Social Networks free essay sample

Also according to Lenhart and Madden, â€Å"Adults are much less likely than teens to have a profile on a social network website. About three in ten (35%) adult internet users age 18 and older have a profile on a social networking site like MySpace, Facebook or LinkedIn†(2007). How ever, teenagers are twice as likely as adults in use of these websites. Some others use it because they do not have friends in real life and they wish to make new but somehow they are afraid, and they can write anything they want to say without any fear by using social networks. Social networking technology does affect negatively on people as it causes family problems, it can be dangerous for people and it can change behavior for the worse. Social networking causes many family problems that can affect relations. As a fact, family relations are sensitive and small problems can turn to big issues if they didn’t find the right solutions for them. We will write a custom essay sample on Social Networks or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These networks take the happy moments that people can spend with family, because children prefer to sit with their computers than family, so it makes distance between the family members. Children prefer to hide their emotions and problems from their own family to tell a stranger about it and it makes them trust strangers not relatives. Why does this happen? Social networking is turning to be the best choice for children and adults to spend time. It could be nothing more than they want some independence from their parents and freedom from parents involved. Some children want to say things to their friends who are the same age and they feel they understand them more than parents. Families are suffering with the problems websites are causing. For example, two girls committed suicide because some abuse on social networks and because of pictures that were spread on Internet from these websites. These stories was in a news website that talked about two girls one committed suicide because of sexting, and the other one because of some abuse on social networks from her friends (ABC News). Other problems we can mention are teenagers got addicted to these social networks and that is a sign of behavior changing negatively. These problems for sure increase with time and affect people who use social networks and every one who is around them. The reasons why these problems are huge is because social networks never stops producing new things that attract teens and adults and encourage them to use them more and more. Adults and teenagers invite their friends and tell them to join these networks, as they are fun. Parents are aware about these problems and of course they are trying their best to find solutions for them. Some research happened to show the opinion of parents who have children with social network profiles, â€Å"Research by YouGov showed a quarter of children aged six to 11 spend an hour a day on social networking such as Facebook and Twitter. But only one-in-10 uses the Internet daily for homework†. Extra parents of older children were distressed concerning their offspring’s grades skidding as a consequence of online distractions (mirror news, 2011). This research shows that parents are really aware and worried about social networks and the negative effects of them on their children, and supports the negative side of using social networks. These social networks can be dangerous and harmful. Teens and adults, who do not care about what will happen, they are not aware of the danger that these etworks can make, are using social networks. â€Å"Though the user’s privacy settings determine whether they can be contacted by strangers or friends, many youth may not realize or use these privacy settings, thus exposing them to online predators† (Wolak, et al, 2007). There are lots of social networks, and people from many different countries use them to find new friends and make online relations. The fact is that, in social networks teens meet wrong people who use them in wrong way. These meetings can also lead to a real life meeting and outing and here the danger increases. Teens who decide to meet new people from Internet and bring them to their real life, may not tell their parents about it, and here the problem takes a wrong direction in many cases. Basically, in social networks teens and adults are more likely to meet these wrong people and believe them. Some people pretend to be friend then divulging personal information and then they can enter others profile, they maybe send messages to other people about anything they that will damage their computers. These fraud people can send viruses using others name and spread it on Internet. Fake identities are also a big problem happens in this social networking world. Some make fake identities to get attention and it is not a problem usually, problem begins when they spread wrong information about this person that harms someone else. â€Å"Their motives could just be to have a little nameless fun but they are extra probable to be sinister, like instituting phony friendships that lead to face-to-face meetings alongside who-knows-what aftermath, or to drift invitations to mature sites†(scam Busters Organization). They can make advertisements about a famous brand and take money from people and fool them and some may believe. Teens can be fooled quickly because some of them believe everything they see, especially when they put advertisement with pictures and colors that attract teenagers and adults the most. Social networking has many negative effects on teens and adults that lead to big problems. Social networks make people change their behavior. Nowadays, children use social networks more than anything else. Dr. Gallagher believes that â€Å"young teenagers and preteens are the most vulnerable to negative consequences of social