Ib Math Ia Free Essays

string(23) " the Type II Criteria\." MATME/PF/M12/N12/M13/N13 MATHEMATICS Standard Level The portfolio – tasks For use in 2012 and 2013 Â © International Baccalaureate Organization 2010 7 pages For final assessment in 2012 and 2013 2 MATME/PF/M12/N12/M13/N13 C O N T E N TS T y p e I t as k s Circles T y p e I I t as k s Fish Production Gold Medal Heights INTRODUC TI ON W h a t is t h e p u r p ose of t h is d oc u m e n t ? This document contains new tasks for the portfolio in mathematics SL. These tasks have been produced by the IB, for teachers to use in the examination sessions in 2012 and 2013. It should be noted that most tasks previously produced and published by the IB will no longer be valid for assessment after the November 2010 examination session. We will write a custom essay sample on Ib Math Ia or any similar topic only for you Order Now These include all the tasks in any teacher support material (TSM), and the tasks in the document tfolio tasks 2009 The tasks in the in the 2012 examinations but N O T in 2013. Copies of all TSM tasks published by the IB are available on the Online Curriculum Centre (OCC), under Internal Assessme not be used, even in slightly modified form. W h a t h a p p e n s i f t e a c h e r s u s e t h e s e o l d t a s k s? The inclusion of these old tasks in the portfolio will make the portfolio non -compliant, and such portfolios will therefore attract a 10-mark penalty. Teachers may continue to use the old tasks as practice tasks, but they should not be included in the portfolio for final assessment. W h a t o t h e r d oc u m e n t s s h o u l d I u se? All teachers should have copies of the mathematics SL subject guide (second edition, September 2006), including the teaching notes appendix, and the TSM (September 2005). Further information, ncluding additional notes on applying the criteria, is available on the Online Curriculum Centre (OCC). Important news items are also available on the OCC, as are the diploma programme coordinator notes, which contain updated information on a variety of issues. W h i c h t as k s c a n I u se i n 2012? The only tasks produced by the IB that may be submitted for assessment in 2012 are the ones contained in this document, and those in the document Portfolio tasks 2011 2012 . There is no requirement to use tasks produced by the IB, and there is no date restriction on tasks written by teachers. For final assessment in 2012 and 2013 3 MATME/PF/M12/N12/M13/N13 C a n I u se t h ese t as k s b e f o r e M a y 2012? These tasks should only be submitted for final assessment from May 2012 to November 2013. Students should not include them in portfolios before May 2012. If they are included, they will be subject to a 10-mark penalty. Please note that these dates refer to examination sessions, not when the work is completed. W h i c h t as k s c a n I u se i n 2013? The only tasks produced by the IB that may be submitted for assessment in 2013 are the ones contained in this document. T e c h n ology There is a wide range of technological tools available to support mathematical work. These include graphic display calculators, Excel spreadsheets, Geogebra, Autograph, Geometer sketch pad and Wolframalpha. Many are free downloads from the Internet. Students (and teachers) should be encouraged to explore which ones best support the tasks that are assigned. Teachers are reminded that good technology use should enhance the development of the task. E x t r a c ts f r o m d i p lom a p r og r a m coo r d i n a to r n ot es Important information is included in the DPCN, available on the OCC. Teachers should ensure they are familiar with these, and in particular with the ones noted below. Please note that the reference to the 2009/2010 document is outdated. C op i es of t as k s a n d m a r k i n g/sol u t ion k e ys Teachers are advised to write their own tasks to fit in with their own teaching plans, to select from the 2009/2010 document, or to use tasks written by other teachers. In each case, teachers should work the task themselves to make sure it is suitable, and provide a copy of the task, and an answer, solution or marking key for any task submitted. This will help the moderators confirm the levels awarded by the teacher. It is particularly important if teachers modify an IB published task to include a copy of the modified task. While this is permitted, teachers should think carefully about making any changes, as the tasks have been written with all the criteria in mind, to allow students to achieve the higher levels. N on -co m p l i a n t po r t f ol ios f r om M a y 2012 Please note the following information on how to deal with portfolios that do not contain one task of each type. This will be applied in the May 2012 and subsequent examination sessions. If two pieces of work are submitted, but they do not represent a Type I and a Type II task (for example, they are both Type I or both Type II tasks), mark both tasks, one against each Type. For example, if a candidate has submitted two Type I tasks, mark one using the Type I c riteria, and the other using the Type II Criteria. You read "Ib Math Ia" in category "Essay examples" Do not apply any further penalty This means that the current system of marking both tasks against the same criteria and then applying a penalty of 10 marks will no longer be used. For final assessment in 2012 and 2013 4 MATME/PF/M12/N12/M13/N13 SL T YPE I A im : In this t ask you wi l l conside r a se t of numbe rs tha t a r e pr esent ed in a symme t r i c a l pa t t e rn. Consider the five rows of numbers shown below. Describe how to find the numerator of the sixth row. Using technology, plot the relation between the row number, n, and the numerator in each row. Describe what you notice from your plot and write a general statement to represent this. Find the sixth and seventh rows. Describe any patterns you used. Let E n ( r ) be the ( r 1) th element in the nth row, starting with r 15 Example: E5 (2) . 9 0. Find the general statement for E n ( r ) . Test the validity of the general statement by finding additional rows. Discuss the scope and/or limitations of the general statement. Explain how you arrived at your general statement. For final assessment in 2012 and 2013 5 MATME/PF/M12/N12/M13/N13 C IR C L ES SL T YPE I A im : The a im of this t ask is to invest i ga t e posi t ions of points in i nt e rse c t ing c i r c l es. The following diagram shows a circle C 1 with centre O and radius r, and any point P. r P O C1 The circle C 2 has centre P and radius OP. Let A be one of the points of intersection of C 1 and C 2 . Circle C 3 has centre A, and radius r. The point P is the intersection of C 3 with (OP). This is shown in the diagram below. C3 A O P’ P C2 C1 Let r 1 . Use an analytic approach to find OP , when OP 2 , OP 3 and OP 4 . Describe what you notice and write a general statement to represent this. Let OP 2 . Find OP , when r 2 , r 3 and r 4 . Describe what you notice and write a general statement to represent this. Comment whether or not this statement is consistent with your earlier statement. Use technology to investigate other values of r and OP. Find the general statement for OP . Test the validity of your general statement by using different values of OP and r. Discuss the scope and/or limitations of the general statement. Explain how you arrived at the general statement. For final assessment in 2012 and 2013 6 MATME/PF/M12/N12/M13/N13 F IS H PR O D U C T I O N SL T YPE II A im: This t ask conside rs comme r c i a l f ishing in a pa r t i cul a r count ry in two di ff e r ent envi ronments the se a and f ish f a rms (aqua cul tur e). The da t a is t a k en f rom the U N St a t ist i cs D ivisi on C ommon D a t a b a se . The following table gives the total mass of fish caught in the sea, in thousands of tonnes (1 tonne = 1000 kilograms). Y ea r T ot a l M ass 1980 426. 