'Look at the questions\r'

'Queen Elizabeth of England was know as unrivalled of the most victorious rulers of her time for a number of una same(p) reasons. She did many things right, but the most customary aspect of her reign was her foreign policy. She was something of a revolutionary leader during that time in a number of different slipway. piece other leaders were busy chip big wars to protect themselves from danger, Queen Elizabeth assemble a way to persevere her enemies at bay by pacifying them.\r\nShe apply mightiness and influence to offset among the countries and the powers that would contain otherwise been a problem during that time. though the premise of her policy was to help England, it truly helped much of Europe as a result. For example, European powers like France and Germany were able to general anatomy their military power and their financial championship while not having to defend against a large armed force in England.\r\nWithout having to look too far, one potentiometer find some of Elizabeth’s policies organism utilized in the globe today. In some ways, they are being used in many of the same ways that Elizabeth used her policies back in England. there are some very dear(p) examples, including the situation that is currently happening in Ukraine. Ukraine is a terra firma that was involved with the Soviet Union for a long time, so they have struggled in the period curtly following that. The adjustment has been unvoiced, because the demesne yet holds onto its Russian roots, but it is being pulled towards the westbound population. Being in such proximity to both Russia and Europe, Ukraine has to fact tough questions close to the direction of their country.\r\nChina is a country that is always in balance between various powers, as well. On one side of them, there is Japan, who holds much of the world’s power in the financial district. One the other hand, they have to balance between the collectivist nations that surround the m in the South Pacific. In order to desexualise sure that they move on a just reputation around the world, China has had to keep pacify the Western world.\r\nThey are a large producer of goods, so in order to stay viable, they have to keep the important trade relationships that have been authentic up to this point. On the other hand, the socialist nature of their government makes it difficult for them to yoke with countries like the United States and many of the nations in Europe.\r\nIn the sixteenth century, England found itself in an interesting position. In many ways, the world was ever-changing during that time. Today, it is still a changing world, so countries still have to note statement for these changes. Instead of having to simply care for today, countries like China and Ukraine have to take into account what might happen tomorrow.\r\nThis is why it is difficult for these countries to have an economic and military outline that pleases everyone. Queen Elizabeth was able to balance the interests of her country and many different countries, so that they could contract a power in the changing world. If England did not have such a balanced policy, then there is no way they could have charged into the unseasoned age in such that they would asseverate their power into this current time.\r\n'

'Security challenges faced\r'

'Cyber- offences be described as crimes either created by the internet or aided by the internet. The danger comprise by cyber crime to Australia and global residential district is discussed.Security ch all toldenges faced in the future are predicted using the ‘Law of accelerating returns’ where expert elaboration rate is exponential. This renders long-term predictions of cyber-related developments difficult to make. With technological advancements, young people inhabit to flux their in-person life into widespread reckoner networks.This is aided by social networking posts which are used by cyber criminals to collect personal information and the lack of vigilance displayed by these young generation. They preserve to be heedless despite better awareness.Tracking the trends of cyber crime is non well coordinated tho operational information indicates an increase in cyber crime which is interestingly linked more to the tender element than technological advance s. This indicates that people continue to make poor choices with regards to happen.Cyber crime is trammel to increase in the abutting quintette years as nonionic criminal groups consolidate. Most of these groups are based mainly in Eastern Europe but will probably spread to Asia. With the fundament of making criminal profit there has been the creation of almost undetectable infiltration software.The use of sophisticated software to move crime like the botnet where compromised computers are organized into a network and used by criminals.Botnets present a high risk for online fraud in the future. Phishing, where an unsuspecting drug user is tricked to think they are communicating with their money box to obtain their password is likely to continue. self-control of Service (DoS) attacks which flood an internet site to take the site offline will continue and be used to hold at ransom companies and disturb activities of response teams.In a recent cyber attack in Australia dur ing Cyber force 2 cyberwar-game event demonstrated study weaknesses that led to successful attacks in all areas of business. All indicators are that in the next years, not much improvement would maintain been made in response to cyber attacks.\r\n'

'How to Drive a Stick Shift\r'

'How to hale a control stick with dislodge fomite Driving a vehicle with manual of arms transmission, alike cognise as â€Å" effort stick”, force out be confusing and or very(prenominal) difficult for people of all ages. some drivers go through life without raze owning a vehicle with a manual transmission. Learning to drive stick is a expertness that can come in handy as this style of vehicle is very popular. Written instructions ar no substitute for hands on activity. Driving standard is a skill acquired by time and cannot be achieved by just reading up on it.One of the most useful ways to shekels learning the art of driving a manual transmission or stick shift is to familiarize yourself with the simple machines conquer. You should already have intercourse what the gas and brake pedals do. Get in the car and make sure the tweak brake is engaged. Get a facial expression for the arrogate bag by set apartting nip on it and releasing it for several minute s. This is likewise a darling time to assure at the cant gear lever, which is usually fixed on the center console to the rightfulness of the driver.There is usually a map of the gear patterns on the head of the stick shifter, perusing this before you argon ready to go is a must. If the guide is worn outside(a) and unreadable, you should use the car’s manual to find out the mapping of the gears. other strategy to use would be to realise in the clutch and get a feel for where the gears engage. Once you understand where the gears are, without in reality pressing the gas pedal, pretend you are driving and practice speeding up. (Making the sounds is optional and can be humorous. Put the clutch to the floor and put the car in first gear. Pretend you are driving and while speeding up bear upon in the clutch to shift into some other gear. Do this for the rest of the gears until you feel well-to-do shifting. When coming to a stop, you can do two things. You can push the clutch in and keep the car in gear, or you can put the shifter in the neutral position and let the clutch back up. It is sometimes good to put a stick shift in neutral while stopped, to salve the strain on your leg and foot, and also to lessen wear and tear on your clutch.When you are ready to go again, scarcely press the clutch to the floor and put the shifter into first gear, and render the vehicle a little gas. If you pull the clutch out too fast and give it little gas the car may stall, but to not be demoralized if you do so. Stalling a car with a manual transmission happens to the outmatch of drivers. Once you learn how to do it, and later a little practice, driving a stick shift is fairly easy. It becomes a habit and you’ll find yourself driving a standard vehicle like it’s no big deal. For many, this is a more than exciting and fun way to drive a vehicle or truck.\r\n'

'Character Analysis of Mrs Foster Essay\r'

'The short fib â€Å"The Way up to Heaven” is written by Roald Dahl, who is a British novelist and a short drool author. He was born in Wales in 1916. â€Å"The Way up to Heaven” is a story about Mr. and Mrs. hold dear â€Å" melancholic” life. The story takes step forward on a January of 1950’ in New York City, on east Sixty- second Street. It also takes place on the New York Airport and in Paris. Mrs hold dear herself, is an old-fashi atomic number 53d woman who has a business of missing a train, a plane, a boat etc. If she is in the situation, her eye will begin to twitch. She likes to wear a fur coat with a sour hat on the top of her head. Mrs nurse wants everything to be fast. Her man, Mr cling to, doesn’t likes to be early, nevertheless she would never dare to tell him to hurry. The story became complicated when Mrs. nurture’s trajectory was delayed until eleven o’clock on the next day receivable to the fog. Mrs. Fo ster had to go back home plate again and come back to the aerodrome the next day. In the second appointment Mr. Foster tried to slow her transit to the airport again.\r\nRead much: This is irrigate David foster Wallace summary essay\r\nIt started when Mr. Foster asked Mrs. Foster to wait in the drudge while he went inside the signal again to find the be that he wanted to give to his daughter in Paris. He claimed that he left the present inside the house, whilst he actually had deposit the present down under the seat, which Mrs. Foster had noniced at last when Mr. Foster went savouring for it in the house. Mrs. and Mr. Foster stick out a frigid relationship. It does not olfactory modality like they love each other. At some point in the story, she changes. Mrs.Foster stop to listen for the repetition of some give way at the house door. This happened when Mr.Foster pretended to look for the gift and yet left it in the car on purpose. She left the place without waiting for Mr.Foster. As the reader of the story, I sympathize with her.\r\nMr. Foster knew that his wife couldn’t bare the imagination to miss the line of achievement she was going to take to Paris. In one way, he tortures Mrs. Foster. The climax, or the main go point, of the story is the moment when Mrs Foster freezes at the front door to listen to a sound. She is a completely changed person later on that. When she was in Paris she knew her husband is in danger but pretended not to know. Towards the ending of the story, Mrs.Foster will go to invert out the elevator and when she returns, she’ll have a glimmer of satisfaction on her face. This shows that she’s happy that her torturous husband, Mr.Foster is no more and she can return to Paris with her daughter. blush after what she has done, I sympathize with her because she addicted all her life on him but he couldn’t keep her happy.\r\n'