media†(2011). Teens and adults change their behavior when they feel that social networking is more important than real life relations. Parents object on their children when they use social networks all day, which leads to put anger in teens and adults so they miss behave with their parents. Even parents may not know how to react and they start shouting on their children, it can also be one of the causes of changing behavior in adults and teenagers. Children turn to be abusers and they got that violent behavior with others. As Ryan (august 26,2011) has noted, â€Å"Teens who use social networking sites are three times as likely to drink alcohol, and five times more likely to smoke tobacco than teens who dont frequent the sites. † When other people post pictures like smoking and having drugs, that effect on children who use these networks and get excited to try this even if they never tried it before. This is a big issue and a reason that makes children change to the worst. They do not respect elders anymore as Socrates pointed out â€Å"  they show disrespect for their elders and love chatter in place of exercise† (2011). Kids are producing up amid a marine of electronic media. It is vital for parents to ponder how this could encounter communal existence, progress, academics, and adjustment, and how parents can assist as a buffer from a little of the possible negative aftermath( Daiz, Y. , Evans, L. , Gallagher,R). Social networks change behavior to worst because teens like their new life and personality on these networks than the real one. People around teens and adults who use social networks can be affected. For example, children can ignore Parents as they find new friends online. These friends share the same age and think the same, so children in this age do not like their parents interfere in what they are doing. Here when children change their behavior and it becomes more violent and disrespectable for people around them. Using social networks more and more can make children lose interest in studies and that is a one face of changing behavior. According to a recent poll, 22% of teenagers log on to their favorite social media site more than 10 times a day†(council on Communications and Media). These research shows that adults and teens who use social networks more than 10 times a day, they will not have a good focus on their studies. That can cause damage to their marks in school. It will lead to their parent anger and will affect on teens and make them feel upset, and also it can cause behavior changing. Som e people may argue that social networks are good to use and they have positive things like connecting with people. They connect people and also give some skills to teenagers in their growing age. They support their argument by saying that â€Å"Talking on a social networking site may also bring a teen’s personality to the forefront, while the focus on a disability lessens â€Å"(Holmquist. J 2007). Some one also might argue that becoming cozy alongside communal networking locations might additionally assistance teens change to a globe that is intentions extra and extra alongside convoluted technologies (2007). They also say â€Å"Middle and high school students are using social media to connect with one another on homework and group projects†(Schurgin. G, Clarke. K). One seeming benefit is that youth can increase their circle of friends and even converse extra frequently alongside spread relations (Holmquist. J 2007). They could maybe show that social networks can be good enough for children to use and make them more interesting to go in and see what they are is. All that may be true; however, we must consider the harm that all these social networks cause and realize how much greater the harm is than their positive effects. Networks can connect people together and strong the relations but not for adults and children, because they are still go to school and can see their friends and connect with them in real life. It is better to talk face to face rather than facing a computer screen without knowing their emotions. Also bulling is a big problem happens on social networks as â€Å"Some research has shown that youth with disabilities are at a greater risk of being bullied, and bullying can also occur on social networking sites†(Holmquist. J 2007). In conclusion, social networking has both sides of negative and positive effects that can be good or harmful for children. Parents should be aware of these social networking activities that their children do and put limits on using it. It will surly reduce the effects of social networks on them. Parents also can take help from some child study centers like NYU child study center that could be useful for them, they will have more idea about social networking and how they work. Parents can also join their children in using these networks by being friendly with them, so children will feel more confortable talking to their mother and father. Networks can be good and bad, it depends on how we want to use it and make it more interesting or make it more scary and harmful. References Mirror News ( 9 may,2011), Parents fear social networking sites are affecting their childrens school grades.. Retrieved from http://www. mirror. co. uk/ Celizic, M. (2009). Her teen committed suicide over ‘sexting’ . Retrieved from http://today. snbc. msn. com/id/29546030/ns/today-parenting_and_family/t/her-teen-committed-suicide-over-sexting/#. T8OOPbBo0Ug Goldman, R. (2010, March 29). Teens indicted after allegedly taunting girl who hanged herself. ABC News. Retrieved from http://abcnews. go. com Marquette,S. (2011), How kids fool their parents on social networks. NBC News. Retrieved from http://www. msnbc. msn. com/ McLoughlin, C. amp; Burgess, J. (2009). Texting, sex ting and social networking among Australian youth and the need for cyber safety education. Australian Association for Research in Education