Written Questionnaires for Investigating Students’ Career Aspirations

A questionnaire is a set list of questions. Positivists see questionnaires as useful because they produce statistical data which correlations and cause and effect relationships can be drawn. Positivists in particular see questionnaires because they produce statistical data from which correlations and cause and effects relationships can be drawn. Advantages of using questionnaires are very useful for getting large quantities of basic information on career aspirations. The pupils are geographically scattered group.It is easier to research a large sample size of pupils. This can easily be done by posting the questionnaires to them, as Connor and Dewson did in 2001 when they posted 4,000 questionnaires out. Positivists see this as useful because they want to be able to make generalisation by using a representative group. It can be particularly useful when researching sensitive issues. Their anonymity may overcome pupils' embarrassment such as questions about financial support etc. As a r esult, the response may be more likely to be higher to reveal details of their experience.However, it depends on whether the pupils and parents are reassured that their anonymity will be safeguarded. Questionnaires are much better to find data which can be compared and analysed, and are therefore particularly useful for testing hypotheses about cause-and-effect relationships present in pupils’ career aspirations, such as correlation between family income and pupils aspirations. From this analysis, we can make statements about the possible causes of poor pupil aspirations and which children are most likely to have them. Positivists therefore favour this more compared to interpretivists.However there are also many limitations of using questionnaires for investigating pupils’ career aspirations. For example questionnaires are only snapshots of time. They give a picture of social reality at only one moment in time, and for something such as career aspirations which change constantly and are never really fixed always. Furthermore trends in career aspirations are always likely to be present; this means that information could possibly be biased or incorrect. This is why interpretivists tend not to use written questionnaires.Another limitation of using written  questionnaires for investigating pupils’ career aspirations is that they are a very inflexible method as argued by interpretivists. Once the researcher has found out the pupils career aspirations, no other areas of interests can be explored. This contrasts with more flexible methods of research such as unstructured interviews, which allows the research to go in different directions, as preferred by interpretivists. In conclusion, there are several strengths as well as limitations of using written questionnaires, however in the case of investigations pupils’ careers aspirations written questionnaires are useful and insightful.

Importance of Animal Behavior Essay

Why do animals behave the way they do? The answer to this question depends on what the behavior is. A cat chases a mouse to catch it. A spider spins its sticky web to trap insects. A mother dog nurses her puppies to feed them. All of these behaviors have the same purpose: getting or providing food. All animals need food for energy. They need energy to move around. In fact, they need energy just to stay alive. Baby animals also need energy to grow and develop. Birds and wasps build nests to have a safe place to store their eggs and raise their young. Many other animals build nests for the same reason. Animals protect their young in other ways, as well. For example, a mother dog not only nurses her puppies. She also washes them with her tongue and protects them from strange people or other animals. All of these behaviors help the young survive and grow up to be adults. Rabbits run away from foxes and other predators to stay alive. Their speed is their best defense. Lizards sun themselves on rocks to get warm because they cannot produce their own body heat. When they are warmer, they can move faster and be more alert. This helps them escape from predators, as well as find food. All of these animal behaviors are important. They help the animals get food for energy, make sure their young survive, or ensure that they survive themselves. Behaviors that help animals or their young survive increase the animals’ fitness. You read about fitness in the Evolution chapter. Animals with higher fitness have a better chance of passing their genes to the next generation. If genes control behaviors that increase fitness, the behaviors become more common in the species. This is called evolution by natural selection. Innate Behavior All of the behaviors shown in the images above are ways that animals act naturally. They don’t have to learn how to behave in these ways. Cats are natural-born hunters. They don’t need to learn how to hunt. Spiders spin their complex webs without learning how to do it from other spiders. Birds and wasps know how to build nests without being taught. These behaviors are called innate. An innate behavior is any behavior that occurs naturally in all animals of a given species. An innate behavior is also called an instinct. The first time an animal performs an innate behavior, the animal does it well. The animal does not have to practice the behavior in order to  get it right or become better at it. Innate behaviors are also predictable. All members of a species perform an innate behavior in the same way. From the examples described above, you can probably tell that innate behaviors usually involve important actions, like eating and caring for the young. There are many oth er examples of innate behaviors. For example, did you know that honeybees dance? The honeybee in Figure below has found a source of food. When the bee returns to its hive, it will do a dance, called the waggle dance. The way the bee moves during its dance tells other bees in the hive where to find the food. Honeybees can do the waggle dance without learning it from other bees, so it is an innate behavior. When this honeybee goes back to its hive, it will do a dance to tell the other bees in the hive where it found food. Learned Behavior Just about all other human behaviors are learned. Learned behavior is behavior that occurs only after experience or practice. Learned behavior has an advantage over innate behavior. It is more flexible. Learned behavior can be changed if conditions change. For example, you probably know the route from your house to your school. Assume that you moved to a new house in a different place, so you had to take a different route to school. What if following the old route was an innate behavior? You would not be able to adapt. Fortunately, it is a learned behavior. You can learn the new route just as you learned the old one. Although most animals can learn, animals with greater intelligence are better at learning and have more learned behaviors. Humans are the most intelligent animals. They depend on learned behaviors more than any other species. Other highly intelligent species include apes, our closest relatives in the animal kingdom. They include chimpanzees and gorillas. Both are also very good at learning behaviors. You may have heard of a gorilla named Koko. The psychologist Dr. Francine Patterson raised Koko. Dr. Patterson wanted to find out if gorillas could learn human language. Starting when Koko was just one year old, Dr. Patterson taught her to use sign language. Koko learned to use and understand more than 1,000 signs. Koko showed how much gorillas can learn. See A Conversation with Koko at http://www.pbs.org/wnet/nature/koko/ for additional information. Think about some of the behaviors you have learned. They might include riding a bicycle, using a computer, and playing a musical  instrument or sport. You probably did not learn all of these behaviors in the same way. Perhaps you learned some behaviors on your own, just by practicing. Other behaviors you may have learned from other people. Humans and other animals can learn behaviors in several different ways. The following methods of learning will be explored below: 1. Habituation (forming a habit). 2. Observational learning. 3. Conditioning. 4. Play. 5. Insight learning. Habituation Habituation is learning to get used to something after being exposed to it for a while. Habituation usually involves getting used to something that is annoying or frightening, but not dangerous. Habituation is one of the simplest ways of learning. It occurs in just about every species of animal. You have probably learned through habituation many times. For example, maybe you were reading a book when someone turned on a television in the same room. At first, the sound of the television may have been annoying. After awhile, you may no longer have noticed it. If so, you had become habituated to the sound. Another example of habituation is shown in Figure below. Crows and most other birds are usually afraid of people. They avoid coming close to people, or they fly away when people come near them. The crows landing on this scarecrow have gotten used to a â€Å"human† in this place. They have learned that the scarecrow poses no danger. They are no longer afraid to come close. They h ave become habituated to the scarecrow. This scarecrow is no longer scary to these crows. They have become used to its being in this spot and learned that it is not dangerous. This is an example of habituation. Can you see why habituation is useful? It lets animals ignore things that will not harm them. Without habituation, animals might waste time and energy trying to escape from things that are not really dangerous. Observational Learning Observational learning is learning by watching and copying the behavior of  someone else. Human children learn many behaviors this way. When you were a young child, you may have learned how to tie your shoes by watching your dad tie his shoes. More recently, you may have learned how to dance by watching a pop star dancing on TV. Most likely you have learned how to do math problems by watching your teachers do problems on the board at school. Can you think of other behaviors you have learned by watching and copying other people? Other animals also learn through observational learning. For example, young wolves learn to be better hunters by watching and copying the skills of older wolves in their pack. Another example of observational learning is how some monkeys have learned how to wash their food. They learned by watching and copying the behavior of other monkeys. Conditioning Conditioning is a way of learning that involves a reward or punishment. Did you ever train a dog to fetch a ball or stick by rewarding it with treats? If you did, you were using conditioning. Another example of conditioning is shown in Figure below. This lab rat has been taught to â€Å"play basketball† by being rewarded with food pellets. Conditioning also occurs in wild animals. For example, bees learn to find nectar in certain types of flowers because they have found nectar in those flowers before. This rat has been taught to put the ball through the hoop by being rewarded with food for the behavior. This is an example of conditioning. What do you think would happen if the rat was no longer rewarded for the behavior? Humans learn behaviors through conditioning, as well. A young child might learn to put away his toys by being rewarded with a bedtime story. An older child might learn to study for tests in school by being rewarded with better grades. Can you think of behaviors you learned by being rewarded for them? Conditioning does not always involve a reward. It can involve a punishment instead. A toddler might be punished with a time-out each time he grabs a toy from his baby brother. After several time-outs, he may learn to stop taking his brother’s toys. A dog might be scolded each time she jumps up on the sofa. After repeated scolding, she may learn to stay off the sofa. A bird might become ill after eating a poisonous insect. The bird may learn from this â€Å"puni shment† to avoid eating the same kind of insect in the future. Learning by Playing Most young mammals, including humans, like to play. Play is one way they learn skills they will need as adults. Think about how kittens play. They pounce on toys and chase each other. This helps them learn how to be better predators when they are older. Big cats also play. The lion cubs in Figure below are playing and practicing their hunting skills at the same time. The dogs in Figure below are playing tug-of-war with a toy. What do you think they are learning by playing together this way? Other young animals play in different ways. For example, young deer play by running and kicking up their hooves. This helps them learn how to escape from predators. These two lion cubs are playing. They are not only having fun. They are also learning how to be better hunters. Insight Learning Insight learning is learning from past experiences and reasoning. It usually involves coming up with new ways to solve problems. Insight learning generally happens quickly. An animal has a sudden flash of insight. Insight learning requires relatively great intelligence. Human beings use insight learning more than any other species. They have used their intelligence to solve problems ranging from inventing the wheel to flying rockets into space. Think about problems you have solved. Maybe you figured out how to solve a new type of math problem or how to get to the next level of a video game. If you relied on your past experiences and reasoning to do it, then you were using insight learning. One type of insight learning is making tools to solve problems. Scientists used to think that humans were the only animals intelligent enough to make tools. In fact, tool-making was believed to set humans apart from all other animals. In 1960, primate expert Jane Goodall discovered that chimpanzees also make tools. She saw a chimpanzee strip leaves from a twig. Then he poked the twig into a hole in a termite mound. After termites climbed onto the twig, he pulled the twig out of the hole and ate the insects clinging to it. The chimpanzee had made a tool to â€Å"fish† for termites. He had used insight to solve a problem. Since then, chimpanzees have been seen making several different types of tools. For example, they sharpen sticks and use them as spears for hunting. They use stones as hammers to crack open nuts. Scientists have also observed other species of animals making tools to solve problems. A crow was seen bending a  piece of wire into a hook. Then the crow used the hook to pull food out of a tube. An example of a gorilla using a walking stick is shown in Figure below. Behaviors such as these show that other species of animals can use their experience and reasoning to solve problems. They can learn through insight. This gorilla is using a branch as a tool. She is leaning on it to keep her balance while she reaches down into swampy water to catch a fish. Social Behavior Why is animal communication important? Without it, animals would not be able to live together in groups. Animals that live in groups with other members of their species are called social animals. Social animals include many species of insects, birds, and mammals. Specific examples of social animals are ants, bees, crows, wolves, and humans. To live together with one another, these animals must be able to share information. Highly Social Animals Some species of animals are very social. In these species, members of the group depend completely on one another. Different animals within the group have different jobs. Therefore, group members must work together for the good of all. Most species of ants and bees are highly social animals. Ants, like those in Figure below, live together in large groups called colonies. A colony may have millions of ants. All of the ants in the colony work together as a single unit. Each ant has a specific job. Most of the ants are workers. Their job is to build and repair the colony’s nest. Worker ants also leave the nest to find food for themselves and other colony members. The workers care for the young as well. Other ants in the colony are soldiers. They defend the colony against predators. Each colony also has a queen. Her only job is to lay eggs. She may lay millions of eggs each month. A few ants in the colony are called drones. They are the only male ants in the colony. Their job is to mate with the queen. The ants in this picture belong to the same colony. They have left the colony Honeybees and bumblebees also live in colonies. A colony of honeybees is shown in Figure don’t purge me. Each bee in the colony has a particular job. Most of the bees are workers. Young worker bees clean the colony’s hive and feed the young. Older worker bees build the waxy honeycomb or guard the hive. The oldest workers leave the hive to find food. Each colony usually has one queen that lays eggs. The colony also has a small number of male drones. They mate with the queen. All the honeybees in this colony work together. Each bee has a certain job to perform. The bees are gathered together to fly to a new home. How do you think they knew it was time to gather together? Cooperation Ants, bees, and other social animals must cooperate. Cooperation means working together with others. Members of the group may cooperate by sharing food. They may also cooperate by defending each other. Look at the ants in Figure below. They show clearly why cooperation is important. A single ant would not be able to carry this large insect back to the nest to feed the other ants. With cooperation, the job is easy. These ants are cooperating. By working together, they are able to move this much larger insect prey back to their nest. At the nest, they will share the insect with other ants that do not leave the nest. Animals in many other species cooperate. For example, lions live in groups called prides. A lion pride is shown in Figure below. All the lions in the pride cooperate. Male lions work together to defend the other lions in the pride. Female lions work together to hunt. Then they share the meat with other pride members. Another example is meerkats. Meerkats are small mammals that live in Africa. They also live in groups and cooperate with one another. For example, young female meerkats act as babysitters. They take care of the baby meerkats while their parents are away looking for food. Members of this lion pride work together. Males cooperate by defending the pride. Females cooperate by hunting and sharing the food. Mating Behavior Some of the most important animal behaviors involve mating. Mating is the pairing of an adult male and female to produce young. Adults that are most successful at attracting a mate are most likely to have offspring. Traits  that help animals attract a mate and have offspring increase their fitness. As the genes that encode these traits are passed to the next generation, the traits will become more common in the population. Courtship Behaviors In many species, females choose the male they will mate with. For their part, males try to be chosen as mates. They show females that they would be a better mate than the other males. To be chosen as a mate, males may perform courtship behaviors. These are special behaviors that help attract a mate. Male courtship behaviors get the attention of females and show off a male’s traits. Different species have different courtship behaviors. Remember the peacock raising his tail feathers in Figure above? This is an example of courtship behavior. The peacock is trying to impress females of his species with his beautiful feathers. Another example of courtship behavior in birds is shown in Figure below. This bird is called a blue-footed booby. He is doing a dance to attract a female for mating. During the dance, he spreads out his wings and stamps his feet on the ground. . This blue-footed booby is a species of sea bird. The male pictured here is doing a courtship Courtship behaviors occur in many other species. For example, males in some species of whales have special mating songs to attract females as mates. Frogs croak for the same reason. Male deer clash antlers to court females. Male jumping spiders jump from side to side to attract mates. Courtship behaviors are one type of display behavior. A display behavior is a fixed set of actions that carries a specific message. Although many display behaviors are used to attract mates, some display behaviors have other purposes. For example, display behaviors may be used to warn other animals to stay away, as you will read below. Caring for the Young In most species of birds and mammals, one or both parents care for their offspring. Caring for the young may include making a nest or other shelter. It may also include feeding the young and protecting them from predators. Caring for offspring increases their chances of surviving. Birds called killdeers have an interesting way to protect their chicks. When a predator gets too close to her nest, a mother killdeer pretends to have a broken wing. The mother walks away from the nest holding her wing as though it is  injured. This is what the killdeer in Figure below is doing. The predator thinks she is injured and will be easy prey. The mother leads the predator away from the nest and then flies away. This mother killdeer is pretending she has a broken wing. She is trying to attract a predator In most species of mammals, parents also teach their offspring important skills. For example, meerkat parents teach their pups how to eat scorpions without being stung. A scorpion sting can be deadly, so this is a very important skill. Teaching the young important skills makes it more likely that they will survive. Defending Territory Some species of animals are territorial. This means that they defend their area. The area they defend usually contains their nest and enough food for themselves and their offspring. A species is more likely to be territorial if there is not very much food in their area. Animals generally do not defend their territory by fighting. Instead, they are more likely to use display behavior. The behavior tells other animals to stay away. It gets the message across without the need for fighting. Display behavior is generally safer and uses less energy than fighting. Male gorillas use display behavior to defend their territory. They pound on their chests and thump the ground with their hands to warn other male gorillas to keep away from their area. The robin in Figure below is also using display behavior to defend his territory. He is displaying his red breast to warn other robins to stay away. The red breast of this male robin is easy to see. The robin displays his bright red chest to defend his territory. It warns other robins to keep out of his area. Some animals deposit chemicals to mark the boundary of their territory. This is why dogs urinate on fire hydrants and other objects. Cats may also mark their territory by depositing chemicals. They have scent glands in their face. They deposit chemicals by rubbing their face against objects. Cycles of Behavior Many animal behaviors change in a regular way. They go through cycles. Some cycles of behavior repeat each year. Other cycles of behavior repeat every day. Yearly Cycles An example of a behavior with a yearly cycle is hibernation. Hibernation is a state in which an animal’s body processes are slower than usual and its body temperature falls. An animal uses less energy than usual during hibernation. This helps the animal survive during a time of year when food is scarce. Hibernation may last for weeks or months. Animals that hibernate include species of bats, squirrels, and snakes. Most people think that bears hibernate. In fact, bears do not go into true hibernation. In the winter, they go into a deep sleep. However, their body processes do not slow down very much. Their body temperature also remains about the same as usual. Bears can be awakened easily from their winter sleep. Instinctual behavior One type of instinctual behavior is fixed action patterns, which are behaviors the animal is compelled to engage in. For instance, some birds will raise the chicks of other birds if the eggs are put in their nests during nesting season, because caring for an egg is a fixed action pattern. Another instinctual behavior is imprinting, wherein a baby animal accepts a person, or even an item, as a surrogate mother. Sexual behavior is also instinctual, bolstered by play, which helps animals learn courtship and mating skills. Many of these behaviors are dictated by specific body systems, like the nervous system, which responds to stimuli in the environment. Learned behavior Learned behavior is important both for wild animals, who must learn specific and new ways to survive, and for domestic animals that we seek to train. Animals can learn to anticipate that an action will have a predictable outcome through trial and error, such as dog learning to sit for a treat. This is called operant conditioning. They can also learn that one event precedes another, such as the sound of a metal food bowl being moved signaling food being served, which is known as associative learning. Animals also learn a lot through watching others and mimicry. All of these behaviors allow an animal to adapt to new situations and problems. Abnormal behavior Identifying behavior patterns enables people to determine when animals are  behaving abnormally. These abnormal behaviors might simply be annoying to animal owners; however, in other instances they may also be dangerous for the animal and others or even threaten their very survival. For example, inappropriately aggressive dogs, which might be suffering from disease or trauma, are potentially dangerous to themselves and others. The behavior may be addressed if it is identified as abnormal and normal behavior is reestablished. More important to species survival are mating and raising offspring, and in these cases abnormal behavior that leads to failure to mate or care for offspring can present a threat to the animal’s long-term survival.