8 1981 470. 2 1982 503. 4 1983 557. 3 1984 564. 7 1985 575. 4 1986 579. 8 1987 624. 7 1988 669. 9 Y ea r T ot a l M ass 1989 450. 5 1990 379. 0 1991 356. 9 1992 447. 5 1993 548. 8 1994 589. 8 1995 634. 0 1996 527. 8 1997 459. 1 Y ea r T ot a l M ass 1998 487. 2 1999 573. 8 2000 503. 3 2001 527. 7 2002 566. 7 2003 507. 8 2004 550. 5 2005 426. 5 2006 533. 0 Define suitable variables and discuss any parameters/constraints. Using technology, plot the data points from the table on a graph. Comment on any apparent trends in your graph and suggest suitable models. Analytically develop a model that fits the data points. (You may find it useful to consider a combination of functions. ) On a new set of axes, draw your model function and the original data points. Comment on any differences. Revise your model if necessary. The table below gives the total mass of fish, in thousands of tonnes, from fish farms. Y ea r T ot a l M ass 1980 1. 4 1981 1. 5 1982 1. 7 1983 2. 0 1984 2. 2 1985 2. 7 1986 3. 1 1987 3. 3 1988 4. 1 Y ea r T ot a l M ass 1989 4. 4 1990 5. 8 1991 7. 8 1992 9. 1 1993 12. 4 1994 16. 0 1995 21. 6 1996 33. 2 1997 5. 5 Y ea r T ot a l M ass 1998 56. 7 1999 63. 0 2000 79. 0 2001 67. 2 2002 61. 2 2003 79. 9 2004 94. 7 2005 119. 8 2006 129. 0 Plot the data points from this table on a graph, and discuss whether your analytical model for the original data fits the new data. Use technology to find a suitable model for the new data. On a new set of axes, draw both models. Discuss how trends in the first model could be explained by trends in t he second model. By considering both models, discuss possible future trends in both types of fishing. For final assessment in 2012 and 2013 7 MATME/PF/M12/N12/M13/N13 G O L D M E D A L H E I G H TS SL T YPE II A i m : T he a i m of th i s t a sk i s to O lympi c G ames. high jump in the The table below gives the height (in centimeters) achieved by the gold medalists at various Olympic Games. 1932 Y ea r H e igh t (c m) 197 1936 203 1948 198 1952 204 1956 212 1960 216 1964 218 1968 224 1972 223 1976 225 1980 236 Note: The Olympic Games were not held in 1940 and 1944. Using technology, plot the data points on a graph. Define all variables used and state any parameters clearly. Discuss any possible constraints of the task. What type of function models the behaviour of the graph? Explain why you chose this function. Analytically create an equation to model the data in the above table. On a new set of axes, draw your model function and the original graph. Comment on any differences. Discuss the limitations of your model. Refine your model if necessary. Use technology to find another function that models the data. On a new set of axes, draw both your model functions. Comment on any differences. Had the Games been held in 1940 and 1944, estimate what the winning heights would have been and justify your answers. Use your model to predict the winning height in 1984 and in 2016. Comment on your answers. The following table gives the winning heights for all the other Olympic Games since 1896. 1896 1904 1908 1912 1920 1928 1984 1988 1992 1996 2000 2004 2008 Y ea r H eigh t (c m) 190 180 191 193 193 194 235 238 234 239 235 236 236 How well does your model fit the additional data? Discuss the overall trend from 1896 to 2008, with specific references to significant fluctuations. What modifications, if any, need to be made to your model to fit the new data? For final assessment in 2012 and 2013 How to cite Ib Math Ia, Essay examples

The Chemistry Of Photography Essays - Photographic Processes

The Chemistry Of Photography Photography is a very complex form of art, which uses standard chemicals and scientific equations. It is a chemical reaction, which occurs when light hits a film or paper emulsion. An emulsion is part of the film or paper, which is very sensitive to light. This is also the part where the chemical reaction takes place. In an emulsion, are small crystals of silver halide, silver bromide, silver chloride, or silver iodide [Eaton, George]. These chemical crystals react with light when it is passed through a camera, to create an image on paper [Foto Info]. The development of film production has a very simple chemical equation, most widely known as: Light + Ag(X) ? Ag + (X) This equation expresses how when any form of light is added to silver X, it creates silver plus the X [Mad Scientist]. In most cases, the AgX represents one of the compounds above. In the photographic process, there are three main chemicals used. These are the developer, the stop bath, and the fixer. The developer, or the reducer, is the chemical that completes the reaction with the light exposure, by reacting with the silver, to create metallic silver [Britannica Online]. This process is called reduction. Common reducers used are hydroquinone, phenidone, metol, pyro, and absorbic acid. If you combine two of these reducers, it creates superadditivity. Some common combinations are metol and hydroquinone, which produce MQ, or phenidone and hydroquinone, which produce PQ. [Foto Info] Each of the chemicals used in the developer have their own specific qualities and features. When hydroquinone is used alone, it can be a very slow reducer. When metol is used, it brings out detail very quickly. Phenidone is almost never used by itself. If it is combined with hydroquinone, it keeps detail, but at the same time, it increases contrast. If used alone, it is very fast but has low contrast. One of the less commonly used of these developers is pyro. This is an older developer, and is also known as pyrogallol. Pyro leaves a stain on the negative while it develops it. Most people who use this developer want that stain as part of an effect, because it ends up softening the image. Finally, absorbic acid has been used for quite some time to develop film. [Foto Info] The Kodak DK-50 is a fast developer, which produces a clean image on the paper. A breakdown of the chemicals involved looks like this: Water 52 degrees centigrade 750 ml Metol 2.5 grams Sodium Silfite, anhydrous 30 grams Hydroquinone 2.5 grams Balanced Alkali 10 grams Potassium Bromide, anhydrous 0.5 grams [Kodak] This shows the amounts of each chemical added. If you change the amount of these chemicals, or add different ones, the developer