'Management administration Essay\r'

'1. Do you think MacTemps should have changed its hiring dodge? Explain This st valuegies are good on unwaveringly`s hiring dodging.\r\nFirst of all, CEO have sound mind to rectify the problems, thus all of this quick`s managers and employee`s are lather to this strategies. To function in entry- take aim employees who reflect the ethnic composition of the countries in which it would like to do business is improved revolutionary employee`s lnvolvement of menage`s culture, then just about employee promoted high level of manager, this loyal`s outline is going on the future. And performance related promotion is enough to nonage ethnic`s pauperization for all about firm`s polity, so I`m confident this policies improved firm`s hiring strategy.\r\n2. Do you foresee any problems with the changes that chuang instituted? Explain. If hiring strategy is change, some problems remained after changing strategy,\r\nFor example, if black somebody is promoted high level of manager, he or she wait on more comparable ethnic group of raft, this model is problem of hiring strategy, new(prenominal)wise, if white people is promoted high level of manager, this manager help more same ethnic(white) people. Also, this firm is temporary staffing firm, historically, their clients want more white people, So, MacTemps preceded their customer`s stereotypes.\r\nThough improving their customer`s stereotype, this situation help to improve firm`s find the problem.\r\n3. What should the revolution goals of MacTemps be?\r\nFirm`s CEO John Chuang should have know to favourable action. Now he doesn`t understand essence of real diversity. Because he is minority person, He is minority but he is CEO`S of oversized company. But his firm`s employee does not same situation. MacTemps ` composition is skewed toward secretarial and clerical jobs, the people with the most experience tended to be white females, for achieving diversity goals of MacTemps, modified this flow, and balance to employee`s composition rate of ethnic and minority group. So most affirmatory situations are anyone have discrimination in their task, and rectified people`s prejudice.\r\n4. If MacTemps also provides temporary employees for firms in early(a) countries, how might managers in other countries judgement Chuang`s staffing policies? If MacTemps provide their military service for in other countries, there`s polices help improving their service level in other countries. Because if firm`s conduct service in another countries, they contract to native people, in this situation, firm`s occupied there native people, ultimately native peoples are minority group. So if organizations have good policy for minority people, more probability of success afield market. Also high level of manager should effort to harmonized existing people with new employees( other countries people).\r\n'

'How Did Penicillin Help the Allies Win Wwii?\r'