International Education Research Conference 2009 Canberra. Retrieved from AARE, website http://www. aare. edu. au/09pap/mcl091427. pdf Wolak, J. , Mitchell, K. J. , Finkelhor, D. (2007). Does online harassment constitute bullying? An exploration of online harassment by known peers and online-only contacts. Journal of Adolescent Health 41: S51-S58. Daiz, Y. , Evans, L. , Gallagher,R. Anti-Social Networking: how do texting and social media affect our children?. Retrieved from http://www. aboutourkids. org/ Holmquist, J. (n. d. ). Social Networking Sites: Consider the Benefits, Concerns for Your Teenager . Retrieved from University Of Minnesota website: http://ici. umn. edu/ Schurgin. G, Clarke. K, The impact of social media on children, adolescents, and families. Retrieved from http://pediatrics. aappublications. org/ Scam Busters Organization. (n. d. ). the 5 Most Common Social Networking Scams. Retrieved from http://www. scambusters. org/socialnetworking. html

Models of Health Behavior Essays

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

Define Groupthink Essay Example | Topics and Well Written Essays - 500 words

Define Groupthink - Essay Example In groupthink consensus overrides common sense and inhibits the urge to present critique, unpopular opinion or alternatives to whatever is viewed as the commonly agreed ground (Wikipedia, 2013). In groupthink the urge to remain loyal to the team and maintain cohesion makes the team members to desist from raising alternative solutions or controversial issues. As a result, independent thinking, uniqueness in thought and individual creativity are lost at the expense of cohesion and loyalty to the group. The eventual outcome is poor problem solving and decision-making. The failed team dynamics of the â€Å"in-group† presents illusions that the appropriate decisions have been attained. Therefore the ‘in-group’ greatly overrates their decision-making abilities, and excessively downplays the decision-making ability of the ‘out-group’ or opponents. As such, team members tend to think or feel that they are more inclined to making the right decisions and offer better ideas and solutions than people from without the group. This happening often hinders the reception of contribution of ideas from non-group members or other groups (Wikipedia, 2013). This source uses the Swissair collapse and the Bay of Pigs Invasion as examples of events in which groupthink was at play when they took place. In the corporate sector suboptimal and ineffective decision-making may negatively impact on the good performance of any company and cause significant losses. Swissair had been a successful airline to the extent that at times it was referred to as the ‘Flying Bank (Hermann & Rammal, 2010).’ However, during this period of success the airline had two symptoms of groupthink (Wikipedia, 2013). These symptoms included the belief in group morality and invulnerability. Additionally, before the collapse fiasco the airline’s board was significantly reduced and people with expertise were eliminated. The board reduction action contributed to groupthink by leaving behind only

Management portfolio Research Paper Example | Topics and Well Written Essays - 2250 words

Management portfolio - Research Paper Example Microsoft is a leader in their field, and the role of Sr. QBE Program Manager would provide me the opportunity to see the rewards of my hard work. A section of Microsoft’s value statement is: â€Å"We take on big challenges, and pride ourselves on seeing them through. We hold ourselves accountable to our customers, shareholders, partners, and employees by honoring our commitments, providing results, and striving for the highest quality.† (Values, 2010). This focus on constant improvement is one reason why I would enjoy the Program Manager role. Linkedin.com (2010) mentions that the individual in that role will drive continuous improvement through Microsoft processes worldwide (LinkedIn, 2010). In addition, the Program manager will use best practices techniques in leading and mentoring others on the team in their projects (LinkedIn, 2010). Being able to lead and teach others techniques that I mastered through time and effort would be a rewarding experience. The type of positive environment at Microsoft can be seen from their formal global diversity and inclusion strategy for the future (A Vision and Strategy for the Future, 2010). Three hubs of the strategy are: (1) representation; (2) inclusion; and (3) innovation. The part that I found in particular appealing was the inclusion strategy. In this, the company wants to engage their employees in meaningful careers and encourage employees to focus on social networking, cultural awareness, community service, heritage celebrations, and career development (A Vision and Strategy for the Future, 2010). The company appears to realize the importance of each of these items for employee development and wishes to assist the community and their employees. Cynthia Solomon was a previous Microsoft employee and mentioned that the Sr. Program Manager is responsible for project oversight from the start until it is implemented (Jimenez, 2002). In

The French Ban Of The Hijab