will create different qualities in the pictures it makes. An example is in the Kodak D-76 Developer. This developer is good for shadow detail, and has normal contrast. The makeup of this developer looks like this: Water 52 degrees centigrade 750 ml Metol 2 grams Sodium Silfite, anhydrous 100 grams Hydroquinone 5 grams Borax 2 grams [Kodak] A stop bath makes sure the developer does not develop any more than it should, by stopping it [Britannica Online]. This is needed because there is always some extra developer in the emulsion. A developer has a pH higher than seven, and is therefore a base. Most photographers use acetic acid as their stop baths [Foto Info]. This acid neutralizes the developer, causing it to stop. Another simple stop bath is water. The only problem with this is that water will not stop the development of the photo instantly. This is generally not a problem, unless the artist has a specific look that they are trying to achieve. The last chemical in the photography process is the fixer. The fixer breaks up the un-exposed silver salts in the emulsion. Then, you will be able to view the photograph outside of the darkroom, because it will no longer have a chemical reaction with the light. There are six components of the fixer. They are the solvent, the fixing agent, acid, preservative, hardener, and the buffer [Woodson, Roger]. The solvent is usually water, which dissolves the chemicals, including the silver thiosulfate complexes that were formed. The fixing agent is usually sodium thiosulfate or ammonium thiosulfate. The difference between

Importance of Parenting Concepts

Importance of Parenting Concepts Introduction Parenting is a continuous process that usually does not produce immediate results. This implies that parents have to be actively involved in child rearing to ensure positive development and nurture desired norms and values.Advertising We will write a custom essay sample on Importance of Parenting Concepts specifically for you for only $16.05 $11/page Learn More Parenting is termed as a gift and a privilege since parents are given the opportunity to positively impact a person’s life. This paper highlights the definitions of parenting, explains different parenting styles, drawbacks to successful parenting and reviews emerging issues in the area. It also seeks to examine the ecological model and its relation to parenting. Definitions of Parenting Parenting, often referred to as child rearing, refers to the process of providing emotional, physical, social and financial support towards the full growth of a child. It can be carried out by biolo gical parents or adoptive parents who take it upon themselves to ensure that a child develops progressively from infancy to adulthood. Upon reaching adulthood, children are in better positions to assume independence. Competent parenting is achieved through a gradual process of acquiring skills and adapting to different environments (which a child and a parent are often exposed to). Competent parenting Competent parenting is achieved through a combination of several features. To ensure positive growth in a child, parents need to be sensitive to a variety of factors. Parenting depends on pre-existing conditions of a child which include traits, abilities, characteristics and type of temperament. Competent parenting entails several features which parents should strive to cultivate: perceptiveness, flexibility, responsiveness and persistence (Parenting Today, 2013). Perceptiveness calls for the need to be aware and observant of a childs emotional and behavioral changes. This facilitates identification and regulation of child behavior. Observance requires parents to be attentive to small details that often go unnoticed.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some events that occur during child growth require parents to be sensitive to different changes which influence them. Upon identifying these changes, parents can thereby act accordingly. This eliminates the problem of passive parenting, which is evident in some families. Flexibility refers to the ability to adapt to different situations appropriately. This implies that parents should be armed with a wide range of problem solving skills, usually acquired from experience and previous learning. This facilitates the possibility of effectively responding to different demands and situations, as and when need arises. Different situations present themselves (ranging from academics, social and personal issues) during c hild development. It is the responsibility of the parent to ensure that they are armed with adequate problem solving skills to deal with these situations adequately. Responsiveness is aimed at fostering adjustment based on changing needs of a child. Parents should be aware of what their children are going through and in the process understand that a parents warmth is vital for child development. Affection should be expressed in all situations including rebuke. Gradual persistence builds on optimism which arises from positive attitudes. Children often learn from parents’ behavior through observation and this affects impartation of skills. Challenges to successful parenting Certain factors impinge on successful parenting. Cultivating positive parenting is arguably vital for growth in children. However, various aspects act as drawbacks to successful parenting. One major drawback arises from lack of cohesion between two parents. This usually occurs when one of the parents upholds certain values, often relating to discipline, that the other considers irrelevant. In this case, the child is aware of the conflict transpiring between parents and may be torn between whom to follow and who not to. Children should be oblivious of any conflict between parents.Advertising We will write a custom essay sample on Importance of Parenting Concepts specifically for you for only $16.05 $11/page Learn More Parents should display consistency in matters relating to discipline and decisions that have a great effect on a child. Failure to do this may lead to emergence of rifts and favoritism arising from a child preferring one parent over the other because of the values they uphold. Parenting is also affected by dysfunctionalaities in individual parents. These dysfunctionalaities arise from poor backgrounds of the childs parents which leave them clueless on how to practice good parenting. Involvement of parents in drugs, alcohol or crime affects child u pbringing negatively. Issues pertaining to depression and lack of good family standings contribute to setbacks in child development. The common scenario is where parents concentrate on other things (like drugs, gambling and excessive drinking) at the expense of their children. They forget their parental responsibilities meaning that they are not in a position to execute responsibilities. This amounts to negligence Negative media also influences parenting. The media is filled with all sorts of negative messages that children are exposed to. As a result, children believe what they see and acquire a perception of I want a mommy or daddy like that. This is evident from many reality shows where parental values and acceptable norms are often ignored. Despite the drawbacks mentioned above, there are several key ingredients to successful parenting. They include enforcement of rewards and punishment to support good behavior and manners. Children should be reminded of consequences that emerge as a result of the decisions they make. Another key ingredient is ensuring consistency disciplinary values to serve as a reminder to children. These setbacks can be alleviated by exercising a variety of things which include counseling and attending parenting programs to assist in acquisition of desired skills and abilities (Guhl Fontenelle, 2000). Parenting styles There are a variety of parenting styles that have been defined by scholars and psychologists alike. These styles are based on how parents respond to situations and their level of control. Failure to strike a balance between responsiveness and control can be detrimental to a childs’ growth and lead to a disaster in parenting (Schaffer, 2009).Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Children who grow up in settings where one of the requirements is overemphasized tend to have issues relating to esteem, discipline and more often than not, academic performance may be negatively affected. This may trigger depression and anxiety at later stages in life. The four major types of parenting styles include authoritative, authoritarian, permissive and uninvolved parenting. These styles represent constructs and strategies that parents apply in parenting (Balter, 2000). Authoritative parenting It is categorized as one of the most balanced and democratic types of parenting which is geared towards wholeness and positive maturity of child. This is due to the fact that parents are both responsive and demanding. It is based on a collective approach to parenting which involves children in the problem solving process. This form of parenting gives a child a sense of freedom in making decisions hence cultivating independence. However, parents initially determine standards and contin uously monitor their children to ensure they act responsibly. Disciplinary measures are characterized by a level of objectiveness rather than violent bursts which would otherwise engrave a negative image on the importance of discipline in a child (Brooks, 2000). Authoritarian parenting Authoritarian parenting is also referred to strict parenting. Authoritarian parenting is characterized by parents who are not responsive, however they are demanding. Parents usually set principles and standards that are to be religiously adhered to, with little or no discussions with the child. No form of explanation is provided to the child regarding the rules and regulations that have been defined by parents. The result of such strictness leads to growth of social dwarfs. In this case, children are socially incompetent of developing relations due to the fact that they are accustomed to being told what to do and are seldom allowed to follow their hearts. Most children who have underwent this form of parenting end up feeling very insecure and are incapable of developing lasting social relations (Schaffer Kipp, 2009). Permissive parenting Permissive parenting is considered a form of lenient parenting. It is responsive yet not demanding. Parents exercise little control over their children. Responsiveness emerges from the fact that parents are sensitive to the childrens needs despite failure to set strict rules and standards relating to behavior and manners. The major disadvantage of this type of parenting is the fact that children from such homes end up engaging in misconduct as they are used to having their way in doing things (Bjorklund Blasi, 2011). Uninvolved parenting Uninvolved parenting is mainly passive. Parents are unaware and insensitive to child growth and development. It is characterized by lack of responsiveness and demand in raising up a child. This form of parenting is neglectful due to the fact that it does not take into consideration any of the important strateg ies. Parents are completely detached and unsupportive to emerging needs of a child. Such parents normally have other priorities (and values) other than child growth. They are totally unaware of events that children go through. As a result of this, children develop a sense of false independence because they are left to mature on their own. Children who are a product of such parenting have social relation issues and find it difficult to observe any set rules and regulations. Neglect usually arises from a variety of things which include addiction to harmful and illegal substances, financial issues and failure to prioritize the importance of child upbringing (Sigelman Rider, 2011). Parenting should not be regarded as an in house task. The community plays a major role in ensuring that parents are kept on their toes in exercising positive parenting. The community should cultivate a culture where acceptable norms, values and mannerisms of behavior are encouraged and emphasized. The commun ity has a role in ensuring that parental programs, to instill parental values and encourage competency in parenting, are conducted to promote child growth and development (Fisher Lerner, 2004). The ecological model and parenting The ecological model supports the idea that childrens growth and development is equally determined by external factors. Healthy maturity depends on settings that are beyond the confines of a home. The ecological model places a child at the center of micro systems which the child is in constant interaction with. External events, values and norms are learned by children depending on the environments they are in. Child development is evidently affected by settings like educational institutions, extended families and community neighborhoods. As a child grows and time passes by, contexts change and each of the new developments affect the growth of the child hence parenting should accommodate these changes (Luster Okagaki, 2005). Skills of a competent parent Par enting has been termed as a demanding task despite being a natural process. A parent needs to invest time in ensuring proper upbringing of a child. Becoming a better parent calls for acquisition of certain skills to foster good health, success and development of a child. The most important is love. Parents should be affectionate to their children and create time to bond with them. This in turn creates a feeling of appreciation.