Quadratic Equation and Marks

Tak Nga Secondary School 2010-2011 Mid-year Exam Form 4 Mathematics (Paper I) Time allowed: 1 hour 15 minutes Class:________ Name:__________________( ) Marks: ________/ 60 Instructions: 1. Write your name, class and class number in the spaces provided on this cover. 2. This paper consists of THREE sections, A(1), A(2) and B. Each section carries 20 marks. 3. Attempt ALL questions in this paper. Write your answers in the spaces provided. Supplementary answer sheets will be supplied on request. Write your name and class number on each sheet. 4. Unless otherwise specified, all working must be clearly shown. . Unless otherwise specified, numerical answers should either be exact or correct to 3 significant figures. 6. The diagrams in this paper are not necessarily drawn to scale. Page 1 of 9 Section A(1) (20 marks) 3n ? 5m =4. 2 1. Make n the subject of the formula (3 marks) ____________________________________________________________ ___________________ __________________________________ __________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 2. Calculate (? 3 + 5i ) ? (2 + 7i ) . 4 + 8i (6 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____ _______________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Factorize (a) 2r 2 + 20r + 50 , (b) r 2 + 10r + 25 ? s 2 . (4 marks) ___________________________________________ _________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________ __________ Page 2 of 9 3. 4. If f ( x) = x 2 ? 1 and g ( x) = 3 x + 2 , find the value of 2 f (0) + 3 g (1) . (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _______ ___________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 5. Solve the equation 1 2 x ? = 3 by the quadratic formula. (Give the answer in surd form. ) 2 (4 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________ __________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ________________ ____________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ Page 3 of 9 Section A(2) (20 marks) 6. In the figure, the straight line passing through A and B is perpendicular to the straight line passing through A and C, where C is a point lying on the x-axis. (a) Find the equation of the straight line passing through A and B. (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ________ ____________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (b) Find the coordinates of C. 3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ______________ _____ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ _____________________ _______________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 4 of 9 (c) Find the area of ? ABC. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________________ __ 7. Consider the function f ( x) = x 2 + bx ? 20 , where b is a constant. It is given that the graph of y = f (x) passes through the point (5, 10). (a) Find b. 2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _________________ ___________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ (b) Let k be a constant. If the equation f ( x) = k has two distinct real roots, find the range of values of k. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ __ __________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ Page 5 of 9 8. Suppose P(x) = 2 x 3 ? (h ? 1) x 2 ? 18 x + k . P(x) is divisible by (2x + 1). When P(x) is divided by (x – 2), the remainder is – 40. (a) Find the values of h and k. (4 marks) ____________________________________________________________ _____ ______________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________ ________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (b) Factorize P(x) completely. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________________ __ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ________________________ ____________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 6 of 9 Section B (20 marks) 9. It is given that ? and ? are the two roots of the equation 2Ãâ€"2 + 8x ? = 0, where ? > ?. (a) Write down the values of ? + ? and . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (b) Find the value of each of th e following expressions without solving the equation. (i) ? 2 + ? 2 (ii) ? ? ? (iii) ? 2 ? 2 (6 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____ ________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (c) Form a quadratic equation with roots ? 2 + ? 2 and ? 2 ? ? 2 . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ __________________________________ __________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ Page 7 of 9 10. It is given that f ( x) = ? 2 x 2 ? 6 x + c . The graph of y = f ( x) cuts the x-axis at A and B and also cuts the y-axis at C(0, 20). (a) Find the value of c. (1 mark) ______________________________________ ______________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (b) Find the coordinates of A and B. (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ __________________ __________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (c) Find the area of ? ABC . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____ _______________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 8 of 9 (d) By the method of completing square rewrite the equation y = f ( x) in the form y = a( x ? h) 2 + k . Find the vertex of the graph and axis of symmetry of the graph. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___ _________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____________________________ _______________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (e) Find the domain and co-domain of f(x). 2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___ _________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ END OF PAPER Page 9 of 9

