Identifying Problems and Offering Solutions Essay

Identifying Problems and Offering Solutions - Essay Example For instance, if one of the students was making noise in class, Nick would candidly to stop talking in class because that was the rule. This quite irritated his classmates and hence got him on the wrong side of the school bullies. They would spit in his lunch, knock over his books, call him names such as gay and faggot, and this really hurt his pride. Unfortunately, when Nick’s parents complained to the school authorities about their son’s predicaments, all they got was nothing more than ‘boys will always be boys’ or ‘we’ve done all we can’. One unfortunate morning, Nick Perry changed his pajamas and wore his favorite T-shirt and pair of jeans. Having had enough, Nick strapped a belt around his neck and hanged himself from the top of the shelf of his closet. When his father found him, it was too late to save him. Nick’s life had been cut short at his young age. Bullying in schools is a global problem and as Nick’s suicide case shows, it can have dire consequences. This article therefore looks into the causes of bullying in schools, its impact on students, the short and long term effects it has on the bullies and victims before discussing some of the strategies such as revision of school policies as solution to bullying in schools. Bullying can be defined as aggressive behaviors or actions that are done with the intent of making the victims feel belittled or hurting them. Bullying in schools can further be described as unwanted behaviors among students driven by either perceived or real imbalances of power. Bullying bears the following characteristics: Imbalance of power- the students who act as bullies, use the power at their disposal such as physical strength, popularity, seniority, or access to some embarrassing information about their victim, to control others. However, this imbalance of power is subject to change from time to time depending on the situation. It has to be

Control immigration Essay Example for Free

Control immigration Essay Every now and then, especially in periods of crisis, the argument of restricting the access of immigrants to ones own country resurfaces. Whether a country is flourishing or struggling, there is never enough for all: theres always someone else which is too many and comes to steal your air, particularly if he is poor, dirty, not speaking well your language, and so different from you. The fear and suspicion toward the immigrants is the easiest instinct an unscrupulous leader could incite in an ignorant undiscerning crowd. The grounds proposed to restrict immigration, and persecute or throw out foreigners, are the most selfish, vile and oblique, or specious and exploitable are its supports in any case. It is said that immigration policies must be tightened because many â€Å"illegal† immigrants enter the country day by day, but there does not exist a man or woman which is â€Å"illegal† outside a human artifice: a person can not be â€Å"illegal†. It is a universal right for people to stand and inhabit the land they want when doing no harm; men and women have no other home than the one that they choose. The nationalists (and the like) want to believe or make believe that the country has reached its limit of reception, but a land, unlike a field, it is not a private property: you cannot claim its possess just because you arrived first and declare who could come in and who cannot. Nation are fictitious, borders are drawn. It is being said that the immigrants come into the country to â€Å"steal† jobs and resources to the natural citizens, and profit from their welfare system, but the vast majority of newcomers come with the hope and the intent of building a living and keep themselves with fatigue, contributing to the wealth of their new country all along, whereas they undertake all the sort of jobs the so-called natural citizens dont want to do anymore. There is no â€Å"natural† citizen (especially in the case of Americans): everybody came from somewhere, and all have always moved, and always will. There is no right of  first-class people with precedence over second-class ones; the class is one: the humankind. The fear gets spread professing that the immigrants bring crime with them, but the crime level they raise it is the one caused by the laws that consider them â€Å"illegal† from the beginning, simply because they are considered undesired by an authority that doesnt grant them the right to stand where they have arrived with great difficulties and fatigue: instead of pursuing the duty of integration the states fill up their jails with whom escaped the toils of the rejections relegating these people to the fringe of society, where the crime is a means to survive, and the worst tendencies find the worst companies. Anti-immigration laws create illegality. Nearly every emigrant flees from backgrounds of intense poverty, maladies, scarcity, violence, persecutions, hopelessness and wars (or they are simply trying to achieve a better life), and trying to stem with force an inevitable social process, byproduct of that same globalization system promoted by who opposes to fluxes of migrants, can just produce a climate of terrorism. In the meantime, the dread and the hate toward the foreign and the diverse, and the battle of the poor against the poor(er), keep a population distracted from the real causes and persons responsible for its penalties. Beware of a society where goods and financial capitals have more freedom of the people themselves.

Curves - Situation Analysis Essay -- essays research papers

Situation Analysis: Client Analysis Curves International is a world-renowned women’s only fitness center, a pioneer in the â€Å"express workouts†. Curves target client base consists of all types of women; from the busy executive to the ultra busy soccer mom, and most importantly, Curves caters to women who overall want to be healthy. Curves makes exercise fun and beneficial for women regardless of fitness goals. Curves clients perceive it more than a â€Å"gym†, but as a support group and a social outing for some. It’s a place that for an hour a woman can feel good about herself and the goal she’s working towards. Customers like the â€Å"no frill†, â€Å"no hassle† workouts. It’s a place where women could feel comfortable. Curves offers a haven where women can feel comfortable to let their guard down and have a good sweat. Women are also drawn to Curves because Curves has strong brand equity. Their quality of service, revolutionary design to the â€Å"express workout† is number one in the women’s fitness industry. In today’s day and age, there are more women in the workforce, along with more working mothers, all which lead to a fast paced life style trying to juggle career, family, and home, which represent a very similar lifestyle for women in National City. The market for women’s fitness services and products has never been greater and continues to grow. Women represent 50.8% of the US population. National City has a population of 56,472, with 50% of the population being female. Of the ...

Life in a Hostel

The life in a hostel is different from that of the home. At home, sometimes it becomes different to frame suitable timetable of studies. There may be relatives or guests visiting frequently and making the atmosphere of home quite unfit for serious studies. In such situation hostel-life seems to be boon for a student. Far from his/her home, he/she finds all facilities that are essential for sound studies in a hostel. Hence, hostel life is welcomed by most of the students. Hostel life is regular and helpful to study.Hostel is a place where students are given proper environment for all round development resulting in good careers. Here they find safety against many social evils. Living in a hostel students have to follow its general rules and regulations which are meant to make their life regular and punctual, the basic needs of success. They are taught to be self dependent; also they are given guidelines so that they may prove themselves worthy citizens of the nation. In schools, more e mphasis is given on text books and the students are kept busy in completing homework in different subjects.In hostel too text books are taught with great care but at the same time, the students are given education on morality, responsibility and other basic norms of human life. In a hostel, a student comes in contact with a number of other students. He acquires many good qualities from them. When a student sees his next door neighbour daily taking morning exercise, he also gets inspired and starts doing the same. One good student becomes an example for other hostellers’.Thus a good environment is created where the hostellers’ sole aim becomes to devote their time to useful activities, in which studies comes at the top. Hostel life makes the students competitive. They do hard labour in company of their room-partners and accordingly dream for bright future. At times they help the weak students in their studies. They support each other by sharing their joys and sorrows. T hus, hostel life not only develops the spirit of healthy competition, but also teaches the lesson of mutual cooperation. But hostel life has many drawbacks.Students coming for the first time to a hostel, find entirely new atmosphere. Sometimes they misuse the freedom, they get in the hostel. They begin to smoke and at times, even to drink. Studies become secondary for them. Such students must not be sent to hostels. Instead they should live under parental care. Overall hostel life is a boon and a bane-both at the same time. It is a boon for those students who take advantage of it and make their life successful. On the other hand it is a bane for those who fail to realize the, very purpose of hostel life and spoil their future.

Addictions and Phobias Through Classical and Opperant Conditioning Essay

Phobias and Addictions through Classical and Operant Conditioning This paper will explore how phobias and addictions are formed through both classical and operant conditioning and show just as addictions and phobias can be formed, they can also become extinct. Classical conditioning is the use of a conditional stimulus such as a person, place or object that forms an unconditional response. An unconditional response is one that does not require thought, but instead, is a natural reaction of the body (Kowalski & Weston, 2010). Irrational fear of an object or a situation is called a phobia. Phobia’s can make a person become paralyzed with fear for no apparent reason. Phobia’s can be created by putting together an object or a situation with an irrational thought or feeling. Singularly, the object or situation does not provoke a fearful reaction, put once a fearful, irrational thought is associated with the stimulus, the object or the situation creates a fearful response. Phobia’s can be created by classical conditioning. This happe ns when a stimulus is repeatedly paired with a negative reaction. Over time, the brain begins to associate the stimulus with the negative reaction and creates a fight or flight response. Take for example agoraphobia, the fear of being in certain places such as crowds, public transportation or being outside their home without another person. At some point, while doing one of these activities, the individual probably had a panic attack. In his or hers mind, the association between the place and the panic attack has started to take hold. The next time the individual returns to the place or activity, he or she may become worried that he or she will again have a panic attack. The stress from the worry may then elicit another panic attack, which then conditions the brain to have the same fearful reaction to the stimulus. The individual then becomes extremely stressed when faced with the stimulus, or he or she avoids the place or activity completely. This is how agoraphobia is created through classical conditioning. Operant conditioning is a reinforcement of behavior that is controlled by the environment rather than then being a natural  reaction of the body (Kowalski & W eston, 2010). When an individual avoids a situation or an activity because of even the slightest fear, this reinforces the effects and the intensity of the fear. It can become a phobia through operant conditioning. A phobia created by operant conditioning takes place when the negative reaction to the stimulus is reinforced by the avoidance of that stimulus. Over time, the negativity escalates and the individual will have a much harder time dealing with and overcoming his or her fear. While classical and operant conditioning can create phobias, they can also cause addictions. According to the book â€Å"Addictions: A Comprehensive Guidebook† (McCrady & Epstein, 1999) classically conditioned addictions are created when the mind begins to associate a person place or object to the stimulus of the addiction such as shopping, drugs or food. These associations then begin to have a trigger effect and that causes the cravings or urges for the stimulus. With operant conditioning, a person is conditioned to use his or her stimulus of choice because of the feelings or emotions that are aroused due to the use of the individual’s stimulus. These feelings are a positive reinforcement of his or hers behavior directly related to the use of that person’s â€Å"drug† of choice. In the case of an individual who is addicted to food, if he or she is feeling upset or anxious, they may choose to binge on food and in the moment, start to feel less anxious or less irritable. These feelings are a positive reinforcement of their choice to binge. Thus they are conditioning themselves to feel better through the use of food bingeing. This is operant conditioning. Just as classical and operant behaviors are able to take hold, they can also become extinct. In the case of phobia’s or addiction’s, the classical conditioning extinction process starts to take place when the body’s natural reaction, i.e. panic attacks or cravings, start to take place without the person, place or object being posed. Eventually the mind starts to disassociate the original stimulus and the response, leading to the extinction of the classically conditioned behavior. Much in the same way as classical conditioning becomes extinct; operant conditioning begins the extinction process when the reinforcement of the behavior no longer takes place. For the binge eater, if they no longer are comforted by the food, the food starts to become less effectual as a means to control feelings  bringing about the extinction of the addiction (Kowalski & Weston, 2010). Simply put, phobia’s and addictions can be learned and reinforced by way of conditioning and also can be extinguished by lack of the same conditioning. Bibliography Kowalski, R., & Weston, D. (2010). Learning. In R. Kowalski, & D. Weston, Psychology 6th Edition (pp. 162-194). Hoboken: R.R. Donnelley & Sons, Inc. McCrady, B. S., & Epstein, E. E. (1999). Etiology of Alchohol and Other Drugs. In B. S. McCrady, & E. E. Epstein, Addictions: A Comprehensive Guidebook (p. 61). Oxford: Oxford University Press.

8 Character Development Exercises to Help You Nail Your Character

8 Character Development Exercises to Help You Nail Your Character 8 Character Development Exercises to Help You Nail Your Character Even the most fast-paced, action-driven novels need compelling characters to keep readers engaged. Of course, readers will never â€Å"get to know† a character if the author doesn’t have a thorough understanding of who they are and what is driving them first. To this end, we’re about to get real close and personal with a few character development exercises.Character development exercises are a great way to give yourself a better understanding of the person you are creating with pen and paper (or â€Å"fingers and keyboard,† more likely). They also help you create resources that you can pull from during the writing process. In order to help bring your character to life, we are breaking character development down into three stages:Establish your character’s current emotional motivationsPut your character into contextBring your character to life Even the most fast-paced, action-driven novels need compelling characters to keep readers engaged. Establishing your character’s internal motivationsNailing down your character's fundamental goal - the thing that is truly important to them - will help you see what is driving them right now and why their story is worth telling at this moment in their lives. Without an internal goal to achieve, your story will lack a narrative arc. Perhaps even worse, your characters will come off as flat. How to Create a Character Profile: the Ultimate Guide (with Template) Read post Exercise #6: Break the iceThink about it: how many times have you been asked in one form or another, â€Å"So, tell me about yourself?† It’s a classic ice-breaker question, and, these days, with social media and the overwhelming variety of ways for us to â€Å"present ourselves† to the world, the stakes of â€Å"tell me about yourself† have never been higher. Of course, we change the way we answer this question based on who we’re talking to. Further chip away at your character and establish how they present themselves to others by imagining how they would briefly describe themselves in the following situations: In a job interviewOn a first dateCatching up with an old friendFlirting with someone at a partyIn their Twitter bioAt the border between the US and MexicoExercise #7: A little less conversation, a little more actionWhen you meet someone, you do not start by announcing your height, weight, hair, and eye color, so please do not introduce your c haracter to readers like this. But how to avoid describing looks and physicality without chunks of exposition? Consider this line from James Joyce’s Ulysses: â€Å"He looked in Stephen's face as he spoke. A light wind passed his brow, fanning softly his fair uncombed hair and stirring silver points of anxiety in his eyes.†Joyce takes advantage of a moment of action to shed light on Stephen’s looks and his anxious demeanor. Try your hand at conveying your character through action by first writing a list of physical traits that apply to your character. Next, with that list at hand, write a scene where something is happening - whether it’s a conversation, laundry-folding, cooking, etc. Weave references to your character’s physicality into the action.Exercise #8: Take them on a test-driveSometimes a bad case of writer’s block boils down to a broken connection between you and your protagonist, and the solution can be a change of scenery. Not for you - for your character! Writing prompts are a good way to get the creative juices flowing and can help you clear out the block so your character can continue down your story’s path.For a weekly supply of fresh writing prompts, head here. For your protagonist to shine through the page, they need to have their own voice. It’s only once you have acquired a thorough understanding of your protagonist, that a compelling and realistic character will shine through the page. However, there is disagreement in the world of writing communities regarding what information is or is not relevant for an author to know about a character. While we believe it’s probably unnecessary for an author know the number of hairs on their character’s head, we also believe you can never know too much about your protagonist. What’s important is discerning what information is significant to the current story you’re writing. As Ray Bradbury wrote in Zen in the Art of Writing: â€Å"Plot is no more than footprints left in the snow after your characters have run by on their way to incredible destinations.†If you’ve tried any of our suggested character development exercises, or if you have favorite tricks of your own, let us know in the comments!