The French Ban Of The Hijab The wearing of the hijab or otherwise known as the Islamic headscarf has been a focal point in many discussions and a highly debatable subject in France. Ever since the France banned the wearing of Islamic scarves in 2004, there has been a spectrum of issues that arise particularly in three related areas: religion, self-identity of a Muslim veiled woman, and the national identity of France. What does the tern hijab denote? What is the national identity of France and how does it view the hijab? What constitutes to the headscarf ban? In this essay, I aim to discuss the implications of the clash between Frances national identity and the constructed identity of wearing the headscarf for French Muslim women. Secondly, I discuss about the repercussion of the headscarf ban such as discrimination faced by the female Muslim students at schools. For the study of this paper, I focus only on the Islamic headscarf ban though other religion symbols are banned in France such as the Jewish skullcaps and Christian crosses. The literature review foregrounds the above mentioned three questions. Background Literature Review A confusing array of positions has been taken about the relationship between wearing the hijab and Islam over the recent years. (Winter, 2008) For some, it marks the religious symbol of Islam and inevitably becomes an inalienable part of a womans identity. Religious scholars have asserted that Islamic law requires women to wear the hijab, a headscarf covering their ears, hair and neck.(Wiles, 2007) Relating to this view, Muslim women thus believe that wearing the hijab is an obligation under the commandment of the Quran. Originally, the term hijab meant curtain or separation which denoted to hide from view. Donning the headscarf, indicates that underneath it is a woman and without it, Sheikh Al-Hilali as cited in (Winter, 2008) is uncovered meat to eyes of the men who become cats, and thus cannot be blamed for harassment signifying womans weakness. (H.Sinno, 2009) states that wearing the hijab may serve as a womans emancipation and empowerment. On the contrary, French liberal perfe ctionists view the donning of hijab as a marker of female and religious oppression affecting a womans autonomy (Laborde, 2006) that contradicts with the principle of secularism. Secularism is forms part of the national identity of France, a country that disliked the force of the Catholic Church after centuries of religious battle. The roots of secularism can be recalled back into early liberalism and its succinct focus on universality, rationality and individual autonomy (Asad 2003; Yavuz and Esposito 2003) as cited in (GÃ ¶kariksel Mitchell, 2005). Fundamentally denoting, it aims to separate state and religion meaning being neutral in religion so that a democratic republic is formed. Therefore, in the eyes of secularism, religious conspicuous symbols cast religious differences onto individuals that are supposed to be rational and equal. (GÃ ¶kariksel Mitchell, 2005)As such, the wearing of hijab is perceived to indicate a non-secular expression which gradually initiated the ban. The French law imposed a ban for prohibiting all overt religious symbols which took effect on March 2004. (Kiersh) The law is a modification to part of the French Code of Education that constitutes the principle of secularity. As mentioned, France is a self-declared secular state and the manners which public schools are run are directly influenced by that notion. The controversy of the headscarf ban started with a decision undertaken by a high school headmaster in Creil who expelled three female Muslim students wearing the hijab on 18th September, 1989. Within a week, his decision was overturned. The Education Minister, Lionel Jospin , sought legal opinion and the Council stated that the right to don the headscarf was in accordance to the principle of secularism and was legally essential of French citizens fundamental doctrine rights to exercise the freedom of expression and religion. Furthermore, it can be reviewed that the wearing of such a religious symbol should not be conspicuou s in a way that leads to disrupt order in schools. Later, the Council issued a circulation advising that ostentatious elements should not be worn in schools. (Wiles, 2007) A series of tensions and irregularities stirred up such as ethnic-related violence which the government blamed on the presence of religious symbols. According to (Wiles, 2007), in July 2003, President Chirac recommended the passing of the law that bans religious symbols in state schools and reasoned that the main purpose was to affirm independence and openness to cultural diversity, arguing that the wearing of headscarf does not fit in this vision. Discussion In retrospect with the lectures and readings, it can be examined that there is misrecognition of the French Muslim women with the French law of prohibiting the wearing of religious headscarves. As (Tatum, 1997) highlights, there is a mythical norm that exists in the minority group which says, that is not me and in this case, if a Muslim woman who believes that her religion requires her to don the hijab, is forced not to wear it to abide the French law of secularism, then, that is not her. Furthermore, by prohibiting her from doing so strongly infringes on her right to that freedom of religion and conscience according to the view of (Wiles, 2007). France as mentioned is a multicultural society, but as (Blum) highlights, multiculturalism is a tolerance for and recognition of the right of other groups to pursue their own cultural identities, but which is being diluted in the effect of the ban. The ban does not have respect for and the interest in the cultural heritage of the Muslims, an d thus France cannot be said to be a multicultural society, for there is racial discrimination that surfaces from the ban. Chirac stated, Secularity is one of the republics great achievements. It plays a crucial role in social harmony and national cohesion. We must not allow it to be weakened (Fontanaud, 2003, Chirac urges Muslim headscarf ban, para. 13) As mentioned in the quote, the terms social harmony and national cohesion are indeed questionable as there have been social unrests due to the protests by the Muslims to urge Chirac not to propose the law to enforce the prohibition. Representing the subordinate group, they feel victimised and refuse to be obliged to succumb to such a ban by the dominant group because they lose their religious identity; their dignity and honour. (Taylor, 1994) A law on religious symbols in the school