Book Report on Fast Food Nation

Book Report on Fast Food Nation Free Online Research Papers When reading a novel there are many expectations that come to mind before even opening it up. Is the book going to capture my interests? When reading this book am I going to understand the concept that is it trying to tell the reader? That is what I said to myself when before reading the novel â€Å"Fast Food Nation,† by Eric Schlosser. This book breaks down the dark side of the all- American meal. It goes through each topic one by one that many people may wonder about the fast food that they are eating. When I found out that I was going to have to read this book for my class I thought that it would just the book version of the movie, â€Å" Super-Size Me.† But then after reading the first chapter I realized it was something completely different. While reading this book there was some information that was disturbing to read. When finding out what they do to the cows and how they slaughter them was sad to hear. The chapters of the book cover many different topics. These topics range from the founders of the first fast food stand, how they make the fries, working in the slaughterhouse and the dangers that it causes to its workers, and global realization (how fast food has changed the world). Every time I read this book I learned more information that I never knew about the fast food industry. If I were to give this book a rating I would give it a ten. This book may not be welcoming to readers but it is very insightful. Who knew that the fast food industry is the largest place for teenagers to get jobs? I found out in this book that most teenagers once in their lives have worked in the fast food industries. Also I found out that the McDonalds brothers were the ones who began the first Speedee Service System. When reading this novel the author provides a historical backdrop of the fast-food nation. Each chapter of this book has to deal with different people. I was most interested in learning about Ray A. Kroc. I found that interesting because I live in San Diego and he used to be one of the physical education teachers at my middle school and the Kroc Center is just minutes from house and I have spent some time there in their activates department participating in pool and their indoor ice skating rink. The author also talks about Walt Disney, and his complicate relationship with Mr. Kroc and his rise to fame. Learning about these important characters was very interesting to me. Of course both these men became very successful businessmen but I enjoyed hearing about their struggles before entering the light of fame. Reading this book did not really affect my way of eating fast food. Actually while reading this book I began to get hungry for some sort of big mac and fries. I found this book more interesting then disgusting. I was upset reading one part of the book though. Hearing about the workers at the slaughterhouse made me sad. This chapter of the book is to consider how workers in the meatpacking industry are damaged because of the way the plants are managed. The author talks about the specific hazards that is included when working here. Such as the dangerous machinery, the impractical expectations for production, the poor working conditions, and the fact that the supervisors do not bother to help the injured workers, instead they just move them to an easier job until they are better to go back to their original job. â€Å"Schlosser also places blame on the Reagan administration for undoing the advances that had been made for worker since the beginning of the twentieth century,† (Fast Food Nation). Interviews are done in this book; the author talks to some of the late night clean up crew and tell the readers the horrors of working the midnight shifts. The late night cleaning crew consists of mostly illegal immigrants. These immigrants suffer the most pain when working but reporting their injuries could result in being deported back to their country. One worker stated that he has lost two fingers and went into shock, the next week he returned to work and said that if one hand was not working he had another one to use. (Fast Food Nation). The smells that come with working in the slaughterhouse are awful, many workers say they come home smelling so powerful it takes days to go away no matter how many showers they take. As you can see being in the fast food industry is stressful, whether you are working behind the counter or in the slaughterhouse. I would recommend this book to anyone. I think all high school students should read this book and get educated on the pros and cons of working for their local fast food industry. Reading this book did impact my life . I know that getting a good education can result in a good paying job and a job that will not send me to the hospital or have a hot oil burn from French fries being cooked. I would not take out any information form this book because it is full of so much information that anyone reading would want to know. Learning about the products that are in the meat and the fries may interest many people so they know what kind of things they are putting into their bodies. I enjoyed reading this book and I would do it again if it was necessary. Research Papers on Book Report on Fast Food NationBook Review on The Autobiography of Malcolm XTrailblazing by Eric AndersonHarry Potter and the Deathly Hallows EssayStandardized TestingEffects of Television Violence on Children19 Century Society: A Deeply Divided EraThe Hockey GameNever Been Kicked Out of a Place This NiceMind TravelQuebec and Canada