Quebecs Struggles for a Distinct Society & Fr-Can Natnalsm essays

Quebec's Struggles for a Distinct Society & Fr-Can Natnalsm essays Quebec has always been trying to maintain it's cultural identity. I this essay, I will try to outline the reasons why has this always been the case, and its direct link to French-Canadian nationalism. The path that leads to separatism is a long and winding one. The French saw Confederation as the only solution in 1867. They needed Confederation so they can remain in control of their own language, religion and a way of life. The paradox of the situation was that they also fully understood they would always be the minority in Canada and that as more regions joined Confederation, the situation would only get worse. This was however, preferable to a slow assimilation by the English, since now they could have laws passed that could protect their society. As a minority in a country, Quebec's point of view was often disregarded in favour of the English-speaking majority. The first example of this could be seen from the way the Riel rebellions were handled. In 1885, what became known as the Saskatchewan Rebellion took place. This was led by Louis Riel who went to Batoche to once more set-up a provisional government and prepare the Metis for battle to protect their homes. The revolution was crushed, Louis Riel arrested and taken to Regina for a trial. Disregarding the jury's express recommendation of mercy, on November 16th 1885, Riel was hung for treason. The execution was in direct response to political pressures from English speaking Canadians. To the French, it seemed Riel was hung because he was French and he was fighting to protect the interests of French people. Also in the 1880's, the Manitoba School Question became another issue of contention for the French speaking Canadians. In the 1880's, the population of Manitoba became a majority of English speaking people, and so, the Manitoba government abolished the separate (catholic) school system. Though only a minority, the French people still had considerable numbers in Manitoba and ...

Periphrasis Definition - Glossary of Rhetorical Terms

Periphrasis Definition - Glossary of Rhetorical Terms In rhetoric  and  prose style, periphrasis is a roundabout way of saying  something:  the use of an unnecessarily lengthy expression in place of one thats more direct and concise. Periphrasis is a  type of  verbosity. Periphrasis (or circumlocution)  is commonly considered a stylistic vice. Adjective: periphrastic. EtymologyFrom the Greek, talking around Examples NBC Sunday Night Football. Two groups of stalwart men will compete for the possession- and conveyance- of a midsize leather ovoid!(What to Watch. Entertainment Weekly, September 6, 2013)The Elongated Yellow FruitOn the late Boston Transcript, a feature writer, with a fondness for using three words where one would do, once referred to bananas as elongated yellow fruit. This periphrasis so fascinated Charles W. Morton . . . that he began collecting examples of Elongated Yellow Fruit writing. Samples:In the New York Herald Tribune a beaver was almost incognito as the furry, paddle-tailed mammal.The Denver Post elongated mustache into under-nose hair crops.To the Associated Press, Florida tangerines were that zipper-skinned fruit.In the Lincoln [Neb.] Sunday Journal-Star a cow did not give milk; the vitamin-laden liquid came from a bovine milk factory. . . .The Boston Americans ski columnist could not decide whether to call snow the elusive white subtance or the heavenly tapioca. And in Travel magazine, skiers slid down the slopes on the beatified barrel staves.(Elongated Fruit. Time, Aug. 10, 1953) Periphrasis in Euphemisms and the Grand Style Periphrasis occurs when a single word is replaced by several others to form a longer phrase that names the same thing: for instance, briny deep for ocean, or the manly art for boxing. . . . Its often used in euphemisms to speak around, and thus spare readers from any distasteful associations the more direct, single-word variant might trigger: little girls room for toilet, or passed on to greener pastures for died. Writers also use periphrasis to elevate their prose, to raise it from the informality of the low and middle styles to the formality of the high one, as in the following example, And those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges. (King, I Have a Dream) Periphrasis can also lend prose a poetic or even archaic flavor. As Katie Wales notes, periphrasis is at work in the kennings of Old English poetry (swan road for sea, or heath stepper for deer).(Chris Holcomb and M. Jimmie Killingsworth, Performing Prose: The Study and Practice of Style in Composition. Southern Illinois University Press, 2010) Fowler on the Periphrastic Style The periphrastic style is hardly possible on any considerable scale without much use of abstract nouns such as basis, case, character, connexion, dearth, description, duration, framework, lack, nature, reference, regard, respect. The existence of abstract nouns is a proof that abstract thought has occurred; abstract thought is a mark of the civilized man, and so it has come about that periphrasis and civilization are by many held to be inseparable. These good people feel that there is an almost indecent nakedness, a reversion to barbarism, in saying No news is good news instead of The absence of intelligence is an indication of satisfactory developments. Nevertheless, The years penultimate month is not in truth a good way of saying November.Strings of nouns depending on one another and the use of compound prepositions are the most conspicuous symptoms of the periphrastic malady, and writers should be on the watch for these in their own composition.(H.W. Fowler, A Dictionary of Modern English Usage, rev. by Ernest Gowers. Oxford at the Clarendon Press, 1965) Pronunciation: per-IF-fra-sis Also Known As: circumlocution

The Interest Rating to Develop a Theory of Liquidity Preference Essay

The Interest Rating to Develop a Theory of Liquidity Preference - Essay Example When the economy is doing well, the corporate cash flows rise above what is required to pay the debt off. This leads to speculative euphoria where this act of borrowing and lending goes on and reaches a point where the borrowers are no longer able to pay off the debt. As borrowers are no longer able to pay back, it leads to financial crises where banks do not have liquidity. As a result of the borrowers’ default, banks further tighten their lending, which means that even deserving borrowers that could pay back do not get access to capital in such circumstances. According to Minsky, these swings are a part of a free market economy and cannot be avoided unless there is the provision of a government enforced the regulation. Mishkin, on the other hand, focused on the role of asymmetric information in the financial system. This essentially means that one party in the transaction has less information than the other party. For example, a lender is not aware of the potential ways in which the borrower is going to use the money, but in case the money is lost, it is always the lender who is at the losing end. This asymmetric information creates two problems, namely the adverse selection and the moral hazard. Adverse selection is a trend in which lenders choose borrowers who can pay a higher interest, knowing that they can pay higher interest because their business is riskier and hence there is a greater chance of losing the money on the part of the lender. The interest rate on such investments is quite exaggerated to reflect the risk premium. Moral hazard occurs when the borrowers may choose to invest the money in activities that are undesirable from the lenders’ point of view or else they simply do not work. As this loss is to be borne by the lenders, they will refrain from lending thus causing a financial crisis. Mishkin concentrates on interest rates to develop a theory of liquidity  preference.  

Research on Utamilla Religion Paper Example | Topics and Well Written Essays - 2000 words

On Utamilla Religion - Research Paper Example 98), which acknowledges faith in single creator as well as in the reappearance of the spirit following death, in addition to the pure harmony among individuals and the earth. The actual groups survived through hunting, fishing, collecting other foodstuffs and creating medications. Besides, they participated in trade with other groups that expanded from the â€Å"Pacific shoreline to Great Plains† (Trafzer, p. 122). The Umatilla clan is among the three indigenous American ethnic groups, together with the ‘Cayuse’ and ‘Walla Walla’, which reside on the ‘Umatilla Indiana Reservation’ in United States. The ethnic groups started during 1855 via terms of an agreement with the United States government. During the year 1949, the Umatilla, Cayuse, and Walla Walla created a distinct ethnic government. In the present day, there are over 3000 members of the associated ethnic groups of the Umatilla Indian Reservation. The Umatilla clan indicates towards the â€Å"Columbia as the Big River† (Trafzer, p. 101) and traditionally shared it with quite a lot of other native clans of individuals, together with those with whom they currently create the associated ethnic groups. The three clans speak the Sahaptin language, despite the fact that there were individual dialects. The Umatilla clan resided on both sides of the Big River and had family unit, business, as well a s financial dealings with the other ethnic groups beside the river. Only during the initial phase of the 21st century, the people of the Umatilla clan discarded the wandering way of life that incorporated travelling for hunting as well as fishing sites in an annual cycle. The conventional foodstuffs of the Umatilla clan were â€Å"salmon, roots, and deer† (Trafzer, p. 139); residing in longhouses, the clan’s â€Å"tent type shelter could be up to 80 feet (24 m) long† (Trafzer, p. 139). The introduction of the horse, which Europeans started in the Americas by the last part of the 15th century, expanded the clans' mobility as well as scope, and enhanced business by growing link with the area’s other clans. Near the start of the 19th century, the encroachment of non-Indian foreigners as â€Å"trappers, missionaries, settlers and U.S. soldiers† (Trafzer, p. 167), transformed the terrain and considerably influenced the clans' life ways. Earlier than the beginning of European power as well as ailments, the Cayuse, Umatilla, and Walla Walla people were thought to be around 10000. By the 21st century, successors would make up almost one third of that figure. During the year 1855, the ethnic groups as well as the U.S. Government, discussed a contract that let United States to officially claim the terrain and open the gate for pioneers to reside there. The ethnic groups abandoned the majority of their 6.4 million acres for a reserved area of 2.5 million acres. The three ethnic groups as well reserved privileges within the contract that incorporated the right to fish on their usual spots and to hunt as well as collect conventional foods along with medications on ceded terrains. The ethnic groups as well reserved forever, their rights to retain independence. As a result of ‘congressional legislation’ during the last phase of 19th century, the 2.5 million acre reservation was decreased to its existing 172,000 acres (Trafzer, p. 197). The family units of the Umatilla clan were broadened and usually had a large number of relatives, staying in single home. Males were mainly in charge of hunting, creating warheads as well as tools, and taking care of the horses. Females were in charge of food preparation and stitching cloths. Females as

Ethnography Essay Example | Topics and Well Written Essays - 1000 words

Ethnography - Essay Example n which the members of this church maintain a close-knit, family relationship by examining worship practices, family relationships and subgroup relationships within the greater whole. The data for this analysis was collected over a period of weeks in which the author kept a journal of his observations while attending church. While the author was a participant in these proceedings, effort was made to step back and view the proceedings from the perspective of the outsider without sacrificing the insights available to the insider. Journal entries were made on a weekly basis beginning September 4, 2006 and ending October 23, 2006. There are approximately 250 listed members of this particular church, 230 of which attend on a regular basis. The members of the church range in ages from the very young to the very old, with a majority of the members falling within the middle age category. The congregation is also comprised of a wide variety of ethnicities, primarily Russian, Lebanese and Greek. The worship service itself functions as a reminder of a call to family togetherness. One of the first actions parishioners observe as they walk into the church is to light a candle in the Narthex in memory of a deceased relative or loved one – the author typically lights one in memory of a deceased uncle. They then kiss the icon and cross themselves on the chest three times before taking their places to ensure they are in proper frame of mind to receive the instruction to follow. The sermon, usually covering a topic that is loving and nonjudgmental, typically lasts approximately one hour. Following the sermon, the congregation files out, kissing the priest and the cross he holds as they pass. From here, most members of the congregation file into a large dining room in which they partake of foods brought in from individual members. Toward the end of the period of study, a young girl was baptized in a child-size plastic swimming pool that had obviously been purchased at

Designing and Managing the Early Childhood Classroom Essay

Designing and Managing the Early Childhood Classroom - Essay Example †¦the physical classroom you are given by your administrator. However what you do with that space says a great deal about you as a professional. Parents and the administrators may take their first impressions of you from your classroom before you have an opportunity to speak with them (6). A good classroom is one in which you can see the learning areas clearly when you walk into the room†¦you are in control of the traffic pattern in your classroom. The traffic pattern refers to the places on the room throughout which the children and the teachers will move. The traffic pattern sets the tone of the room just as much as the wall decorations can, and it will likewise set the tone for activities and behaviors throughout the day(6). It is sound research that the first five years of a child’s life are the formative education and learning experiences for the child concerned. The preschool years are important in impacting in an appreciable way the rest of the life of the child. Therefore, the provision of nothing but the best for our coming generations is a must. The purpose of all the stake holders must be to provide the most enriching environment possible. This is directed related by the preschool curriculum. Teachers teaching at this early level need to be well trained not only in teaching but many other aspects as well. Moreover the environment is to be absolutely fool-proof. No splinters that can ignite fire and no jaded edges that can rip through the flesh. The space does not count but the way it is utilized does. The classroom must have a theme. What I propose is the four seasons. The beauty of the thematic settings highlights and sets a tone, in addition it provides ample space for psychological, sociological, psychiatric and physical needs of the growing child. Winter, Fall, Spring and Summer. For the birth to pre k things like temperature