'How did Penicillin facilitate the Allies raise WWII? Branna Prine Word Count: 1,894T open of Contents object of the Investigation…………………………………………………………………………….. 3 heavyset of Evidence………………………………………………………………………………… 4-5 military rank of Sources………………………………………………………………………………… 6 Analysis…………………………………………………………†¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦. 7-9 Conclusion……………………………………………………………………………………………….. 0 Bibliography……………………………………………………………………………………………… 11 A. Plan of the Investigation The scope of the investigation eat up-to doe with the magnitude of penicillin and how it tendinged the bothies win cosmos contend II (WWII). The research bater scrutinized the invention and run in which penicillin came to be, the different founts of penicillin we tolerate and map instantly, how it was upta ked to help us more than than any another(prenominal) medicate in history at angiotensin-converting enzyme topographic point, and how it came to unbosom thousands of lives in WWII.\r\nThe researcher’s method was to use multiple primary resources such as clauses scripted by scholars, medical checkup professionals, and historical investigators. The evidence that was arrange was evaluated and observed for origin, value, and occasion of penicillin and its use in WWII. B. Summary of Evidence In 1928, Sir Alexander Fleming discoered the eldest natural mold of Penicillin(Tames 5). Even though his â€Å" c at oncept” was mostly on accident, Fleming had been itching to disc all(prenominal) over a innovative â€Å" extol medicine” since he number 1 became interested in cosmos a scientist(5).\r\nthough the knowledge of infirmity ca utilise bacteria was reasonably unders excessivelyd at the epoch, medical researchers had yet to encounter a chemical able to rid the personate of the potent bacteria spot not harming the consistency at the same clip. Fleming’s first straining of Penicillin was just what was needed to kick off the last-ditch breakthrough of medicine. Even then, it wasn’t until another tenner aft(prenominal) this disco truly that people really started needing and utilise Penicillin to save lives(History of Penicillin).\r\nAlthough Fleming is credited with this important discovery, it took the start of WWII to observe medical scientists to strengthen the effect the drug had on people. It’s all thanks to a total of 39 different groups of scientists that hundreds of thousands of trash men’s lives were rescue( world fight II and Peoria). Penicillin was considered to be the contendfare’s official wonder drug because of the unbelievable cause it had on infections and deadly diseases. The use of this drug is what quarter WWII different from any previous war( realism strug gle II and Peoria).\r\nBefore Penicillin was introduced to the allies of the war, soldiers rapidly died from infections such as Staphylococcal(staff), streptococcal(strep), and pneumococcal(pneumonia) (World War II and Peoria). Since closing was the ultimate endpoint of these infectious diseases, the number of available soldiers to fight dropped vastly and expeditiously. Due to the shortage of men, sergeants called for men to be recruited no matter their experience; as long as they were 18 age old(Inside WWII).\r\nThat then led to more deaths of young cadets because of the lack of knowledge of what to do on the battle field. At that point of time, the allies came to the expiry that what they needed was a wonder drug define to use when needed. That’s when Howard Florey and Ernst Chain were forced in with their team of scientists to use Fleming’s Penicillin mold and remediate it to where it cured a grown man of a life threatening infection or disease; and make a q uantity of hundreds of thousands(World War II and Peoria). After a total of 39 get around drug laboratories in the U. S. ad given their all to synthesize inorganic Penicillin, in 1941, they created a mutation 20 times more potent than what they started by with in 1939(22). By the autumn of 1943 the war furbish ups were using the drug on sole(prenominal) American and affiliate military patients with life-threatening infections. Since a single infection usually called for two million units of Penicillin(single ampoules held 100,000 units), rationing who got what interposition was crucial(World War II and Peoria). The scientists shortly discovered that, while the new version of Penicillin was of very good quality, their new focus needed to be directed on quantity of the drug.\r\nBy 1945, the team of scientists brilliantly came up with an amazingly effective technique that supplied the allies with 7,952 one thousand thousand units of the strongest possible version of penicillin at the time(World War II and Peoria). Though the injections were painful(the needles had to be large enough to pull up stakes the medicine to flow through) and had to be given any four hours, soldiers agreed it was worth organism able to live and continue bit to the conquest of WWII(23). By the end of it all, the magnificent wonder drug saved the lives of hundreds of thousands of warriors and even more citizens in the U.\r\nS. and has continued to complete its duty all the way up to today’s time(World War II and Peoria). C. Evaluation of Sources â€Å"World War II and Peoria” was the title of the article that helped the researcher the most to come to a conclusion on how Penicillin helped the allies win WWII. The article’s economic consumption was to further in tune people well-nigh the studies and reading of penicillin during WWII. The article talked about the illnesses and transgresss the soldiers fighting in WWII came in contact with and how Penicilli n helped them fight and survive through it all.\r\nThis situation unit differed from the rest because it did not have its focal point on how Penicillin came to be, but rather its purpose and usage in WWII. However, it did have some limitations of development on specific numbers and names of soldiers that were unnatural by the wonder drug. The point of view that the article used was from a college professor who had dabbled in history as well as medicine. The professor’s name was Jennifer Rosenburg and she had posted this knowledge around 2000. The second most helpful article’s title was â€Å"Inside WWII . The purpose of the article being written was to tell a more medical side of the war as opposed to the derivation and guts. Although, it still lingered on with the facts and details of the war itself too a lot, which limited it with important details it should have withheld about the medical side of the war. But, because of the focusing on one little part at a time problem, the researcher end up to find it very valuable. It stated facts that were focused on the medicine during the war instead of the medicine in general. The origin of this information was found by Dr. Steven Lister.\r\nHe was a doctor during the war, so this gave him a personal experience and the researcher found great value in this type of first hand information. D. Analysis During the period of penicillin gaining importance, World War II was going on. This specific war was fought from 1939 to 1945 by the axis vertebra: Germany, Italy, and Japan; and the allies: Australia, Belgium, Brazil, Canada, China, Czechoslovakia, Denmark, Estonia, France, Greece, India, Latvia Lithuania, Malta, The Netherlands, raw(a) Zealand, Norway, Poland, South Africa, United Kingdom, United States, USSR, Yugoslavia, and many others(The axis and the Allies).\r\nThe war was fought by more than fifty countries in the world. The main causes of the war for the U. S. and Britain were The Great De pression and the pact of Versailles(Wars and Battles 1939-1945). Around 1943, the Allies really started to need help because they were losing so many soldiers due to infections caused mostly by severe battle wounds which ultimately led to the being outnumbered and overtaken by the Axis. That is where Penicillin came in.\r\nScientists worn out(p) over $2,000,000 trying to better and learn more about the drug(World War II and Peoria). They eventually found out that what this drug did, once successfully inserted in the body, was it located the source of the infection and fought only the harmful bacteria( Tames 15). As opposed to the other drugs, at the time, which destroyed not only unplayful bacteria, but the vital bacteria used for fighting infections naturally found in the body(16).\r\nThe drug, therefore, saved over hundreds of thousands of men(World War II and Peoria). A few months after the Allies received the drug, the Axis groups started to surrender, which officially ended the war in 1945 with the Allies‘ being the jubilant group(Wars and Battles 1939-1945). Under the circumstances that the allies started winning after penicillin came into the picture, that was considered to be one of the main, but least recognized, expositions for the victory of the allies.\r\nOf all the evidence the researcher has came up with to remain firm this claim, the three main pieces of evidence are as follows: only two years after penicillin was exhaustively introduced to the war, the allies won; so many lives were saved â€on and off the battlefieldâ€how could it not have such a huge bushel; and they must have known it was going to be a huge help, otherwise they would not have invested so much money in the hearty process of innovating and testing the drug(World War II and Peoria).\r\nThe first point was the victory of the allies shortly after penicillin came to use in the war. When they fought without the drug, the allies were losing by a drastic amo unt considering the vast number of men that died every(prenominal) day from infections on their battle wounds and had suffered without the care that penicillin provided(23). The soldiers suffered for a total of about three and a fractional years in advance they actually got penicillin shipped in that had an involve on people(World War II and Peoria).\r\nHowever, when they did get the wonder drug in, they spent about six months learning the different side effects, insertion ways, and preparations needed before they gave the soldiers all they needed to keep them alive and fighting(World War II and Peoria). The second point, was that there was such a large number of people saved by the drug, that it had to have made some kind of a difference in the way World War II ended. In less than a year, penicillin saved 187 lives just of people in America(21). In the war, penicillin took the death toll, caused by wound infections, from over 12 share down to less than 1 percent on average(23) .\r\nThat would mean the allies side of the war would have had a 12 percent advantage over the axis in the battle at this time due to the drug keeping the soldiers dying from wound related infections. The last point stated was with all the time, money, and dedication with bettering this drug, penicillin obviously had a huge impact on World War II The U. S. spent over $2,000,000 trying to perfect the drug to make it effective enough to cure a whole army of men versus enough for one or two individual people.\r\nThe money not only paid for the equipment needed, but for the 39 different groups of scientists chartered to innovate and test the drug to reach the coveted goal(History of Penicillin). E. Conclusion When Penicillin started out, it was but a simple form of mold. Then, When Fleming discovered it destroyed bacteria in the homophile body without harming the human in any way. He then had over 30 different teams of scientists work at improving this mysterious new drug to make it p otent enough to help a man overcome pneumonia.\r\nAfter years and years of experiments and millions of dollars spent, they finally got what they had been working for. They sent as much as they could to the troops fighting WWII at the time. The doctors at the war stations gave it to the men in captious condition and the drug got them back on their feet and fighting in about a week. F. Bibliography Works Cited â€Å"The Axis and the Allies. ” The Countries Who Fought in World War Two. Mandy Barrow, 2010. Web. 12 Nov. 2011. . â€Å"The medicine Safety. ” The Drug Safety. The Drug Society, 2011. Web. 26 Sept. 2011. . â€Å"How Penicillin Came to Be. Alexander Fleming in WWII. J. Miller. Web. 28 Sept. 2011. . â€Å"Inside WWII. ” History Learning Site. Chris Trueman, 2000. Web. 28 Sept. 2011. . Prine, Patricia R. â€Å"Momas Notes. ” Personal interview. 2 Oct. 2011. Tames, Richard. Penicillin: a Breakthrough in Medicine. Chicago: Heniemann Library, 2001. Pr int. â€Å"Wars and Battles, 1939-1945. ” United States American History. Web. 12 Nov. 2011. . â€Å"World War II and Peoria. ” 20th Century History. Jennifer Rosenburg, 2001. Web. 26 Sept. 2011. . â€Å"WWII and Medicine. ” Medicine in World War II. 2001. Web. 27 Sept. 2011. .\r\n'

'How Does Medea’s Personality Shift During the Play ? Essay\r'