Rhetorical Analysis of Moby Dick Google Docs Essays

Rhetorical Analysis of Moby Dick Google Docs Essays Rhetorical Analysis of Moby Dick Google Docs Paper Rhetorical Analysis of Moby Dick Google Docs Paper relationships, morality and the meaning of life. This arouses interest in the reader by forest widowing future events. In a tragedy, things are bound to go awry, so this connection made by Melville gives insight to the probable future of the crew. Through including short directions, although only riffle, Melville serves to both interest and include the audience in the unravel ling plot and to foreshadow to contribute to building suspense throughout the novel. Captain ABA largely uses appeals to the crews emotions through his diction and language in this chapter. The use of pathos is essential to persuade his crew t o search for Mob Dick and to avoid any mutiny or rebellion. Before even proposing his plan, Ah ABA instantly sets them up by asking them a multitude of questions. For example, he asks What do ye do when ye see a whale, men? Naturally, the crew replies as they are expected to. By poss. Eng things as questions rather than orders, the men are instantly more prepared to listen a ND obey Abss commands. Melville even notes that they themselves became so excited at s such seemingly purposeless questions. Abss speech of the pain Mob Dick has inflicted on him is illustrated by loaded language that not only is used to arouse the crew, but to appeal me continually to the audience. As ABA presents them with his plan to capture and kill Mob Dick, he receive s little opposition. However, Struck, being most rational, questions why a voyage meant to make a refit has evolved into a mad hunt for just one whale for the sole purpose of vengeance. ABA refutes his sensible argument through using a logical fallacy known as Bands agony. He claims that the rest of the crew has happily complied to going after Mob Dick. ABA replies, The crew, man, the crew! Are they not one and all with ABA, in this matter of the whale? None of the other men had happily complied, but rather, nobody had the sense or c our age to speak up like Struck. Despite this, Struck immediately submits to ABA without Hess taxation. Through Abss rhetoric, a highly charismatic yet extremely domineering side of ABA I shown. This strong character development adds a completely new element to the story. T he audience is now made aware of the premise of the rest of the story. As Abss insanity is begin inning to be revealed, the looming disaster of the Piqued is foreshadowed. Also, ABA use s appeals to sympathy, which also influence the crew and the reader as well to feel that his need to revenge is more reasonable. ABA clever use of language and rhetoric in this chapter hell as to set the stage for the rest of the novel. In the Quarter Deck, dialogue is a prominent feature, being strung throughout the entire chapter. Since this chapters main point is for ABA to reveal the true purpose of the voyage, dialogue is essential. It serves to not only add interest to the chapter, but to g eve the reader a more hellbender view of the events occurring. The reader can not only be e exposed to Seamless response, but the reactions of the entire crew. Again, similar to stag e directions, this connects the story to a tragedy format. While preceding chapters were chaff lull of Seamless personal thoughts and accounts, this chapter is a sudden switch to more of a dramatic play format. This maintains the audience interest by keeping variation in how the s Tory is narrated, while effectively increasing the suspense that begins to build from this chapter r on. Also, had Abss plan been simply told through Siamese retelling it, the reader would view the voyage completely differently. Siamese himself was brainwashed by ABA into believing his need for revenge is somewhat understandable. Although he has more insight than others, he is still relatively oblivious to the fact that Abss plan can only lead t o doom and disaster for the entire crew. By hearing the events of this chapter through dial guy, and directly seeing how ABA presents his plan, the audience has an advantage over the men by being able to see through his manipulation. In all, dialogue is an extremely important com anent of this chapter which gives the reader a better understanding of the situation the Pee quad and the crew is really in. In addition, imagery is a component that is used in the chapter, and continue d throughout the entire novel. In this scene, circles are especially emphasized. ABA sesame bless the crew into a physical circle, while also pulling them into his own imaginative sphere of his win perverted vision of revenge against Mob Dick. Melville illustrates that ABA stands while e his three mates stood at his side with their lances, and the rest of the ships company formed a circle round the group. This symbolism is shown again when he ABA says Round with it, ROR ND! and again when he exclaims, Advance, ye mates! Cross your lances full before me. Well done! Let me touch the axis. By now ABA has successfully bound the entire crew to him. He stands in the center of this circle he has fabricated, while the men radiate around him chug HTH in this sphere of is imagination. This is representative of how the men have now become .NET angled in Abss deranged obsession. Without much choice, they are forced to submit to ABA as he controls each of them. This circle imagery really solidifies how ABA has completely maniple dated them to gain control over them. A circle is also representative of ABA himself because he is complete in him elf and does not listen or pay attention to anything outside the realm Of this circle who ICC encompasses his infatuation with avenging Mob Dick. He is so focused on this that anything g else has no significance to him.