Consanguineous Marriages among Arabs Essay Example | Topics and Well Written Essays - 2500 words

Consanguineous Marriages among Arabs - Essay Example Thus beginning should focus on the significant of this research to our largest society since the marriage as it definition stated above is mainly adapt by blood relations. To this end, readers are expected to gain a lots from the digging that would made of the merit and demerit of the said marriage, so that they would either practicing it if any, or else reduce, based on the lessons they grab from the writing. It should be noted however that consanguineous marriage is not only practicing by Arab in this world, it is a general phenomenon among humanity. Since it is a marriage that exists among biological relations, for example, first cousins, uncle's son marries auntie's daughter and others. It is a union between male and female among al, races irrespective of where they came from. For example, "around the globe consanguineous marriages have been practiced by many societies from time immemorial. It is widely practiced in Asia, North Africa, Switzerland, Middle East, some parts of China, Japan and fishermen communities in Europe and America. One in two rural marriages in Tamil Nadu and Andhra Pradesh are consanguineous". (Problem with consanguineous marriage) Since the said marriage is a general phenomenon among all races, as long as they contracted marriage based on blood relations. Thus this research would explore all channels towards knowing much about the marriage, and what are the positive and negative implications that would befall on any society that remain only on contracting consanguineous marriage. By doing so, societies would be able to taker a stand on what they should do if it happens they are very much deep in it. While academically, this research would add lots to knowledge seekers especially in the field under discussion, to know much about consanguineous marriage, how it is practicing and it positive and negative impact to the societies. To this end, after the research, they would use what they might have learn toward inculcating to their societies, especially who are practicing the type of that marriage in shading more light to them, so they can adjust where necessary. Since the research on the above mention marriage is primarily focusing on its practices among Arabs, there is the need to make an assessment on the rate of it practices in the Arab countries to further clarify the issue. CAUSES OF CONSANGENEOUS MARRIEGE AND ITS EFFECT At this point there is the need to research on what are the causes of consanguineous marriage Why some societies continue to remain firm on practicing this marriage despite the fact even if it has positive, it also has it negative effect One of the researches conducted has shows that one of the causes of practicing consanguineous is said to enhance cordial relationship among families, it is said to also increase the nature of political relationship, being religious or cultural.In Middle East for example, it is found that one of the vigor reasons of engaging in consanguineous marriage is for enhancing political development among Arabs people. The ties of relations in marriage affairs in that part of the world is very significant in continue being under one umbrella. A writer name Kurtz, write about why Arab people of the Middle East prefer consanguineous ma

Designing and Managing the Early Childhood Classroom Essay

Designing and Managing the Early Childhood Classroom - Essay Example †¦the physical classroom you are given by your administrator. However what you do with that space says a great deal about you as a professional. Parents and the administrators may take their first impressions of you from your classroom before you have an opportunity to speak with them (6). A good classroom is one in which you can see the learning areas clearly when you walk into the room†¦you are in control of the traffic pattern in your classroom. The traffic pattern refers to the places on the room throughout which the children and the teachers will move. The traffic pattern sets the tone of the room just as much as the wall decorations can, and it will likewise set the tone for activities and behaviors throughout the day(6). It is sound research that the first five years of a child’s life are the formative education and learning experiences for the child concerned. The preschool years are important in impacting in an appreciable way the rest of the life of the child. Therefore, the provision of nothing but the best for our coming generations is a must. The purpose of all the stake holders must be to provide the most enriching environment possible. This is directed related by the preschool curriculum. Teachers teaching at this early level need to be well trained not only in teaching but many other aspects as well. Moreover the environment is to be absolutely fool-proof. No splinters that can ignite fire and no jaded edges that can rip through the flesh. The space does not count but the way it is utilized does. The classroom must have a theme. What I propose is the four seasons. The beauty of the thematic settings highlights and sets a tone, in addition it provides ample space for psychological, sociological, psychiatric and physical needs of the growing child. Winter, Fall, Spring and Summer. For the birth to pre k things like temperature

Analyse the scenario given and produce a report detailing your Essay

Analyse the scenario given and produce a report detailing your response to the below changes in business environment - Essay Example Keeping all these facts in mind the business environment on a macro level looks prosperous for the young entrepreneurs. The location of the business is at Seaford road which is a populous suburb of east Sussex with a population of over 23000 people and is home to educational institutions. Hence the key USP aligns with the local community aswell. Condition of The Business: The current cash flows of the StudentPizza Ltd are lower than what was estimated initially. The business has yet to return a turnover which was expected even after 5 months. Although the key point which they had identified while opening the business was quite valid and relevant that Students love pizza and keeping this in mind opening a restaurant with the target market as students was quite relevant. Working on their USP by attracting students and making it exclusive for students they have been able to retain students as their loyalist but have only managed to attract few customers from the locality. Also they are running out of investment and capital to run the business as the business has not returned profits as expected for 5 months. SWOT ANALYSIS, RECOMMENDATIONS AND STRATEGIES A detailed analysis of the business and its environment, strategies pertaining to them along with recommendations for executing these strategies is mentioned in detail in this section. Strategy Assessment: In order to asses, whether a particular organizational strategy is suitable for an organization it is important to conduct a SWOT analysis. The SWOT analysis points out the strengths, weaknesses, opportunities and threats of the organization in question. To assess how effective an organizational strategy would be, it is very important to conduct a SWOT analysis. SWOT analysis is an overall strategic planning methodology. It is used to assess a strategy from the point of view of its strengths, weaknesses, opportunities and threats. It involves the business environment and the business objective of a particular pro ject and how internal and external factors will help achieve those objectives. The technique was developed by Albert Humphrey. He led a convention during his stay at Stanford University in the 1960s and the 1970s. He incorporated data from some Fortune500 companies. A SWOT analysis usually begins with clearly defined state and objectives. Strengths: In strengths it is checked which attributes of the company will help in achieving the desired objectives. The strengths of the company are many. It targets the student population for junk food and they tend to be the most willing consumers for the same. The initial investment in the idea isn’t much. The timings of the outlet are very lucrative and so is the location of the chain a very ideal one. Weaknesses: In weaknesses it is checked which attributes of the company will be harmful in achieving the objectives. The outlet faces stiff competition from other more established outlets. The sales continue to suffer and the promotional strategy is weak at best. Opportunities: What opportunities will work in favor of the desired objectives? There are various opportunities that can capitalized on by the firm. Firstly, it needs to come up with a more aggressive promotional strategy and reach out to all students. Capitalize on social media, come up with flyers, posters, ad games and various other ways to promote and attract customers. Secondly, negotiation with the suppliers to bring

Sonnys Blues Essay Example for Free

Sonnys Blues Essay James Baldwins fictional story, Sonnys Blues, is a short tale between two brothers who grew up in Harlem a place where drugs are known to destroy lives of many young people. The narrators brother, Sonny, is one of those young people addicted to drugs and the narrator got the news that his brother was imprisoned for illegal possession of heroin. Even though the narrator became worried about his brothers bleak future because of drug addiction, the narrator did not reconcile with his brother until the death of his daughter. With this turn of events, the narrator reunited with his brother through letters and finally upon Sonnys freedom from prison. The narrator remembered his mothers last will for him to take care and look after his younger brother, which he was not able to do. This memory and their conversations helped the narrator understand Sonnys perception of life. Even though he and Sonny were very different, the narrator finally understood Sonny as he played his jazz music that described his deep emotions and blues (Baldwin 1-25). Character The narrator is Sonnys unnamed older brother who is a high school teacher in Harlem. His character is very much the opposite of Sonnys. Despite the more common ill-fated living in Harlem, the narrator is a successful man as shown in his occupation and family. However, he is a failure in terms of looking after his brother as his mother had wished before death. On the other hand, Sonny is a musically inclined person who resorted to drugs in order to keep himself from being overwhelmed by the suffering in his surroundings. His contrasting personality from his brother also built the gap and separation between them. Unlike his brother, Sonny was not able effectively cope with his situation that led to his faulty decisions in life. However, all his angsts, angers, and other deep emotions were expressed passionately through his music. Theme The theme of the fictional story revolved around the concept of love between brothers. The narrator and Sonny are brothers who were separated by their differences. However, the meaning of the story tells the readers that no matter how different brothers are, they are obligated to love each other. This can be shown by supporting and understanding each other and seeing through their differences. Brotherly love is also illustrated by not killing the hope that a misguided or misled brother can find his way back, in this case, through Sonnys music. Conflict, Crisis, Resolution The conflict in the story revolved around the narrators doubt about Sonnys capacity for change. Many times over, the narrator did not trust that Sonny can change for the better, hence he did not put much effort in understanding his brother. Even though the narrator did not explicitly show this, Sonny was able to feel the doubt from the narrator and other people around him though he did not express his feelings. The turning point that bridged the gap between the two brothers was when the narrator remembered his promise to his mother to look after his brother. Hence, when Sonny poured out his feelings in his music, the narrator was finally able to understand and accept his brother. Point of View The story is told in the first person through the point of view of the narrator who is a main character in the story. The narrator is the older brother of Sonny who began narrating the story by saying, â€Å"I read about it in the paper, in the subway, on my way to work. I read it, and I couldnt believe it, and I read it again† (Baldwin 1). The use of the first person, I, suggests that the focus of telling the story is through the eyes of the narrator. This means that all revelations and emotions are told to the readers as the narrator perceives them from other characters. Works Cited Baldwin, James. â€Å"Sonnys Blues†. Web. 6 July 2010