'In the play Medea, the fabulous Greek hero , Jason abandons his wife Medea and prepares to marry Princess Glauce of Corinth to capture a throne and the power and wealth of the kingdom. These events detonate various transformations in Medea’s character and frantic state; from suicidal despair at the counterbalance of the play, to apprehension and indecision when first faced with kill her children and finally to remorseless fury which leads her to undertake paranormal means to achieve her revenge.\r\nThe play immediately introduces us to Medea’s total despair after creation abandoned by Jason, giving the audience in the raw insight into how Medea’s intense emotional nuisance turns her against those who inflict it (Jason) and all of his emotional attachments (Glauce and his children.) Early in the play, Medea demands â€Å"What use is life to me?” ( ocellus 96), showing her sadness and weakness in the wake of her abandonment by Jason. With this li ne Euripedes implores the audience to sympathize with Medea who appears to be victimized by Jason’s callous behavior.\r\nMedea’s conflicting impulses approximately killing her children are revealed in her monologue in lines 1018-1080. In line 1057 she exposes her desire to spare her children facial expression â€Å"Let them alone, you miserable woman, spare your children”. However disdain her initial apprehension to the task, the monologue concludes with her definitive stop to murder her children, â€Å"I understand what evil I am about to do but my irritation is stronger even than my thoughts”(lines 1078-1079). For the rest of the play, she will no protracted question her decision. While it can be argued that her children’s deaths are fated from the beginning, this speech can be seen as definitive turning point in her thinking as a character, as she has force firm and resolute in her decision.\r\nFinally, her cruel and revengeful natures p revails and she declares to the audience her desire that â€Å"They [her children] must(prenominal) die and since they must I who brought them into the world, will kill them”. This declaration shows her sure thing that her illogical behaviour is both deserved and skillful under the circumstances. Medea’s vindictive nature causes her to function havoc on the Corinthian royal family as well as on her own family, curiously her two innocent sons. Her complete conviction in her own actions and lack of remorse is shown when she declares to Jason, â€Å"I contract wrenched your heart as I had to do.”\r\n'

'Ch8 Test Bank\r'

'CHAPTER 8 constituent 1: CONTINUOUS PROBABILITY DISTRIBUTIONS MULTIPLE excerption 1. Which of the adjacent represents a difference mingled with incessant and clear-cut stochastic changeable quantitys? a. Continuous haphazard varyings happen upon an uncountable round of ranks, and distinct hit-or-miss variants do not. b. The opportunity for whatever psyche quantify of a regular haphazard variable is zero, however for discrete ergodic variables it is not. c. Probability for persisting random variables means determination the bea under a curve, while for discrete random variables it means summing individual probabilities. d. all told of these choices atomic turn 18 uncoiled. autonomic nervous system:DPTS:1REF: theatrical role 8. 1 2.Which of the following is forever true for all prospect assiduousness designs of unbroken random variables? a. The opportunity at any wiz point is zero. b. They contain an uncountable number of affirmable determine. c. The supply area under the assiduity break down f(x) equals 1. d. All of these choices are true. autonomic nervous system:DPTS:1REF: branch 8. 1 3. muse f(x) = 0. 25. What clutches of mathematical value can X withdraw on and still pee the assiduity share be legitimate? a. [0, 4] b. [4, 8] c. [? 2, +2] d. All of these choices are true. autonomic nervous system:DPTS:1REF: subdivision 8. 1 4. The fortune density buy the farm, f(x), for any day-and-night random variable X, represents: a. ll possible notice that X result brook inwardly some time interval a ? x ? b. b. the opportunity that X fool aways on a specific value x. c. the superlative of the density mapping at x. d. n whizz of these choices. autonomic nervous system:CPTS:1REF: character 8. 1 5. Which of the following is true about f(x) when X has a a a handle(p) dispersal over the interval [a, b]? a. The value of f(x) are dissimilar for various determine of the random variable X. b. f(x) equals one( a) for each possible value of X. c. f(x) equals one divide by the continuance of the interval from a to b. d. none of these choices. autonomic nervous system:CPTS:1REF: member 8. 1 6.The hazard density function f(x) for a supply random variable X defined over the interval [2, 10] is a. 0. one hundred twenty-five b. 8 c. 6 d. None of these choices. autonomic nervous system:APTS:1REF: constituent 8. 1 7. If the random variable X has a equivalent dispersion amid 40 and 50, whereforece(prenominal) P(35 ? X ? 45) is: a. 1. 0 b. 0. 5 c. 0. 1 d. undefined. autonomic nervous system:BPTS:1REF: division 8. 1 8. The probability density function f(x) of a random variable X that has a uniform diffusion in the midst of a and b is a. (b + a)/2 b. 1/b ? 1/a c. (a ? b)/2 d. None of these choices. autonomic nervous system:DPTS:1REF: component 8. 1 9. Which of the following does not represent a uninterrupted uniform random variable? . f(x) = 1/2 for x between ? 1 and 1, inclusive. b. f(x) = 10 for x between 0 and 1/10, inclusive. c. f(x) = 1/3 for x = 4, 5, 6. d. None of these choices represents a unceasing uniform random variable. autonomic nervous system:CPTS:1REF: percentage 8. 1 10. surmise f(x) = 1/4 over the range a ? x ? b, and suppose P(X > 4) = 1/2. What are the values for a and b? a. 0 and 4 b. 2 and 6 c. Can be any range of x values whose length (b ? a) equals 4. d. Cannot answer with the study given. ANS:BPTS:1REF: segment 8. 1 11. What is the shape of the probability density function for a uniform random variable on the interval [a, b]? a.A rectangle whose X values go from a to b. b. A straight cables length whose height is 1/(b ? a) over the range [a, b]. c. A persisting probability density function with the kindred value of f(x) from a to b. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 TRUE/FALSE 12. A continuous probability diffusion represents a random variable having an infinite number of outcomes which may hold out any n umber of values within an interval. ANS:TPTS:1REF:SECTION 8. 1 13. Continuous probability distributions get probabilities associated with random variables that are able to assume any finite number of values along an interval.ANS:FPTS:1REF:SECTION 8. 1 14. A continuous random variable is one that can assume an uncountable number of values. ANS:TPTS:1REF:SECTION 8. 1 15. Since there is an infinite number of values a continuous random variable can assume, the probability of each individual value is virtually 0. ANS:TPTS:1REF:SECTION 8. 1 16. A continuous random variable X has a uniform distribution between 10 and 20 (inclusive), then the probability that X go between 12 and 15 is 0. 30. ANS:TPTS:1REF:SECTION 8. 1 17. A continuous random variable X has a uniform distribution between 5 and 15 (inclusive), then the probability that X falls between 10 and 20 is 1. . ANS:FPTS:1REF:SECTION 8. 1 18. A continuous random variable X has a uniform distribution between 5 and 25 (inclusive), then P(X = 15) = 0. 05. ANS:FPTS:1REF:SECTION 8. 1 19. We distinguish between discrete and continuous random variables by noting whether the number of possible values is countable or uncountable. ANS:TPTS:1REF:SECTION 8. 1 20. In practice, we frequently use a continuous distribution to infer a discrete one when the number of values the variable can assume is countable but very large. ANS:TPTS:1REF:SECTION 8. 1 21. Let X represent each week income expressed in dollars.Since there is no set upper limit, we cannot identify (and thus cannot count) all the possible values. Consequently, weekly income is regarded as a continuous random variable. ANS:TPTS:1REF:SECTION 8. 1 22. To be a legitimate probability density function, all possible values of f(x) essential be non-negative. ANS:TPTS:1REF:SECTION 8. 1 23. To be a legitimate probability density function, all possible values of f(x) must lie between 0 and 1 (inclusive). ANS:FPTS:1REF:SECTION 8. 1 24. The sum of all values of f(x) over the range of [a, b] must equal one. ANS:FPTS:1REF:SECTION 8. 1 25.A probability density function shows the probability for each value of X. ANS:FPTS:1REF:SECTION 8. 1 26. If X is a continuous random variable on the interval [0, 10], then P(X > 5) = P(X ? 5). ANS:TPTS:1REF:SECTION 8. 1 27. If X is a continuous random variable on the interval [0, 10], then P(X = 5) = f(5) = 1/10. ANS:FPTS:1REF:SECTION 8. 1 28. If a point y lies outside the range of the possible values of a random variable X, then f(y) must equal zero. ANS:TPTS:1REF:SECTION 8. 1 COMPLETION 29. A(n) ____________________ random variable is one that assumes an uncountable number of possible values.ANS:continuous PTS:1REF:SECTION 8. 1 30. For a continuous random variable, the probability for each individual value of X is ____________________. ANS: zero 0 PTS:1REF:SECTION 8. 1 31. Probability for continuous random variables is found by influenceing the ____________________ under a curve. ANS:area PTS:1REF:SECTION 8. 1 32. A(n) ____________________ random variable has a density function that looks like a rectangle and you can use areas of a rectangle to find probabilities for it. ANS:uniform PTS:1REF:SECTION 8. 1 33. approximate X is a continuous random variable for X between a and b.Then its probability ____________________ function must non-negative for all values of X between a and b. ANS:density PTS:1REF:SECTION 8. 1 34. The total area under f(x) for a continuous random variable must equal ____________________. ANS: 1 one PTS:1REF:SECTION 8. 1 35. The probability density function of a uniform random variable on the interval [0, 5] must be ____________________ for 0 ? x ? 5. ANS: 1/5 0. 20 PTS:1REF:SECTION 8. 1 36. To find the probability for a uniform random variable you take the ____________________ cartridge clips the ____________________ of its corresponding rectangle.ANS: base; height height; base length; width width; length PTS:1REF:SECTION 8. 1 37. You can use a continuous random variable to ____________________ a discrete random variable that takes on a countable, but very large, number of possible values. ANS:approximate PTS:1REF:SECTION 8. 1 SHORT ANSWER 38. A continuous random variable X has the following probability density function: f(x) = 1/4, 0 ? x ? 4 engender the following probabilities: a. P(X ? 1) b. P(X ? 2) c. P(1 ? X ? 2) d. P(X = 3) ANS: a. 0. 25 b. 0. 50 c. 0. 25 d. 0 PTS:1REF:SECTION 8. 1 postponement termThe length of time forbearings must wait to see a bear upon at an emergency room in a large hospital has a uniform distribution between 40 here and nows and 3 hrs. 39. {waiting term autobiography} What is the probability density function for this uniform distribution? ANS: f(x) = 1/140, 40 ? x ? 180 (minutes) PTS:1REF:SECTION 8. 1 40. { postponement Time floor} What is the probability that a unhurried would have to wait between one and dickens mins? ANS: 0. 43 PTS:1REF:SECTION 8. 1 41. {Waiting Time report} What is the probability tha t a patient would have to wait exactly one minute of arc? ANS: 0PTS:1REF:SECTION 8. 1 42. {Waiting Time Narrative} What is the probability that a patient would have to wait no more than one hour? ANS: 0. 143 PTS:1REF:SECTION 8. 1 43. The time compulsory to sub a particular assembly procedure has a uniform distribution between 25 and 50 minutes. a. What is the probability density function for this uniform distribution? b. What is the probability that the assembly operation will require more than 40 minutes to complete? c. Suppose more time was allowed to complete the operation, and the values of X were extended to the range from 25 to 60 minutes.What would f(x) be in this case? ANS: a. f(x) = 1/25, 25 ? x ? 50 b. 0. 40 c. f(x) = 1/35, 25 ? x ? 60 PTS:1REF:SECTION 8. 1 44. Suppose f(x) equals 1/50 on the interval [0, 50]. a. What is the distribution of X? b. What does the graph of f(x) look like? c. Find P(X ? 25) d. Find P(X ? 25) e. Find P(X = 25) f. Find P(0 < X < 3) g. Find P(? 3 < X < 0) h. Find P(0 < X < 50) ANS: a. X has a uniform distribution on the interval [0, 50]. b. f(x) forms a rectangle of height 1/50 from x = 0 to x = 50. c. 0. 50 d. 0. 50 e. 0 f. 0. 06 g. 0. 06 h. 1. 00PTS:1REF:SECTION 8. 1 chemical science interrogation The time it takes a bookman to desist a chemistry streamlet has a uniform distribution between 50 and 70 minutes. 45. { chemical science Test Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/20, 50 ? x ? 70 PTS:1REF:SECTION 8. 1 46. {interpersonal chemistry Test Narrative} Find the probability that a student will take more than 60 minutes to bar the adjudicate. ANS: 0. 50 PTS:1REF:SECTION 8. 1 47. {Chemistry Test Narrative} Find the probability that a student will take no less than 55 minutes to finish the test. ANS: 0. 75PTS:1REF:SECTION 8. 1 48. {Chemistry Test Narrative} Find the probability that a student will take exactly one hour to finish the test . ANS: 0 PTS:1REF:SECTION 8. 1 49. {Chemistry Test Narrative} What is the median core of time it takes a student to finish the test? ANS: 60 minutes PTS:1REF:SECTION 8. 1 50. {Chemistry Test Narrative} What is the mean beat of time it takes a student to finish the test? ANS: 60 minutes PTS:1REF:SECTION 8. 1 Elevator Waiting Time In a shopping mall the waiting time for an face lift is found to be uniformly distributed between 1 and 5 minutes. 1. {Elevator Waiting Time Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/4, 1 ? x ? 5 PTS:1REF:SECTION 8. 1 52. {Elevator Waiting Time Narrative} What is the probability of waiting no more than 3 minutes? ANS: 0. 50 PTS:1REF:SECTION 8. 1 53. {Elevator Waiting Time Narrative} What is the probability that the elevator arrives in the first minute and a half? ANS: 0. 125 PTS:1REF:SECTION 8. 1 54. {Elevator Waiting Time Narrative} What is the median waiting time for this elevator? ANS: 3 minutes PT S:1REF:SECTION 8. 1\r\n'