Language development High School Essay Example | Topics and Well Written Essays - 1750 words

Language development High School - Essay Example This website takes into consideration the milestones that a child is supposed to by covering while moving forward year by year. The website gives a very detailed account of these step-by-step processes of the language development milestones in a child's growth. Moreover, this website addresses the parents of a child to pay attention to the language development processes of a child so that any discrepancy can be noted and compensated because according to this webpage, "Speech and language are tools that humans use to communicate or share thoughts, ideas, and emotions". The website is highly interactive as it elaborates on concerned points in question-answer format and provokes the reader to go through the simply put linguistic details about langauge development and its scope. Speech-language-therapy is a very technical website with regard to the issues of language development. The head-organizer of this website, Caroline Bowden (PhD, speech language pathologist) gives a detailed research account in connection with language development processes. The Dr. has listed a number of research-based articles on a number of issues with relation to early language development. ... http://speech-language-therapy.com/ Learner.Org It is a very sophisticated website basically focusing on human psychology the understanding of the complex psychological processes. However, this very website also examines in acute scientific detail the language development patterns in human being. It links the early language development of a child to the very complex psychological development and mental growth in humans. "Language is perhaps the most complex cognitive product we have"; as such one of the focuses of this research-based website is to study the organization of early language learning patterns in children so that organization of knowledge can be understood and transferred to adult learners. This appears to be the focal point of this website. http://www.learner.org/ Sldc.Net Speech and Language Development Center is another very useful website with regard to early language development and disorder in the speech patterns of children. Founded in the early 1955, the website is dedicated to the cause of developing better grounds for effective language learning in children. The major point of focus of this website is "on the abilities of the individual -- rather than the disabilities -- to provide all students the opportunity to succeed". Starting with the enrollment of only three young children, the organization has grown into a huge network of language facilitator. It now serves up to 300 students in the area of language development. As such the website provides a complete background about the progress of the organization. http://www.sldc.net/default.aspx]

Management roles in the military Essay Example | Topics and Well Written Essays - 2250 words

Management roles in the military - Essay Example After my high school, I joined the army and graduated as a junior training officer. During my days in the army, I not only learned how hard it is to be a military man but also discovered how mentally strong I had become. The army not only expects one to be just physically and mentally tough but also to discover sides of yourself you never knew. One such incident involved me supervising a platoon of medical aides in a war front. It was the onset of monsoons and our platoon was asked to provide logistic and medical support to the soldiers actually fighting the war in terrorist infested Sri Lanka. Since the M.I. room or the Medical Inspection room was situated at about three kms from the battle field, it was our duty to keep everything in the medical ready. The distance from the actual battle field is a diabolical affair. I say this because at such a distance we were not directly involved in the war and in a sense our lives were out of immediate danger. However, it also meant that the soldiers who returned back in critical conditions had lost out on precious time. Generally, the distance between the army camps and the actual war front is much lesser. However, in Sri Lanka, due to the slippery nature of the terrain and the fact that we were on the foot hills of our enemies, our seniors had taken a decision of maintaining the three kms distance. We were a group of forty-eight and I had strategically kept about ten of the aides, as what I termed as ‘free lancers’, meaning they were always on the move to protect our MI camp.... Since the M.I. room or the Medical Inspection room was situated at about three kms from the battle field, it was our duty to keep everything in the medical ready. The distance from the actual battle field is a diabolical affair. I say this because at such a distance we were not directly involved in the war and in a sense our lives were out of immediate danger. However, it also meant that the soldiers who returned back in critical conditions had lost out on precious time. Generally, the distance between the army camps and the actual war front is much lesser. However, in Sri Lanka, due to the slippery nature of the terrain and the fact that we were on the foot hills of our enemies, our seniors had taken a decision of maintaining the three kms distance. We were a group of forty eight and I had strategically kept about ten of the aides, as what I termed as 'free lancers', meaning they were always on the move to protect our MI camp. I know this may sound incredulous to many army professionals but in Sri Lanka, the enemy we were facing was of a different kind. It was more of a guerilla war rather than a conventional war, and I had to make sure that the MI remained intact from all enemy attacks. The strategic distancing from the enemy lines ruled out the range of the use of mortars by the enemy. What only remained was the use of stray fidayeen or suicide bombers who could manage to give our men at the front a slip. The freelancers had their jobs cut out. Since many villagers from the nearby villages generally collected wood from the nearby forests, it was our primary duty to keep them safe. It also meant that we had to be extra careful for the use of commoners as spies. Working in this sort of an environment I knew the

The Process of Restructuring Business Essay Example | Topics and Well Written Essays - 500 words

The Process of Restructuring Business - Essay Example The several buyout funds that were interested in outright acquiring the firm would surely ensure a healthy payout to the shareholders however if these were sufficient to restructure the firm was unclear. Also, they would restrict the role of the founders. This led to a second option which was to attain leveraged recapitalization, as suggested by investment bankers. The downside of this option was the large scale of indebtedness and transactional complexity. This leads us to the most viable option for Fojtasek suggested in shape of a hybrid transaction by a private equity group from Boston, Heritage Partners; with the agreement leading to lower debt levels, control for the family, and majority ownership for existing shareholders. In July 1995, Randall Fojtasek—in partnership with Heritage Partners—undertook a considerable restructuring. The first step in this process of restructuring was acquiring Bishop Manufacturing, a vinyl window manufacturer in Northeast. This was seventeen months later sold to Hicks, Muse, Tate & Furst, a private equity firm in the United States that specializes in leveraged buyouts. At a 45% premium to the original purchase price the shareholder’s profited from the transaction and a small amount was reinvested into the firm. Heritage partners, also known as, Partners International (HPI) is a senior-level executive search and consulting firm that focuses on delivering superior work to a select group of clients globally in the life sciences industry. During the undertaking of the transaction, they were concentrating their efforts in raising follow-on funds of about 300 $ million. They were successful in their efforts and raised the amount from a variety of institutional investors such as Brinson Partners, the General Motors Investment Management Company, and the private equity arm of the Princeton endowment, Nassau Capital. It appears that Randall Fojtasek in the late 90’s had overcome the dilemma regarding the company he had faced in 95. Not only had he managed to remain CEO of the firm, now renamed to Atrium Companies but had also managed to retain a large equity stake in the firm.

Media Research Method Essay Example | Topics and Well Written Essays - 3000 words

Media Research Method - Essay Example Being employed is a spectacular thing because one will fulfill his/her dreams. According to statistics released by BBC, the rate of unemployment is increasing rapidly. This results agrees with the findings from the Office of National statistics. The results gave an estimate of 115000 unemployed youth who are between the age of 18 and 24 years. On the other hand, economists have termed unemployment phenomenon as generation joblessness. This phrase has been used to illustrate how young people live with no source of living. Warnings such as the charity named the ‘Prince’s Trust’attracted the government’s attention because the forecast had revealed that many of the youth may remain unemployed throughout their lifetime. As a popular issue in the recent times, unemployment has not invented into the modern society, it is only a fact that it attained much popularity. Unemployment has been announced as one of the serious social problems which improving continuously, unemployment has flooded the media and to an extent paradoxical. For example, in September 2013, British Premier termed Britain as turning the corner after the rate of unemployment reduced thus reducing the rate of job seekers from 2009. Considered a spectacle, criticism of unemployment has been heard from various aspects. The government has been criticized for its inability to create jobs for the youth. Spectacle is not only a collection of images but

Action Plan Assignment Example | Topics and Well Written Essays - 2250 words

Action Plan - Assignment Example This feedback is gathered by healthcare organisations in rigorous and systematic fashion. The information obtained is accurately made to improve on the complaints that are raised (Cabana, 2004). The study will, therefore, provide analysis and a discussion of the data provided to measure the clinical care outcome anomalies. As a result, it will provide a proposal for all the possible causes and formulate an action plan that will address these gaps. The main objective of a patient experience feedback is to deploy patient stories to boost health services. These services are therefore designed in such a way that they ensure that patients receive the best quality care. As a result, the services are focussed on the needs of the patients in opposition to the preferences and needs of the health service provider (Jha, Orav, Zheng, 2008). At the end of the day, the mode of delivery is improved in such a manner that it ultimately enhances the patient experience. Methods such as the reduction of patient delays in service queues, the flow and quality of health services and improvement in access to important fields of the health services are used just to name a few (Berwick, 2009). Patients are interviewed to obtain the much-required information directly. Some companies deploy satisfaction surveys that have obtained much fame in the past decade (Rathert, Huddleston and Pak, 2011). Programs such as partnering with patients are developed on a daily basis to assist clinicians who are led by a motive to provide excellent healthcare to their patients. This model does pay attention to the relationships that clinicians develop with their patients, and those that carers develop with families as they are all partners in a health service delivery system (Coulter, 2011). Patient experience is recognised as a member of the pillars supporting quality in health care. Its compatriots include patient safety and clinical effectiveness.