Change and Continuity in L’Oreal

Change and Continuity in L’Oreal Introduction There have been plenty of cosmetics that have been produced and released in the market by various companies in the previous five years. The reason behind this is that more and more people especially women are becoming more conscious of their physical appearance that they are prepared to spend their hard earned money even on expensive but high quality and effective cosmetics. While the cosmetics industry is comprised of many companies that offer unique cosmetics at varying prices, it remains clear the LOreal remains as one of the more dominant and successful organizations at present. Since its establishment in 1909, LOreal has since become a significant force to reckon with in the cosmetics industry (LOreal Official Website, 2010). The advent of globalization has enabled the company to diversify its products to cater to various target markets with distinct beauty needs. Because of the massive profits that LOreal consistently gets from its local markets, the company has been able to effectively allocate its financial resources towards its expansion activities that have helped solidify the companys dominant position in the cosmetics industry. Guided by the effective leadership headed by CEO Jean-Paul Argon, LOreal has amazingly continued to make strides even in the presence of the global economic crisis that has resulted in many of its competitors experiencing significant declines in productivity and profitability. It is clear that the deep wealth of financial and human resources of LOreal along with the effective strategies to take advantage of the benefits provided by globalization has helped sustain the productivity of the company and it is expected that LOreal would be able to maintain its strength in the next couple of years. Part A: Internal / External Analysis Internal Analysis: Strengths LOreal is very much a recognized and admired company in the field of cosmetics. The organization is actually the most dominant and productive cosmetics producer over the past decades. This dominance consistently allows LOreal to attract more followers and convert them as loyal customers by making them satisfied with the beauty products that they buy. The growing population of LOreal has always been the stable source of revenues for the organization which makes it easy for them to achieve financial strength. The effective leadership of LOreal is doing a great job in adjusting the organizations plans and initiatives based on the latest trends in the cosmetics industry. This signifies the dedication of the management to maintain the positive image of the organization by always offering the more reliable beauty products that people will really enjoy and love. LOreal functions under the principle that to maintain its top position in the cosmetics industry, the focus and emphasis of their activities have to be geared to what their customers really aim for in terms of being beautiful (Begoun 2004, p. 560). LOreal does not take chances and is noted for making smart moves to beat its competitors in launching the most innovative beauty products all the time. LOreals cosmetics do not really come at cheap rates but the huge number of loyal customers is a sufficient proof that these products really work. LOreal is also known for its remarkable capability to always be the first company to find the latest beauty ingredients that will work well. The organization possesses deep financial resources to use in extensive research efforts that will help them to check the typical beauty problems of people. Consistent assessments of the cosmetics of LOreal are also being undertaken so that the organization is assured of the sustained effectiveness of their products. Any moves done by its competitors are also being monitored by LOreal for the organization to be able to respond quickly with better products and initiatives. Internal Analysis: Weaknesses The major point of vulnerability of LOreal is the alarming truth that the organization seems to neglect the idea of selling its cosmetics to the people belonging to the lower classes. The inability of the organization to keep in touch with the lower classes is a huge obstacle that continuously denies them the opportunity to clearly separate itself from the rest of its rivals. Because the prices of LOreal products are not considered as budget friendly among the lower class families, they are consistently being beaten by their rivals in this market segment (Kapferer 2008, p. 379). This is absolutely where the rivals of LOreal are striking back in an effort to somehow catch the company The usual criticism that LOreal receives regarding its cosmetics is that they are only made for the wealthy people to enjoy. The advertisements of LOreal boast of the numerous celebrities that endorse their products, and these send the wrong signals especially to the people belonging to the lower classes that these beauty products were not intended for them to use. This has sparked rumors that LOreal is biased when selecting their target markets that will use their cosmetics (Turner 2005, p. 226). This negative publicity and the failure of the organization to clarify these nasty rumors have somehow cast doubts even on their loyal customers regarding the true intentions of the organization. Critics also always question the corporate social responsibility initiatives of LOreal. Since LOreal has diversified its operations in numerous locations involving more than 80 countries, an evident weakness is that handling and monitoring its global activities have truly turned into significant challenges for the company. It only becomes harder for the company on the areas where LOreal products are not really very much patronized by the public due to the expensive prices and lack of familiarity. If LOreal is not going to do anything to improve its poor status in these countries, their competitors will someday take advantage of these weaknesses and may displace them at the top of the cosmetics industry. External Analysis: Opportunities LOreal is always presented the opportunity to offer its loyal clients with the best cosmetics that are impossible for their competitors to imitate. Even though the company is criticized for its selective target marketing initiatives, it could always help to silence their critics by always coming up with high quality products that are reasonably priced. The company has to continue taking advantage of its excellent research and development team that has proven its capabilities time and time again. The chance to respond to the criticism that LOreal is afraid to deal with the consumers from the lower classes must be grabbed by the company to once and for all settle this issue. Perhaps an important move connected to this would be finding ways to make their products more affordable for the public (Capon 2008, p. 263). This way, the consumers from the lower classes can be able to start appreciating the cosmetics of LOreal and not simply dream of using them just like what they always see and hear in the advertisements. It is always important that the consumers feel that their needs are being addressed by the companies whose products they patronize. LOreal can still keep on searching for other struggling cosmetics organizations and perhaps make intensive moves to acquire them to further expand their operations and strengthen their grip at the top spot in the cosmetics industry. It is no secret that the ongoing financial crisis has affected most companies and minimized their effectiveness, but remarkably LOreal has stayed strong even through the tough circumstances (Tang 2008, p. 20). The deep resources of the company significantly helped them to coast along the difficult stretch of 2008 and 2009 when the financial crisis struck. By making efforts to acquire or strike partnership deals with other smaller cosmetics companies, manufacturers and suppliers, LOreal can be able to take advantage of the financial crisis to pull away from their competitors and pounce on the problems that continue to hound them. External Analysis: Threats Since LOreal is the most dominant cosmetics company at present, the rest of the field is always waiting for any potential mistakes that LOreal is going to make so they can take advantage and pull themselves closer to the top (Doz 2001, p. 44). The intense rivalry is very typical in the cosmetics industry, and if LOreal becomes complacent and starts underestimating the capabilities of their competitors to beat them in sales and profits, it could be a costly mistake and something that the company could regret later on. Whether LOreal admits it or not, the financial crisis sooner or later will become an imminent problem that they will have to deal with especially if the crisis extends for the next two to three years. It can become more problematic if LOreal fails to adjust the prices of its beauty products, as the financial crisis has made most people to hesitate spending their money on expensive beauty products. Therefore, LOreal cannot simply keep relying on its deep financial resources to save them from the impacts of the financial crisis because eventually they will get depleted if even their loyal customers decide to refrain from buying their cosmetics. It is a must for LOreal to be able to find other ways to sustain their financial stability and make contingency plans in case the number of their loyal customers begins to decrease. LOreals promotional activities have also been attacked by critics for being biased and providing statements about their products that are merely lies (Sandhusen 2008, p. 52). These are absolutely not good for the long term progress of the company, as these controversies will forever be remembered by the public which could prevent LOreal from stabling bigger and stronger customer bases. The image of the company may be that of a dominant organization in the cosmetics industry, but if the public would believe that they are involved in illegal and unfair practices, they would eventually be losing majority of their precious clients. Summary What LOreal has to focus on is guaranteeing that they continue to capitalize on their strengths while their vulnerabilities are identified and resolved immediately. The various strengths of LOreal are unique and have been obtained through the hard work and commitment of the company to excellence. It would only be logical for LOreal to keep utilizing their strengths to their advantage given that its competitors are still struggling to the impacts of the economic crisis. The company also has to be resilient to monitor any available opportunities that could emerge and should not hesitate to grab them. LOreal, though, must be extra careful because their competitors are always significant threats to their dominance in the cosmetics industry. They need to pay close attention to their activities especially their marketing programs that have been the subject of controversies and fix the issues immediately. Task 2: Globalization and LOreal How globalization influences policies and decision making in LOreal The advent of globalization has had significant impacts on the policies and decision making of LOreal. Globalization has enabled LOreal to formulate policies that are geared towards utilizing its distinct operational structures to produce cosmetics that can be well appreciated by the public consumers all over the globe (Floyd 2004, p. 77). The policies of LOreal have always been based on globalization, and these include addressing the beauty needs of clients all over the globe, utilizing its resources to produce the best cosmetics, advocating diversity in their workforce to obtain better capabilities, improving its knowledge of world trends in cosmetics as well as establishing effective partnerships with providers and manufacturers all over the world to enhance the outputs and minimize their expenses. Through creating policies and decisions that aim to sustain LOreals dedication in offering the best beauty products to its global clients, the company believes that it is able to use globalization to its advantage. LOreal is aware that establishing a global presence is important for them to achieve success, which is why their policies and decisions are geared toward being involved in the cosmetics industries all over the world. LOreal aims to help establish an excellent business environment all over the world while expanding its operations in various sectors (Haig 2006, p. 27). For LOreal, globalization signifies the necessity for them to broaden its operations to enable more individuals from different cultures to get to know and use their beauty products. This global expansion initiative, though, is being done by the company in an organized and effective manner. LOreal has effective guidelines that help safeguard the environment of the foreign countries where they have operations. T he company also offers employment opportunities that are loaded with excellent incentives. They also have policies in interacting effectively with their providers to advocate the maintenance of excellent guidelines in the production of cosmetics. Of course, LOreal does not forget to recognize the policies and traditions of their global partners for development. The advent of globalization has also heavily influenced the policies and decisions of LOreal with regard to workforce diversity. LOreals policies and decisions are geared towards improving its operations through harnessing the knowledge and skills of their workforces all over the global and getting their precious suggestions and contributions. The company understands that the presence of globalization implies the need for them to rely on their diverse workers and address their typical concerns. The policies of LOreal also include guidelines to coordinate with the leaders of foreign countries where they have operations in offering sources of livelihood for their people in exchange for the continued stay of LOreal. This way, the company is able to maintain good relations with more than 80 countries where they currently have production plants and offices. It has become very clear for LOreal that to achieve global dominance in the cosmetics industry of the world, they have to use the diversity of their workforces to their advantage (Finkelstein 2007, p. 132). While the company has successfully expanded its operations in various continents, it remains a challenge for LOreal to penetrate certain underdeveloped countries due to cultural and language barriers. This is the reason why the management is working to break these barriers through new policies that will enable the company to finally penetrate in these tough locations that will contribute to their long term success. LOreal also has policies that aim to build strong relationships with its global business partners, including material providers and manufacturers. This is based on the philosophy of the company that it cannot achieve success by relying only on its own efforts. The company understands that by encouraging the participation and support of other important business organizations, LOreals aim to succeed can have a better chance to happen (Khanna 2010, p. 101). This structure of operation also helps the company to delegate its responsibilities effectively and trust that their business partners will be able to accomplish the tasks and responsibilities given to them by the LOreal management. Another impact of globalization in the policies and decision making of LOreal is the obvious focus on recognizing the rights, traditions, beliefs and norms of every foreign country where they have operations. The company understands that they have to be careful not to violate any of these international laws and policies if it wants to remain productive in these foreign locations. The policies of LOreal in this regard require the constant communication of the corporate leaders and the government representatives to discuss effectively the guidelines and other agreements that need to be approved. This way, any unexpected problems or concerns that could happen in the international locations can be easily resolved and their potential negative impacts are significantly minimized. Part of the policies of LOreal in respecting the international laws of their global business partners is the policy of maintaining the cleanliness of the environment. As LOreals products involve chemical wastes, the company assures the governments of their global business partners that waste disposal is always done effectively to prevent environmental damage and other hazardous impacts. Critically evaluate the effectiveness of LOreals response to globalization In terms of addressing the beauty needs of clients all over the globe, LOreal has mostly been successful in this regard. LOreal views the existence of globalization as a force that makes the beauty needs of their global clients even more complicated. This is because the existence of globalization can easily change the mentalities of people through what they see, heat and read in the media (Mueller 2004, p. 180). This means that what the beauty products that they might like today may be irrelevant for them tomorrow. However, because of the competent and hard working research and development team of LOreal, the changes in the consumer trends and behavior are easily monitored and thoroughly evaluated by the company. The successful response of LOreal to globalization in terms of addressing the needs of their global customers can be attributed to the hard work of its research and development team. The advent of globalization has also challenged LOreal to utilize its resources effectively to produce the best cosmetics. This is because globalization has also been beneficial to the competitors of LOreal. Its competitors have also acquired the new technologies, information and expertise that have significantly improved their operations and their chances to topple LOreal at the top of the cosmetics industry (Kurtz 2009, p 45). However, LOreal has been able to prove time and time again why it would be hard for its competitors to displace them at the top. Under the guidance of effective leaders, LOreal has consistently been able to maximize the depth of its financial and technological resources to create unique, innovative and relevant beauty products that cater to the beauty needs of its global clients. LOreal has never shown any hesitation to spend significant amounts of money in order to always be the first company to launch cosmetics that can catch the attention of global consume rs. LOreal has also been effective at responding to the challenges of globalization through the presence of diversity in their workforce to obtain better capabilities. With its global operations anchored on the strong contributions of its more than 100 production sites with almost 60,000 workers coming from various cultural backgrounds, LOreal has been successful in maximizing the availability of the skills, knowledge and expertise of its diverse workforce to its advantage. It is quite evident that the presence of globalization has made it mandatory for companies to really use a diverse workforce to be able to cope up to the challenges that it presents (Morck 2005, p. 211). The success of the response of LOreal to globalization in this aspect can be directly attributed to the excellent work of the human resources department of the company. The department is able to effectively select the right combinations of people from various cultures to handle the responsibilities inside the company, and does a good job in making sure that the needs and concerns of the employees are always addressed. As a result, the employees of LOreal all over the world are able to contribute significantly to the overall success of the organization. Globalization has always been connected to modern technologies and mass media, and LOreal has successfully used them in improving its knowledge of world trends in cosmetics. The negative consequences of failing to know and understand the latest developments in any market or industry have always been costly and disastrous for companies, which is why LOreal has significantly invested in modern technologies and production equipment as a proof of their readiness and willingness to embrace the challenges brought about by globalization. LOreal does not really worry about the huge funds that it shells out to acquire these technologies and equipment, because it understands that eventually the advantages of their investments would eventually outweigh the expenses. Aside from expanding its operations globally, LOreal has also been successful at establishing effective partnerships with providers and manufacturers all over the world to enhance their outputs and minimize their expenses. Over the last three years, LOreal has engaged in various acquisitions in an effort to cope up to the expansion activities of its competitors as dictated by globalization. Because of globalization, the implementation of free trade has made it easier for the competitors of LOreal to also engage in expanding their operations especially in areas where LOreal has been having difficulties in penetrating. Nonetheless, the strength of the significant acquisitions of LOreal most notably its acquisition of the Body Shop and Sanofi-Aventis is still much better compared to the minor transactions being done by their competitors. Perhaps the only aspect where LOreal has not achieved any satisfactory results is with regard to the environment (Peng 2008, p. 92). It is a well known fact that globalization has been criticized for causing environmental degradation, and the complaints being received by LOreal with regard to waste management are proofs of this. The company has been blamed for polluting water systems due to the chemicals involved in its production wastes, and this has surely caught the attention of the public. Complaints also with regard to the company making use of live animals to test their products have been condemned by animal rights advocates, and numerous protests have been initiated all over the world to stop LOreal from continuing such initiatives. While the company has always denied being involved in these animal testing activities, animal rights groups have yet to be convinced that LOreal is not guilty of these violations. These negativities are definitely undesirable and need to be fixed b y the company before they get blown out of proportions and become more complicated. Areas for improvement in the response of LOreal An important area of improvement for LOreal is concerning its research and development department. This unit deserves to be given credit for its excellent outputs and performances that have enabled the company to maintain its dominant position in the cosmetics industry. It is safe to say that the challenges brought about by globalization in terms of addressing the unpredictable beauty needs of the people have all been shouldered and correctly identified by the tireless researchers of LOreal (Flapper 2005, p. 80). This does not mean though that there is no more room for improvement for this department. The management of the company can keep allocating funds to this department to make sure that the researchers are able to keep doing their studies and activities without any limitations. It is important to remember that the research team is doing its studies on consumer behavior on a global scale, so financial assistance will definitely be needed by the department. The management of cultural diversity among its employees is also an important area of improvement for LOreal. While the company has done a good job in taking advantage of the diverse skills, knowledge and expertise of its employees all over the world, it will be beneficial for the company if there would be clearer methods of conflict resolution especially as cultural diversity is also the usual culprit of frequent disagreements among the employees. It is impossible to think that the employees of LOreal will always agree to all aspects of their work so it will help that methods of conflict resolution are firmly in place. This is an important impact of globalization that LOreal cannot afford to neglect since it could really have negative consequences on the performance of the company. The company is already doing a great job addressing the needs of their global workforce, but ample focus has to also be given to ensure that the diverse employees of LOreal are all on the same page. The use of mass media for its marketing efforts can also be improved by LOreal in response to the challenges of globalization. LOreal has been criticized for unfair advertising practices which have been denied by the company. Nonetheless, to make sure that all these criticisms are answered effectively, perhaps it is now time for the company to step up their efforts in utilizing various types of media outlets to improve its marketing outputs and reach more consumers from faraway places (Rugman 2005, p. 167). The use of Internet as an effective marketing strategy can be an excellent move for LOreal to intensify its marketing efforts and take advantage of its extensive reach. The marketing team also has to monitor the contents of their advertisements to check if there are indeed signs or indications of racial discrimination to prevent unnecessary controversies and issues from emerging. Perhaps the most important area of improvement that LOreal has to focus on is concerning ethics and environmental issues connected to globalization. This has been the major cause of controversies and problems for the company and it is only a matter of time before lawsuits will be filed against LOreal for continuous violations on animal rights and environmental policies. The improvement necessary for this starts with the employees of the company learning to follow the policies especially since they are operating in foreign countries. The management and the employees of LOreal really need to make serious discussions regarding these matters because if they are left unresolved, they will really start pulling the company down. These controversies are not good for the image of LOreal, so the sooner they are able to provide remedies to these problems, the better it will be for the company as they can start concentrating on issues and concerns that are more important than dealing with the co nsequences of their inability to follow policies. Conclusion There is no doubt that LOreal is at present at the top of the cosmetics industry because of its effective strategies that are geared towards taking advantage of its strengths and opportunities as well as reducing the impacts of its weaknesses and the threats being imposed by its competitors. It has also helped the company in having excellent leaders and hardworking, diverse employees. LOreal firmly believes that cultural diversity is an asset for the company, which is why the skills, knowledge and expertise of its employees are always developed to maximize them and put them to good use. Globalization is perceived by LOreal as a challenge and an opportunity to keep improving its operations all over the world. LOreals policies and decisions have undoubtedly been influenced by the impacts of globalization, and the company does not see anything bad at it for as long as the activities that they do are always in accordance to their mission, vision and objectives. The policies of LOreal have always been based on globalization, and these include addressing the beauty needs of clients all over the globe, utilizing its resources to produce the best cosmetics, advocating diversity in their workforce to obtain better capabilities, improving its knowledge of world trends in cosmetics as well as establishing effective partnerships with providers and manufacturers all over the world to enhance the outputs and minimize their expenses. There have also been negative impacts of globalization that LOreal needs to resolve immediately to make sure that they are able to maintain at the top of the cosmetics industry for the long term.