environment could stigmatise a whole community, said Dalil Boubakeur, president of the French Council of the Muslim Faith (CFCM). (Fontanaud, 2003, Chirac urges Muslim headscarf ban, para. 17) I agree with Dalils opinion, as the stigmatisation as mentioned could result in an inherent reduction in the identity of the religion in the discourse of the French community and the protests may reflect the Muslims reaction to re-acclaim their identity, dignity and self-respect. (Tatum, 1997) According to (Fontanaud, 2003), Chirac rejected the commissions proposal to mark the holy days of minority faiths, reiterating that French pupils had many official days off. One of the minority faiths include Islam and by doing so, demonstrates blindness to their religion and its unacceptance. (Taylor, 1994) Looking back at the notion of secularism, one may question in what way does it embrace a democratic society when it visibly demarcates the subordinate groups in terms of religious practices, despite claiming to promote cultural diversity and social harmony. In other words, it can be said that in France, do what the French do just like the saying goes in Rome, do what the Romans do to have Frenchness1 or to be called a French citizen, one must not wear the headscarf, if not, you are the other as (Tatum, 1997) puts it. In schools, French Muslims are placed at a fix amidst this identity struggle between faith and citizenship, and some are expected to compromise in wearing a bandana. (BBC, Muslim girl shaves head over ban , 2004) Touria adds: Its part of who I am. Its not just some bit of fabric on my head. Its everything. People say that its the women who wear the veil that are submissive but I think it is those women who are submissive, because it is what men want, women half naked. (BBC, 2004, French scarf ban comes into force, para.3) Tourias statement clearly contradicts Sheikh Al-Hilalis statement as cited in (Winter, 2008) that had been mentioned earlier in my introduction, where it is purely up to the individuals belief to don the headscarf, whom in this case, regard it as representing who she is (Tatum, 1997) and its possessed worth is much more than its material or function, neither does it represent a sign of weakness to the male gender. At the same time, Touria highly attunes by wearing a bandana because she refrains from drawing attention to herself or her religion, if so, may face racial discrimination in school and be excluded as a member in that discourse community. (BBC, French scarf ban comes into force , 2004). In some schools, the rule is so strict that, even a bandana is not permitted. Cennet Doganey asserts that she respects the French law and the Muslim law and shaves her head completely. The cause that led to this was due to the fact that she was refused to enter the class despite wearing a bandana and states, I respect the law but it did not respect me. (BBC, Muslim girl shaves head over ban, 2004) To her, the French law discriminates in the form of tangible representatives such as the headmasters by restricting her freedom to exercise the rights of her religion due to the headscarf ban in public schools. Some girls are even being sent home which is justified as being required to abide by the French law, that being one dimension but another which presents itself as a pillar of discrimination. Their education gets affected and they need to make a choice to go against their religious beliefs to be an inclusive French citizen. (Hashmi, 2000) If having awareness to cultural identity is th e objective of secularism in a multicultural community, then there should be cultural pluralism that involves the different racial groups to have tolerance and acceptance for and recognition of the rights of one another to pursue their own cultural exploration. As (Taylor, 1994) mentions as cited in (Blum), liberal values needs to present in the notion of multiculturalism, which contradicts the principle of secularism and the headscarf ban. Neither is there equality in dignity nor respect for that religious practice. It seems to however connote the wearing of the hijab as a threatening weapon to secularism. (Blum) reaffirms that a persons cultural identity has a distinctive set of history and practices which is central to ones overall individual identity. Hence, by being true to the constituents of the ban in accordance to the French law, the French Muslim is being separated of her own identity and becomes a misrecognised marginalised individualist whose dignity is not respected by the law. (Robert J.Pauly, 2004). Supporting this view, Taylors notion of recognition as cited in (Blum) is defined as to recognise cultural differences which creates the identities of the Muslim individuals, and by doing so means to respect their dignity, if not, it dishonours them. There are limitations to the scope of my discussion due to adhering of the word limit otherwise, the concept of integration, assimiliation and melting pot not only in France, but other parts of Europe would have been further explored as the headscarf ban arises in Turkey as well as Germany. Conclusion It appears that despite efforts undertaken by the French government to separate state and religion, it is clear that different individuals have different realities. The reality of the headscarf ban in the eyes of French Muslims causes discrimination and a separation from ones identity. The reality of secularism has good intentions in having individuals to be liberated from assumed oppressive religions but demonstrates otherwise where it stigmatises cultural identities, portraying them to have less worth in the society. Multiculturalism needs to be deeply examined in the French context due to the consequences mentioned that arise from the headscarf ban. Indeed, the headscarf ban itself needs to lend itself to be further investigated on whether it is a necessity or intolerance.