Living with Chronic Illness Article Example | Topics and Well Written Essays - 250 words

Living with Chronic Illness - Article Example Through methods of â€Å"interpretive phenomenology in the Heideggerian tradition, which holds that a person is self-interpreting and understands a situation directly according to the meaning it has for her† (Levin, 1999 as cited by Fox, 2008, 110). The data were collected using narrative accounts, interviews, transcribed verbatim results, of women’s experiences of coping with chronic illness in relation with HCPs direct governance and assistance. The article revealed various experiences as narrated by the participants in terms of qualities of personableness and partnership with the identified HCPs. The exercise of power and control was also evaluated as contributory to manifesting feelings of dependency, helplessness, oppression, and alienation, among others. The findings revealed that the status of these women’s health were greatly and significantly influenced by the kind and level of relationship shared with their HCPs. As Fox revealed, â€Å"the women experienced a sense of well-being in which they felt cared for and in which they were assured that they were not alone with their illness† (Fox, 2008, 115). Future implications for the research should focus on the development of committed and connected relationships between the patients and the HCPs, especially for women with chronic

The Effects of IDD (Intervertebral Differential Dynamics) Theapy Dissertation

The Effects of IDD (Intervertebral Differential Dynamics) Theapy - Dissertation Example It covers about 200 hours of practical exposure to interesting clinical therapies, experiences that I could not get from my classroom. During the internship, I treated a patient for spinal injury using IDD. This paper is about the effects of Invertebrate Differential Dynamic (IDD) Therapy on Spinal injuries. 3 Literature Review Several studies have been carried out in the area of using non-clinical therapies to cure spinal cord injuries or chronic low back pain in medical and clinical practices. This effort is essential in reducing the amount of exposure patients have to clinical operations, and promote natural wellness even in the medical field. Low Back Pain and Spinal Injury Low back pain has become a prevalent condition that reportedly affects about 40% in the United States within a specified period of one month interval. This statistics points to seriousness of this situation as it prevents adult population from contributing enough at their respective workplaces (Deyo et al., 20 06). However, it is worrisome that most of the low back pain (LBP) suffered by people today have no apparent pathoanatomic cause; and this has increased the grave concern among practitioners as they scramble to find the best treatment for LBP. Although, the known cause of low back pain is the disorder of the lumbar intervertebral disks which often leads to irritation of the lumbar nerve roots. —a known symptom of spinal injury. Research findings have revealed that nerve root linkage is responsible for exactly 10% cases of low back pain with a projected prevalence range starting from 12% to 43% (Stafford et al., 2007). Understandably, the low back pain caused by involvement of nerve root (spinal injury) has been found to only responsible for a fraction of low back pain; other related factors include but are not restricted to severe symptoms, increased danger of becoming a chronic LBP and the absence of work or failure 4 to cater for the condition due to lack of sufficient fina ncial capability (Konstantinou and Dunn, 2008). Treating low back pain and spinal injury Previously, patients suffering from

Cars Enslave Us Rather Than Liberate Us Essay Example for Free

Cars Enslave Us Rather Than Liberate Us Essay How much effort do you put in travelling to school or workplace each week? Created in 1870, cars have been one of the most useful and spectacular inventions of human beings. The society we live in has recently became completely reliant on these fuel-burning vehicles. It is widely discuss whether cars are a blessing or a real nightmare that may lead people astray. As a young driver, I firmly believe in the liberating power of cars. Not only do they facilitate life, but also encourage to broadens one’s horizons, which may be justified in the following essay. To begin with, cars allow people to travel from place to place with no limits. Basically, they give a perfect opportunity for those who live in the suburbs and have no access to the public transport. Living far away from the city requires the involvement of other people, typically parents, who drive their children to various places. Otherwise, how would they be able to develop and participate in some additional activities, like volunteering or learning to play the violin? It is important to stress that these ingenious machines may give people the fantastic experience of travelling round the world without worrying about covering long distances having a place to sleep when one is on the way! Furthermore, cars have an unquestionable advantage over the means of public transport. Given the choice between walking in the rain to get to the bus station or taking a car and driving directly to one’s destination, who would not prefer the latter? Rarely do people claim that cars are less convenient or luxurious that buses owing to having the air-conditioning system or soft seats. What is more, there is little possibility of getting stuck in the crowd or being exposed to delay or robbery. Surprisingly, people who travel with the use of public transport are more likely to be late and to demonstrate continual anxiety. On the other hand, cars are very expensive to maintain. They burn a lot of fuel and, therefore, force people to be more restrictive about their expenses. However, public transport is not free too. For a five-member family, it is quite more beneficial to have a car since it not only saves money, but also a lot of free time that can be spent on more pleasant activities. To conclude, living without a car appears to have a lot of serious disadvantages. It strikes me that these vehicles save a lot of time and do not put any demand to subordinate to timetables. To my mind, they liberate us rather than enslave us.

Creditor and Debtor Relationship in Contract Law

Creditor and Debtor Relationship in Contract Law For an agreement to become binding, the parties must show that they supplied consideration; Currie v. Misa (1875)[1], and such consideration may exist of either in some right, interest, profit, or benefit accruing to the one party, or some forbearance, detriment, loss, or responsibility given, suffered, or undertaken by the other. In simple terms, it means that each party must do or give something in return, for what is acquired from the other party. Thus, if a party wishes to sue upon an agreement, it must first show that they themselves provided some form of consideration to the other; Tweddle v Atkinson (1861)[2].   Hence, consideration is an integral component for the implementation of contracts. Pollack, provides a simpler explanation; that it is an act or forbearance of one party, or the promise thereof, is the price for which the promise of the other is bought, and the promise thus given for value is enforceable[3]. And, it is this very definition which Lord Dunedin emb raced in the House of Lords (HOL), in Pneumatic Tyre Co Ltd v Selfridge and Co Ltd (1915)[4], a seminal case on the issue of consideration. Consequently, it begs to reason that a promise to forbear part of your consideration, as final settlement, does not make much sense in light of Mr. Pollacks definition. Yet, Sir Edward Coke, created a common law exception in Pinnels Case (1602)[5] that where a debtor promises to provide, as final settlement of the debt, a lower sum which the creditor accepts, will only be binding, provided that the creditor accrues some extra benefit, for the loss suffered. This case was affirmed by Baron Alderson in Sibree v Tripp (1846)[6], on the basis that only where the debtor is bound to do something more than what he was already bound to do, in the original contract, can his part payment be considered acceptable. These extra elements, ranged from providing the debt at an earlier date, to providing chattel instead of money and lastly, providing the debt at another location[7], then the one prescribed in the original agreement. The rule in Pinnel was later applied by the HOL in Foakes v. Beer (1 884)[8], where the court upheld the claim of the debtor for the remaining balance of the sum owed, despite, the existence of a promise by the debtor to forgo the balance. The court reiterated that a promise to forgo part of a debt owed cannot itself form enough consideration, to withhold the debtor form exercising his strict legal right. This approach was recently adopted in Re Selectmove Ltd (1995)[9], where the COA held that a reiterated promises to do the same, which you are already bound to do, can only amount to valid consideration if the other party was to receive a practical benefit. These cases opened the gates on the issue of the creditor and debtor relationship and how the law of contract gradually eased its restrictions on debtors. Slowly, yet gradually, equity came to the rescue of the debtors, thus, in the process creating exception to the principles founded in Pinnel. But for the time being where a debtor does not provide an added benefit for his part payment, and the creditor accepts the lesser sum; surely common law, as per the decision in Pinnel Foakes; would not bar the creditor from enforcing his strict legal right, post acceptance of the lesser sum. This very question was the focus of the case, Hughes v Metropolitan Railway Co (1877)[10]; where the equitable doctrine of promissory estoppel came into existence; and subsequently revived, some 70 years later, in the Dicta of Lord Denning as a recognized principle of equity; Central London Property Trust Ltd v High Trees House Ltd (1947)[11]. Hughes involved a tenant, who under contractual obligation, was obliged to keep the premises, in his possession in good repair. The landlord, served the tenant a notice 6 months prior to the termination of the lease; but nearing the end of the lease, negotiations took place between the parties and the tenant informed the landlord that they will not carry out the repair, in the meantime. By the end of the lease, the landlord, claiming that the tenant had not carried out to repair the premises, forfeited the lease. The HOL, applying the principles of equity, held that the landlords behavior implied a promise for the tenants to halt repair till the time the negotiation finished. Thus, the HOL, saw that the time of the 6 months notice ran from the date when the negotiations between the parties finished. Lord Cairns explained that the decision stood for the proposition that where parties, bound by contractual obligation, enter negotiations, their strict legal rights would be held in abeya nce[12]; thus, any party reverting to their strict legal rights would be estoppeled from doing so. This equitable principle saw new heights, in the hand of Lord Denning, often criticized for expanding the principle out of its conventional limits; in Central London Property Trust Ltd v High Trees House Ltd (1947)[13]. The claimant, a landlord, leased part of his property to the defendant; however, war broke out, thus, both parties renegotiated the contracts rent, on temporary basis, till the war lasted. However, once the war ended, the claimant, brought an action against the defendant for the balance of the payment; as agreed upon in the original lease and the reversion to the original rent for the future. Lord Denning, allowed the claimants plea that the rent should revert back to as originally negotiated between the parties, as before the war. He found that, although for the time of suspension, i.e. the time of the war; there existed no consideration for the debtor to accepted the reduced sum. But, he said that the debtor would be obliged due to the equitable principle, which sta tes that a promise intended to be binding, intended to be acted on and in fact acted on, is binding so far as its terms properly apply[14]. In fact, what Denning had done was expand the limits which Hughes had set. Hughes only talk about the suspension of rights, but in High Trees, Denning takes this a bit further, relying on equity, that once a debtor accepts part payment and the creditor relies on the promise; this act destroys the debtors right to recover the rest. Nonetheless, Lord Denning distinguished the decision in High Trees with Foakes on the grounds that a plea of estoppel needs to be specially raised, which was never done in Foakes. Irrespectively, in essence the real implication of this decision was that it was in direct contradiction with Foakes, which restricted part payment of a debt as bad consideration; Hughes, which held that estoppel could not be used to variate the terms of the contract, unless there existed some new consideration to support such variation. In reality, Lord Denning was, often criticized for his expansion of the doctrine, although which remains to be the law. Elizabeth Cooke, claims that Lord Dennings notion of promissory estoppel, single handedly, tries to abolish the debtors strict legal right to recover[15]. Secondly, Denning in High Trees, was also disliked for ignoring the rule in Jorden v. Money (1845)[16] which held that grounds for an estoppel can only be assumed for current or preceding facts, not to those facts which relate to some future conduct. Although, the decision of Jorden is subject to many exceptions; the rule in Hughes being one as well; Lord Denning maintained that High Tress could also be views as an exception to Jorden; thereby beckoning equity as to disallow a party to revert on a promise, once the other party relies on that promise. A few years after the decision in High Trees, Coombe v Coombe [1951][17] illuminated that the doctrine can only be used as a defense to a claim, not the other way around, as the basis for a claim; thus limiting its scope, in equity. However, Lord Denning, in Coombe, did reiterate the position he maintained in High Trees and said that a creditor is not allowed to enforce a debt which he has deliberately agreed to waive if the debtor has carried on business or in some other way changed his position in reliance  [18] of the creditors promise. This case illuminated the factor of reliance as a decider in case of promissory estoppel. Consequently, HOL in Tool Metal Manufacturing Co Ltd v Tungsten Electric Co Ltd (1955) acknowledged Dennings estoppel, and encouraged the view that the doctrine could establish rights, without consideration, based on reliance. The issue involved a manufacturer, who under license of a Patent, produced a certain number of goods. During the war, both parties agreed in letting go of their rights to compensation and awaited new negotiation, at the conclusion of the war. Once, the war settled, the patent owners, on breaking down of negotiations, claimed for the compensation which would have been due from the time that the war finished. The HOL held that the assurance to suspend rights was binding during the period of the war and the owners could, on giving reasonable notice to the manufacture, revert to their old legal regime. Thus, the court established that promissory estoppel merely suspends the rights of the debtor; and only, if the creditor can establish that he could not resume his p revious position; then only can, promissory estoppel suspends that right, completely. Thus, Lord Denning MR, in D C Builders v Rees (1965)[19] dismissing the appeal of the defendants stated that it is worth noticing that the principle may be applied not only so as to suspend strict legal rights but also so as to preclude the enforcement of them, thus reinforcing the idea that promissory estoppel may in certain circumstance extinguish rights all together. He added that, consequently, a creditor may only be restricted from enforcing his strict legal right where it would be inequitable for him to insist upon them[20]. Similarly, Lord Denning, expanding the purview of the doctrine, was reported in Alan Co. Ltd V El Nasr Import Co,[21] stating that the only requisite for the establishment of the doctrine was the fact that one was induced in believing that the other party would not revert back to their strict legal rights. Nonetheless, it must be noted that the HOL has still, yet to date, to give their approval on the doctrine of promissory estoppel. However, in a recent case, Collier v P MJ Wright (Holdings) Ltd [2007] [22]; Arden LJ makes a number of points, enforcing the views established by Lord Denning. She said that where a creditor settles in accepting part payment as full sum, and the debtor pay the part payment, in reliance of the creditors promise; the creditor will be estoppeled from reverting to his strict legal right. Howeve r, interestingly, vindicating the Dictas of Lord Denning in High Trees[23], she stated that because reversion by the creditor would be inequitable; such a move on his part would have the effect of extinguishing his right to the remainder of the debt. Although, it seems that part payment of a debt has became an exception to the rule of consideration, it remains to be seen what stance the HOL would take on the matter. Interestingly, Alexander Trukhtanov[24], argues that Ardens approach is flawed, as it portray the idea that the creditor must establish real reliance, before equity helps, by way of promissory estoppel. He claims that the doctrine of promissory estoppel developed as an answer to the harshness of the rule in Foakes, and the application of this equitable doctrine is not the solution; because any modification to these rules, according to him, requires the legislatures intervention. As far, as the Australian legal system is concerned; they aptly adopted promissory estoppel within their legal system; Waltons Stores v Maher[25], to the extent of recognizing detrimental reliance; where the debtors reliance on the creditors promise causes him to suffer a detriment, it obliges as enough evidence to restrict the creditor from enforcing his strict legal rights. It remains to be seen how the UK legislature views and adopts or either reject, this doctrine. Nevertheless, the legislature must remember the importance of such principles, as correctly stated in Crabb V. Arun DC (1976)[26] that equity comes in to mitigate the rigours of strict lawà ¢Ã¢â€š ¬Ã‚ ¦. Practically speaking, the doctrine of promisor estoppel, is no more than a blessing for debtors, entrapped under debt to their creditor. In conclusion, it seems hard to imagine that, what started as an exception in Hughes, by the help of Lord Denning approach, became a whole new exception to the fact of consideration , and its effects on the enforceability of contracts. (2342 Words) Bibliography Books Articles Casebook on Contract Law by Jill Poole, 13th edition Textbook on Contract Law by Jill Poole, 13th edition. The Modern Law of Estoppel by Elizabeth Cooke (2000). Pollock on Contracts, 8th edition. Foakes v Beer: reform of the common law at the expense of equity By Alexander Trukhtanov, (2008) 124 LQR 364, 366-367. Cases Alan Co. Ltd V El Nasr Import Co. (1972) 2 QB 18 Central London Property Trust v High Trees House Ltd [1947] KB 130 Collier v P MJ Wright (Holdings) Ltd [2007] EWCA Civ 1329 Coombe v Coombe [1951] 2 KB 215 Crabb V. Arun DC (1976) 1 Ch 179 Currie v Misa (1875) LR 10 Ex 153 D C Builders v Rees (1965) 2 QB 617 Foakes v Beer [1884] UKHL 1 Hughes v Metropolitan Railway Co (1877) 2 App Cas 439. Jorden v. Money (1845) 5 H.L.C 185 Pinnels Case (1602) 5 Co Rep 117a Pneumatic Tyre Co Ltd v Selfridge and Co Ltd [1915] AC 847 Selectmove Ltd, Re [1993] EWCA Civ 8 Sibree v Tripp (1846) 15 M W 23 Tweddle v Atkinson (1861) 1 B S 393 Vanbergen v St Edmund Properties [1933] 2 KB 223. Waltons Stores (Interstate) Ltd v Maher [1988] HCA 7 High Court of Australia [1] Currie v Misa (1875) LR 10 Ex 153 [2] Tweddle v Atkinson (1861) 1 B S 393 [3] Pollock on Contracts, 8th ed., p. 175. [4] Pneumatic Tyre Co Ltd v Selfridge and Co Ltd [1915] AC 847 [5] Pinnels Case (1602) 5 Co Rep 117a [6] Sibree v Tripp (1846) 15 M W 23 [7] Vanbergen v St Edmund Properties [1933] 2 KB 223. [8] Foakes v Beer [1884] UKHL 1 [9] Selectmove Ltd, Re [1993] EWCA Civ 8 [10] Hughes v Metropolitan Railway Co (1877) 2 App Cas 439. [11] Central London Property Trust v High Trees House Ltd [1947] KB 130. [12] Ibid at 10 [13] Ibid at 11 [14] Ibid [15] The Modern Law of Estoppel by Elizabeth Cooke (2000) [16] Jorden v. Money (1845) 5 H.L.C 185 [17] Coombe v Coombe [1951] 2 KB 215 [18] Ibid [19] D C Builders v Rees (1965) 2 QB 617 [20] Ibid [21] Alan Co. Ltd V El Nasr Import Co. (1972) 2 QB 18 [22] Collier v P MJ Wright (Holdings) Ltd [2007] EWCA Civ 1329 [23] Ibid Para. 42 [24] Alexander Trukhtanov, Foakes v Beer: reform of the common law at the expense of equity (2008) 124 LQR 364, 366-367 [25] Waltons Stores (Interstate) Ltd v Maher [1988] HCA 7 High Court of Australia [26] Crabb V. Arun DC (1976) 1 Ch 179