(10 Skills of Competent Parents, 2013). Relationship skills allow the parent and child to have a healthy relationship and in turn the child is in a better position to establish healthy relations with others. Parents should be respectful and encourage autonomy. The child should be encouraged to understand their sense of purpose in life and reminded that they are self sufficient. Other skills that are vital in parenting include stress management, behavior management, safety and support of spiritual development (Golombok, 2000). Communication quality and parentin g Communication is a key aspect in ensuring good parenting. Failure to communicate effectively leads to conflicts due to lack of understanding between the parties involved. Communication between a parent and a child should be open, and should not require the presence of a mediator. The right quality of interactions and communication affects the positive growth of a child. Communication calls for the parent to be attentive to emerging needs and changes. The parent should simply listen to the child. The quality of relationships which children make is directly linked with parenting. Communication ensures that both the parent and child are aware of their environments and are in a position to express themselves adequately irrespective of the situations (Macklem, 2008). Media and parenting The medias’ role in parenting has recently evolved over the years. The media has played an important role in parenting in several ways. Parents are increasingly looking to the media for informati on on child rearing through access to a wide array of topics on parenting. Parenting information is available online where parents can borrow lessons from true stories and other experienced parents. Psychologists also offer chunks of advice to assist parents in child growth and development. The TV also provides a considerable amount of content on parenting which parents can learn from. The print media equally discusses topics on child rearing and other child related stories. Several media owners in the print industry have devoted several pages to discussions on issues relating to family life (Simpson, n.d., para 11). Despite the positive influence of media, there are several challenges that the media has generated. TV has largely been viewed as the major source of parenting advice hence overlooking other important aspects that build parenting like family and religion. Sometimes, application of parenting advice varies from situation to situation. Therefore, what is portrayed in the m edia may be confusing and fail to apply efficiently in different situations. This implies that parents should not treat the media as ‘gospel truth’ hence they should discern what is right and applicable (DeGaetano,2004). References 10 Skills of Competent Parents. (2013). Web. Balter, L. (2000). Parenthood in America: An Encyclopaedia. California, USA: ABC, CLIO. Bjorklund, D.F. , Blasi, C.H (2011). Child and Adolescent Development: An Integrated Approach. California:,USA:Cengage Learning. Brooks, J. (2000). Parenting. USA: Mc Graw-hill. DeGaetano, G. (2004). Parenting Well in a Media Age: Keeping our Kids Human. California, USA: Personhood Press. Fisher, C.B. , Lerner, R. M. (2004). Encyclopaedia of Applied Developmental Science. USA: Sage Publications Ltd. Golombok, S. (2000). Parenting: What Really Counts? New York, USA: Taylor and Francis Group. Guhl, B. , Fontenelle, D.H. (2000). Purrfect Parenting. Arizona, USA: Fisher Books. Luster, T., Okagaki, L. (2005). Pare nting: An Ecological Perspective. New Jersey, USA: Routlege. Macklem, G. L. (2008). Practitioners Guide to Emotion Regulation in School-Aged Children. Massachusetts, USA: Springer. Parenting Today. (2013). Web. Schaffer, D. (2009). Social and Personality Development. California, USA: Cengage Learning. Schaffer, D. R., Kipp, K. (2009).Developmental Psychology: Childhood and Adolescence. California, USA: Cengage Learning. Sigelman, C.K., Rider, E.A. (2011). Life Span Human Development. California, USA: Cengage Learning. Simpson, A. R. (n.d). Role of Mass Media in Parenting Education. Web.

How to answer Walk me through your resume in a job interview

How to answer Walk me through your resume in a job interview You’re all excited for your interview and then you get the dreaded question. â€Å"Walk me through your resume,† the interviewer says. â€Å"Walk through it yourself!† you think. â€Å"Can’t you read?† We kid- of course, you can only think this. (Please, only think it!) It may seem like a ridiculous question, but think of it instead as an opportunity. You have a captive audience here to really fill in any holes or gaps on your resume and talk your interviewer through the bullet points while fleshing them out with the details they deserve! Take care, however, that you don’t let your own overconfidence trip you up. Be prepared to give a succinct, non-rambling answer. Also be prepared to have a smooth way of glossing over positions you put on for necessary padding in the hopes that the recruiter wouldn’t read those sections too carefully.Here are a few good tips for preparing to answer this common question.1. Be brief and articulate.Conci sion is your friend. Don’t just wing this answer- practice it with all your other interview prep answers. Remember, you’re probably also being evaluated here on your communication skills. Cut out the â€Å"um†s and set your resume in the context/tone you want without droning on too long about yourself. And whatever you do, don’t let yourself get bogged down with irrelevant extra details that have nothing to do with why your past will make you an ideal candidate for the job you want.2. Keep your eye on the prize.Your job in this answer is to put everything in your resume in the context of the job you’re applying for. Stick to the script! When you’re talking about your background, mine it for little gems that will show just how perfect your history makes you for this position. Explain your career so far in such a way that your interviewer will see how it perfect it makes you for the open job.3. Explain yourself.Some questions undoubtedly come up with any resume, no matter how bulletproof. Try to anticipate any questions or concerns your interviewer might have and have answers prepared. Explain your motivations and what went into the various decisions you’ve made along the way. Try to frame every negative or challenge into a positive. Show yourself to be scrappy and problem-solving when you go over any gaps and potential red flags, as well.4. Anticipate what they want to hear.As much as you want to practice a perfect answer, make sure to also think on the fly. Try to suss out what your interviewer is actually after and incorporate that into your answer. Tailor or fix what you’re about to say what you know they’re after.5. Stay classy.Paint yourself as the best person for the job, but don’t just shine yourself in best, brightest light and trash everyone else. Stay honest. Don’t throw anyone under any buses. Take responsibility for yourself and your actions, and don’t exaggerate you r successes while sweeping all weaknesses under the rug (even though you shouldn’t dwell too long on those)- you just won’t seem believable.6. Think big.When in doubt, frame your answer to be about how  this job is the perfect next step on your career path and how everything in the past has led up to this position.  Don’t forget to show the big picture and highlight your passion and enthusiasm for the position, in addition to your expertise.  Back everything you say up with actual bullet points on your resume. Stick to the script, show off without being too braggy, and the job should be yours!