Al Qaeda 4

Paper 1 – Al-Qaeda 10/19/10 It would not at all be surprising if this decade comes to be known as the decade of terrorism in years to come. Since the turn of the millennium, terrorism, maybe more than any other global issue or topic, has plagued the world stage with constant news and horror. It can be argued that terrorism is a problem with no solution and no end in sight. The Islamic militant group, Al-Qaeda, is the most well known terrorist organization in the world.Al-Qaeda has been held accountable for some of the most tragic and horrifying acts of terror in history. Still, many people do not fully understand what Al-Qaeda is, who is behind it, and why it exists. A fluid, agreed-upon definition does not exist for the extremist organization, run by Osama bin Laden and responsible for the September 11th terrorist attacks, but rather a multitude of beliefs on the number, strength, and whereabouts of Al-Qaeda. Most researchers and historians point to August 11th, 1988 as the o rigin of Al-Qaeda as an organized group.However, it was the events leading up to this meeting that caused Osama bin Laden and a small group of extremist leaders to officially organize what had grown into a large, strong Islamic following. From December 1979 through February 1989, the Soviet Union was engaged in a war with Afghanistan. The communist Soviet Union allied with the Afghan Marxist regime in order to fight the native Afghan mujahideen (Burke and Allen). The United States channeled funds to the native Afghanis in order to stop the spread of communism by the Soviet Union in a CIA program called Operation Cyclone.There are many people today that are of the belief that it was this CIA program that kick started Al-Qaeda, and that the US was directly responsible for the growth and success of the same terrorist organization that executed the most devastating attack on US soil (Dixon). Once the war ended, Osama bin Laden met with the leader of the Egyptian Islamic-Jihad, Abdullah Azzam and planned to expand their newly founded organization. Al-Qaeda relocated to Sudan from 1992 to 1996.During this time, Al-Qaeda grew through various forms of terrorist attacks, until the Saudi Arabian government exiled Osama bin Laden and forced him and his followers to once again relocate to avoid conflict (Bergen). After the Soviets left Afghanistan, there was a period of great turmoil and anarchy that took hold. There was no established form of government, and many separate groups claimed the rights to certain territories throughout the country. This was the perfect time for bin Laden and Al-Qaeda to return home and regain power in Afghanistan.They teamed up with the Taliban, an organization that garnered its strength through the education and training of children. The Taliban had been the most successful group to rise to power, and many recognized them as the governing entity in Afghanistan. With the protection and support from the Taliban, bin Laden was able to mobilize and organize Al-Qaeda into a dominant and strategically planned terrorist organization (Burke and Allen). Al-Qaeda’s mission has been summarized as â€Å"centralization of decision and decentralization of execution. In other words, bin Laden hoped to form a group in which he and a few close advisors would set out guidelines and make decisions for the smaller cells that would then spread around throughout the world and execute his attacks. Structurally, Al-Qaeda is formed just like any other corporation, with senior executives at the top and then smaller, less powerful roles towards the bottom. Bin Laden is the emir, which is the highest power in the organization, almost king-like. Ayman al-Zawahiri is Al-Qaeda's Deputy Operations Chief, and is known as bin Laden’s second in command.Similar to other organizations and corporations, Al-Qaeda has several divisions that handle issues specific to their role. First, the Military Operative is the most destructive and infamous . It is responsible for training soldiers, acquiring weapons, and planning attacks around the world. Second, the Money/Business Committee is responsible for providing the funding for the training operatives and attacks, using the hawala banking system (informal value transfer system that is not used in the United States).The Law Committee rules on whether certain actions follow Islamic law. The Islamic Study/Fatwa Committee issues religious edicts, also known as fatwas, that the rest of the organization and even the territory it controls must follow. For example, in 1998, Al-Qaeda issued a fatwa that all Muslims should kill any American if given the chance. The most recent addition to Al-Qaeda has been the formation of As-Sahab, Al-Qaeda’s media outlet that supplies video and audio recordings and sends them out to the rest of the world (Inside Al-Qaeda).Tapes of bin Laden have been released to the United States where he takes responsibility for the September 11th attacks, as well as numerous other hateful speeches about the evils of Western culture and perceived Muslim intolerance. Although there is a large following of people that believe Al-Qaeda has been dismantled and broken down since the War on Terror, evidence still points to a structurally organized and strategically planned organization in which each department works in conjunction with each other to carry out acts of terror.Osama bin Laden is advised by a Shura Council, estimated to consist of twenty to thirty members, who make plans and decisions for the entire organization. They recently released a document called â€Å"Al-Qaeda’s Strategy to the Year 2020† in which they outlined their military, political, and religious goals for the organization in the upcoming years. The strategy can be summarized into five stages. First, provoke the United States into invading a Muslim country. This was successfully executed once the United States invaded Afghanistan following the September 11th attacks.Second, incite local resistance to occupying forces. This way, Al-Qaeda creates the enemy and turns the natives against the foreign invaders, thereby leaving them as the only reliable solution to restore â€Å"peace†. Third, engage surrounding countries in the war so that the United States is trapped in a â€Å"long war of attrition†. Fourth, convert Al-Qaeda into a set of operating principles and ideologies that can be franchised into smaller countries and smaller cells. Then, these cells will engage the United States and its allies until they can no longer fight and must withdraw.Al-Qaeda was able to do this with the 2004 Madrid train bombings, but failed to impact British involvement with the July 7, 2005 London bombings. Finally, the fifth stage, which has thankfully yet to occur, is that the United States’ economy will crumble due to too many engagements in too many areas, and any allied nations supported by the United States will fall as well. Al-Qaeda will then be able to take control and set up the desired form of government, a Wahabi Caliphate, throughout the region (Atwan).Al-Qaeda has been responsible for several acts of terror in the 1990’s and 2000’s that were designed with the intent of furthering Al-Qaeda’s mission. In 1992, Al-Qaeda successfully executed its first terrorist attack. Two bombs were detonated in Aden, Yemen. The first target was Movenpick Hotel and the second was the parking lot of the Goldmohur Hotel. Although no Americans were killed and it went with little notice in the United States, the attack did signify the first attack on Western culture by Al-Qaeda.Then, in 1993, Ramzi Yousef used a truck bomb to explode one of the World Trade Center towers. The plan was that the bomb would crumble the foundation of the first tower, sending it into the second tower and resulting in the collapse of both. Although the plan did not work to perfection, it did kill six people and put Al-Qa eda on the radar as a potential threat to American security. There were several other attacks in the late 1990’s, such as the bombing of the U. S. S. Cole, a military destroyer based off of Yemen that killed 17 US servicemen (Terrorism Project).However, no attack in history has come close to the tragedy of September 11th, 2001. The September 11th attacks were the culmination and result of Al-Qaeda’s growth, organization, and mission. Once bin Laden was able to mobilize the extremist followers, he was ready to execute the first stage of its mission strategy. On September 11th, Al-Qaeda hijacked four commercial airliners. The hijackers flew two planes into both towers of the World Trade Center, eventually collapsing both towers into debris and destruction.Another plane crashed into the Pentagon, and a fourth was originally intended for Washington, D. C. , but crash-landed in Shanksville, Pennsylvania. These attacks left 3,000 people dead and countless injured, allowing i t to be the worst attack in American history (Bin Laden). Following the attacks, an extreme sense of national unity erupted in the United States, and George Bush’s administration had no choice but to wage war against Al-Qaeda and the Taliban regime. The War on Terror began on October 7, 2001 with the first set of US troops landing in Afghanistan.The original plan was executed swiftly and successfully, and by early 2002, Al-Qaeda had been dealt a serious blow. Many of its top executives and leaders were either captured or killed, and many of its training facilities and bases were destroyed. By the end of 2004, the United States government estimated that two-thirds of Al-Qaeda’s most senior figures had been captured and interrogated by the CIA. However, Osama