Characters Contribute to the Dramatic Effect of Alan Bennetts Talking Heads :: essays research papers

"Talking heads" by Alan Bennett is a collection of monologues in which the audience are showed into the life of a character and given an insight into the character's personality and situation. People's lives are portrayed in comic ways leaving the audience feeling sympathy and guilt for the character in laughing at their misfortune. In the play a Chip in the Sugar Alan Bennett shows us a life of a very unconfident man who still lives with his mum. Graham is a middle-aged man with a history of mild mental health problems, living with his mother in Leeds. He is an absolutely stereotypical Guardian reader he wears flares, avoids deodorant, is environmentally conscious, likes date and walnut bread, and is very anti-Thatcher. It is also hinted that he is a closet homosexual. His life is dramatically disrupted when his mother, who he is effectively "married" to, meets her old flame Frank Turnbull after 52 years. Turnbull is bigoted, right-wing, and racist the opposite of Graham but he is also well-dressed and well off. Graham's father presumably died in hospital Graham refers to doctors "wheeling him into the theatre". Graham becomes increasingly jealous as Mr Turnbull takes an ever-growing hold on Mrs Whittaker's life, to the extent he proposes marriage simultaneously suggesting Graham moves out of the house to a ho stel. But Mr Turnbull is hiding a secret, and when Graham finds out he gets the courage to confronts his mother with the information, restoring the status quo and his comfortable life but destroying her hopes of happiness in the process. It seems like Graham has been seriously traumatized as he will not leave his mothers sight which is very unhealthy for a 52 year old to be doing. This play is not only based on graham and his relationship with his mother but it is also based on the different emotions shown within the monologue such as fear which Graham shows a lot of as he is constantly scared for his mother so this causes him to treat her like a child. There is also much anger shown towards the man that his mother is in a relationship with not only because he doesn?t trust him ,but because he wants to be the only man in his mothers life as he has been sic kingly close with his mother since a being a young child and she is always saying to Graham ? Characters Contribute to the Dramatic Effect of Alan Bennett's Talking Heads :: essays research papers "Talking heads" by Alan Bennett is a collection of monologues in which the audience are showed into the life of a character and given an insight into the character's personality and situation. People's lives are portrayed in comic ways leaving the audience feeling sympathy and guilt for the character in laughing at their misfortune. In the play a Chip in the Sugar Alan Bennett shows us a life of a very unconfident man who still lives with his mum. Graham is a middle-aged man with a history of mild mental health problems, living with his mother in Leeds. He is an absolutely stereotypical Guardian reader he wears flares, avoids deodorant, is environmentally conscious, likes date and walnut bread, and is very anti-Thatcher. It is also hinted that he is a closet homosexual. His life is dramatically disrupted when his mother, who he is effectively "married" to, meets her old flame Frank Turnbull after 52 years. Turnbull is bigoted, right-wing, and racist the opposite of Graham but he is also well-dressed and well off. Graham's father presumably died in hospital Graham refers to doctors "wheeling him into the theatre". Graham becomes increasingly jealous as Mr Turnbull takes an ever-growing hold on Mrs Whittaker's life, to the extent he proposes marriage simultaneously suggesting Graham moves out of the house to a ho stel. But Mr Turnbull is hiding a secret, and when Graham finds out he gets the courage to confronts his mother with the information, restoring the status quo and his comfortable life but destroying her hopes of happiness in the process. It seems like Graham has been seriously traumatized as he will not leave his mothers sight which is very unhealthy for a 52 year old to be doing. This play is not only based on graham and his relationship with his mother but it is also based on the different emotions shown within the monologue such as fear which Graham shows a lot of as he is constantly scared for his mother so this causes him to treat her like a child. There is also much anger shown towards the man that his mother is in a relationship with not only because he doesn?t trust him ,but because he wants to be the only man in his mothers life as he has been sic kingly close with his mother since a being a young child and she is always saying to Graham ?

Sweet Diamond Dust :: essays research papers

Chapter IV focuses on the presence of the Americans in Puerto Rico during the early part of the twentieth century and their subsequent development of the sugarcane industry there. During this time, the United States military occupied Puerto Rico. Due to this occupation, the native islanders were affected in numerous ways and were looked down upon by the Americans. The Americans viewed the natives as incompetent and unable to be trusted. Many new American banks were popping up in Guamani that were reluctant to finance island run mills, but were giving money to the American run mills: "A number of powerful banks from the north had recently opened branches in Guamani†¦These banks, however, found no difficulty in financing the new sugar corporations that had recently arrived in town, but mistrusted island initiative" (26). The opening and inauguration of the Snow White Mills, "†¦the ultramodern refining complex the newcomers (Americans) had been building from months on the valley," (28) was of major significance in this chapter. Don Julio was strong-willed and vowed that he would not sell any of his land and "share the same fate" as the other local sugar mills. It was rumored that the Americans had declared a cessation of hostilities in the sugar mills war, and were now willing to aid the criollo hacienda workers. This was his opportunity to mingle and discuss his plans with the owners of Snow White Mills. When Don Julio arrived at the fair grounds, he made his way over to Mr. Durham and Mr. Irving, the president of the mills and the president of the sponsoring bank National City Bank, respectively. These two Americans saw the US victory as a major step towards modernizing for the US and for Puerto Rico: "’Twenty years ago it brought you freedom and order; this times it’s bringing you our nation’s progress. Thanks to that army out there your island is being inaugurated today in to the modern age," (32) said Mr. Durham speaking of the army that was present at the festivities. Don Julio was disturbed and offended by this comment. Mr. Irving said that the progress of the new century belongs to Americans and the progress of the past belongs to the Spanish. Yet again, showing how the Americans look down upon the native peoples. He then proposed his deal to the two Americans; he would sell them some of his cane fields, if they would lend him the money to ‘modernize’ his own mill.

Problems of Human Services Clients Essay

In this paper, I will be describing the range of problems facing human services clients and how the specific helping skills that can be used with clients. There are many problems a human services faces with a client. The needs can range from helping clients with issues such as, substance abuse, mental or physical illness, grief, disabilities, caring for children and families, domestic violence, Veterans, and a personal loss. Also, a human services clients can have a large range of family problems that can lead into more difficult problems. (Woodside & McClam, (2011). A human service worker must gain clients trust to help a client get the best possible help they need. For instance, some predictable problems are due to a rapid change in society such as loss of jobs, homeless of families with disabilities. However, we all need to work together as a team so that we can provide help with their daily needs. In addition, when human service professional is working with a child they must identify if the home is a safe place to live. Also, a human service must ensure that a child have its basic needs to survive. They can also work with the parents by helping them with family planning such as birth control for each individual. Moreover, a human service professional can also help with parenting classes for their parents. Some countries cultures are different. However, there are several ways a human service can guide parents how to fill out an application for food stamp assistance so that the family will have a meal to eat every day. Another problem a client may face is to find good childcare for their child. For instance, a client may have job, but can’t afford a daycare for their children due to low pay wages. (Woodside & McClam, (2011). Human services help clients that need assistance with low income housing. There are some people facing problems with domestic violence in their home. However, most situations can be dangerous and physical violent causing someone to get hurt or bodily injury causing a death. Moreover, children living in a violent environment can be in danger for their lives. Therefore, a child can be taken from their home by human services because the child is no longer safe. Human service helper must take the necessary measures to finding a foster or an adoptive parent for their client children’s. The primary categories of problems that affect a client of human services are gather together into social-cultural barriers. Moreover, there are a huge figures that affect clients whom need services under this group. There are many problems in some cultures, a women can’t accept family planning services from a human service provider because the woman can’t make that decision. They would have to get permission from their husbands. Communication is the key to understand one another by sending messages to each other. We use communication to get to know the client perspective of the situation. (pg. 201). A human service provider pay close attention of the client by focusing on the verbal and nonverbal messages from a client. Communication is a very important factor in helping with a client. According to Woodside & McClam, (2011). Furthermore, communicating with one another can make the problem solving process of a client flow smoother. Woodside & McClam, 2011 report that communication involves sending a message to another person with the conscious intent of affecting the receiver’s behavior. (pg. 201). In figure 7. 2 (pg.  201) shows the method when a person is receiving the message and if he understands the sender message correctly this is an effective communication. A message can be verbal or nonverbal. For instance, a client can walk into a human service office, the helper say to him verbally,† Hello, how are doing today? † A verbal communication is when words come out of a person mouth. The client didn’t speak to the human service provider, he just shrug his shoulders and nodded his head forward. The behavior of the client was non-verbal because he didn’t show any reaction. The well-educated skillful helper interpret the sender’s message by the client behavior. (Woodside & McClam, 2011). (OKUN & Kantrowitz, 2008). Reported the professional worker is able to hear what the client was saying by the way he reacted. Moreover, a person may smile and give out a handshake, this a non-verbal behavior. Non-verbal behaviors consist of a client’s posture, tone of voice, gestures, eye contact, and touch. For example, when we first go out on a date, we want to impress the other person by smiling, talking in a soft low voice. Furthermore, good eye contact is better whenever, we are communicating with each other. Therefore, we must make a good impression when we first meet a person. Next step in helping skills that can be utilized with a client is listening and responding. (pg. 204). Listening and responding according to Woodside and McClam, (2011). Researched that the way we listen and respond to person is very important in the helping skills process because a human service provider can build a trusting relationship with their client. Moreover, a person must hear what the other person is saying by sending a message verbally or non-verbally. Some people think they are good listeners, but most people aren’t. (See Table 7. 3). (Woodside & McClam, (2011). There are healthy behaviors in communication such as, verbal behaviors. Verbal behaviors are mirroring a person feelings, clarifying, showing a sense of humor, providing information that a client needs, explaining helper roles, sharing information about oneself, being non-judgmental, asking questions, making the right use of gestures and touching. Nonverbal behaviors are making eye contact, listening to a person, smiling, nodding head one’s head, leaning forward, maintain a relaxed posture, facing the client, displaying facial expression, being punctual, and maintaining a moderate rate of speech. (pg. 204). In addition, we must focus on the client by utilizing these helping skills to help provide the necessary help a client may need. In the text book, (pg. 205). There is a certain kind of listening a human service engage in is called responsive listening or active listening. There are two ways of responsive listening or active listening that is presented by Egan (2010, pp. 134-135) he offered that there are many things that a helper can do to talk to a person that they are paying close attention. (Woodside & McClam, (2011). In conclusion, Egan (20) researched that there are five behaviors that a human service professional can follow to let their clients know they are listening. First, s means face the client, O means adopt an open posture, L means lean toward the other person, E means maintain good eye contact, and R means try to be relatively relaxed. Furthermore, these are acronym SOLER. Moreover, remembering these acronym can show a person that the helper is listening. Attending behavior is another way a helper can let the client know that they are pay attention and listening. In this paper, I have discussed some ranges of problems facing human service clients and specific helping skills that can be used with clients.