Sex versus Gender Assignment Example | Topics and Well Written Essays - 500 words

Sex versus Gender - Assignment Example One culture will define an actual man who beats up his wife; while another culture will consider a person a man considering his height and voice. Some cultures define a woman as a person bearing children; while, others will define a woman as individuals with delicate stature. These are all the gender roles that every culture assigns to men and women, thus associating these roles with one gender. Feminist theories have arisen because of distinction in gender because â€Å"most feminists differentiate sex from gender† (Nfah-Abbenyi 16). Generally speaking as in all cultures, male gender is associated with roles like going out for jobs, playing games, joining clubs, and becoming politicians; while, female gender is associated with roles like running a house, bearing children and raising them up, doing grocery, serving the family, and the like. Thus, we assign specific roles to one gender and call it man or woman. However, we do not have that liability for the biological category of sex. Sex is defined by Nature: sex with smaller gametes (sperms) and Y-chromosomes is male; while sex with larger gametes (ova) and X-chromosomes is female. Sex is defined at the time of fertilization of the egg. If a Y-chromosome from the male fertilizes an X-chromosome from the female, then the resulting sex is male. When an X from the male fertilizes an X from the female, the resulting sex is female. These and some other features like the structure of the reproductive system define which one is male sex and which is female. Hence, the distinction of sex is defined by the Nature depending upon certain physical features; while the distinction of gender is defined by the society depending upon the societal roles (Powell 4).

Unit 6 Essay Example | Topics and Well Written Essays - 500 words - 1

Unit 6 - Essay Example Lastly, David (2011) indicates that the domestic and the international events have not ceased to augment. The organizations are being affected by these changes to a great extent; thus, making it difficult to achieve strategic evaluation. These aspects have made the set strategies impossible to implement. Even with the constant search for information, strategic evaluation has not proven to be the best measure to curb the challenges that face the organizations today. David (2011) also says that these challenges have made strategic evaluation not assess its performance effectively, as well as take the right measures that would see the survival of the organizations. An analysis of the objectives of the strategic evaluators would be a perfect move to limit these challenges. For successful contingency planning, Rao, Rao & Sivaramakrishna (2009) recommend seven steps. The first step involves identifying the favorable and unfit factors that could lead to the set strategy failing (Rao, Rao & Sivaramakrishna, 2009). Secondly, the authors indicate that is advisable to denote the factors that would elicit effects on the set strategy (Rao, Rao & Sivaramakrishna, 2009). This is to mean when the contingent events are expected to take place. Thirdly, an assessment of the implications of every contingent event is good for contingency planning (Rao, Rao & Sivaramakrishna, 2009). This step would place the planners at a good position to estimate the expected benefits and losses that could occur from the selected events. The fourth step entails designing contingent plans, then evaluating the counter effects of the selected contingency plan so as to identify which plans are the best and which ones should be overlooked (Rao, Rao & Sivaramakrishna, 2009). The sixth step involves determining the warning signals in an opportune time so as to counter them appropriately. Lastly, Rao, Rao & Sivaramakrishna (2009) indicate that developing plans to

Exercise Tests for Aerobic Capacity | Evaluation

Exercise Tests for Aerobic Capacity | Evaluation Evaluation of Exercise Tests Used to Examine Aerobic Capacity Aerobic exercise was developed by Dr. Kenneth Cooper in 1969, to study why some individuals with superior muscular strength, scored poorly in long distance running, cycling or swimming regimes (Cooper, 1969). Dr. Cooper’s research involved using a bicycle ergometer to measure sustained human performance, in terms of an individual’s ability to utilize oxygen (Cooper, 1969). The data Dr. Cooper collected for his research is the foundation for the development of all modern aerobic tests and programs (Cooper, 1969). Aerobic exercise describes a physical activity performed at moderate levels of intensity for extended periods of time; ultimately increasing heart rate (Donatelle, 1969). This includes exercises like long distance jogging but not sprinting (Donatelle, 1969). In aerobic exercise, glycogen is decomposed to produce glucose; however, when glucose levels are minimal, fat is broken down (Donatelle, 1969). The ability an individual’s respiratory and cardiovascul ar systems can meet the oxygen demands of exercising muscles is called aerobic capacity (NYCFD, 2006). It is the maximum volume of oxygen muscles will intake during exercise (Donatelle, 1969). High aerobic capacity translates to better performance (Donatelle, 1969), not only because oxygen is efficiently delivered to and used by muscles, but also because recovery from extreme efforts by the muscles is faster (NYCFD, 2006). To boost aerobic capacity, heart rate needs to be worked up to 70% to 85% of its maximum; this is known as the heart’s â€Å"Target Heart Rate† or â€Å"Training Sensitive Zone† (NYCFD, 2006). This can be done by participating in aerobic training that recruits large muscle groups, such as those in the legs (NYCFD, 2006). As exercise intensity increases, oxygen consumption (VO2) linearly relates to workload, but only to a certain point, where VO2 plateaus, even as exercise intensity rises (McArdle et al, 2001). This plateau value, known as the maximal oxygen consumption (VO2 max), is synonymous with aerobic power (Peterson, 2004), which is defined as the extent at which aerobic capacity, the peak aerobic