Iron Deficiency Anemia Essay examples -- Health Medicine Papers

Iron Deficiency Anemia I. Introduction Iron Deficiency Anemia affects millions of individuals across the world. This disease strikes many more women than men and has harmful effects on all who suffer from this deficiency that causes oxygen-carrying capacity to decrease. The causes can vary amongst different groups, but the aggravating symptoms remain constant. Much of the research on Iron Deficiency Anemia concentrates on not only the treatment of this disease, but also the prevention of it. To attain a better understanding of how to treat this problem, one must clearly know what Iron Deficiency Anemia means, what causes this disease, the effects of it, and finally how to cure it. II. What Is Iron Deficiency Anemia? Iron is a mineral that is found the in hemoglobin of the Red Blood Cells. It facilitates in the transport of oxygen all over the body. Without this mineral, oxygen cannot be carried to its full capacity. 1 out of 10 women and small children have iron deficiencies. Lacking iron causes lethargy and a weakened immune system. Children who do not have an adequate intake of iron put themselves at risk for intellectual developmental problems. However, an iron deficient person is not necessarily anemic. 7.8 million women are iron deficient, while only 3.3 million women are anemic (http://www.mayohealth.org/mayo/9704/iron_def.htm). When the deficiency becomes so severe that the circulating Red Blood Count and the minerals Ht, Hg, and Hem drop below normal, anemia occurs (See Figure 1). The hormone androgen causes men and women to have different normal values of the hemogram (http://www.medstudents.com.br/hemat/hemat4.htm). Low ferritin (iron storage molecule) and high TIBC (tota... ... â€Å"Improvement in iron deficiency anemia through therapy with ferric ammonium citrate and vitamin C.† April 1991; 37 (2): 161-71. Yonezawa, K, Hokkaido Igaku Zasshi, â€Å"Effect of blood hemoglobin on concentration on anaerobic threshold.† July 1991; 66(4): pages 458-67. http://www.mayohealth.org/mayo/9704/iron_def.htm http://www.ohsu.edu/som-hemonc/handouts/deloughery/printanemia.html http://www.medstudents.com.br/hemat/hemat4.htm http://www.healthy.net/library/books/healthyself/womens/anemia.htm (http://riceinfo.rice.edu/~jenky/sports/iron.html) http://www.physsportsmed.com/issues/sep_96/browned.htm http://www.mayohealth.org/mayo/pted/htm/iron.htm http://www.saonet.ucla.edu/health/healthed/handouts/iron.htm http://www.cariboo.bc.ca/schs/medtech/rice/IronDeficiency.html http://pages.prodigy.com/CA/nutrigenie/nsnfw35.html

