, she becomes a horrible example of innocence betrayed. Loyal, faithful, and kind, she never leaves her husband no matter how low he sinks into the depths of depravity. Instead, it is he who is in a sense unfaithful to his marriage vows. His mistress, however, is not another woman, but rather his obsession with drinking and the inner demons his drinking unleashes as symbolically personified by the black cat. He forsakes the woman he loves- and eventually kills her because he cant break the hold of his destructive obsession. Major Themes Love and hate are two key themes in the story.  The narrator at first loves his pets and his wife, but as madness takes hold of him, he comes to loathe or dismiss everything that should be of the utmost importance to him. Other major themes include: Justice and truth:  The narrator tries to hide the truth by walling up his wifes body but the voice of the black cat helps bring him to justice.Superstition:  The black cat is an omen of bad luck, a theme that runs throughout literature.  Murder and death:  Death is the central focus of the entire story. The question is what causes the narrator to become a killer.Illusion versus reality:  Does the alcohol release the narrators inner demons, or is it merely an excuse for his horrendous acts of violence? Is the black cat merely a cat, or something embued with a greater power to bring about justice or exact revenge?Loyalty perverted: A pet is often seen as a loyal and faithful partner in life but the escalating hallucinations the narrator experiences propel him into murderous rages, first with Pluto and then with the cat the replaces him. The pets he once held in highest affection become the thing he most loathes. As the mans sanity unravels, his wife, whom he also purports to love, becomes someone who merely inhabits his home rather than shares his life. She ceases to be a real person, and when she does, she is expendable. When she dies, rather than feel the horror of killing someone he cares for, the mans first response is to hide the evidence of his crime. Key Quotes Poes use of language enhance the storys chilling impact. His stark prose is  the reason this and other of his tales have endured. Key quotes from Poes work echo its themes. On reality vs. illusion: For the  most wild, yet most homely narrative which I am about to pen, I neither expect nor solicit belief.   On loyalty: There is something in the unselfish and self-sacrificing love of a brute, which goes directly to the heart of him who has had frequent occasion to test the paltry friendship and gossamer fidelity of mere Man.   On superstition: In speaking of his intelligence, my wife, who at heart was not a little tinctured with superstition, made frequent allusion to the ancient popular notion, which regarded all black cats as witches in disguise.   On alcoholism: ...my disease grew upon me- for what disease is like Alcohol!- and at  length  even Pluto, who was now becoming old, and consequently somewhat peevish- even Pluto began to experience the effects of my ill temper.   On transformation and descent into insanity: I knew myself no longer. My original soul seemed, at once, to take its flight from my body; and a more than fiendish malevolence, gin-nurtured, thrilled every fiber of my frame.   On murder: This spirit of perverseness, I say, came to my final overthrow. It was this unfathomable longing of the soul to vex itself- to offer violence to its own nature- to do wrong for the wrongs sake only- that urged me to continue and finally to consummate the injury I had inflicted upon the unoffending brute.   On evil: Beneath the pressure of torments such as these, the feeble remnant of the good within me succumbed. Evil thoughts became my sole intimates- the darkest and most evil of thoughts.   Questions for Study and Discussion Once students have read The Black Cat, teachers can use the following questions to spark discussion or as the basis for an exam or written assignment: Why do you think Poe chose The Black Cat as the title for this story?What are the major conflicts? What types of conflict (physical, moral, intellectual, or emotional) do you see in this story?What does Poe do to reveal character in the story?What are some themes in the story?How does Poe employ symbolism?Is the narrator consistent in his actions? Is he a fully developed character?Do you find the narrator likable? Would you want to meet him?Do you find the narrator reliable? Do you trust what he says to be true?How would you describe the narrators relationship with animals? How does it differ from his relationships with people?Does the story end the way you expected it to?What is the central  purpose of the story? Why is this purpose important or meaningful?Why is the story usually considered a work of horror literature?Would you consider this appropriate reading for Halloween?How essential is setting to the story? Could the story have taken place anywhere else?What are some of the controversial elements of the story? Were they necessary? What is the role of women in the text?Would you recommend this story to a friend?If Poe had not ended the story as he did, what do you think might have happened next?How have views on alcoholism, superstition, and insanity changed since this story was written?How might a modern writer approach a similar story?