energy strength, is exploited (Sports Resource Group, 2003). However, VO2 max is not the only predictor of aerobic capacity (Peterson, 2004); expressed as a fraction of VO2 max (% VO2 max ) (Peterson, 2004), the physiological value (LT), typically known as lactate threshold or anaerobic threshold (Peterson, 2004), also provides valuable information. LT defines situations when glycogen decomposition does not meet the required energy demands of the exercising muscles (Donatelle, 2005), and measures the degree of muscular and metabolic stress during exercise (Peterson, 2004). It is the point above restin g level, when light elevating levels of exercise causes glycogenolysis increases (Peterson, 2004), and lactate begins to accumulate in active muscles and blood (Farrell et al, 1993). Although lactic acid build up is removed gradually by slow oxidative muscle fibers, lactic acid often builds up in muscles before LT is reached (Peak Performance, 2006). Since there is no definitive start point in lactic acid build up, a set lactate accumulation value of 4 mmol/L of lactic acid in the blood is usually used as the point of onset of blood lactic acid (OBLA) (Peterson, 2004). LT is considered to be a more accurate predictor of aerobic capacity than VO2 max, however, it pertains only to the local muscles’ training state (Peterson, 2004). The LT phenomenon helps to explain why individuals with similar VO2 max can differ in endurance performance times (Peterson, 2004); those with a higher LT exhibit better ability to exercise because they use a larger fraction of their aerobic capacity (85-90% VO2 max) (Peterson, 2004). Factors leading to these results include examining whether subjects have undergone previous strength and endurance training in the muscles being analyzed and the percentage of Type 1 muscle fibers in the targeted muscles (Peterson, 2004). Exercise tests that informatively examine aerobic capacity, should help describe the overall changes in the cardiovascular system, as well as the local changes in the muscles, active in exercise (Peterson, 2004). Theses changes, collectively known as adaptations (Peterson, 2004), include increase in plasma volume, blood flow redirection to active muscles, heart size enlargement, heart rate reduction (HR), stroke volume elevation (SV), increase in cardiac output (Q), total muscle blood flow increase during maximal exercise and blood pressure reduction (Peterson, 2004). When capillary density is increased because of aerobic exercise, muscles take in more oxygen (Peterson, 2004). The local adaptations of the muscles that should be regarded as a part of examining aerobic capacity include: increase in the number and size of mitochondria, more carbohydrate oxidation because of increased oxidative enzyme activity, improved fat metabolism, the amount of muscle and type of muscle fiber eviden t during the exercise (Peterson, 2004). Today, common forms of aerobic capacity testing are the treadmill (TM), walk tests and cycle ergometer (CE) tests (Peterson, 2004). These methods are effective because they require the use of large muscle groups and are also cheap and straightforward enough for subjects to handle (Peterson, 2004). In all incidences, the clinical exercise testing protocols would involve initial warm-up; gradual increasing loads of uninterrupted exercise, with adequate duration per level; and finally a recovery period (Fletcher et al, 1995). Endurance running can be defined as maintainable velocity over a given distance (Peterson, 2004). Measuring aerobic capacity using treadmill facilitated tests require subjects to walk at a light pace, then gradually pickup the workload at set time intervals (Donatelle, 1969). The equipment used is an accurately calibrated, standard treadmill with variable speed and grade capability (Fletcher et al, 1995). Subjects should refrain from tightly grasping handrails on the treadmill during the test, as this results in decrease in VO2 and increase in muscle exertion and exercise time (Fletcher et al, 1995). The duration of an average protocol is 6 to 12 minutes (Fletcher et al, 1995), but a number of different protocols exist, varying in the increments of time or amount of increase in workload (Fletcher et al, 1995). The ideal protocol however, should be tailored to the type of subject being tested (Fletcher et al, 1995). The values usually measured in TM tests, VO2 and peak cardiac power output (CPOmax) , (Fletcher et al, 1995), give an idea about an individual’s aerobic capacity, and are used as data for many different studies. For example, studies have used TM tests to determine aerobic capacity of subjects (Williams et al, 2001 and Cooke et al, 1998). Their data gave evidence that CPOmax during exercise, was significantly related to aerobic capacity and also correlated to exercise duration (Williams et al, 2001 and Cooke et al, 1998). CPOmax was found to be an independent mortality predictor (Williams et al, 2001), and using TM cardiopulmonary exercise testing is beneficial because it is non-invasive, therefore less stressful for patients to participate (Williams et al, 2001 and Cooke et al, 1998). This finding was consistent in a population of normal subjects and individuals with heart disease (Cooke et al, 1998), and ultimately gave a more definitive idea about the extent of cardiac impai rment of patients with heart failure (Williams et al, 2001 and Cooke et al, 1998). A lower impact alteration of the TM test is the six minute walk test (6MWT), which is cheaper and simpler to conduct (American Thoracic Society, 2002). This test is usually used on patients with health problems, and measures the distance of hard, flat surface subjects can briskly over in 6 minutes (American Thoracic Society, 2002). The test is useful for evaluating the body’s overall and local adaptation responses involved in exercise (American Thoracic Society, 2002). This includes pulmonary and cardiovascular systems, systemic circulation, peripheral circulation, blood, neuromuscular units, and muscle metabolism (American Thoracic Society, 2002). However, since the 6MWT evaluates the submaximal level of functional