Analysis Of Girodets The Revolt At Cairo

Analysis Of Girodets The Revolt At Cairo At first glance, the eye is immediately drawn to the naked Arab man on the right. His sword is raised in defence of the French charge; his left arm cradles a stricken Mamluk warrior in lavish attire. To the left of the painting is a French soldier advancing on the rebels with sword raised in obvious intent, stepping over the body of a fallen native who is dressed in classical white robes. At the centre of the piece is a helmeted hussar, looking up at the Arab warrior with a steely resolve; sword pulled back in anticipation. Underneath him is a turbaned black man in the thick of the melee, with a raised dagger in one hand and the head of a French soldier in the other. The scale of the work is massive (365 x 500 cm), and the brushwork is very fine in the classical style, leaving little evidence of the brush strokes on the canvas. Beyond the highlighted characters, Girodet employs a fairly dark palette of reds and browns, in keeping with the everyday, grubby violence of the scene, and to better accentuate the main players. This combination of light and shade lends the painting a great depth of field. The light falls from the upper-left of the picture plane, but the figures are arranged in such a way that only the Mamluk warrior and his Arab protector are fully illuminated. They are very alluring to the eye, and Girodet seems to have taken great care to invest them with much humanity. The naked warrior is depicted in a classically sculpted pose, a look of sickened horror on his face at the sight of a French offensive in the mosque. The charging Hussar’s face on the other hand, is portrayed in deep shadow under his raised sword arm, obscuring his features and thus demoting his status. Although there is no actual blood depicted in the piece, the flashes of red on the hussar’s trousers and the Mamluk’s cloak provide a striking suggestion. It is important for us not to assume the artist’s thinking or impose our own moral agenda on the piece . However, it is difficult not to come away from the painting with our sympathies leaning towards the exotic figures. This was undoubtedly not the commissioned intent, but Girodet’s subversion seems to be quite evident. The most obvious distinction between the two main protagonists is that the naked warrior is in a defensive stance, and protecting the Mamluk into the bargain, while the French hussar is very much on the attack. In a distortion of French Neoclassicism, Girodet bestows all the desirable attributes of classical tradition: bravery, honour, loyalty, on the indigenous. Their illuminated faces seem to portray the majesty of all human emotion in this moment of high melodrama, while the hussar, lessened by his own shadow, is reduced to a cipher for French military ambition and ignominious cultural disregard. He is violently portrayed, with a single-mindedness of purpose and no compassionate aspect: A whirling automaton in service to the Empire.