A Comparative Analysis

The field of psychotherapy provides a therapist 11 diverse therapeutic systems, all of which are designed to achieve the same goal – to address the problems, whether emotional or mental, of the client. Some of these systems call for an active and directive participation from the therapist while some requires him to â€Å"hold back† and let the client heal himself. This paper aims to tackle the differences as well as discuss similarities between two of the eleven available counseling approaches – the Psychoanalytic Therapy and Person-Centered Therapy.Comparative Analysis 3 A Comparative Analysis of Two Counseling Approaches Two of the most-utilized counseling approaches are Psychoanalytic Therapy and Person-Centered Therapy. Perhaps due to its very opposite characteristics, these approaches embrace the two types of clients – one who wishes to sit down, talk, remain distant and maintain no personal relationship with the therapist and one who prefers to spill his thoughts while creating an intimate relationship with the therapist. DefinitionAccording to Psychology Today, Psychoanalytic therapy is a general name for therapeutic approaches which try to get the patient to bring to the surface their true feelings, so that they can experience them and understand them. In this kind of therapy, the unconscious is studied with a focus on dreams, behavior, slips of tongue, post-hypnotic suggestion, and the use of techniques that provide the client an opportunity to search their thoughts for links to various issues and problems. Unconscious thoughts and processes are the basis for all forms of problem symptoms and behaviors.On the other hand, a Person-Centered Therapy, sometimes called Rogerian Therapy, focuses on immediate conscious experience. Rogers (1977) describes this form of therapy as a process of freeing a person and removing obstacles so that normal growth and development can proceed and the client can become independent and self-direct ed. Unconscious vs. Conscious Psychoanalytic therapy holds that bringing the unconscious into conscious awareness promotes insight and resolves conflict. (Psychology Today) According to Freud, human beings are basically determined by psychic energy and by early experiences.Unconscious motives and Comparative Analysis 4 conflicts are central in present behavior. Making the client aware of his unconscious motives by interpreting his dreams and thoughts will lead him to freedom of mind and body. Person-Centered therapy, on one hand, deals with immediate conscious experience. Its primary purpose is to provide a deep understanding and acceptance of the attitudes consciously held at this moment by the client as he explores step by step into the dangerous areas which he has been denying to consciousness.(Personality & Consciousness) This form of humanistic therapy deals with the ways in which people perceive themselves consciously rather than having a therapist try to interpret unconscious thoughts or ideas. (Depression-Guide, 2005) Directive vs. Non-directive Psychoanalytic therapy is directive in nature such that the therapist allows the client to talk freely but in the process asks a number of questions, dictates length and frequency of sessions, and advises client on how to deal with things and how to view certain issues.Person-centered therapy is non-directive. It is an approach to counseling and psychotherapy that places much of the responsibility for the treatment process on the client, with the therapist taking a non-directive role. (Mind Disorders, 2007) The therapist's role is mainly to act as a facilitator and to provide a comfortable environment, rather than to drive and direct therapy outcomes. (Lots of Essays, 2009) The client is seen as the core therapist, with the actual therapist serving as consultant, advisor, witness, and support system.Then vs. Now Psychoanalysis places significant importance on early development. (Psychology Today) It believes th at such is of critical importance because later personality problems have their roots in repressed childhood conflicts. Comparative Analysis 5 In Rogerian therapy, attention is given to the present moment and on experiencing and expressing these feelings in order to move towards a more beneficial direction. TechniquesThe therapist employing Psychoanalytic Therapy uses techniques such as free association (the client reports anything that comes to mind), dream analysis, interpretation, analysis of resistance and transference, and understanding of counter-transference, to find commonalities in the client’s thoughts and behaviors and to interpret them in terms of the client’s problems. (4therapy Network, 1998) In a Person-Centered therapy, few techniques are utilized.Research has shown that the most significant variables in the effectiveness of this therapy are aspects of the relationship and the therapist's personal development – not the particular discipline they practice or techniques they employ. The therapist is expected to create an atmosphere that is both suitable and comfortable for the client in order for him to freely express his feelings and direct himself towards healing. In fact, in order for this type of therapy to be effective, it requires three things – unconditional positive regard, empathy, and genuineness or congruence.(Rogers, 1961) Unconditional Positive Regard. This unconditional positive regard, or something like love, can allow the client to expose his vulnerabilities, fears, flaws, secrets, and dysfunctions within the therapeutic setting without fear of being rejected. This allows the therapist to gain the necessary insights on the client's worldview and overall situation that enables the therapist to devise interventions, or make suggestions, that can help the client shift that worldview in a beneficial direction. (Lots of Essays, 2009) Comparative Analysis 6Empathy. Empathy refers to understanding the client's feelings and personal meanings as they are experienced. The therapist encourages the patient to express their feelings and does not suggest how the person might wish to change, but by listening and then mirroring back what the patient reveals to them, helps them to explore and understand their feelings for themselves Congruence. Congruence on the part of the therapist refers to his ability to be completely genuine and transparent. He does not present an aloof professional facade.(Mulhauser, 2002) There is no air of authority or hidden knowledge, and the client does not have to speculate about what he is really like. This is very far from what is being done during psychoanalytic therapy sessions wherein the client lies on a couch facing away from the therapist, minimizing opportunity for client-therapist relationship. Length of Session Two or more years with multiple sessions each week is required to fully apply and utilize Psychoanalytic Therapy. (Psychology Today) In contrast, the re are no strict guidelines regarding the length or frequency of sessions in a Person-Centered Therapy.Generally, therapists adhere to a one-hour session once per week. However, true to its spirit, scheduling may be adjusted according to the client's expressed needs. The client also decides when to terminate therapy. Termination usually occurs when he or she feels able to better cope with life's difficulties. (Mind Disorders, 2007) Applications Analytic therapy is not recommended for self-centered and impulsive individuals or for people with psychotic disorders, in the same way that person-centered therapy is not intended for a specific age group or subpopulation.While psychoanalysis essentially wrote off some groups, Comparative Analysis 7 like schizophrenics or borderline personality disorder types, person-centered psychotherapies assume that all people could be worked with and that the answer to their dysfunction lay within them. (Mind Disorders, 2007) Person-Centered Therapy has been used to treat a broad range of people and has also been applied to persons suffering from depression, anxiety, alcohol disorders, cognitive dysfunction, and personality disorders.Some therapists argue that person-centered therapy is not effective with non-verbal or poorly educated individuals; others maintain that it can be successfully adapted to any type of person. The person-centered approach can be used in individual, group, or family therapy. With young children, it is frequently employed as play therapy. Criticisms of the Two Approaches One major criticism of Psychoanalytic Therapy is its inability to cure one of the most common and major emotional disorder – depression.People, it is believed, need ‘insight', before they can change. This means that you have to understand why they are depressed before you can get better. On the face of it, this seems perfectly reasonable, particularly as it seems to match the natural human response to a problem – to fi nd out why. However, in depression, this style of thinking will tend to make the depression worse. The problems with this type of counseling for depression are many. First, the focus is predominantly on the past. Depressed people do this plenty already.One main idea is to discover ‘the reason why'. There is rarely any single ‘reason why' with depression, and even if there was, discovering it does not make the depression go away. Take this for example, if you know why you blush, does the blushing stop? Comparative Analysis 8 Some therapists have been sued for using this approach in the US when treating depression. Approaches which mainly focus on the past are not recommended in the treatment of depression and anxiety conditions. (Depression Guide, 2005)As for Person-Centered Therapy, there is no other aspect which comes under such vigorous attack aside from the implications of the therapist acting as a facilitator rather than as a counselor. It seems to be genuinely distu rbing to many professional people to entertain the thought that this client upon whom they have been exercising their professional skill actually knows more about his inner psychological self than they can possibly know, and that he possesses constructive strengths which make the constructive push by the therapist seem puny indeed by comparison.The willingness fully to accept this strength of the client, with all the re-orientation of therapeutic procedure which it implies, is one of the ways in which client-centered therapy differs most sharply from other therapeutic approaches. (Rogers, 1946) Personal Viewpoint I strongly believe that a Person-centered therapy works best for me, not because I have once seeked the help of a professional therapist, but because I feel that my father had served as my own therapist – employing the Person-centered therapy on me.There was one time when I felt so down about not being able to make it to the top of the class for a certain school year . You see, I’m an A-grade student – the cream of the crop. I even graduated with First Honors in grade school. Come high school, though, I belonged to a class where everyone is â€Å"the best† in their own schools. Competition was tough. Anyone who doesn’t live up to the expectation is transferred to another section to mingle with the average students. The â€Å"Number One’ student in me struggled to keep up. I did for the first three years. However,Comparative Analysis 9 come the last year in high school, I was suddenly faced with the fact that I didn’t make it. I no longer belong to the prime class. It was painful. It was unacceptable. The reason for not making it was simply because of a Technology Project – an amplifier that’s supposed to make a bulb light up. Unfortunately, mine didn’t when the professor inspected it. That was it – no considerations, no second chances, I got a low mark. I was informed a month before the next school year starts. That month was indeed a difficult time for me.I remember crying several nights talking to myself and still, I wasn’t feeling any better. I felt that my parents were disappointed of me; my friends were not sad enough that I’m leaving the class. What helped me to move on and accept the turn-out of events was my father – he sat down with me, just listening and helping me spill my guts. I talked non-stop, crying and just telling him that I hate myself for what has happened, that I cannot yet accept that I failed, that he has to do something about it. My father just sat there, letting me talk.He listened – making no negative comments, not judging me or blaming me or telling me that I’m wrong. He would always repeat the things I said in the form of questions. He was literally mirroring me. I guess that was his way of letting me know that he is really there, he is listening intently and not just pretending to. He did n ot even use the usual â€Å"parent line† â€Å"I’ve been there, Child. What you need to do is†¦Ã¢â‚¬  And thinking about it now, I am thankful that he didn’t. Had he said those words, I would have reacted negatively by saying â€Å"No, you don’t know how I’m feeling.You never had to go through something like this! † I would have regarded him as one of my peers who I felt that time didn’t care much as they are still part of the class. I would have stopped opening up to him. Comparative Analysis 10 My father’s technique, as I study the different approaches of therapy, is very much the same as that of the Person-centered Therapy. And luckily, it worked for me. I ended up hearing myself over and over again – talking about the same things, angry over the same stuff. Eventually, reason, understanding and acceptance came.My father must have known I wasn’t the type to take orders from people. He trusted that I am c apable of solving my own problems and facing my own dilemmas. The Challenge The key challenge in the field of psychotherapy is to find ways to integrate and combine certain features of various approaches in order to work with the needs of different clients. What is crucial is a strong knowledge of what a certain approach is – its advantages, strengths and weaknesses, applications and even recent studies/cases that may prove to be helpful in solving a client’s case.Comparative Analysis 11 References Cain, David J. (2002). Humanistic Psychotherapies: Handbook of Research and Practice. Washington, DC: American Psychological Association. Counselling Directory. Psychoanalytical and Psychodynamic Therapies. Retrieved May 24, 2009, from http://www. counselling-directory. org. uk/psychoanalytical. html Depression-Guide. (2005). Person-Centered Therapy. Retrieved May 22, 2009, from http://www. depression-guide. com/person-centered-therapy. htm Lots of Essays. (2009). Person-Cen tered Psychotherapies. Retrieved May 24, 2009, from http://www.lotsofessays. com/viewpaper/1691857. html Mind Disorders. (2007). Person-centered therapy. Retrieved May 22, 2009, from http://www. minddisorders. com/Ob-Ps/Person-centered-therapy. html Modern Psychoanalysis. The Talking Cure. Retrieved May 20, 2009, from http://modernpsychoanalysis. org/default. aspx Mulhauser, G. Counselling Resource. (2002). An Introduction to Person-Centered Counselling. Retrieved May 24, 2009, from http://counsellingresource. com/types/person-centred/ Personality & Consciousness. Rogerian Therapy. Retrieved May 23, 2009, from http://pandc. ca/?cat=carl_rogers&page=rogerian_therapy Psychology Today. What’s Your Orientation? Retrieved May 24, 2009, from http://www. psychologytoday. com/pto/methods. html Comparative Analysis 12 Rogers, C. R. (1946). Significant Aspects of Client-Centered. American Psychologist, 1, 415-422. Retrieved May 24, 2009 from PsychClassics database. Rogers, Carl. (1951) . Client-Centered Therapy. Boston: Houghton Mifflin. 4therapy Network. (1998). Psychoanalytic Therapy. Retrieved May 21, 2009, from http://www. 4therapy. com/consumer/about_therapy/item. php? uniqueid=4933&categoryid=401&

Primark Strategy

Introduction Primark Primark is a clothing retailer, operating in Ireland, the United Kingdom, the Netherlands, Germany, Spain, Portugal and Belgium. It operates a total of 196 stores with 38 in Ireland, 138 in the UK, 14 in Spain, 2 in Germany, 1 in the Netherlands, 2 in Portugal and 1 in Belgium. Whilst the company's main headquarters are based in Ireland where it trades as Penneys, the chain is a subsidiary of Associated British Foods plc (ABF), and is ultimately controlled by the Weston family through Wittington Investments. The company positions itself as marketing fashionable clothing at competitive prices. In England the name is generally pronounced /? pra? m? rk/ PRY-mark. However, in Wales, Northern Ireland, Ireland, and Scotland it is usually pronounced /? pri? m? rk/ PREE-mark. While the pronunciation on the Primark corporate video is PRY-mark the company had an intensive annual advertising campaign each Christmas during the 1980s in which the store was referred to on several occasions (throughout the song/jingle) as PREE-mark, although in the Republic of Ireland this lyric was dubbed over as ‘Penneys'. Liverpool's five story 84,000 sq ft Primark was the world's largest, but has now been superseded by the Primark in Bristol at 82-92 The Horsefair Bristol with 100,000 sq ft. Primark is a fast-growing, major, value clothing retail group employing 27,800 people. Primark's own brands All of the company's merchandise is made specifically for the company and as such Primark has its own brand names : †¢Ryan's value Socks †¢Atmosphere — womenswear/footwear †¢Butler & Webb — Premium formal menswear †¢Cedarwood State — casual menswear †¢Denim Co. — womenswear, casual men's and childrenswear †¢Early Days — babywear †¢Girl 2 Girl — young girlswear Opia – accessories †¢Rebel Senior — older boyswear †¢Rebel Junior — younger boyswear †¢Young Dimension (YD) — older girlswear †¢Primark Beauty – Cosmetics †¢Primark Home — home items †¢Secret Possessions — lingerie, women's nightwear †¢Essentials – Basic Cheaper Items †¢Beach club- Luggage, ladies beachwear The company’s strategy for the business Key Strategies Following the introduction of new provisions concerning the duties of directors under the Companies Act 2006, directors must act in the way they consider, in good faith, would be most likely to promote th e long-term success of the Company for the benefit of its members as a whole. In so doing, the directors should have regard to a number of factors listed in that Act. Those factors include having regard to the Company's employees, the need to foster the Company's business relationships with suppliers and others, the impact of the Company's operations on the community and the environment and the desirability of the Company maintaining a reputation for high standards of business conduct. With this in mind, the company has reaffirmed its commitment to a number of overriding principles.