Nss Phy Book 2 Answer

1 1 2 3 C Motion I 7 (a) From 1 January 2009 to 10 January 2009, the watch runs slower than the actual time by 9 minutes. Therefore, when the actual time is 2:00 pm on 10 January 2009, the time shown on the watch should be 1:51 pm on 10 January 2009. Practice 1. 1 (p. 6) D (a) Possible percentage error 10 ? 6 = ? 100% 24 ? 3600 = 1. 16 ? 10 % 1 (b) = 1 000 000 days 10 ? 6 –9 It would take 1 000 000 days to be in error by 1 s. (b) Percentage error 9 = ? 100% 9 ? 24 ? 60 = 6. 94 ? 10–2% 4 (a) One day = 24 ? 60 ? 60 = 86 400 s Practice 1. 2 (p. 15) 1 2 3 4 5 C B D D (b) One year = 365 ? 86 400 = 31 500 000 s 5 Let t be the period of time recorded by a stop-watch. Percentage error = 0. 4 ? 100% ? 1% t t ? 40 s (a) Total distance she travels 2 ? ? 10 2 ? ? 20 2 ? ? 15 + + = 2 2 2 = 141 m (b) Magnitude of total displacement = 10 ? 2 + 20 ? 2 + 15 ? 2 = 90 m Direction: east Her total displacement is 90 m east. The minimum period of time is 40 s. 6 (a) Percentage error error due to reaction time = ? 100% time measured 0. 3 = ? 100% 10 = 3% 6 7 His total displacement is 0. With the notation in the figure below. (b) From (a), the percentage error of a short time interval (e. g. 10 s) measured by a stop-watch is very large. Since the time intervals of 110-m hurdles are very short in the Olympic Games, stop-watches are not used to avoid large percentage errors. Since ZX = ZY = 1 m, ? = ? = 60 °. Therefore, XY = ZX = ZY = 1 m The magnitude of the displacement of the ball is 1 m.  © 8 (a) The distance travelled by the ball will be longer if it takes a curved path. 7 (a) Length of the path = 0. 8 ? 120 = 96 m (b) No matter which path the ball takes, its displacement remains the same. (b) Length of AB along the dotted line 96 = 30. 6 m = (c) Magnitude of Jack’s average velocity 30. 6 ? 2 = = 0. 51 m s–1 120 Practice 1. 3 (p. 23) 1 B Total time 5000 5000 = + = 9821 s 1. 4 0. 8 5000 + 5000 = 1. 02 m s–1 Average speed = 9821 Practice 1. 4 (p. 31) 1 2 C B Final speed = 1. 5 ? 1 – 0. 2 ? 1 = 1. 3 m s–1 2 C Total time = 9821 + 10 ? 60 =10 421 s 5000 + 5000 Average speed = = 0. 96 m s–1 10 421 3 A By a = 3 D When the spacecraft had just finished 1 revolution, the spacecraft returned to its starting point. Therefore, its displacement was zero and its average velocity was also zero. v ? u , t v = u + at 36 = + ( ? 1. 5) ? 2 3. 6 = 7 m s–1 = 7 ? 3. 6 km h–1 = 25. 2 km h–1 Its speed after 2 s is 25. 2 km h–1. 4 5 D (a) Average speed 100 = = 10. m s–1 9. 69 (b) Yes. This is because the magnitude of the displacement is equal to the distance in this case. 4 B Take the direction of the original path as positive. Average acceleration of the ball ? 10 ? 17 = 0. 8 = –33. 8 m s–2 The magnitude of the average acceleration of the ball is 33. 8 m s– 2. v ? u By a = , t 100 ? 0 v ? u 3. 6 t= = = 4. 27 s a 6. 5 6 (a) Two cars move with the same speed, e. g. 50 km h–1, but in opposite directions. (b) A man runs around a 400-m playground. When we calculate his average speed, we can take 400 m as the distance and his average speed is non-zero. But since his displacement is zero (he returns to his starting point), his average velocity is zero. 5 The shortest time it takes is 4. 27 s.  © 6 Time / s –1 4 0 2 4 6 17 8 22 D Average speed 80 + 60 = 5 = 28 km h–1 Average velocity = Speed / m s 2 7 12 v ? u 22 ? 2 a= = 2. 5 m s–2 = t 8 The acceleration of the car is 2. 5 m s–2. 7 (a) I will choose ‘towards the left’ as the positive direction. 80 2 + 60 2 5 (b) 5 = 20 km h–1 C Total time 10 10 = + 2 3 = 8. 33 s v ? u , t u = v ? at = 9 ? (? 2) ? 3 = 15 m s–1 –1 (c) By a = Average speed 20 = 8. 33 = 2. 4 m s–1 Her average speed for the whole trip is 2. m s–1. The initial velocity of the skater is 15 m s . 8 (a) The object initially moves towards the left and accelerates towards the left. It will speed up. 6 7 8 9 10 C C C B A Magnitude of displacement = 2000 2 + 6000 2 = 6324. 6 m Magnitude of average velocity 6324. 6 = 4 ? 3600 = 0. 439 m s–1 6000 tan ? = 2000 ? = 71. 6 ° His average velocity is 0. 439 m s–1 (S 71. 6 ° E). (b) The object initially moves towards the right and accelerates towards the left. It will slow down. Its velocity will be zero and then increases in the negative direction (moves towards the left). Revision exercise 1 Multiple-choice (p. 5) 1 2 3 C D B  © 11 C Total time = 13 min = 780 s 840 ? 2 = 2. 15 m s ? 1 Average speed = 780 (b) Displacement from Sheung Shui to Lok Ma Chau 1000 = ? 6. 3 1 = 6300 m Magnitude of average velocity 6300 = 359 = 17. 5 m s–1 (1M) (1A) (1M) (1A) 12 13 D (HKCEE 2003 Paper II Q3) Conventional (p. 37) 1 Total time left for the two players = 4 ? 60 + 9 + 5 ? 60 + 16 = 565 s Total time they have been playing = 2 ? 60 ? 60 ? 565 = 6635 s (= 110 min 35 s = 1 h 50 min 35 s) (1A) 5 (a) Total distance = 1500 + 40 ? 1000 + 10 ? 1000 = 51 500 m Total time = 2 ? 3600 + 3 ? 60 + 8 = 7388 s Average speed 51 500 = 7388 = 6. 7 m s–1 (1M) (1A) 2 (a) 50 m (1A) (b) Ma gnitude of average velocity of Kitty 50 = (1M) 1? 60 + 15 = 0. 667 m s ? 1 (1A) (1M) (1A) (c) Average speed of the coach 5 + 50 + 5 = 1? 60 + 15 = 0. 8 m s ? 1 (b) Swimming: Average speed 1500 = 21 ? 60 + 28 = 1. 16 m s–1 Cycling: Average speed 40 000 = 1 ? 3600 + 1 ? 60 + 53 = 10. 8 m s–1 Running: Average speed 10 000 = 39 ? 60 + 47 = 4. 19 m s–1 (1M) His average speed was the highest in cycling. (1A) 3 (a) Since she measures the time interval based on 1 cycle of the pendulum, the error (0. 3 s) in measuring the cycle of the pendulum accumulates. is from 8 to 14 s. 1A) (1A) The range of the time interval (10 cycles) (b) When finding the time for one pendulum cycle, Jenny should time more pendulum cycles (e. g. 20) with the stop-watch and divide the time by the number of cycles. (1A) 4 (a) Time required 7. 4 ? 1000 = 20. 6 = 359 s (5 min 59 s) (1M) (1A)  © (c) Yes. Since the time interval of this competition is quite long, (1A) using stop-watch will not result in large percentage error as the reaction time for an average person is only 0. 2 s. (1A) (1M) (c) Total time = 5 min 45 s ? 1 min 58 s = 3 min 47 s = 3 ? 60 + 47 = 227 s v? u a= (1M) t 431 ? 0 = 3. = 0. 527 m s–2 (1A) 227 The average acceleration of the train is 0. 527 m s–2. 6 (a) v = u + at =0+6? 4 = 24 m s–1 = 86. 4 km h 86. 4 km h . –1 –1 (1A) The maximum speed of the car is 8 (1M) (a) Total distance = 8000 + 4000 + 5000 = 17 000 m Total time = 1 ? 3600 + 30 ? 60 + 45 ? 60 (b) v = u + at = 24 + (–4) ? 2 = 16 m s –1 –1 = 57. 6 km h (1A) –1 = 8100 s Average speed 17 000 = 8100 = 2. 10 m s–1 (1M) (1A) (c) The final speed of the car is 57. 6 km h . v? u a= (1M) t 16 ? 0 = 6 = 2. 67 m s–2 2. 67 m s–2. (1A) The average acceleration of the car is (b) 7 (a) Average speed 30 000 = 8 ? 60 = 62. m s–1 The average speed of the train is 62. 5 m s–1. (1M) (1A) (b) Maximum speed 430 = = 119. 4 m s? 1 > average speed 3. 6 (1A) The average speed must be smaller than the maximum speed because the train needs to speed up from start and slows down to stop during the trip. (1A) Magnitude of displacement = 3000 2 + 4000 2 = 5000 m Magnitude of average velocity 5000 = = 0. 617 m s–1 8100 4000 tan ? = 3000 (1A) ? = 53. 1 ° His average velocity is 0. 617 m s (N 53. 1 ° E).  © –1 (1A) 9 (a) Distance travelled = 10. 5 ? 3 ? 60 = 1890 m (1M) (1A) 10 (a) Total distance = (120 + 50) ? 1000 = 170 000 m (1M) (1A) b) Circumference of the track =2 r = 2 (400) = 2513 m The distance travelled by Marilyn is 3 1890 m which is about of the 4 circumference. (1A) (b) N ?XYZ is a right-angled triangle. Z ? 50 km 30 ° Y 60 ° X ? ? 120 km Magnitude of displacement (from town X to town Z) = 120 000 2 + 50 000 2 = 130 000 m 120 tan ? = 50 ? = 67. 4 ° Magnitude of displacement AB = 400 2 + 400 2 (1A) (1A) ? = 90 ° ? 67. 4 ° = 22. 6 ° ? = 60 ° ? 22. 6 ° = 37. 4 ° The total displacement of the car is 130 000 m (N 37. 4 ° E). = 566 m Magnitude of average velocity 566 = 3 ? 60 = 3. 14 m s 400 tan ? = 400 ? = 45 ° (S 45 ° E). –1 (c) (1A) Total time 170 000 = = 10 200 s 60 3. 6 Magnitude of average velocity 130 000 = 10 200 = 12. 7 m s–1 Its average velocity is 12. 7 m s (N 37. 4 ° E). –1 (1A) (1A) (1M) (1A) Her average velocity is 3. 14 m s–1  © 11 (a) AC = 60 2 + 80 2 = 100 m 80 tan ? = ? = 53. 1 ° 60 (1M) The total displacement of the athlete is 100 m (S53. 1 °W). (1A) 13 (Correct label of velocity with correct direction (towards the left). ) (Correct label of acceleration with correct direction (towards the right). ) (1A) (1A) (a) The coin moves in the following sequence: B A C C A Therefore, it is at A finally. Displacement of the coin = 15 cm (1A) (1M) (1A) (1M) b) Distance travelled by the coin = 15 + 30 + 30 = 75 cm (b) Time / s v / m s–1 0 –6 1 –4 2 –2 3 0 4 +2 5 +4 6 +6 (1A) (1A) (c) (i) Total time = 2 s ? 4 = 8 s Average velocity 15 ? 10 ? 2 = 8 = 0. 0188 m s? 1 (0. 5A ? 6) (1M) (1A) (c) The car will slow down and its speed will drop to zero. After th at the car will move towards the right with increasing speed (uniform acceleration). (1A) (1M) (1A) (1M) (1A) (1M) (1A) A (ii) Average speed 75 ? 10 ? 2 = 8 = 0. 0938 m s? 1 (1M) (1A) 12 (a) Total distance travelled = 60 + 80 + 80 + 60 = 280 m (d) (i) The coin moves in the following sequence: B A C C A B B b) Magnitude of total displacement = 80 + 80 = 160 m 160 m (west). The total displacement of the athlete is Therefore, it is at B finally. zero. the coin is also zero. (1A) (1M) (1A) (1M) (1A) (1M) (1A) (ii) The displacement of the coin is Therefore the average velocity of (c) Total distance travelled = 280 + 60 + 80 = 420 m 14 (a) Total distance = ? r = 5? ? 60 m C = 15. 7 m Total displacement =5+5 = 10 m 80 m  © The total displacement travelled by her is 10 m. (b) Jane’s statement is incorrect. (1A) Since both girls start at X and meet at Y, they have the same displacement. (1A) Betty’s statement is incorrect. 1A) Since both girls return to their starting point, their displacements are zero. (1A) Physics in articles (p. 40) (a) From 19 January 2006 to 28 February 2007, (1A) It takes New Horizons spacecraft a total of 406 days to travel from the Earth to Jupiter. (1A) (b) (i) Average speed total distance travelled = total time of travel (1M) = 8 ? 108 406 ? 24 (1A) (1M) = 8. 21 ? 104 km h? 1 (ii) Average acceleration change in velocity = total time of travel = (8. 23 ? 5. 79)? 10 4 406 ? 24 = 2. 50 ? 104 km h? 2 (1A) (1A) (c) July 2015  © 2 1 2 3 4 5 Motion II 10 (a) The object moves with a constant elocity. Practice 2. 1 (p. 61) D B D D B 30 ? 10 = 10 m s–1 v= 2 (b) The object moves with a uniform acceleration from rest. (c) The object moves with a uniform deceleration, starting with a certain initial velocity. Its velocity becomes zero finally. The velocity of the car at t = 2 s is 10 m s–1. 6 7 C (d) The object first moves with a uniform acceleration from rest, then at a constant velocity, and finally moves with a smaller uniform acceleration again. (a) Total displacement = 4 ? 5 + (? 5) ? (7 ? 5) = 10 m The total displacement from the staircase to her classroom is 10 m. (e) The object moves at a constant velocity and then suddenly moves at constant velocity of same magnitude in the opposite direction. (b) Classroom C 8 (f) The object moves with uniform deceleration from an initial velocity to rest, and continue to move with the uniform acceleration of the same magnitude in opposite direction. 9 (a) The object accelerates. (b) The object first moves with a constant velocity. Then it becomes stationary and finally moves with a higher constant velocity again. 11 (a) The object moves with zero acceleration (with constant velocity of 50 m s–1). (b) The object moves with a uniform cceleration of 5 m s–2. (c) 12 The object moves with uniform deceleration of 5 m s–2. (c) The object decelerates to rest, and then accelerates in opposite direction to return to its starting point. (a) It moves away from the sensor. (d) The object moves with uniform velocity towards the origin (the zero displacement position), passes the origin, and continues to move away from the origin with the same uniform velocity.  © (b) (c) The greatest rate of change in speed 0 ? 3. 5 = 2 = –1. 75 m s–2 (d) Total distance travelled = area under the graph 3. 5 ? 2 2 ? 6 = + 2 2 = 9. 5 m Practice 2. 2 (p. 71) 1 C By v2 = u2 + 2as, 290 3. 6 2 13 (a) =0+2? 1? s s = 3240 m = 3. 24 km < 3. 5 km The minimum length of the runway is 3. 5 km. 2 B Cyclist X is moving at constant speed. Time for cyclist X to reach finish line displacement 150 = = = 30 s time 5 For cyclist Y: u = 5 m s–1, s = 250 m, (b) Total distance travelled = area under the graph (12 + 6) ? 3 = 2 = 27 m a = 2 m s–2 By s = ut + 1 2 at , 2 1 250 = 5 ? t + ? 