Translational Review and evidence based practice Essay

Translational Review and evidence based practice - Essay Example on "Why is there not a uniform nurse-patient ratio in all the states of the U.S.?† could be investigated using the third approach to translational research, namely Implementation and Testing of Systems Change. Today, there exist several healthcare practices that are based on research-driven evidence for many conditions that include diabetes, asthma and cardiac failure(Titler, 2011). Unfortunately, the implementation of these practices is inconsistent, andvariations in practice are common. In the past, research into patient safety has tended to overemphasize the collection and analysis od data which is then used to demonstrate that there are better ways to ensure patient safety. Not much research has been undertaken on how to implement those findings. Putting into practice evidence from research is an uphill task that requires continued collaboration among various players in healthcare provision. These include government agencies, healthcare providers and individual practitioners among other actors. Recently, the Agency for Healthcare Research and Quality (AHRQ) developed a conceptual framework for ensuring that research findings are translated into practice as much as possible and also in the shortest time possible(Titler , 2011). The approach of implementation and testing of systems change incorporates ideas and concepts from several disciplines that include scientific transfer of knowledge, organizational innovation, social marketing and behaviour change. The framework is presented as a series of steps, in practice, however, the process of knowledge transfer is never a linear process. Rather, it is a back-and-forth process in which information is shared between researchers, regulators and practitioners. The process of putting into practice the findings of the research arising out of the above question will entail several stages(Titler , 2011). The first step will entail collecting data from a sample of health facilities across the country. The respondents in

Death of a salesman - play response Assignment Example | Topics and Well Written Essays - 500 words

Death of a salesman - play response - Assignment Example The sound effects were perfect with echoes employed especially during the flashbacks. The director Powell also manages to shift the tome of the play depending with the occurrence especially using tonal variations of the actors. The most striking feature of the play in terms of sound is when Willy crushes his car indicating the end of the play. The lights then go off. The Director used light to depict different moods in the play. Instances of somber moods were braced with dim lights while brighter lights braced happy moments. The actor’s participation was perfect especially with stage position at the stage while Willy and His Son’s were conversing. The actor’s participation was so real that it managed to moved the audience. The play was full of laughter, murmurs, while other shed tears at the tragic death of the salesman. Willy’s participation and expressions of anger and somberness made this play look very real. Background music employed especially vocal t unes carried away the audience making the play to look so real. Use of gestures and stage movement encouraged actor’s participation. Symbolically Willy decides to plant a garden in the play, which is a symbol of satisfaction. Willy wanted to make his son achieve the American dream but his son Biff denounces him when he finds him cheating on his mum with a mistress. During this time, Willy picks a hoe and goes to the garden to pant some seeds. The actions look real even though this play is a stage performance the director Anthony Powel has managed to draw this symbolism. Willy’s action with his wife is marvelous. During the opening stage of the play, he holds his wife and tells her, â€Å"Linda people laugh at me when I tell them am feeling kind of temporary about myself and after all the highways, the trains, and the appointments, and the years, you end up worth more dead than alive†. The director of this play hints Willy’s tragic death, which still

Why and how is the landscape of childrens services changing What are Essay

Why and how is the landscape of childrens services changing What are the implications of these changes for practitioners who work with children - Essay Example fts in institutional values have also contributed to this change, such as the gendered character of contemporary parenting and the gendered character of childhood, which have corresponding implications in the children’s services (Daniel, e al., 2005). Today’s children’s services argue the importance of using gendered perspective in order to engage adequately with the causes and effects of child maltreatment. This perspective may be analysed as an outcome of the growing gendered character of the household and the workplace, which has characterised modern industrial societies like England. England has designed and implemented its early years’ educational policy in the period of 1997-2004 and presented some innovations in the policy, its evidence base, and delivery of new services. It suggests evidence concerning expansion of services on the benefit of early years education on children’s development (Sylva and Pugh, 2005), a direction which children’s services as pedagogy is leading. Early year’s education in England is claimed to be transformed through integration of education and care at local and national level, the strong focus on families and children in the delivery of services, as well as the introduction of the Foundation Stag Curriculum 3-6 years and its birth-3 years supplement (Sylva and Pugh, 2005). Stone and Rixon (2008) stressed that while child-centred is the key, it is as important to seek the perspective of parents who are left with the child when all the professionals have gone home. Stone and Rixon also emphasised that it is important to recognise the value of families, which serve as one point for change and in which change itself can and should originate from, resonating with the changes in children’s services in England. The focus of change, as Rixon (2008) points out, has been on the challenges for practitioners of these currents, which likewise affect the experiences of children and their families. England launched in 2003 its