Strategies to Fight Low-Cost Rivals by Nirmalya Kumar

HP’s restructuring has shrunk Dell’s cost adv from 20% to 10%. Customers have appreciated added benefits like instant deliver, ability to seeYour traditional operation will become more competitive.Your low cost venture will make more money that it would have made as an independent unit. You can allocate adequate resources to the low cost unit. Dow Corning’s Xiameter unit – low cost provider of silicone products sells only 350 of Dow’s 7000 offerings, doesn’t cannibalize the its parents sales. From 28 M loss in 2001 to 500 M profit in 2005 Switch to selling solutionsNo synergies possible between existing enterprise and low cost unit. Integration of your products and services offer unique vale to customers. Australian mining company Orica – sold explosives to stone quarries. New service laser profiling rock faces to identify best places to drill holes. Become exclusively low customer cost providerNo synergies possible between existing en terprise and low cost unit. A major portion of customer segment is price sensitive. You are willing to acquire new business capabilities.RyanairFirms can either attack, co-exist uneasily or become low cost plays themselves. It is easy to fight traditional rivals due to similarities in their game plans and prowess but most companies overlook the threats from disruptive, low cost competitors. Coke fights Pepsi, sony with Phillips, avis with Hertz, P$G with Unilever. Amazon with Ebay etc.Businesses that sell at very low prices as compared to the incumbents might go to bankruptcy (US Airlines) but the point worth considering is that, they quickly reemerge. They slash fares and cut thrills and eventually grab a chunk of market. E.g. Southwest airlines, JetBlue, Aldi supermarket in Germany and other parts. The financial calculations of low cost players are different from the established ones. They earn smaller gross margins but their business models turn those into higher operating margin s.Higher than avng asset turnover ratio, impressive return on assets, because of returns and high growth rates, market capitalization is higher than industry leaders despite larger equity base. Framework for responding to low cost rivals.ASK – will this company take away my present or future customers? NO – watch but don’t take on the new rival. YES – don’t launch price war, instead try and increase product differentiation.ASK – are sufficient number of customers willing to pay more for the benefits my product offer? YES – Intensify differentiation by offering more benefits and over time restructure your company to reduce the price of benefits you offer. NO – Learn to live with the smaller company. If possible merge or take over rivals.ASK – if I set up a low cost business, will it generate synergies with my existing business? NO – Switch to selling solutions or transform into a low cost player. YES – Attac k your low cost rival by setting up a low cost business.Low cost players stay ahead in the market because consumer behavior work in their favor, new low cost entrant pose stiffer challenge compared to the traditional ones. e.g. – JetBlue’s entry is a concern for Southwest.The Futility of Price Wars. Even when market leaders copy the critical elements of the low cost rivals’ business models, they are unable to match their prices. e.g. – Internet booking for airlines doesn’t deliver the kind of cost reductions to traditional airlines that they do to low cost carriers. Slashing prices lowers the profit for leaders without driving the low cost rivals out of market.When Differentiation works: When leaders realize, they cannot win the price war, they opt for differentiation.Differentiation approaches: Design cool products. e.g. – Apple Continually innovate. e.g. – Gillette, 3M Offer a unique product mix. e.g. – Sharper Image, whole f oods. Brand a community. e.g. – Harley Davidson Sell experiences. e.g. – Starbucks, Nordstrom.Differentiation works when: Smart business don’t use this tactics in isolation. Companies must be able to persuade customers to pay for benefits. Companies must bring cost and benefits in line before implementing it.Dealing with dual strategies. Companies should set up low cost operations only when the traditional ones will become competitive as a result and new business will derive some benefits that that it would not have enjoyed as an independent unit. E.g. – First Direct, ING Direct. Low cost business unit should use a unique brand name like HSBC’s First Direct. Subsidiary should be housed separately.A two-pronged strategy delivers results only when the low cost operation is launched offensively to make money and not as a purely defensive ploy to hurt low cost rivals. Eh – Dow Corning’s creation of Xiameter.Switching to Conquer If there i s no synergy between traditional and low cost businesses, there are two other options to deal with the low cost rivals. Start selling solutions. E.g. – Orica’s blasting solutions Convert into low cost player. E.g. – Ryanair.Original Article by NIrmalya Kumar