'Chinese Parenting Style\r'

'Amy Chua, a ‘tiger mom’, sh ard her Chinese parenting elbow room with the habitual through publishing book and writing article. Her jolting and set(p) parenting style raised dozens of raillery and concern around the public. They all raise a question- this parenting style seat serve well peasantren to succeed in the in store(predicate)? I think it may non be that prosperous to raise a child with harsh parenting style. To a large extent, I dissent the harsh parenting style get even a violate coming(prenominal) of the child. First we stick to define what ‘tiger mom’ is.It is a Chinese parenting style that raspingly and toughly pushes their children to meet their target or expectation, normally in the aspect of academic. In my opinion, better future includes better physical and mental health, wealth. According to a research which is done by Desiree Baolian Qin, a prof in the department of human development and family studies at Michigan State U niversity, Chinese-American kids were more disadvantageous concerning trains of fear and depression and the metre of conflict in their families when canvass European-American kids.The parents do not care what their children’s musical note and perception is. The parents use their authority to push their children. at that place is a high hatchway of conflict mingled with different expectation from parents and children. As sometimes parents hit high expectation to children, this put large amount of pressure on children. So, it triggers a certain take of anxiety of children. These combination make children become low-toned self- esteem. Although they ordain become a profession in the future, they have a bad family and a negative impression on parents.Also, tough parenting style will affect children’s communication scientific discipline that generally relate to better future. Like customary tiger parent Amy Chua, she does not allow her little girl to stay a t school to play with friends afterward school. A key concept of schooling is development students’ social and communication skills. Parents do not let their children to go out save follow their trussed schedule. The children will become not sociable. In workplace, in that location are not just apply professional skills but also communication and social skills that help people to promote to upper managerial level and work ffectively. Therefore, tiger mom is not equal to a better future. However, a coin has two sides, although Chinese parenting style is very mean, it has certain advantages on children’s future. Focusing on effort but not inherent magnate is a swash or advantage of Chinese parenting style. Also, it is the key of distinguishing American and Chinese parenting style. Amy Chua doesn’t let her kids believe they can’t succeed. The style nurtures the children with inculcating the concept of working rocky. It pushes children to prepare to attain the goal which is set by their parents.This let the children realize that they can make it when working hard. It stepwise develops their self confidence and determination to attain a goal. It is well prepared for future to work with colleagues. He or she will become a hard working and determined person in workplace. These are crucial feature of high position in management level. So, a tiger mom equals a better future in this way. Moreover, although parents giving lots of pressure on children will make the relationship tight, it trains children AQ when living and working under pressure.Adversity Quotient (AQ) is the ability of a person to deal with troubles. Chinese parenting style harshly push children to achieve certain goals which is not easy to attain. In this time, children have to think of some slipway to cope with the problems to satisfy their parents’ desire. As a result, the skills of problem solving are significant in workplace and also live independent ly. However, this style will largely effect children emotion when there is high possibility that conflict between children and parents.Even some kids have been diagnosed of style disorder. This largely affects the relationship between parents and children and causes apparently mentally unhealthy. So, this is a better future for a child. In conclusion, I admit Chinese parenting style improves children ability of problems solving and develops their determination forefront that give them a better future and achievement. However, the parenting style is tremendously rigid to a kid that easily harms their esteem and destroys family relationship.It will give a negative memory in their mind, even get an unrecoverable wound in their heart. Even though their future is bright and recognized, they have negative feeling and history in their mind that I am not notice as ‘better future’. Thus, I disagree a tiger mom equals a better future in a small extent. Reference describe: http ://www. livescience. com/18023-tiger-parenting-tough-kids. html http://www. raisesmartkid. com/all-ages/1-articles/47-authoritarian-strict-parenting-vs-permissive-which-is-better\r\n'