2 ? t2 2 (c) Average speed total distance travelled = time taken 27 = 3 t = 13. 5 s or t = ? 18. 5 s (rejected) Y needs 13. 5 s to reach finish line. Therefore, cyclist Y will win the race. 3 B Since the bullet start decelerates after fired into the wall, we could just consider the displacement of the bullet in the wall. To prevent the bullet from penetrating the wall, the bullet must stop in the wall. = 9 m s–1 14 (a) She moves towards the motion sensor. (b) The highest speed of the girl in the journey is 3. 5 m s–1.  © By v2 = u2 + 2as, 0 = 500 + 2 ? (? 800 000) ? s 2 8 By v = u + at, 14 = u + 2 ? 5 u = 4 m s–1 s = 0. 156 m = 15. 6 cm < 15. 8 cm The minimum thickness of the wall is 15. 8 m. By v2 = u2 + 2as, 142 = 42 + 2 ? 2 ? s s = 45 m 4 C When the dog catches the thief at t = 5 s, its total displacement is 30 m. The dog is sitting initially, so u = 0. 1 By s = ut + at2, 2 1 30 = 0 + a(5)2 2 The displacement of the girl is 45 m. 9 (a) v = u + at = 0 + 20 ? 0. 3 = 6 m s? 1 The horizontal speed of the ball travelling towards the goalkeeper is 6 m s? 1. a = 2. 4 m s–2 Its acceleration is 2. 4 m s–2. (b) By v2 = u2 + 2as, 02 ? 62 a= = –22. 5 m s? 2 2 ? 0. 8 The deceleration of the football should be 22. 5 m s? 2. 5 6 D 90 36 ? v? u = 3. 6 3. 6 = 1. 5 m s–2 a= t 10 By v = u + 2as, 2 2 10 (a) The reaction time of the cyclist is 0. 5 s. s= v ? u = 2a 2 2 90 3. 6 36 3. 6 2 ? 1. 5 ? 2 2 = 175 m (b) Braking distance (2. ? 0. 5)? 15 = 11. 25 m = 2 Thinking distance = 15 ? 0. 5 = 7. 5 m Stopping distance = 11. 25 + 7. 5 = 18. 75 m child. 20 m The distance travelled by the motorcycle is 175 m and its acceleration is 1. 5 m s . –2 7 (a) Thinking distance = speed ? reaction time 108 = ? 0. 8 = 24 m 3. 6 Therefore, the bicycle would not hit the (b) Since the car decelerates uniformly, braking distance v+u = ? t 2 108 +0 = 3. 6 ? (3 ? 0. 8) 2 = 33 m 11 By v = u2 + 2as, 0 = 32 + 2 ? (–0. 5) ? s s=9m 8m Therefore, the golf ball can reach the hole. 2 12 (a) (i) By v = u + at, 0 = u + (–4)(4. 75) u = 19 m s–1 The initial velocity of the car is 19 m s–1. (c) Stopping distance = thinking distance + braking distance = 24 + 33 = 57 m  © (ii) By v2 = u2 + 2as, 0 = 19 + 2 ? (–4) ? s s = 45. 1 m 2 3 C For option A, apply equation v2 = u2 – 2gs and take s = 0 (the ball returns to the second floor), v = –u = –10 m s–1 (vertically downwards) The displacement of the car before it stops in front of the traffic light is 45. 1 m. This is the same velocity as the initial velocity of option B. Therefore, in both ways the ball has the same vertical speed when it reaches the ground. (b) By v = u + 2as, 17 = 0 + 2 ? 3 ? s s = 48. 2 m 2 2 2 The displacement of the car between starting from rest and moving at 17 m s is 48. 2 m. –1 4 B Take the upward direction as positive. 1 By s = ut + at2, 2 1 0 = u ? 30 + ? (? 10) ? 302 2 u = 150 m s–1 13 (a) By v2 = u2 + 2as, v2 = 0 + 2 ? 0. 1 ? 500 v = 10 m s–1 His speed is 10 m s . –1 (b) Consider the first section. By v = u + at, v? u t= a 10 ? 0 = 0. 1 = 100 s Consider the second section. 1 By s = ut + at2, 2 1 800 = 10t + ? 0. 5t2 2 t = 40 s or t = –80 s (rejected) The speed of the bullet is 150 m s–1 when it is fired. 5 Speed of stone Equation used t=1s t=2s t=3s t=4s v = u + at Distance travelled by the stone 1 s = ut + at 2 2 m 20 m 45 m 80 m 10 m s–1 20 m s 30 m s –1 –1 40 m s–1 Total time taken = 100 + 40 = 140 s It takes 140 s for Jason to travel downhill. 6 1 By s = ut + at2, 2 1 10 = 0 + (10) t2 2 t = 1. 41 s v = u + at Practice 2. 3 (p. 83) 1 2 D D = 0 + 10(1. 41) = 14. 1 m s–1 It takes 1. 41 s for a diver to drop from a 10-m platform. His speed is 14. 1 m s–1 when he enters the water.  © 7 Take the upward direction as positive. By v = u + 2as, 4 = 0 + (2)(–10)s s = 0. 8 m 2 2 2 Besides, since Y spends a shorter time to reach its highest point, it should be fired after X. 10 (a) By s = ut + The highest position reached by the puppy is 0. m above the ground. 8 (a) Consider the boy’s downward journey. Take the downward direction as positive. 1 By s = ut + at2, 2 1 0. 5 = 0 + (10) t2 2 t = 0. 316 s 1 2 at , 2 1 120 = 8t + ? 10 ? t2 2 t = 4. 16 s or t = ? 5. 76 s (rejected) It takes 4. 16 s to reach the ground. (b) v = u + at = 8 + 10 ? 4. 16 = 49. 6 m s–1 Its speed on hitting the ground is 49. 6 m s–1. 11 (a) Distance between the ceiling and her hands = 6 – 2 – 1. 2 = 2. 8 m Hang-time of the boy = 0. 316 ? 2 = 0. 632 s (b) Let s be her vertical displacement when she jumps. As the maximum jumping speed is 8 m s–1, i. e . u = 8 m s–1. By v2 = u2 + 2as, v2 ? 2 s= 2a 2 0 ? 82 = (upwards is positive) 2 ? (? 10) s = 3. 2 m > 2. 8 m Therefore, the indoor playground is not safe for playing trampoline. 1 (a) By s = ut + at2, 2 1 132 = 0 ? t + ? 10 ? t2 2 t = 5. 14 s The vehicle can experience a free fall in the Zero-G facility for 5. 14 s. (b) Take the upward direction as positive. By v = u + 2as, 0 = u + 2 ? (–10) ? 0. 5 u = 3. 16 m s–1 2 2 2 The jumping speed of the boy is 3. 16 m s–1. 9 Take the upward direction as positive. (a) By v2 = u2 + 2as, 0 = u2 + 2(–10)(200) u = 63. 2 m s–1 The velocity of the firework X is 63. 2 m s–1 when it is fired. 12 (b) By v = u + at, = 63. 2 + (–10)t t = 6. 32 s It takes 6. 32 s for the firework X to reach that height. (c) From (a) and (b), for firework Y to explode at 130 m above the ground, the speed of Y should be smaller than that of X. Therefore, Y should be fired at a (b) By v2 = u2 + 2as, v2 = 02 + 2 ? 10 ? 132 v = 51. 4 m s? 1 The speed of the vehicle before it comes to a stop is 51. 4 m s? 1.  © lower speed. (c) Take the upward direction as positive. By v = u + at, –v = v – gt 2v = gt If the stone is projected with a speed of 2v, let the new time of travel be t?. (–2v) = (2v) – gt? v t? = 4 ( ) g = 2t Its new time of travel is 2t. 6 B Take the upward direction as positive. 1 s = ut + at2 2 1 = (10)(4) + (–10)(4)2 2 = –40 m The distance between the sandbag and the ground is 40 m when it leaves the balloon. Revision exercise 2 Multiple-choice (p. 87) 1 D By v2 = u2 + 2as, 0 = 102 + 2a(25 – 10 ? 0. 2) a = –2. 17 m s–2 His minimum deceleration is 2. 17 m s–2. 2 3 D B Consider the rock released from the 2nd floor. By v2 = u2 + 2as, v2 = 2as floor. Note that s2 = 3. 5s. (v2)2 = 2as2 = 3. 5(2as) = 3. 5v2 v2 = 1. 87v (as u = 0) Then consider the rock released from the 7th 7 8 D C Take the downward direction as positive. u = 200 m s–1, v = 5 m s–1, a = ? 0 m s–2 By v = u + at, 5 = 200 + (? 20)t t = 9. 75 s The rockets should be fired for at least 9. 75 s. Both C and D satisfy this requirement. But for D, after firing for 10. 2 s, v = u + at = 200 + (–20)(10. 2) = –4 m s–1 i. e. it flies away from the Moon with 4 m s–1 upwards. It c annot land on the Moon. Therefore, the correct answer is C. 4 5 A C The stone returns to the ground with the same speed (but in opposite direction). 9 10 D D  © 11 12 13 (HKCEE 2006 Paper II Q1) (HKCEE 2007 Paper II Q2) (HKCEE 2007 Paper II Q33) (b) (i) Conventional (p. 89) 1 (a) The reaction time of the driver is 0. 6 s. (b) v a= t = 0 ? 12 3. 6 ? . 6 (1A) (Correct axes with label) from t = 1. 20 s to 1. 25 s) from t = 1. 45 s to 1. 50 s) (1A) (1A) (1A) (A straight line with slope = 0. 35 m s–1 (A straight line with slope = –0. 35 m s–1 (1A) (1M) = –4 m s–2 The acceleration of the car is –4 m s–2. (c) The stopping distance of the car is the area under graph. Stopping distance 12 ? (3. 6 ? 0. 6) =12 ? 0. 6 + 2 = 25. 2 m The stopping distance of the car is shorter than 27 m. The driver will not be charged with driving past a red light. (1A) (1A) (1M) (ii) 2 (a) The object moves away from the motion sensor with uniform velocity at 0. 35 m s–1 from t = 1. 20 s to 1. 25 s. 1A) From t = 1. 25 s to 1. 45 s, the object moves with negative acceleration. (1A) Then, from t = 1. 45 s to 1. 50 s, the object changes its moving direction and moves towards the motion sensor again with a uniform velocity of –0. 35 m s–1. (1A) (Correct axes with labels) (1A) (Correct graph with the acceleration of ? 0. 35 ? 0. 35 about 1. 40 ? 1. 30 = –7 m s–2 at t = 1. 30 s to 1. 40 s) (1A) !  © 3 (a) (b) Total displacement of the car = area bound by the v? t graph and the time axis 1 1 = (5 ? 5) ? (20 ? 3) 2 2 = ? 17. 5 m (1M) (1A) (c) Yes, the car moves 12. 5 m forwards from t = 0 to t = 5 s. Therefore, it hits the roadblock. 1A) 5 Take the upward direction as positive. (a) From point A to the highest point: (Correct axes with labels) (Correct shape of minibus’ graph) (Correct shape of sports car’s graph) (Correct values) (1A) (1A) (1A) (1A) By v2 = u2 + 2as, 0 = 42 + 2 (–10) s s = 0 . 8 m By v = u + at, 0 = 4 + (–10)t t = 0. 4 s (1M) From the highest point to the trampoline: 1 s = ut + at2 (1M) 2 1 = 0 + (–10)(1. 2 – 0. 4)2 2 = –3. 2 m (1A) 3. 2 m above the trampoline. (1A) The maximum height reached by him is (1M) (b) From the graph in (a), the two vehicles have the same velocity at t ? 2. 3 s after passing the traffic light. (1A) (1M) (c) The area under graph is the displacement of the cars. Consider their displacements at t = 3 s, For the sports car: 1 s = ? 15 ? 3 = 22. 5 m 2 For the minibus: 1 s = ? (7 + 13) ? 3 = 30 m 2 The minibus will take the lead 3 s after passing the traffic light. (1A) (b) Height of point A above the trampoline (1A) = 3. 2 – 0. 8 = 2. 4 m (1M) (1A) 6 (a) Initial velocity v = 90 km h–1 90 = m s–1 3. 6 = 25 m s–1 Thinking distance =v? t = 25 ? 0. 2 =5m The thinking distance is 5 m. (1A) (1M) 4 (a) The car moves forward with uniform acceleration at ? 1 m s? 2 from t = 0 s to t = 5 s. (1A) (1A) Then the car changes its moving direction. From t = 5 s to t = 8 s, it moves backwards with a uniform acceleration of ? 6. 67 m s . ?2 Its instantaneous velocity is 0 at t = 5 s. (1A) †  © (b) By v2 = u2 + 2as, v2 ? u2 a= 2s 2 0 ? 25 2 = 2 ? (80 ? 5) = ? 4. 17 m s–2 4. 17 m s–2. (1M) (c) The slope of the graph is the magnitude of the acceleration of the apple. speed / m s? 1 7. 75 (1A) (1A) Hence, the deceleration of the car is (c) By v2 = u2 + 2as, s= v ? u 2a 0 2 ? 25 2 = 2 ? ( ? 4. 17 ? 2) 2 2 (1M) 0 0. 775 time / s (Correct labelled axes) (2A) (1A) (Straight line with a slope of 10 m s? 2) = 37. 5 m Braking distance = 37. 5 m Stopping distance = 37. 5 + 5 = 42. m (1M) (d) The two graphs have no difference. (1A) (1A) 8 (a) Take the downward direction as positive. By v2 = u2 + 2gs, v = u + 2 gs 2 The driver could not stop before the traffic light. Therefore, his claim is incorrect. (1A) (1M) 7 (a) Take the downward direction as positive. 1 By s = ut + gt2, 2 1 3 = 0 ? t + ? 10 ? t2 2 3? 2 t= = 0. 775 s 10 (1M) = 0 2 + 2 ? 10 ? (40 ? 3) = 27. 2 m s–1 cushion is 27. 2 m s? 1. 1 (b) (i) By s = ut + gt2, 2 1 40 – 3 = 0 + ? 10 ? t2 2 t = 2. 72 s (1A) The speed of the residents landing on the (1M) (1A) The apple travels in air for 0. 775 s. (1A) (b) By v2 = u2 + 2as, v = 2 ? 10 ? 3 (1M) 1A) –1 = 7. 75 m s? 1 The speed of the apple is 7. 75 m s when the apple just reaches the ground. The time of travel in air is 2. 72 s. u+v (ii) By s = t, (1M) 2 2s t= u+v 2? 3 = t 27. 2 + 0 = 0. 221 s (1A) The time of contact is 0. 221 s.  © (c) (b) Slope of the graph from t = 0 to t = 0. 28 s 2. 3 ? 0 = 0. 28 ? 0 = 8. 21 m s–2 The acceleration of the ball due to gravity is 8. 21 m s–2. (1M) (1A) (c) (Correct labeled axes) (Correct shape) (Correct values) (1A) (1A) (1A) (i) 9 (a) t = 2 s: Displacement of the trolley = 0. 7 ? 0. 15 = 0. 55 m t = 3. 4 s: (1A) Displacement of the trolley = 1. 175 ? 0. 15 = 1. 025 m t = 4. 9 s: 1A) Displacement of the trolley = 0. 6 ? 0 . 15 = 0. 45 m (1A) (b) It moves away from the motion sensor with a changing speed from t = 2 s to t = 3. 4 s. (Correct sign) (Correct shape) (1A) (1A) (1A) (1A) (1A) (ii) The method does not work Then it rests momentarily at t = 3. 4 s. After that, it moves towards the motion since ultrasound will be reflected by the transparent plastic plate. (1A) (c) sensor with a changing speed. 1 By s = ut + at2, 2 1 ? 0. 1 = 0. 7 ? 2. 9 + ? a ? (2. 9)2 2 a = ? 0. 507 m s? 2 (1A) (1M) 11 (a) (i) The ball is held 0. 15 m from sensor before being released. The ball hits the ground which is 1. m from the sensor. (1A) (1A) Therefore, the ball drops a height of 0. 95 m. which are 0. 45 m, 0. 65 m and 0. 775 m from the sensor in its first 3 rebounds. (1A) The acceleration of the trolley is ? 0. 507 m s? 2. (ii) The ball rebounds to the positions 10 (a) The motion sensor is protruded outside the table to avoid the reflection of ultrasonic signal from table. (1A)  © At the 1st rebound, the ball rises up (1. 1 ? 0. 45) = 0. 65 m. nd The average acceleration is 66. 6 m s–2. (1A) (1A) (1A) (c) v / m s? 1 6. 