Examiner Tips for Igcse Biology 0610

EXAMINER TIPS for IGCSE Biology 0610 How to use these tips These tips are based on some common mistakes made by students. They are collected under various subheadings to help you when you prepare for your examinations. †¢ †¢ †¢ †¢ †¢ Make sure you read all the general tips. These can be important in any of the papers you do. Make sure you know which examination papers you are taking before you look at the tips for the different papers All of you will take paper 1, which is all multiple choice questions. You may be taking paper 2, which is Foundation OR you may be taking paper 3, which is Extended.You may be taking paper 5, which is a practical examination in a laboratory OR you may be taking paper 6 which is a written paper about practical work. General Advice †¢ Answering questions. The questions are meant to let you show the biology you know. There are no trick questions. When you are writing your answers remember that another person has to be able to read it. o o o o o o o o Do not waste time by writing out the question before you start to answer. Keep your handwriting clear and legible. Keep you answer in the lines on the question paper.If you write in the margin, at the bottom of a page, or on blank pages, part of your answer might be missed. If you have to cross out something, put a line through, but do not scribble all over it. If you have to use a different space to write another answer to one you have crossed out, then put a note to say where it is, e. g. answer on page 5 Written papers are now marked on computer screen so your written paper will be scanned. If you write on the margin the scanner may not be able to copy this. Try to be precise, in other word be accurate in what you say. Read also Lab 2 BiologyUsing biological terms correctly can help. Do not use word like â€Å"it†, â€Å"they†, â€Å"effect†, â€Å"affect† without any more explanation. A sentence like â€Å"It has an effect on the body† or â€Å"They affect the process† does not say anything. – If you use the word â€Å"it† or â€Å"they â€Å"– think WHAT? – If you use the word â€Å"affect† or â€Å"effect† – think HOW? – e. g. State why magnesium ions are important for healthy plant development. [1] – â€Å"it are needed by the plant† is true but too vague. – â€Å"They are needed by the leaves† is still too vague – Ask yourself: What is it or they? What is the â€Å"need†? â€Å"Magnesium is needed to make chlorophyll† is a better answer – â€Å"Magnesium is part of a chlorophyll molecule. † Good answer! †¢ Terms. These are the n ames used in biology. These will be used in questions. You will get more marks if you can use them correctly in you examination. Ask your teacher if you are unsure of the different meanings between biological terms. o o Try to use the correct spelling. The person marking your answer will try to recognise what word you mean, but if the spelling is too wrong, then they cannot allow you a mark. Some biological terms have very similar spelling.One example is â€Å"ureter†, urethra† and â€Å"uterus†. If your mis-spelling is â€Å"uretus†, it could be â€Å"ureters† or â€Å"uterus†. Other common examples are ovum, ova, ovary and ovule, testes and testa; sucrose and sucrase. Do not try to mix the spellings of two words when you are not sure which of them is the correct answer, e. g. meitosis, when you are not sure whether the answer is mitosis or meiosis, or urether, when you are not sure if the answer is ureter or urethra. You need to check caref ully that you have used the right word when similar terms are used in the same topic , e. g. urea and urine, ureter and urethra. semen and sperm o o †¢ Writing in you own words. You sometimes have to write two or more sentences to answer a question. o o Use short sentences. If you write long sentences you can get mixed up. It is hard to find correct statements in a muddled answer. You are often asked to write down something you have learned. Make sure you have learnt the meanings of the common terms used in biology, e. g. photosynthesis, osmosis, fermentation. In the revision checklist there is a list of the terms which you should be able to â€Å"define†. You also need be able to write down the meaning of more complicated ideas, e. g. evel of organisation, natural selection, global warming, eutrophication. o What you should look for in a question 1) †¢ †¢ †¢ †¢ †¢ The number of marks. In multiple choice questions there is only one mark for a cor rect answer. Other sorts of question show how many marks at the end of each part like this [2]. The number of marks helps you decide how much to write. The number of marks is a guide to how long to spend on each question or parts of a question. If you allow about 1 minute per mark then you should finish in time to check your answers. Do not waste time and write long answer for a question which has [1].You will only get one mark even if the rest of the answer has correct statements. If there are two or more marks do not write the same thing in two different ways, e. g. The leaf is very large. The leaf has a large surface area. The instructions. These are called command words and tell you what to do. If a question says â€Å"Show your working† when you have to do a calculation, then write down the stages of your calculation to show how you got your answer. Even if you get the final answer wrong, you may be given a mark for knowing what to do. If a question asks you to â€Å"Na me† or â€Å"State† two things only the first two will be marked.Use the numbered lines for your answers if they on the question paper. If you write more than two and the first is correct but the second one is wrong, you will only get the mark for the first one. Even if the third answer is correct, it will not be marked. Some questions have two commands in the question, for example â€Å"Predict† AND â€Å"Explain† †¦. † This means you have to say what you think will happen AND then say why you think it will happen. The Revision Checklist has a list of terms used in biology papers to tell you what to do in an answer (section 4. 3 Command words and phrases).General Biology Ii Study Guide (Online Class)Make sure you know what these terms mean. e. g. â€Å"Name the process by which green plants make sugars†, all you need to write for your answer is â€Å"Photosynthesis†. A question which asks you to â€Å"Define photosynthesis† , would expect you to write one sentence such as â€Å"The process by which green plants use light energy to make sugars†. What the question is about. Make sure you know which part of your biology is being tested Read the whole of a question carefully before you begin to answer it. Some of the parts have similar answers so you need to work out the difference between them.If you write exactly the same thing in different parts of the same question, then only one of them might be a correct answer. It helps to highlight the main features of a question. e. g. â€Å"Name the tissue that transports the sugars made by photosynthesis to other parts of the plant†. This tells you that you want a one word answer, about plant transport of sugars. Do not be put off the question is about something you have not studied. There will be enough information in the question for you to work out an answer. 2) †¢ †¢ †¢ †¢ †¢ 3) †¢ †¢ †¢ †¢ †¢ à ¢â‚¬ ¢ †¢ †¢ †¢ †¢Look carefully at any diagrams, graphs or tables and make sure you understand what they are about. You may have to use information from them to answer the questions. Answer each question as far as you can. Do not spend a long time staring at a question If you have forgotten something, go on to the next question or part of a question. Come back to the ones you found difficult when you have finished all of the paper. Try not to leave blanks. When you come back to a question you often remember an answer you left out. Do not waste time by writing about things unrelated to the question. Paper 1 Tips †¢ Each question tests just one thing.You have about 1 minute to read and answer each question. o Some questions test what you know and understand. For example â€Å"What part of the eye detects light? † o Some questions test if you can use what you have learned to understand new data. These questions will often have a diagram, graph or table to use. Try to decide what the question is testing as you are reading it. o To answer a question that asks â€Å"What is a characteristic feature of all living things? o You need to know the characteristic features of living things. If you know a quick way of remembering all seven then you can jot it down on the question paper. . g. MRS GREN for Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion and Nutrition, or the first letters of Real Elephants Grow Massive Red Feet Slowly, o To answer a question that has a diagram of the circulatory system and asks â€Å"In which vessel will absorbed alcohol first be found? â€Å". You need to think about what the question is asking you. – Is it about digestion? – Is it about excretion (of alcohol)? – Is it about the circulation? The question is asking about something absorbed from the gut to be transported, so it is about circulation. – Which vessel carries substances absorbed by the gut? Answer â€Å"The Hepatic Portal Vein†. So you have to choose the letter which labels the hepatic portal vein. Do not try to find a pattern in the letter order of correct answers. o The same letter could be the correct for several answers in a row. o Letter A might be the correct answers for more questions than are B, C or D. Or there could be fewer correct answers shown by letter D than any of the others. o Do not let what you have chosen for the previous questions influence what letter you choose. †¢ †¢ Written Paper Tips †¢ You should read all of a question before you begin to answer it.Different questions will ask you to do different tasks to test how well you know and understand biology. o The topic is usually the same for all different parts of the question. Remember that underlining important words will help you to be clear about what you are being asked to do. o Look for clues in the words of the question. If you see â€Å"mammal† you know that the anima ls are warm blooded and have biological systems like ours. o If you are only given a Latin name or a name you do not recognise, e. g. â€Å"dik-dik†, look to see if you are told anything about it. If you are told it is a herbivore, then you know it eats plants.The main sort of tasks you might be asked to do are: †¢ Identify features of cells, tissues organs. For example, â€Å"label on Fig. 5. 1 using labelling lines, a petal, a sepal and a stamen. To answer this question o You have to know the structure of a flower. o You also have to be able to find the structures on a diagram of a flower you may never have studied. o You then have to draw a label line to the structure and write the name next to the labelling line. If you do not draw a label line, or use and arrow, you may not get any marks even if you have found the correct structures.Use information given in the question. For example if a question asks you to â€Å"Use examples from† or â€Å"Use only this i nformation† or â€Å"With reference to Fig. 6. 2† . . . STOP and THINK! Find out what you are expected to use as examples or get information from. You will not get any marks if you use examples from somewhere else. The information can be given to you in different ways: o Diagram like a food web, a set of apparatus or biological structure. o A graph, which could be a line graph, a bar chart or a histogram. Check the headings and units carefully o A table.Check the headings and units carefully o You may have to give examples to show that you understand an idea in Biology. – After a diagram of a food web you might be asked to â€Å"Name an organism from this food web that is a primary consumer, a tertiary consumers and a producer†. – To answer this question you have to know definitions of producers, primary consumers, tertiary consumers. Then you have to show that you understand how these terms apply to the food web shown in the diagram. If you put exa mples from other food webs you have learned, you will not get any marks.After a diagram of leaf structure you may be asked to â€Å"Describe and explain the advantage of the distribution of chloroplasts shown in Fig. 8. 1† – To answer this question you have to observe the diagram and describe which cells have the most chloroplasts. Then you have to work out why this arrangement might help photosynthesis. If you write answer about what chloroplasts do you will not get any marks. Draw or interpret graphs. If you are asked to draw a graph: †¢ †¢ †¢ †¢ †¢ Choose a scale which uses most of the grid. Choose a simple scale, e. g. one small square is equal to 1 or 2 or 10 units in the data.Do not give make it hard for by having to multiply each item in the data by 2/3! o Write the name of the axes and their units, e. g. rate of water loss/ g per h , temperature/ o C, time/ s o Plot the points exactly using a sharp pencil. Draw the points lightly so tha t you can rub them out if you need to. Make them more definite when you are sure they are right. o Use a cross (x) or a dot in a circle ( ) for your plot points. o Join the points with a â€Å"line of best fit or a zig -zag line. o Remember that all curves do not have to pass through the point where the two axes meet. Do not extend you graph beyond the plotted points. If you are asked to read figures from a graph: o Make sure you work out the scale. o Make sure you read from the correct axis and put in the units. o If you are asked for a trend or pattern, describe the overall change, e. g. the line increases and then levels. off. Do not describe each point of the graph. Draw or interpret tables If you are asked to draw a table o Use a ruler and a pencil to draw the table. o Write headings for each column or row of the table. 3 o Write in units if they are needed, e. g. volume of water/cm , mass of seed/g. Do not put units in the table spaces where you write numbers. Do calculations . If you are asked to do a calculation: o You may have to find the figures from a table or graph. o Make sure that you show the units in the calculation. o Show you working. o If you use a calculator, round up the figures to the same as in the question – do not copy all the figures after the decimal point, e. g. If the question figures are 5. 6, 4. 6, then your answer should only have one number after the decimal point. Show or complete equations. You do not have to know chemical symbols for equations of the processes in biology.But it will help you to understand them if you do. o If you are asked to give either a word or a symbol equation, do not combine symbols and words in the same answer – If you have to give the word equation for anaerobic respiration by yeast, write: o o Glucose > carbon dioxide +ethanol + energy If you have to give the chemical equation for anaerobic respiration by yeast, write C6H12O6 > 2C2 H5 OH + 2CO2+ energy Do not write something like gluco se > CO2 + ethanol and energy †¢ Make comparisons. If you are asked to compare two things make sure you make it clear which you are talking about. A question may give to table of data and then ask you about it. Make sure you only use information from the table. e. g. in a table of the composition of normal breast milk and colostrum, you can see which milk contains more fat, protein and sugar. Your answers should start with â€Å"colostrum has more †¦Ã¢â‚¬ ¦.. than breast milk† or â€Å"breast milk has more †¦Ã¢â‚¬ ¦ than colostrum†. Do not put â€Å"it has more protein. † The person marking cannot guess which you thought had more protein. o The question may ask you to make a comparison about biology you have learned. e. g. the differences between arteries and veins.The clearest way of answering is to make your own table. Make sure the headings are clear. Keep the comparisons of the same feature together. Artery has thick wall thick muscle layer ve in has thin wall very thin muscle A table like the one below will not get any marks as there are no comparisons of the same features. Artery thick wall no valves †¢ veins elastic layer small amount of muscle Extended writing. This means writing several sentences together. e. g. Suggest what happens if excess nitrogen fertiliser is washed into a stream or pond [4] o The mark scheme used for a question like this will have a list of oints that the person marking your answer will use. o There will be more points than there are marks, so you do not need to put them all in your answer. The points for this question could be: – Algae and aquatic plants grow faster using the fertiliser. – Algae cover the water surface. Light cannot pass to aquatic plants lower down. – These plants die. Bacteria of decay feed on the dead plants. – Bacteria increase in numbers. – These bacteria are aerobic. – They use up more oxygen. – There is not enough o xygen for other organisms which live in the water. – These organisms die. The process is called eutrophication. If your answer is something like â€Å"The fertiliser causes low oxygen and it affects animals in the water. † you will not get any marks. The answer is much too vague, in other words it is not precise. I your answer is something like â€Å"The animals do not have enough oxygen for their respiration and they die. † you will get some marks. Paper 2 tips †¢ †¢ †¢ †¢ †¢ †¢ Most of the questions are short answers. This means that you writing mainly one word or one sentence answers worth one mark. [1]. Longer answers will need two or three sentences. Check the number of marks.Check the number of command words, do you have to do one or two things. Use the lines given. Do not write too much. Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There will be a few parts of questions that need extended writing. These will have four [4] or [5] marks. The question will often be related to some information you are given. You will need to write four or five sentences in an order that makes sense. You can think of it like â€Å"telling a story†. Remember to refer to any information you are given.Paper 3 tips †¢ †¢ †¢ †¢ †¢ There is more to read in this paper. Many questions will be one, two or three sentence answers. Check the number of marks. Check the number of command word – do you have to do one or two things Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There are questions that may start in one part of the syllabus and link to another, e. g. the information could be about the animals in a particular habitat and what they eat. The first parts of the question might be about the food chains or food webs whic h include these animals.Another part of the question could be about the structure of one of the animals or about factors in its environment. You are likely to have questions about events and situations that are new to you. Do not be put off. The question will tell you all you need to know. What you need to do, is show that you can connect the biology you have learned with the new facts. e. g. you may not have learned anything about how cats inherit the length of their fur. o The question tells you that the alleles for fur length are co-dominant. o The question tells you the fur length of pure bred parents are long and short. You know that the offspring of cross breeding are heterozygous for fur length. o You know from your genetics lessons that for features controlled by co-dominant alleles, both alleles are expressed in the offspring. o You know enough to work out that the fur length of the offspring will be medium length. You are likely to be asked to interpret unfamiliar data, e. g. result from an experiment you may not have carried out or could not be carried out in a school. Do not be put off. Follow the same rules as before. There will always be enough information in the question for you to answer it. †¢ †¢General Tips for Practical Papers †¢ †¢ †¢ †¢ Look to see how many marks are given for each question. Divide the time of your examination in proportion to the marks given. Whichever paper you do the same rules for recording observations. Use the same rules as in the tips for written papers for tables, graphs, calculations and comparisons. Recording your observations †¢ You can record as: o statements in writing o as tables o drawings †¢ Neat work helps to keep you calm and feeling in control. †¢ Use all the space available on the paper for your observations. †¢ Do not write an explanation until the question asks for one. †¢ Use a sharp HB or B pencil.It can be rubbed out easily if you need to corre ct a mistake. †¢ Don’t forget headings for the columns and the rows or tables or graph axes. Don't forget the units! †¢ Make drawings as big as the space allows. †¢ Use a ruler for labelling lines. †¢ Label in pencil. Planning investigations Some times you are asked to suggest a way of carrying out an investigation or to improve the method that is in the question paper. †¢ When you read through an investigation try to work out three main things: 1. What is being changed – this is called the independent variable, e. g. light 2. What is being measured – this is called the dependent variable, e. . oxygen given off by plant 3. What is being kept the same – these are called the standard or control variables, e. g. type of plant, number of leaves on the plant, environment of plant ,the apparatus used, time for collecting oxygen. †¢ Some investigation needs to have two parts: o the experimental- which is the apparatus used to measur e the process being studied and contains the living organism being tested. o The control. –which will be exactly the same as the experiment except the living organism will be missing or replaced by something non-living. e. g. there would be no plant in one set of apparatus. The control shows that the results are due to the activity of the living organism and is not due to the apparatus or an environmental factor. Tips for paper 5 In paper 5 you are following instructions, using laboratory equipment, making observations, recording results and drawing conclusions. †¢ Start by reading the entire first question. †¢ Think about the apparatus needed for each step and imagine using it in your mind. †¢ Check the time to be allowed and imagine following the instructions. †¢ Do the same when you are ready to begin the next question. Following the instructions †¢ Follow the instructions for practical methods exactly.If you make a change in the method you can alt er the results. †¢ Do not take short cuts. †¢ Always label test tubes and other containers to help you remember which is which. †¢ If you are told to â€Å"Wash the apparatus thoroughly after each use† make sure you do. If there is anything left in the apparatus the next stage may not work. †¢ If you have to measure a specimen make sure you draw a line on your drawing to show where you made our measurement. †¢ You will get marks for following instructions accurately. Recording your observations †¢ Do not forget that observations can be seen, heard, felt and smelled. †¢ e. g. olour, fizzing, warming, smell of a flower, texture (feel) of a fruit. †¢ You can always something to observe, so make sure you record something for each observation. †¢ Write down exactly what you observe. †¢ e. g. if you add a drop of iodine to a drop of starch solution on a white tile, the colour changes. o You should write â€Å"the colour changed fro m yellow to black. † o If you write â€Å"it turned black† you have not given all the information. o If you add iodine to a drop of water on a white tile. o You should write down ‘the colour stayed yellow. ’ o If you write ‘the colour stayed the same’, or ‘no change’, you have left information out.Conclusions †¢ Use your own results for your conclusions. †¢ Do not write the conclusion you have learned from a class experiment or from theory. E. g. in an investigation you test drops of a mixture of sodium chloride, amylase and starch solution with iodine once a minute for eight minutes. Then you repeat this with a mixture of water, amylase and starch solutions. o The blue/black colour might disappear sooner in one test tube than the other. o Even if you know that sodium chloride usually makes amylase work faster, you must write down the results from YOUR investigation. You must draw conclusions from YOUR results. o If the c olour in both tubes changes at the same time, the conclusion has to be that the sodium chloride made no difference. That is the correct conclusion drawn from your observations. Tips for paper 6 In this paper you are making observations from information given in the paper, recording results and drawing conclusions. Try to imagine doing the practical which has produced the results in the questions. Recording observations †¢ All of your observations are either measurements that you make or diagrams on the paper. †¢ Write down exactly what you see.Making measurements †¢ Make your measurements as accurate as you can. Measure to the nearest unit e. g. mm. Do not try and â€Å"guess† 0. 