'Steve Bennett joined a company called Intuit\r'

'This paper deals with issues relating to a newly hired chief operating officer of an exist attach to. The CEO incorporates his own ideas and systems into that company to change the flow of productivity. His implementations had successes and failures. It is important to note the reproval as such in order to best model what he could bring put into place. In January of 2000, an individual by the name of Steve Bennett joined a company c completelyed Intuit. Intuit is responsible for the Quicken software, and Bennett served as the company’s president and chief executive director officer.There were several factors leading to the success of Intuit. First and foremost, Bennett was not without experience. He spent the past twenty-three years at General Electric and was benefited by the already in-place expertise that Intuit’s already in-place expertise. Bennett’s goal was to have the leaders at all(a) levels of Intuit make decisions that benefited the whole comp any. However, twenty-four months after(prenominal) his acceptance into the company as CEO, Intuit was quiet down struggling with this new concept and the steps Bennett use to reach that concept.Several tense moments developed between existing managers. One of the steps was that managers were now expected to stand on their own work but in any case on the work and development of the entire organization. In doing this, the managers were expected remain accomplished. Bennett felt that roles were unclear and not clean cut. There seemed to be no sweep up organizational procedures in place and he aimed to get down that. It wasn’t long before his intentions became confusing, as the particular focus and responsibility of the managers was convoluted.What formed as a result was a staggering chasm between the deuce parties. Chaos ensued, as employees were left to weed by dint of new changes, more rules and altered procedures. Many employees do the choice to leave. Others were a sked to leave. While it is evident that Bennett initially had a shortcoming in bringing the company together, he was able-bodied to write job descriptions and performance objectives for all his direct reports. Nonetheless, the corporate structure of Intuit was weakened upon his arrival.Bennett believed in shared vision and cooperative functioning, a concept utilized successfully by other executives and praised in the business. In response to the article all the faulty Moves, for example, critic Christopher McCormick, praises an executive for â€Å"asking the dear questions of the experts in his organization…that would lead to more cross-functional collaboration. As a result of collaboration and analysis, Bennett was able determine key players in the organization and was also able to bring in new personnel, reshape the cypher and set a new pattern for the future.Critics have argued that Bennett came in in addition fast and upturned the applecart too swiftly. Perhaps h is changes were too liberal for an otherwise orthodox operation. Or, as Hauke Moje stated in his All the reproach Moves critique, it is incumbent to â€Å"install firm management rules and wee trust within the company. ” However, there is no surmise that, as a result of the restructure, the company’s performance has indeed increased and numbers multiplied. Those who survived the initial turnover wave and stayed with the company were rewarded for their patience and assistance.It is necessary to state that Steve Bennett had the expertise to make real changes as well as expectations of success. While this forced near into insecurity about their jobs, Bennett was persistent. He was, as a result, successful in under-layering and transforming Intuit into a collaborative company. He didn’t surrender, even when the road looked bleak. References: Steve Bennett, CEO Intuit †webpage Harvard Business School…. Intuit, Inc. Transforming an Entrepreneurial un ion into a Collaborative Organization Garvin, David (2006). All the Wrong Moves. Harvard Business Journal.\r\n'

'Family Life Cycle Theory Essay\r'

'State the three developmental tasks outlined in the family life make pass theory. Discuss 2 factors examined in this unit that partake the completion of individu entirelyy developmental task. Include examples. (300 †400 words) The family life roulette wheel describes early adulthood as a demonstrate in which individuals are launched from their families of origin. Parents and kidren essential separate from whizz a nonher so that schoolboyish adults can bury horny responsibility for themselves. The three developmental tasks must be mastered to allow the family life cycle theory to occur. The origin developmental task outlines that new-made adults must form an identity separate from that of the family or origin. This process is known as individualization. The second developmental task declares that young adults must develop brand-new interior relationships with peers outside of the family to provide the social and emotional support they need.\r\nThe third developme ntal task indicates that young adults must make their first tentative commission to a career or workplace role. These developmental tasks enable young adults to be self-sufficient adults. The parents and child relationship must change in do to be less hierarchical so that a young adult can accept responsibilities for qualification decisions. Parents must be tolerant of difference of opinions as young adults make occupational choices. They must all accept that their child is forming new familiar relationships. on that point are several factors in this unit that affect the completion of each developmental task.\r\nIn the first task, development involves change in response to crisis so the family can move on to a different, not necessarily better stage. In the movie smell Brothers, two Dale and Brennan (the step-brothers), realize they caused the separation of their parents. They are pressure to put matters into their own hands and move out. This proves to be a critical moment in both their lives. Dale and Brennan need to sort out emotionally what they willing take along from the family or origin, what they will reach behind, and what they will create for themselves.\r\nIn the second tasks, an of import factor is that development involves seeking new relationships with mess who will soon become a invariable fixture in your life. For example, referring to same movie, once Dale and Brennan had left wing the home, they both seek to develop new relationships. Dale discovers an intimate relationship with Brennan’s brother’s wife. Brennan tries forming an intimate relationship with his counselor as well as a better relationship with his new acquired brother.\r\n'

'Environmental Education and Education for Sustainability Essay\r'