Biography of W.E.B. Du Bois, Activist and Scholar

Biography of W.E.B. Du Bois, Activist and Scholar W.E.B. Du Bois (William Edward Burghardt; February 23, 1868–August 27, 1963) was a pivotal sociologist, historian, educator, and sociopolitical activist who argued for immediate racial equality for African-Americans. His emergence as a black leader paralleled the rise of the  Jim Crow laws of the South and the Progressive Era. He was a co-founder of the NAACP (National Association for the Advancement of Colored People) and has been called the Father of Social Science and the Father of Pan-Africanism. Fast Facts: W.E.B. Du Bois Known For:  Editor, writer, political activist for racial equality, co-founder of the NAACP, often called the Father of Social Science and the Father of Pan-AfricanismBorn:  February 23, 1868 in Great Barrington, MassachusettsParents: Alfred and Mary Silvina Du BoisDied:  August 27, 1963 in Accra, GhanaEducation: Fisk University, Harvard University (first African American to earn a doctorate degree from Harvard University)Published Works: The Philadelphia Negro,  The Souls of Black Folk, The Negro, The Gift of Black Folk,  Black Reconstruction,  The Color of Democracy, The CrisisAwards and Honors: Spingarn Medal, Lenin Peace Prize  Spouse(s): Nina Gomer, Lola Shirley Graham, JuniorChildren: Burghardt, Yolande, stepson, David Graham Du BoisNotable Quote: â€Å"Now is the accepted time, not tomorrow, not some more convenient season. It is today that our best work can be done and not some future day or future year. It is today that we fit ourselves for the greater usefuln ess of tomorrow. Today is the seed time, now are the hours of work, and tomorrow comes the harvest and the playtime.† Early Life and Education Du Bois was born in Great Barrington, Massachusetts, on February 23, 1868. The Du Bois family was one of the few black families living in the predominantly white town. In high school, Du Bois was already focussing on racial inequality. At age 15, he became the local correspondent for the  New York Globe  and gave lectures and wrote editorials, spreading his ideas that  black people needed to politicize themselves. Du Bois attended an integrated school where he excelled. Upon his graduation from high school, members of his community awarded Du Bois with a scholarship to attend Fisk University. While at Fisk, Du Bois experience of racism and poverty was markedly different from his life in Great Barrington. Du Bois, consequently, decided to dedicate his life to ending racism and uplifting black Americans. In 1888, Du Bois graduated from Fisk and was accepted to Harvard University where he earned a master’s degree, a doctorate, and a fellowship to study for two years at the University of Berlin in Germany. He was the first black American to earn a doctorate from Harvard University. Academic Teaching Career Du Bois followed his first teaching job at Wilberforce University with a fellowship at the University of Pennsylvania to conduct a research project in Philadelphia’s seventh ward slums. Researching racism as a  social system, he was determined to learn as much as he could in an attempt to find the â€Å"cure† for prejudice and discrimination. His investigation, statistical measurements, and  sociological interpretation  of this endeavor were published as  The Philadelphia Negro. This was the first time such a scientific approach to studying social phenomenon was undertaken, which is why Du Bois is often called the Father of Social Science. Du Bois next taught at Atlanta University, where he remained for 13 years. At Atlanta University, he  studied and wrote  about morality, urbanization, business and education, the church, and crime as it affected black society. His main goal was to encourage and help social reform. Opposition to Booker T. Washington Initially, Du Bois agreed with the philosophy of Booker T. Washington, the preeminent leader of African-Americans during the Progressive Era. Washingtons activism and life work were all aimed to help black Americans become skilled in industrial and vocational trades so they could open businesses, assimilate into American society as engaged citizens, and become self-reliant. Du Bois, however, came to greatly disagree with Washingtons incremental, compromising approach and he outlined his arguments in his collection of essays, The Souls of Black Folk, published in 1903. In these essays, Du Bois argued that white