5mm. †¢ Make sure you put units! †¢ If you have to make calculations use the blank pages within the paper. Do not write in the margin. †¢ Write neatly and show your working. The person marking your paper might be able to give you marks for knowing what to do if you make a mistake or do not finish the calculation. Conclusions †¢ Use your measurements or observations or on the results given in the question for your conclusions. †¢ Do not rely on something you have learned as â€Å"the right answer†. Examiner Tips for Igcse Biology 0610 EXAMINER TIPS for IGCSE Biology 0610 How to use these tips These tips are based on some common mistakes made by students. They are collected under various subheadings to help you when you prepare for your examinations. †¢ †¢ †¢ †¢ †¢ Make sure you read all the general tips. These can be important in any of the papers you do. Make sure you know which examination papers you are taking before you look at the tips for the different papers All of you will take paper 1, which is all multiple choice questions. You may be taking paper 2, which is Foundation OR you may be taking paper 3, which is Extended.You may be taking paper 5, which is a practical examination in a laboratory OR you may be taking paper 6 which is a written paper about practical work. General Advice †¢ Answering questions. The questions are meant to let you show the biology you know. There are no trick questions. When you are writing your answers remember that another person has to be able to read it. o o o o o o o o Do not waste time by writing out the question before you start to answer. Keep your handwriting clear and legible. Keep you answer in the lines on the question paper.If you write in the margin, at the bottom of a page, or on blank pages, part of your answer might be missed. If you have to cross out something, put a line through, but do not scribble all over it. If you have to use a different space to write another answer to one you have crossed out, then put a note to say where it is, e. g. answer on page 5 Written papers are now marked on computer screen so your written paper will be scanned. If you write on the margin the scanner may not be able to copy this. Try to be precise, in other word be accurate in what you say. Read also Lab 2 BiologyUsing biological terms correctly can help. Do not use word like â€Å"it†, â€Å"they†, â€Å"effect†, â€Å"affect† without any more explanation. A sentence like â€Å"It has an effect on the body† or â€Å"They affect the process† does not say anything. – If you use the word â€Å"it† or â€Å"they â€Å"– think WHAT? – If you use the word â€Å"affect† or â€Å"effect† – think HOW? – e. g. State why magnesium ions are important for healthy plant development. [1] – â€Å"it are needed by the plant† is true but too vague. – â€Å"They are needed by the leaves† is still too vague – Ask yourself: What is it or they? What is the â€Å"need†? â€Å"Magnesium is needed to make chlorophyll† is a better answer – â€Å"Magnesium is part of a chlorophyll molecule. † Good answer! †¢ Terms. These are the n ames used in biology. These will be used in questions. You will get more marks if you can use them correctly in you examination. Ask your teacher if you are unsure of the different meanings between biological terms. o o Try to use the correct spelling. The person marking your answer will try to recognise what word you mean, but if the spelling is too wrong, then they cannot allow you a mark. Some biological terms have very similar spelling.One example is â€Å"ureter†, urethra† and â€Å"uterus†. If your mis-spelling is â€Å"uretus†, it could be â€Å"ureters† or â€Å"uterus†. Other common examples are ovum, ova, ovary and ovule, testes and testa; sucrose and sucrase. Do not try to mix the spellings of two words when you are not sure which of them is the correct answer, e. g. meitosis, when you are not sure whether the answer is mitosis or meiosis, or urether, when you are not sure if the answer is ureter or urethra. You need to check caref ully that you have used the right word when similar terms are used in the same topic , e. g. urea and urine, ureter and urethra. semen and sperm o o †¢ Writing in you own words. You sometimes have to write two or more sentences to answer a question. o o Use short sentences. If you write long sentences you can get mixed up. It is hard to find correct statements in a muddled answer. You are often asked to write down something you have learned. Make sure you have learnt the meanings of the common terms used in biology, e. g. photosynthesis, osmosis, fermentation. In the revision checklist there is a list of the terms which you should be able to â€Å"define†. You also need be able to write down the meaning of more complicated ideas, e. g. evel of organisation, natural selection, global warming, eutrophication. o What you should look for in a question 1) †¢ †¢ †¢ †¢ †¢ The number of marks. In multiple choice questions there is only one mark for a cor rect answer. Other sorts of question show how many marks at the end of each part like this [2]. The number of marks helps you decide how much to write. The number of marks is a guide to how long to spend on each question or parts of a question. If you allow about 1 minute per mark then you should finish in time to check your answers. Do not waste time and write long answer for a question which has [1].You will only get one mark even if the rest of the answer has correct statements. If there are two or more marks do not write the same thing in two different ways, e. g. The leaf is very large. The leaf has a large surface area. The instructions. These are called command words and tell you what to do. If a question says â€Å"Show your working† when you have to do a calculation, then write down the stages of your calculation to show how you got your answer. Even if you get the final answer wrong, you may be given a mark for knowing what to do. If a question asks you to â€Å"Na me† or â€Å"State† two things only the first two will be marked.Use the numbered lines for your answers if they on the question paper. If you write more than two and the first is correct but the second one is wrong, you will only get the mark for the first one. Even if the third answer is correct, it will not be marked. Some questions have two commands in the question, for example â€Å"Predict† AND â€Å"Explain† †¦. † This means you have to say what you think will happen AND then say why you think it will happen. The Revision Checklist has a list of terms used in biology papers to tell you what to do in an answer (section 4. 3 Command words and phrases).General Biology Ii Study Guide (Online Class)Make sure you know what these terms mean. e. g. â€Å"Name the process by which green plants make sugars†, all you need to write for your answer is â€Å"Photosynthesis†. A question which asks you to â€Å"Define photosynthesis† , would expect you to write one sentence such as â€Å"The process by which green plants use light energy to make sugars†. What the question is about. Make sure you know which part of your biology is being tested Read the whole of a question carefully before you begin to answer it. Some of the parts have similar answers so you need to work out the difference between them.If you write exactly the same thing in different parts of the same question, then only one of them might be a correct answer. It helps to highlight the main features of a question. e. g. â€Å"Name the tissue that transports the sugars made by photosynthesis to other parts of the plant†. This tells you that you want a one word answer, about plant transport of sugars. Do not be put off the question is about something you have not studied. There will be enough information in the question for you to work out an answer. 2) †¢ †¢ †¢ †¢ †¢ 3) †¢ †¢ †¢ †¢ †¢ à ¢â‚¬ ¢ †¢ †¢ †¢ †¢Look carefully at any diagrams, graphs or tables and make sure you understand what they are about. You may have to use information from them to answer the questions. Answer each question as far as you can. Do not spend a long time staring at a question If you have forgotten something, go on to the next question or part of a question. Come back to the ones you found difficult when you have finished all of the paper. Try not to leave blanks. When you come back to a question you often remember an answer you left out. Do not waste time by writing about things unrelated to the question. Paper 1 Tips †¢ Each question tests just one thing.You have about 1 minute to read and answer each question. o Some questions test what you know and understand. For example â€Å"What part of the eye detects light? † o Some questions test if you can use what you have learned to understand new data. These questions will often have a diagram, graph or table to use. Try to decide what the question is testing as you are reading it. o To answer a question that asks â€Å"What is a characteristic feature of all living things? o You need to know the characteristic features of living things. If you know a quick way of remembering all seven then you can jot it down on the question paper. . g. MRS GREN for Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion and Nutrition, or the first letters of Real Elephants Grow Massive Red Feet Slowly, o To answer a question that has a diagram of the circulatory system and asks â€Å"In which vessel will absorbed alcohol first be found? â€Å". You need to think about what the question is asking you. – Is it about digestion? – Is it about excretion (of alcohol)? – Is it about the circulation? The question is asking about something absorbed from the gut to be transported, so it is about circulation. – Which vessel carries substances absorbed by the gut? Answer â€Å"The Hepatic Portal Vein†. So you have to choose the letter which labels the hepatic portal vein. Do not try to find a pattern in the letter order of correct answers. o The same letter could be the correct for several answers in a row. o Letter A might be the correct answers for more questions than are B, C or D. Or there could be fewer correct answers shown by letter D than any of the others. o Do not let what you have chosen for the previous questions influence what letter you choose. †¢ †¢ Written Paper Tips †¢ You should read all of a question before you begin to answer it.Different questions will ask you to do different tasks to test how well you know and understand biology. o The topic is usually the same for all different parts of the question. Remember that underlining important words will help you to be clear about what you are being asked to do. o Look for clues in the words of the question. If you see â€Å"mammal† you know that the anima ls are warm blooded and have biological systems like ours. o If you are only given a Latin name or a name you do not recognise, e. g. â€Å"dik-dik†, look to see if you are told anything about it. If you are told it is a herbivore, then you know it eats plants.The main sort of tasks you might be asked to do are: †¢ Identify features of cells, tissues organs. For example, â€Å"label on Fig. 5. 1 using labelling lines, a petal, a sepal and a stamen. To answer this question o You have to know the structure of a flower. o You also have to be able to find the structures on a diagram of a flower you may never have studied. o You then have to draw a label line to the structure and write the name next to the labelling line. If you do not draw a label line, or use and arrow, you may not get any marks even if you have found the correct structures.Use information given in the question. For example if a question asks you to â€Å"Use examples from† or â€Å"Use only this i nformation† or â€Å"With reference to Fig. 6. 2† . . . STOP and THINK! Find out what you are expected to use as examples or get information from. You will not get any marks if you use examples from somewhere else. The information can be given to you in different ways: o Diagram like a food web, a set of apparatus or biological structure. o A graph, which could be a line graph, a bar chart or a histogram. Check the headings and units carefully o A table.Check the headings and units carefully o You may have to give examples to show that you understand an idea in Biology. – After a diagram of a food web you might be asked to â€Å"Name an organism from this food web that is a primary consumer, a tertiary consumers and a producer†. – To answer this question you have to know definitions of producers, primary consumers, tertiary consumers. Then you have to show that you understand how these terms apply to the food web shown in the diagram. If you put exa mples from other food webs you have learned, you will not get any marks.After a diagram of leaf structure you may be asked to â€Å"Describe and explain the advantage of the distribution of chloroplasts shown in Fig. 8. 1† – To answer this question you have to observe the diagram and describe which cells have the most chloroplasts. Then you have to work out why this arrangement might help photosynthesis. If you write answer about what chloroplasts do you will not get any marks. Draw or interpret graphs. If you are asked to draw a graph: †¢ †¢ †¢ †¢ †¢ Choose a scale which uses most of the grid. Choose a simple scale, e. g. one small square is equal to 1 or 2 or 10 units in the data.Do not give make it hard for by having to multiply each item in the data by 2/3! o Write the name of the axes and their units, e. g. rate of water loss/ g per h , temperature/ o C, time/ s o Plot the points exactly using a sharp pencil. Draw the points lightly so tha t you can rub them out if you need to. Make them more definite when you are sure they are right. o Use a cross (x) or a dot in a circle ( ) for your plot points. o Join the points with a â€Å"line of best fit or a zig -zag line. o Remember that all curves do not have to pass through the point where the two axes meet. Do not extend you graph beyond the plotted points. If you are asked to read figures from a graph: o Make sure you work out the scale. o Make sure you read from the correct axis and put in the units. o If you are asked for a trend or pattern, describe the overall change, e. g. the line increases and then levels. off. Do not describe each point of the graph. Draw or interpret tables If you are asked to draw a table o Use a ruler and a pencil to draw the table. o Write headings for each column or row of the table. 3 o Write in units if they are needed, e. g. volume of water/cm , mass of seed/g. Do not put units in the table spaces where you write numbers. Do calculations . If you are asked to do a calculation: o You may have to find the figures from a table or graph. o Make sure that you show the units in the calculation. o Show you working. o If you use a calculator, round up the figures to the same as in the question – do not copy all the figures after the decimal point, e. g. If the question figures are 5. 6, 4. 6, then your answer should only have one number after the decimal point. Show or complete equations. You do not have to know chemical symbols for equations of the processes in biology.But it will help you to understand them if you do. o If you are asked to give either a word or a symbol equation, do not combine symbols and words in the same answer – If you have to give the word equation for anaerobic respiration by yeast, write: o o Glucose > carbon dioxide +ethanol + energy If you have to give the chemical equation for anaerobic respiration by yeast, write C6H12O6 > 2C2 H5 OH + 2CO2+ energy Do not write something like gluco se > CO2 + ethanol and energy †¢ Make comparisons. If you are asked to compare two things make sure you make it clear which you are talking about. A question may give to table of data and then ask you about it. Make sure you only use information from the table. e. g. in a table of the composition of normal breast milk and colostrum, you can see which milk contains more fat, protein and sugar. Your answers should start with â€Å"colostrum has more †¦Ã¢â‚¬ ¦.. than breast milk† or â€Å"breast milk has more †¦Ã¢â‚¬ ¦ than colostrum†. Do not put â€Å"it has more protein. † The person marking cannot guess which you thought had more protein. o The question may ask you to make a comparison about biology you have learned. e. g. the differences between arteries and veins.The clearest way of answering is to make your own table. Make sure the headings are clear. Keep the comparisons of the same feature together. Artery has thick wall thick muscle layer ve in has thin wall very thin muscle A table like the one below will not get any marks as there are no comparisons of the same features. Artery thick wall no valves †¢ veins elastic layer small amount of muscle Extended writing. This means writing several sentences together. e. g. Suggest what happens if excess nitrogen fertiliser is washed into a stream or pond [4] o The mark scheme used for a question like this will have a list of oints that the person marking your answer will use. o There will be more points than there are marks, so you do not need to put them all in your answer. The points for this question could be: – Algae and aquatic plants grow faster using the fertiliser. – Algae cover the water surface. Light cannot pass to aquatic plants lower down. – These plants die. Bacteria of decay feed on the dead plants. – Bacteria increase in numbers. – These bacteria are aerobic. – They use up more oxygen. – There is not enough o xygen for other organisms which live in the water. – These organisms die. The process is called eutrophication. If your answer is something like â€Å"The fertiliser causes low oxygen and it affects animals in the water. † you will not get any marks. The answer is much too vague, in other words it is not precise. I your answer is something like â€Å"The animals do not have enough oxygen for their respiration and they die. † you will get some marks. Paper 2 tips †¢ †¢ †¢ †¢ †¢ †¢ Most of the questions are short answers. This means that you writing mainly one word or one sentence answers worth one mark. [1]. Longer answers will need two or three sentences. Check the number of marks.Check the number of command words, do you have to do one or two things. Use the lines given. Do not write too much. Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There will be a few parts of questions that need extended writing. These will have four [4] or [5] marks. The question will often be related to some information you are given. You will need to write four or five sentences in an order that makes sense. You can think of it like â€Å"telling a story†. Remember to refer to any information you are given.Paper 3 tips †¢ †¢ †¢ †¢ †¢ There is more to read in this paper. Many questions will be one, two or three sentence answers. Check the number of marks. Check the number of command word – do you have to do one or two things Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There are questions that may start in one part of the syllabus and link to another, e. g. the information could be about the animals in a particular habitat and what they eat. The first parts of the question might be about the food chains or food webs whic h include these animals.Another part of the question could be about the structure of one of the animals or about factors in its environment. You are likely to have questions about events and situations that are new to you. Do not be put off. The question will tell you all you need to know. What you need to do, is show that you can connect the biology you have learned with the new facts. e. g. you may not have learned anything about how cats inherit the length of their fur. o The question tells you that the alleles for fur length are co-dominant. o The question tells you the fur length of pure bred parents are long and short. You know that the offspring of cross breeding are heterozygous for fur length. o You know from your genetics lessons that for features controlled by co-dominant alleles, both alleles are expressed in the offspring. o You know enough to work out that the fur length of the offspring will be medium length. You are likely to be asked to interpret unfamiliar data, e. g. result from an experiment you may not have carried out or could not be carried out in a school. Do not be put off. Follow the same rules as before. There will always be enough information in the question for you to answer it. †¢ †¢General Tips for Practical Papers †¢ †¢ †¢ †¢ Look to see how many marks are given for each question. Divide the time of your examination in proportion to the marks given. Whichever paper you do the same rules for recording observations. Use the same rules as in the tips for written papers for tables, graphs, calculations and comparisons. Recording your observations †¢ You can record as: o statements in writing o as tables o drawings †¢ Neat work helps to keep you calm and feeling in control. †¢ Use all the space available on the paper for your observations. †¢ Do not write an explanation until the question asks for one. †¢ Use a sharp HB or B pencil.It can be rubbed out easily if you need to corre ct a mistake. †¢ Don’t forget headings for the columns and the rows or tables or graph axes. Don't forget the units! †¢ Make drawings as big as the space allows. †¢ Use a ruler for labelling lines. †¢ Label in pencil. Planning investigations Some times you are asked to suggest a way of carrying out an investigation or to improve the method that is in the question paper. †¢ When you read through an investigation try to work out three main things: 1. What is being changed – this is called the independent variable, e. g. light 2. What is being measured – this is called the dependent variable, e. . oxygen given off by plant 3. What is being kept the same – these are called the standard or control variables, e. g. type of plant, number of leaves on the plant, environment of plant ,the apparatus used, time for collecting oxygen. †¢ Some investigation needs to have two parts: o the experimental- which is the apparatus used to measur e the process being studied and contains the living organism being tested. o The control. –which will be exactly the same as the experiment except the living organism will be missing or replaced by something non-living. e. g. there would be no plant in one set of apparatus. The control shows that the results are due to the activity of the living organism and is not due to the apparatus or an environmental factor. Tips for paper 5 In paper 5 you are following instructions, using laboratory equipment, making observations, recording results and drawing conclusions. †¢ Start by reading the entire first question. †¢ Think about the apparatus needed for each step and imagine using it in your mind. †¢ Check the time to be allowed and imagine following the instructions. †¢ Do the same when you are ready to begin the next question. Following the instructions †¢ Follow the instructions for practical methods exactly.If you make a change in the method you can alt er the results. †¢ Do not take short cuts. †¢ Always label test tubes and other containers to help you remember which is which. †¢ If you are told to â€Å"Wash the apparatus thoroughly after each use† make sure you do. If there is anything left in the apparatus the next stage may not work. †¢ If you have to measure a specimen make sure you draw a line on your drawing to show where you made our measurement. †¢ You will get marks for following instructions accurately. Recording your observations †¢ Do not forget that observations can be seen, heard, felt and smelled. †¢ e. g. olour, fizzing, warming, smell of a flower, texture (feel) of a fruit. †¢ You can always something to observe, so make sure you record something for each observation. †¢ Write down exactly what you observe. †¢ e. g. if you add a drop of iodine to a drop of starch solution on a white tile, the colour changes. o You should write â€Å"the colour changed fro m yellow to black. † o If you write â€Å"it turned black† you have not given all the information. o If you add iodine to a drop of water on a white tile. o You should write down ‘the colour stayed yellow. ’ o If you write ‘the colour stayed the same’, or ‘no change’, you have left information out.Conclusions †¢ Use your own results for your conclusions. †¢ Do not write the conclusion you have learned from a class experiment or from theory. E. g. in an investigation you test drops of a mixture of sodium chloride, amylase and starch solution with iodine once a minute for eight minutes. Then you repeat this with a mixture of water, amylase and starch solutions. o The blue/black colour might disappear sooner in one test tube than the other. o Even if you know that sodium chloride usually makes amylase work faster, you must write down the results from YOUR investigation. You must draw conclusions from YOUR results. o If the c olour in both tubes changes at the same time, the conclusion has to be that the sodium chloride made no difference. That is the correct conclusion drawn from your observations. Tips for paper 6 In this paper you are making observations from information given in the paper, recording results and drawing conclusions. Try to imagine doing the practical which has produced the results in the questions. Recording observations †¢ All of your observations are either measurements that you make or diagrams on the paper. †¢ Write down exactly what you see.Making measurements †¢ Make your measurements as accurate as you can. Measure to the nearest unit e. g. mm. Do not try and â€Å"guess† 0. 5mm. †¢ Make sure you put units! †¢ If you have to make calculations use the blank pages within the paper. Do not write in the margin. †¢ Write neatly and show your working. The person marking your paper might be able to give you marks for knowing what to do if you make a mistake or do not finish the calculation. Conclusions †¢ Use your measurements or observations or on the results given in the question for your conclusions. †¢ Do not rely on something you have learned as â€Å"the right answer†.