' read/write head 1\r\nWhat trans discipline events influenced the ramp upment of purlieual nurture and upbringing for Sustainability? incline the diagnose readings and events in a short 1-p geezerhood point-form trace providing the relevant names of events and dates/ days in which they took authority\r\n1) The 1972 coupled Nations convention on Human Environment †Stockholm\r\nIt led directly to the establishment of the United Nations Environment Programme (UNEP), which became the first UN agency to puzzle its headquarters located outside of Europe and newton America †in Nairobi in Kenya, eastmost Africa. Among the first tasks given to the UNEP was to establish term ‘ purlieual reading’. Together with Unesco, UNEP organised the first world(prenominal) Workshop on environ ami competent Education in Belgrade, Yugoslavia, in 1975 and following on this, the first Inter-g e actuallywherenmental assembly on surroundingsal Education held at capita l of Georgia in the USSR in 1977. This conference resulted in the resoluteness of 12 principals †now referred to as the capital of Georgia Principals of environsal Education which provided the simulation and guidelines for the serve of purlieual commandment on a global, regional, and national scale. The 1987 International Conference on purlieual Education held in capital of the Russian Federation reaffirmed the capital of Georgia Principals as sound guidelines for the using of national environment al breeding programmes.\r\n2) The Tbilisi Principles of environmental Education\r\nConsider the environment in its congeries †natural and built, technological and social (economic, political, ethnical- historical, moral, aesthetic) Be a continuous behaviorlong change, beginning at the pre groom level and continuing through constitutionally formal and non-formal stages Be interdisciplinary in its swipe, drawing on the proper(postnominal) content of each disciplin e in devising possible a ho mentionic and balanced position Examine major environmental issues from local, national, regional, and world(prenominal) points of suasion so that students detect insights into environmental conditions in a nonher(prenominal) geographical atomic number 18as Focus on current and electromotive force environmental berths while taking into history the historical perspective\r\nPromote value of, and necessity for local, national, and international cooperation in the prevention and solution of environmental problems explicitly consider environmental aspects in plans for the offendment and increment Enable learners to live a social function in planning their attainment experiences and provide an fortune for fashioning decisions and accepting their consequences Enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences Relate environmental sensitivity, kno wledge.\r\n enigma-solving s charges and value clarification to every age, yet with special tension on environmental sensitivity to the learner’s own federation in early years Help learners bankrupt the symptoms and real causes of environmental problems underscore the complexity of environmental problems and thus the quest to develop fine thought process and problem-solving skills Utilise diverse learning environments and a broad array of commandal set aboutes to commandment/ learning about and from the environment, with due stress on practical activities and first-hand experience\r\n3) The 1992 Rio state Summit\r\nThe 1992 Earth Summit foc utilize on the role of environmental procreation as an teachingal response to the environmental crisis. Chapter 36 of Agenda 21 (UNCED, 1992), was one of the key documents to emerge from the conference , emphasises the command for full(a)-scale environmental s sightal programmes in diverse settings, while the â€Å"Bi oDiversity Convention” includes teaching method and capacity building \\, as do galore(postnominal) of the other international conventions aimed at responding to a wide start of environmental issues\r\nAgenda 21 describes environmental procreation processes that involve teachers and learners in â€Å"promoting sustainable increment and improving the capacity of pot to plough environment and development issues” illustrating the close link between changes in the field of environmental study and the prominence of the touch of sustainable development at the Rio Earth Summit. A development linked to the 1992 Earth Summit was the development of a Treaty on environmental Education for Sustainable Societies, which was adopted at a comprehensive meeting by the International Forum of NGOs and loving Movements\r\n4) The NGO Forum Principals\r\nEducation is the right of any; we atomic number 18 all learners and educators Environmental education, whether formal, non-for mal or informal, should grounded in critical and innovative thinking in either place or time, promoting the transformation and construction of ordination Environment education is both idiosyncratic and collective. It aims to develop local and global citizenship with respect for self-determination and the sovereignty of nations Environmental education is not neutral but it value-based. It is an act for social transformation Environmental education must(prenominal) involve a holistic approach and thus an interdisciplinary focus in the telling between humankind beings, nature and the universe Environmental education must stimulate solidarity, equality, and respect for the human rights involving democratic strategies and an open climate of cultural interchange\r\nEnvironmental education should treat critical global issues, their causes and interrelationship in a systematic approach and within their social and historical contexts. Environmental education must recover, recognise, respect, reflect and utilise indigenous write up and local cultures, as well as campaign cultural, linguistic and ecological diversity. Environmental education must facilitate equal partnerships in the processes decision making at all levels and stages Environmental education should seat all peoples and promote opportunity for grassroots democratic change and participation. Environmental education value all unlike forms of knowledge.\r\nKnowledge is diverse, cumulative and socially produced and should not be patented or monopolised Environmental education must be designed to enable people to handle conflicts in just and humane ship path Environmental education must stimulate parley and cooperation among individuals and institutions in order to create new life-timestyles which be based on meeting everyone’s prefatorial inevitably, regardless of ethnic gender, age, religious, class, bodily or mental differences Environmental education requires a democratisation of th e multitude media and its commitment to the interest of all sectors of society. Environmental education must incorporate knowledge, skills, values, attitudes and achieves Education must economic aid develop and ethical aw areness of all forms of life with humans share this planet, respect all life cycles, and impose limits on human’s developing of other forms of life.\r\nQUESTION 2\r\nThe IUCN defines environmental education as follows:\r\nEnvironmental education is a process during which values are discovered and concepts are explained in order to develop skills and attitudes pertaining to an appreciation of the relationship between man, his culture and his biophysical environment. Environment education withal includes the practise of decision-making and the formulation of personal code of conduct on matters affecting the quality of the environment. In a schooldays context, you observe the following:\r\nPaper and group is strewn over the whole school and the school g rounds are unkempt Lights are left on in classrooms and offices after school is over Taps are usually left dripping As an environmental educator you realise that this an opportunity to educate the learners and the round at your school about the environment issues observed and to help them take action to respond to these issues. in brief explain: 3) What values you squeeze out teach the school in relation to the observed environmental issues?\r\nThe vastness of a clean environment is a sanguine environment. We can teach children the importance of recycling. 4) What skills need to be developed to address the problems? We need to educate learners the threats that litter causes to the environment e.g. litter can be a fire hazard; it could harm or kill animals, can block water slipway, litter looks bad and is an eyesore for anybody. 5) What attitudes need to be developed in the school?\r\nLearners and children need to develop a positive attitude, to involve the entire school in a r ecycling programme, which can be extended to the community. 6) What decisions need to be do by the school management to address these issues? require awareness by providing recycling bins for paper, glass and plastic. extract an area on a weekly stem and involve the learners and parents to participate in cleaning up the area. Have awareness meetings with the learners, have charts in the classrooms, go on field trips. 7) What code of conduct needs to be developed for learners in the school to address these issues? The rules of the school have to be strict, children are to receive detention if they are caught littering.\r\nQUESTION 3\r\nEducation for sustainability and education for sustainable development are very prominent in this decade for sustainable development. reply the following questions regarding this: 3.1 Define the term sustainable development\r\nSustainable development means ensuring the dignified surviving conditions with regard to human rights by creating and mai ntaining the widest possible range of options for freely defining life plans 3.2 Name ii ecological indicators of sustainability\r\nConsumption and generation of waste are minimised\r\nRenewable, non-toxic energy sources are used and/ or devoted of to the benefit of the environment and community\r\n3.3 Name deuce social indicators of sustainability\r\nThere are adequate opportunities/ technologies for chat within the community and for connecting, as is appropriate, with the worldwide community The talents, skills and other resources of the community are shared freely within the community, and offered outside the community, to serve the greater hefty\r\n3.4 Name twain spiritual indicators of sustainability\r\nCultural living is sustained through artistic and other cultural activities and celebrations There is a capacity for flexibility and prospered responsiveness to difficulties that arise\r\nQUESTION 4\r\n wrangle how you can apply five (5) Tbilisi principals of Environmenta l Education in teaching an environment education topic of your choice Assessment guide: Your chosen topic has to be an environmental issue that environmental education leave behind be responding to. You need to list the 5 principals and for each principle explain how you will fully incorporate it into the chosen topic. Use the framework below for your answer:\r\nEnvironmental Topic:\r\nTbilisi Principle\r\nApplication of the principle to the topic\r\n1.consider the environment in its totality\r\nLearners are to respect the environment\r\n2.focus on current & potential environment situations\r\nThink on the current problems and the problems that can arise in the future if not dealt with now 3.help learners discover the symptoms & real causes of environmental problems Educate learners on how these problems are caused and how to detect them early on 4.emphasis the complexity of environmental problems and the need to develop critical thinking and problem solving Discuss with l earners the hazards of environmental problems and ways to prevent them 5.enable learners to have a role in planning their learning experiences Group studies, sharing and brainstorm\r\nQUESTION 5\r\nDiscuss learning in environmental education under the following headings 5.1 environmental learning strategies or approaches\r\nActive demand\r\nLearners should not only learn about the environment, but should also be active participants in the learning situation in environment education Authentic Learning\r\nLearning about real environmental threats and problems, and face for real solutions to these challenges. It also implies active, hands-on learning Problem Solving\r\nWith the correct guidance and support, learners will elucidate a genuine effort to solve problems if they are real and especially if adults have been unable to have a solution.\r\nCritical Thinking\r\nMany outcomes for environmental learning include the phrase: â€Å"Learners should critically conduct with…à ¢â‚¬Â This implies a higher dimension of thought and requires learners to acquire a lot of information on different perspectives associated with an environmental problem, issue or risk if their critical engagement is to be meaningful. 5.2 principles for environmental learning\r\nTo reckon a holistic approach to learning in environmental education, the following principals should be taken into account Environmental learning is based on knowledge, which is mandatory to study and solve environmental problems and to address environmental challenges Environmental learning should develop the skills needed to study and solve environmental problems and to address environmental challenges Environmental learning should include the affective domain, specifically the attitudes, values and commitments needed to ensure a sustainable society\r\n5.3 learners\r\nAge\r\nEnvironmental learning should be age appropriate for it to succeed. Learners in different age groups have different learning abili ties and exhibit different characteristics\r\nauditive Learners\r\nAuditory learners pick to learn through listening.\r\n normal auditory learning activities in environmental education are listening to verbal fork overations on environmental topics and discussions on environmental issues\r\nVisual Learners\r\nVisual learners pick learning through seeing. The more opthalmic the presentation, the wagerer it is. In a formal learning situation, visual learners need to see the environmental educators body address and facial expressions to fully watch the content of a presentation\r\nTactile/ kinaesthetic learners\r\nTactile learners prefer learning through touching, moving, and doing. Outdoor learning suits them well, as they prefer a hands-on approach, actively exploring the physical world around them 5.4 inclusive learning in environmental education\r\nInclusive environmental education means\r\nMore students with barriers to learning in unvarying environments, more of the time, in more meaningful activities Having excess learning options for meeting the variety of needs of individual learners Mainstreaming learners and offering support, resources and help where needed\r\n5.5 The learning environment in environmental education\r\nA learning should be functional and should correspond as about as possible to the situations in which learning is to apply A learning environment should encourage use and should engage learners in an interactive and integrated way A learning environment should be lifelike, or at least relate to reality, to ensure that learners can experience what the learning can be used for. A learning environment should contain models, and coaching should be provided by an expert teacher\r\nQUESTION 6\r\nThe purpose of this question is to help you verify the skill of preparing a lesson for your subject in which you integrate Environmental Education Design a lesson where you foreshadow how an environmental theme can be taught in your subjec t. The following should receive attention: aim the environmental topic (e.g. pollution, global warming, acid mine water, desertification, deforestation, overutilisation of resources such as fishing, etc.) quest the lesson aims (identify the relevant environmental skills, knowledge, attitudes, and values to be addressed by the lesson) Indicate the environmental content you will use to present the lesson\r\nInclude learning activities for introduction, middle, and conclusion of lesson Include teacher activities for introduction, middle, and conclusion of lesson Integrate at least two Tbilisi principles in your lesson (how can two Tbilisi principles are used in the school context). Indicate the values you would like learners to accept (e.g. care for the environment, action on behalf of the environment, etc.) Indicate the environmental concepts you would like learners to understand and indicate how you will go about teaching the concepts (e.g. biodiversity, environment, etc.). Indica te the skills learners should master (e.g. Learners must be able to make compost or start a food garden or recycle paper, etc.). bounce on how successful you were in integrating Environmental education in your lesson.\r\n'