32 At the 2 rebound, the ball rises up (1. 1 ? 0. 65) = 0. 45 m. rd At the 3 rebound, the ball rises up (1. 1 ? 0. 75) = 0. 325 m. (b) (i) The ball hits the ground with velocities of 3. 9 m s , 3. 25 m s and 2. 75 m s–1 in its first 3 rebounds. (3A) 3. 9 (1M) 0. 95 ? 0. 55 (1A) –1 –1 t3 t1 t2 t4 t5 t/s (ii) Acceleration = slope of graph = = 9. 75 m s–2 ?6. 32 (3 straight lines) (Correct slopes) (1A) (1A) 12 Take the downward direction as positive. 1 (a) By s = ut + gt2, (1M) 2 1 2 = 0 ? t + ? 10 ? t2 2 2? 2 t= = 0. 632 s (1A) 10 It takes 0. 632 s from t1 to t2. (Correct labels of time and velocity)(1A) 13 (a) Speed v = 70 km h–1 70 = m s–1 3. 6 = 19. 4 m s–1 d Reaction time = v 6 = 19. 4 = 0. 309 s The reaction time of the man was 0. 09 s. (1M) (b) At t2, v = u + at (1A) = 0 + 10 ? 0. 632 = 6. 32 m s –1 –1 (1 M) Shirley’s speed is 6. 32 m s when she lands on the trampoline at t2. At t4, she leaves the trampoline at the same speed. Therefore, from t3 to t4, by v2 = u2 + 2as, a= v2 ? u2 2s (? 6. 32) 2 ? 0 2 = 2 ? 0. 3 (b) By v2 = u2 + 2as, v2 ? u2 a= 2s 2 0 ? 19. 4 2 = 2 ? 48 = –3. 92 m s–2 3. 92 m s–2. (1M) (1M) (1A) The average deceleration of the car was (c) (1A) Speed v = 80 km h–1 80 = m s–1 3. 6 = 22. 2 m s–1 = 66. 6 m s–2  © Thinking distance = vt = 22. 2 ? 0. 309 = 6. 86 m By v = u + 2as, braking distance s v2 ? u2 = 2a 2 0 ? 22. 2 2 = 2 ? ? 3. 92) 2 2 (1A) Take the upward direction as positive. 1 s = ut + at2 (1M) 2 1 = 7 ? 1. 75 + ? (–10) ? 1. 752 2 = –3. 06 m (negative means the water is below the spring board) The spring board is 3. 06 m above the water. Alternative method: (1A) = 62. 9 m Therefore, the stopping distance = 6. 86 + 62. 9 = 69. 8 m (1A) Consider the upward motion and downward motion separatel y. For the upward motion, she takes 0. 7 s to reach the highest point from the spring board. Take the upward direction as positive. 1 By s = ut + at2, (1M) 2 1 s1 = 7 ? 0. 7 + ? (–10) ? 0. 72 2 = 2. 45 m For the downward motion, she takes 1. 5 s from the highest point to enter water. Take the downward direction as positive. By s = ut + 1 2 gt , 2 1 s2 = 0 + ? 10 ? 1. 052 = 5. 51 m 2 (1A) This stopping distance is greater than the initial distance between the car and the boy. (1A) Therefore, the car would have knocked down the boy if the car had travelled at 80 km h? 1 or faster. (d) A drunk has a longer reaction time. (1A) This means that the thinking distance, and thus the stopping distance (sum of thinking distance and braking distance), increases. (1A) (1M) (1A) 14 (a) Take the upward direction as positive. By v = u + at, u = 0 ? (? 10) ? 0. 7 = 7 m s–1 board is 7 m s . 1 Therefore the height of the spring board above the water = s2 – s1 = 5. 51 – 2. 4 5 = 3. 06 m (1A) (1M) (1A) The speed of Belinda leaving the spring (b) Total time taken from the spring board to the water = 0. 7 + 1. 05 = 1. 75 s (c) v = u + at = 0 + (? 10) ? 1. 05 = ? 10. 5 m s–1 is 10. 5 m s–1.  © The speed of the diver entering the water (d) Deceleration of car Y = slope of the graph during 0. 5 s? 8. 5 s = 0 ? 19. 4 = –2. 43 m s–2 8. 5 ? 0. 5 (1A) The deceleration of car Y is 2. 43 m s–2. (c) Thinking distance = area under the graph during 0? 0. 5 s = 19. 4 ? 0. 5 = 9. 7 m (1A) (Correct shape) (Correct times) (Correct velocities) 1A) (1A) (1A) Braking distance = area under the graph during 0. 5 s? 8. 5 s 1 = ? 19. 4 ? (8. 5 – 0. 5) 2 = 77. 6 m distance are 9. 7 m and 77. 6 m respectively. (1A) The thinking distance and the braking (e) (See the figure in (d). ) (Correct slope – parallel to that in (d). ) (1A) (Correct position – above that in (d). ) (1A) 15 (a) Speed 70 km h–1 70 = m s–1 3 . 6 = 19. 4 m s –1 (d) The coloured area is equal to the difference in the stopping distances travelled by cars X and Y. (1A) (e) (1M) Stopping distance of car X = area under the graph during 0? 5 s 1 = ? 19. 4 ? 5 = 48. 5 m 2 Coloured area = 9. 7 + 77. 6 – 48. = 38. 8 m < 50 m Since the difference in stopping distances of the cars is smaller than the initial separation of the cars, the two cars do not collide with each other before they stop. (1A) (1M) (1M) Distance travelled by car Y in 2 s = vt = 19. 4 ? 2 = 38. 8 m < 50 m Since the distance between the cars is greater than the distance that car Y can travel in 2 s, the driver of car Y obeys the rule. corresponding v–t graph. Deceleration of car X = slope of the graph during 0? 5 s (1A) (1M) (b) Deceleration of a car is the slope of their 0 ? 19. 4 = 5? 0 = –3. 88 m s–2 The deceleration of car X is 3. 88 m s–2. (1A) 16 a) From t = 0 s to t = 5 s, the car moves with a uniform acceleration of 17 ? 0 = 3. 4 m s–2. 5 (1A)  © From t = 5 s to t = 20 s, the car moves with a constant velocity of 17 m s–1. (1A) From t = 20 s to t = 28 s, the car moves with a uniform acceleration of 0 ? 17 = ? 2. 125 m s–2. 28 ? 20 at rest. (1A) (b) s = ut + 1 2 at 2 1 = 0 + ? 17. 5 ? (8 ? 60)2 2 = 2 016 000 m (2016 km) (1M) (1A) The Shuttle travels 2 016 000 m (2016 km) in the first 8 minutes. From t = 28 s to t = 30 s, the car remains (1A) 19 (a) (i) The cyclist is using first gear when the acceleration is greatest before braking. shortest time. (1A) (1A) (1M) (1M) (1A) b) (ii) The cyclist uses second gear for the (b) Distance travelled = area under straight line PQ (8 + 6) ? 2 = 2 = 14 m The cyclist travels 14 m in second gear. (c) The acceleration during t = 18 s? 20 s 0? 9 = (1M) 20 ? 18 = ? 4. 5 m s–2 The deceleration is 4. 5 m s . –2 (1A) (Correct shape) (Correct time instants) (Correct accelerations) (1A) (1A) (1A) (1A) (1A) 20 21 (c) Yes. (HKCEE 2 005 Paper I Q1) 1 (a) s = ut + at2 2 1 = 0 + ? 10 ? (500 ? 10? 3)2 2 = 1. 25 m Therefore the minimum height the (1M) The car changes direction at t = 30 s. Its velocity changes from positive to negative, showing a change in its travelling direction. 1A) (1M) (1A) (1A) laptop must fall for it to be ‘saved’ is 1. 25 m. (b) v = u + at = 0 + 10 ? (500 ? 10 ) = 5 m s? 1 the ground is 5 m s–1. ?3 (1M) (1A) 17 18 (HKCEE 2002 Paper I Q8) (a) v = u + at = 0 + 17. 5 ? 8 ? 60 = 8400 m s–1 minutes is 8400 m s–1. The speed of the computer when it hits The speed of the Shuttle after the first 8  © (c) Most falls are likely to be from below this height, effect. (1A) (1A) (1A) so the protection will not have taken Physics in articles (p. 96) (a) 2. 45 m (b) (i) By v2 = u2 + 2as, u = v ? 2as u2 = 0 ? 2(? 10)(2. 45 + 0. 07 ? 1. 09) u = 5. 35 m s? 1 2 2 (1A) (1M) Take the upward direction as positive. 22 (a) Any one from: Rate of change of displacement Displacement per unit time (1A) (b) The velocity of a braking car is decreasing (with time) (1A) so the car has negative acceleration. (1A) Its displacement is (still) increasing with time, so its velocity is (still) positive In this case, the acceleration and velocity are in opposite directions. (1A) (1A) (1A) The vertical speed of Javier Sotomayor is 5. 35 m s? 1 when he leaves the ground. (ii) Take the upward direction as positive. Consider the upward journey. By v = u + at, v ? u 0 ? 5. 35 t= = = 0. 54 s a ? 10 (1M) (c) i) Consider the downward journey. 1 By s = ut + at2, (1M) 2 1 ? (2. 45 + 0. 07 ? 0. 71) = 0 + (? 10) t2 2 t = 0. 60 s The time that he stays in the air = (0. 54 + 0. 60) = 1. 14 s Alternative method: (1A) (Correct graph) (1A) Take the upward direction as positive. 1 By s = ut + at2, (1M) 2 (0. 71 ? 1. 09) = 5. 35t + 1 (? 10)t 2 (1M) 2 t = 1. 14 s or t = ? 0. 07 s (rejected) (ii) Vertical distance travelled = area under the graph from 4. 0 s to 10. 0 s (70 + 130)? 6 = 2 (1M) (1A) The time that he stays in the air is 1. 14 s. = 600 m (1A) The vertical distance travelled by the rocket between t = 4. 0 s and t = 10. s is 600 m.  © 3 1 2 3 4 C C Force and Motion 6 (a) The MTR train is accelerating in the forward direction. The man tends to move at his original speed (smaller speed), so he would move backwards relative to the MTR train. (b) The MTR train is slowing down. The man tends to move at his original speed (greater speed), so he would move forwards relative to the MTR train. (c) The MTR train is moving forwards at constant velocity. The man moves forwards with the same constant velocity, so he would remain at rest relative to the MTR train. (d) The MTR train is turning a corner. The Practice 3. 1 (p. 104) (b), (e), (f) 5 a) Stretching a rubber band (b) Standing on the floor (c) Walking time (e) (f) A compass A rubbed plastic ruler attracts small bi ts of paper (d) Exists in every object on the earth at any 7 man tends to move at his original direction, so he would move outwards relative to the MTR train. In space, the gravitational force acts on the spaceship is negligible. When the rockets are shut down, they do not exert a force on the spaceship. Therefore, no net force acts on the spaceship. By Newton’s first law, the spaceship is in uniform motion and can travel far out in space. 8 Joan moves on the ice surface with a constant velocity. Practice 3. 2 (p. 111) 1 2 3 4 5 C C D C (a) No. Athletes would hit the wall of the stadium if it is too close to the finishing line. (b) The mat is used to protect the athletes if they hit the wall after passing the finishing line. Practice 3. 3 (p. 122) 1 2 3 4 5 D A B A D  © 6 (a) 7 (a) Horizontal component = 40 + 30 cos 30 ° = 66. 0 N Vertical component = 30 sin 30 ° = 15 N Resultant = 66 2 + 15 2 = 67. 7 N Let ? be the angle between the resultant Resultant’s magnitude is 67 N and the angle between the resultant and the horizontal is 13 °. (b) and the horizontal. 15 tan = ? = 12. 8 ° 66 Resultant’s magnitude is 67. N and the angle between the resultant and the horizontal is 12. 8 °. (b) Horizontal component = 40 + 30 cos 45 ° = 61. 2 N Vertical component = 30 sin 45 ° = 21. 2 N Resultant’s magnitude is 65 N and the angle between the resultant and the horizontal is 19 °. (c) Resultant = 61. 2 2 + 21. 2 2 = 64. 8 N Let ? be the angle between t he resultant and the horizontal. 21. 2 tan = ? = 19. 1 ° 61. 2 Resultant’s magnitude is 64. 8 N and the angle between the resultant and the horizontal is 19. 1 °. (c) Resultant’s magnitude is 60 N and the angle between the resultant and the horizontal is 25 °. (d) Horizontal component = 40 + 30 cos 60 ° = 55 N Vertical component = 30 sin 60 ° = 26. 0 N Resultant = 55 2 + 26. 0 2 = 60. 8 N Let ? be the angle between the resultant and the horizontal. 26. 0 ? = 25. 3 ° tan = 55 Resultant’s magnitude is 60. 8 N and the angle between the resultant and the Resultant’s magnitude is 50 N and the angle between the resultant and the horizontal is 37 °. horizontal is 25. 3 °.  © (d) Resultant = 40 2 + 30 2 = 50 N Let ? be the angle between the resultant and the horizontal. 30 tan = ? = 36. 9 ° 40 Resultant’s magnitude is 50 N and the angle between the resultant and the horizontal is 36. 9 °. Hence, the angle between the two 5-N forces is 120 °. Alternative method: By tip-to-tail method, the two 5-N forces and the resultant 5-N force form an equilateral triangle. It is known that each angle of an equilateral triangle is 60 °. Therefore, the angle between the two 5-N forces is 120 °. 8 (a) 10 (b) Resultant force = 2 ? 400 = 800 N The resultant force provided by the cable is 800 N. 11 For the 2-kg mass: (c) 9 R = weight ? cos ? = 20 cos 30 ° = 17. 3 N Suppose the two forces act in the direction as shown. T = 20 N Therefore we have: Vertical component Fx = 5 sin ? Horizontal component Fy = 5 ? 5 cos ? = 5 ? 1 ? cos ? ) (magnitude of the resultant)2 = Fx2 + Fy 2 52 = (5 sin ? )2 + [5 ? (1 ? cos ? )]2 1 = sin ? + 1 ? 2 cos ? + cos ? 2 2 2T cos 45 ° = W 2 ? 20 ? cos 45 ° = W cos ? = 0. 5 W = 28. 3 N ? = 60 °  © 12 (a) 2T sin 10 ° = 500 T = 1440 N The tension of the string is 1440 N. 3 4 5 6 B C A Net force = ma = 40 ? 0. 5 = 20 N C By v2 – u2 = 2as, 0 à ¢â‚¬â€œ u2 = 2a(20) ? u2 = 40a u2 a=? 40 Resistance = ma = 12 ? ? u2 = –0. 03u2 40 (b) Component of force = T cos 10 ° = 1440 ? cos 10 ° = 1420 N The component of the force that pulls the car is 1420 N. 13 (a) 7 8 ‘A bag of sugar weighs 10 N. ’ or ‘A bag of sugar has a mass of 1 kg. By F = ma, F 800 000 a= = = 2 m s–2 m 4 ? 10 5 (b) As the mass is stationary, the net force acting on it is zero. When it flies horizontally, its acceleration is 2 m s–2. 100 ( )? 0 v? u (a) a = = 3. 6 = 4. 63 m s–2 t 6 The acceleration of the car is 4. 63 m s–2. (c) (i) y-component of F1 = weight of mass = 10 N 9 y-component of F1 = F1 sin 30 ° F1 sin 30 ° = 10 N F1 = 20 N x-component of F1 = F1 cos 30 ° = 20 cos 30 ° = 17. 3 N (b) F = ma = 1500 ? 4. 63 = 6945 N The force provided by the car engine is 6945 N. 10 (a) (ii) y-component of F2 = 0 x-component of F2 = x-component of F1 = 17. 3 N