bin Laden was able to escape each attempt at capture, and is still believed to be hiding out in an undisclosed location.Overall, the initial strike in the War on Terror was deemed a success, even though the aftermat h has divided the nation and raised serious questions about the United States’ involvement in the Middle East (9/11 Commission Report). The world changed forever on September 11th, 2001. Aside from the tragic consequences and the unfathomable death toll, a new evil was officially born into the world. There had been terrorist attacks before, but none that shook the United States, and the world stage, as much as September 11th did. As a result, this decade has been plagued by fear of terror.New organizations and strategies have emerged that solely engage in counter-terrorist activities. Airport security has been completely revamped following an extreme fear in almost all Americans that caused aviation activity to decrease significantly after the attacks. So, after all that Al-Qaeda has been accused of, and after all the intense fear that spread throughout the country, why is it that there are still such differing beliefs and theories on Al-Qaeda? Why do some people believe that , for the most part, it has become a brand name that smaller terrorist groups use, but in reality have no real affiliation with the defeated organization?And on the other hand, why are there people who strongly contest these views and believe that Al-Qaeda is still a functioning, organized militia run by Osama bin Laden? I am not sure whether there is a right or wrong answer, but a serious concern in the minds of both beliefs is that terrorism, as a threat, could be one that proves insolvable.Works Cited â€Å"The 9/11 Commission Report. † National Commission on Terrorist Attacks Upon the United States. Web. 15 Oct. 2010. . Atwan, Abdel Bari. The Secret History of Al-Qaeda. Los Angeles, California: University of California, 2006. Google Books. Bergen, Peter. â€Å"The Osama Bin Laden I Know. Internet Archive: Wayback Machine. Web. 14 Oct. 2010. . â€Å"Bin Laden Claims Responsibility for 9/11. † CBC News. Web. 15 Oct. 2010. . Burke, Jason, and Paddy Allen. â€Å"The Five Ages of Al-Qaida. † Latest News, Comment and Reviews from the Guardian | Guardian. co. uk. Web. 14 Oct. 2010. . Dixon, Norm. â€Å"How the CIA Created Osama Bin Laden. † Green Left Weekly. Web. 14 Oct. 2010. . â€Å"Inside the Alqaeda Terrorist Network. † Middle East: MidEastWeb. Web. 15 Oct. 2010. . â€Å"List of Known Terrorist Organizations. † CDI – Center for Defense Information – Security Policy Research Organization. Web. 15 Oct. 2010. .

Religious Journey Essay

The religion that I was raised is Baptist. I have heard that southern Baptists are very strict but I did not ever have to do anything strict. My parents took me to church when I was younger but after about the age of 10 I rarely went again. They got divorced and it was really hard for my mom to raise us and work all the time, so I guess church went out the window. However I have always believed in God and I try to always do the right thing. I pray at night, but I still do not attend church even though I would like to. For a while I did analyze religion too much and I questioned if he was real, but after the stories I’ve heard of people dying and being revived they say they went to heaven. This made me a strong believer and that is why I pray for my family and everything else. If I had not gone to church during my parents’ divorce it would have been a lot harder for me to understand and get through it. It was a very nasty divorce and the custody battle lasted two long years. Going to church not only helped me understand but it gave me something stronger to believe in. The divorce was very hard on me. The religion that I practice now is just being a Christian. I do not really know the difference between Baptist and Christianity. I just know that I believe in God and try to live my life the right way so that one day I can go to heaven hopefully. I always admit my sins and ask for forgiveness. I pray for my family and friends sometimes the whole world. It makes me feel better because it is something bigger than me. I really feel like sometimes God will test us, but he always seems to make it better. I would definitely say that religion and believing in God has made me a stronger and happier person. I couldn’t imagine not believing in anything I know that life would be a lot harder. The reason I decided to be a Christian instead of Baptist is because I do not know the difference for one, but I also want the freedom to believe in God the way I want to. I feel like Christianity gives you more freedom to believe in God your own way. I do not go to church, but that’s not the point. Being a Christian just felt like the right way to go in life.