Americans needed to take responsibility for their contributions to the problem of racial inequality. He delineated the flaws he saw in Washington’s argument, but nevertheless, he also agreed that black Americans must take better advantage of educational opportunities to uplift their race as they simultaneously fought racism directly. In The Souls of Black Folk he elaborated on his concept of double-consciousness: It is a peculiar sensation, this double-consciousness, this sense of always looking at ones self through the eyes of others, of measuring ones soul by the tape of a world that looks on in amused contempt and pity. One ever feels his twoness- an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder. Organizing for Racial Equality In July 1905, Du Bois organized the Niagara Movement with William Monroe Trotter. Niagara Movement took a more militant approach to fighting racial inequality. Its chapters throughout the United States fought local acts of discrimination and the national organization published a newspaper, Voice of the Negro. The Niagara Movement dismantled in 1909 and Du Bois, along with several other members, joined with white Americans to establish the NAACP. Du Bois was appointed director of research. In 1910, he left Atlanta University to work full-time as the publications director at the NAACP, where he served as the editor of their magazine The Crisis from 1910 to 1934. In addition to urging black American readers to become socially and politically active, the hugely successful publication later showcased literature and visual art of the Harlem Renaissance. Break With the NAACP By the 1930s, the NAACP had become increasingly institutionalized while Du Bois had become more radical. Because of these differences with the NAACP, he left the magazine and organization in 1934 and returned to teaching at Atlanta University. Du Bois was one of a number of African American leaders investigated by the FBI, which claimed that in 1942 his writings indicated he was a socialist. At the time, Du Bois was chairman of the Peace Information Center and was one of the signers of the Stockholm Peace Pledge, which opposed the use of nuclear weapons. Racial Upliftment Throughout Du Bois’ career, he worked tirelessly to end racial inequality. Through his membership in the American Negro Academy, Du Bois developed the idea of the â€Å"Talented Tenth,† arguing that educated African-Americans could lead the fight for racial equality in the United States. Du Bois’ ideas about the importance of education would be present again during the Harlem Renaissance. During this flowering of black literary, visual, and musical art, Du Bois argued that racial equality could be gained through the arts. Using his influence during his time as editor of The Crisis, Du Bois promoted the work of many African-American visual artists and writers. Pan-Africanism Du Bois concern for racial equality was not limited to the United States. He was an activist for equality for people of African descent throughout the world. As a leader of the Pan-African movement, Du Bois organized conferences for the Pan-African Congress, including its first in 1919. Leaders from Africa and the Americas assembled to discuss racism and oppression- issues that people of African descent faced all over the world. In 1961, Du Bois moved to Ghana and renounced his U.S. citizenship. Death Over the course of his two years in Ghana, Du Bois health deteriorated. He died there on August 27, 1963, at age 95.  Du Bois was given a state funeral in Accra, Ghana. Legacy Du Bois was a central leader in the fight for racial upliftment and equality in the 20th century. In the world of academia, he is considered to be one of the founders of modern sociology. His body of work  inspired the creation of a critical journal of black politics, culture, and society called  Souls. His legacy is honored annually by  the American Sociological Association  with an award for a career of distinguished scholarship given in his name. Sources Appiah, Anthony, and Henry Louis Gates, editors. Africana: The Encyclopedia of the African and African American Experience. Oxford University Press, 2005  Du Bois, W.E.B. (William Edward Burghardt). Autobiography of W.E.B. DuBois: a soliloquy on viewing my life from the last decade of its first century. International Publishers, 1968.Lewis, David Levering. W.E.B. Du Bois: Biography of a Race 1868–1919. Henry Holt and Company, 1993