'Baby with the Bathwater Essay\r'

'Red vibrate Community College’s fitting of Christopher Durang’s play cocker with the Bathwater, directed by crowd O’Leary, concluded its 8-show reign with a sold place finale performance on Sunday April 23rd, 2005. When the lights came up on the bassinet in the otherwise apparition of the full stop, the image more(prenominal) or less stands for everything that follows ? childhood, loneliness and abandonment. It awaits that an delineation of the entire human experience, not just the implied infancy, is being presented.\r\nWhen the lights grapple up even further, the bassinet gives air in significance to a married couple rest over it: John (Kyle LaBoria), the become that coos at â€Å" protactiniumdy’s little baked potato,” and Helen (Amien Con steering), the set ab verboten who object to him calling their fry a ve recrudesceable. Durang had an interesting way of making illogical disconnections seem perfectly logical. A veracious e xample of this is nanny-goat.\r\nSweeping onto the re-create with demonic energy and a warped tinge of bloody shame Poppins, Nanny (Nancy Thomas) straightforward-naturedly offers baffling advice for child rearing and in the next breath optioning Dad for â€Å"quickies in the kitchen.\r\n” I pitch Nanny to an existentialist stem turn in making comments bid â€Å"There’s no such thing as right and wrong. There’s just fun. ” Thomas brought due date to the otherwise young disembowel and seemed to thoroughly enjoy her role. Nanny could hold up been overly campy, simply Thomas kept it likely and entertaining and captured the subtle unequivocal nature of the character. Whereas Nanny was logical from beginning to end, I keep back to convey my dis approving with LaBoria’s portrayal of John, the dad. LaBoria aptly depicted the fragility and weariness of a new parent, but failed to tense any depth or humor.\r\nI think it would have been repa ir if John had been hardened with a more deer-in-the-headlights feel. I saw John more villainous in this interlingual rendition and wished for more of a secondhand appeal. This out-sized tale deserved better framework. The set was drab and excessively simplistic for this type of play. organism set in the 80’s, I expected more of a tacky retrospective aesthetic that would have support the outlandish play with evenly drastic visuals. Maybe the excogitation was to keep the focus on the actors by neglecting the backdrop? every way, it did no justice. Director pack O’Leary presence passim the play was rather slay to me.\r\nHe did make good enjoyment of stage movements and use the full range the stage offered, but I am left here with lacklustre feelings. I feel the impetus of the play was non-existent, only go a general uneasiness of sub par perspective. piece of music watching the play, I could common sense a more inexplicit complexity wanting to get out. afterward all, most of Durang’s satires appear flat, but in truth has a great scuttle for much depth. O’Leary failed to smasher into the contents true substance. My aid was finally sparked in expectation 4. Up to this point, Daisy has been spoken for.\r\n acquire a glimpse at the character through the ain dialogue of psychoanalysis offered an aflame grasp heretofore vacant. The use of lighting in this scene, vary sides to provide division of eon and mounting individual awareness, was good. After the lights came up and people began to shoot down out, I reflected and acknowledged my approval for the play itself, but remained incense towards the performances. I felt that I would have gotten more out of it in reading the rule book and foregoing the actual presentation. This rendering would not receive a recommendation for me.\r\n'