capacity (American Thoracic Society, 2002), information generated is not specific about the causes of limitation (Johnson, 2004). Measuring performance at submaximal levels of exertion, the 6MWD gives a good indication of the level of functional exercise in daily physical activities (American Thoracic Society, 2002). However, for patients with severe chronic obstructive pulmonary disease (COPD), the test generates a similar stress as a maximal test (Johnson, 2004). In studies conducted using a population of patients with cardiac and or respiratory problems (Solway et al, 2001), the 6MWT was established to be the easiest to administer, most tolerated by patients and most reflective of daily activities, out of 2-min walk tests (2MWT), 12-min walk tests (12MWT), self-paced walk tests (SPWT), and shuttle walk tests (SWT) (Solway et al, 2001). In order to study the effects aerobic and strength training have on improving aerobic endurance and muscle strength in female cardiac transplant recipients (Haykowsky et al, 2005), the 6MWT was administered to measure cardiac transplant patients’ aerobic endurance befor e and after placing them in aerobic training programs (Haykowsky et al, 2005). However, firm conclusions on the usefulness of the test in clinical practice, are still lacking (Opasich et al, 2001). In a study to investigate the correlation between walk test performance, cardiac function and exercise capacity (Opasich et al, 2001), it was found that for moderate to severe chronic heart failure patients, the 6-min walk test is not related to cardiac function and only moderately related to exercise capacity (Opasich et al, 2001). Therefore, the paper deemed the test to have only limited usefulness as a decisional indicator in clinical practice (Opasich et al, 2001). Some disadvantages of the 6MWT is that being a time controlled test, the only way a subject can show improved aerobic capacity in subsequent testing, is by walking faster (Johnson, 2004). However, for some COPD patients, walking faster is difficult due to factors such as stride length (Johnson, 2004); a TM test on the other hand can accommodate for a steeper grade, hence allowing patients to show improvements in their overall condition (Johnson et al, 2002). TM testing can be deemed better than 6MWT as it is more versatile; it can be used with or without advanced monitoring such as continuous electrocardiography or expired gas analysis (Johnson, 2004). However, TM tests are more expensive and require more expertise (Johnson, 2004). Although 6MWT is a good test to repeat for the purposes of documenting decline in exercise tolerance (Johnson, 2004), TM tests are better at documenting improvements in function because they test at constant workload, and is therefore more sensitive (Johns on, 2004). For individuals untrained in cycling, VO2 max is higher when tested on TM compared to CE (Peterson, 2004), while trained cyclists generated only slightly higher VO2 max values when tested via CE compared to TM (Peterson, 2004). VO2 values from TM tests are generally higher than those attained from CE protocols (McArdle et al, 2001). The cause is because most individuals are more comfortable walking or running, as oppose to cycling (McArdle et al, 2001). It could also be because CE testing causes discomfort and fatigue of the quadriceps muscles (Fletcher et al, 1995). Leg fatigue of an inexperienced cyclist causes subjects to stop before reaching a true VO2max (Fletcher et al, 1995), making the value 10% to 15% lower in CE than TM tests (Fletcher et al, 1995). In cycling terms, endurance performance is the power output maintained for a given time (Peterson, 2004). CE tests require an initial power output of about 10 or 25W, followed by a 25W increase in 2 to 3 minute increments (Fletcher et al, 1995). Arm ergometry would require a similar approach, but with a smaller initial power output and lower incremental increases; usually every 2 minutes (Franklin, 1985 and Balady et al, 1985). Studies have also shown that it is possible to measure actual aerobic capacity in a single session by continuously increasing the load (Birkhorst Leeuwen, 1963). The equipment used for CE tests can either be mechanical or electrically braked cycles with adjustable variable force on the pedals (Fletcher et al, 1995). The highest values of VO2 and heart rate can usually be obtained with pedaling speeds of 50 to 80 rpm (Fletcher et al, 1995). The cycles are calibrated in kilopounds (kp) or watts, where 1 W corresponds to about 6 kilopound-meters per minute (kpm/min) (Fletcher et al, 1995). This can be converted to oxygen uptake in milliliters per minute for aerobic capacity measurement purposes (Fletcher et al, 1995). A cycle ergometer is usually less expensive, more space efficient and less noisy than a treadmill (Fletcher et al, 1995). Other advantages of CE tests are that upper body movement of subjects’ are reduced, which facilitates measurements in blood pressure and making ECG recordings (Fletcher et al, 1995). CE tests also give precise quantization of external work, ultimately facilitating the calculation of certain parameters for aerobic capacity examination (Johnson, 2004). Like the TM test, it is important that subjects refrain from exercising their arms in a resistive fashion, because this results in attaining inaccurate data for aerobic capacity (Fletcher et al, 1995). In studies of patients with COPD, in addition to being inconsistent with patients’ normal activities, CE tests are less commonly used because they produced significant respiratory differences when compared with walking tests (Johnson, 2004). However, CE tests have been useful for identifying that the pathology of Gulf War veterans (GV) with chronic fatigue syndrome (CFS), do not show a decreased aerobic capacity like most normal CFS patients (Nagelkirk et al, 2003). Overall, although TM, 6MWT and CE tests are all used to examine aerobic capacity, there are fundamental differences between the three tests (Peterson, 2004); these include differences in the muscle group exerted, pattern of muscle use, contraction speed and time of muscles and the metabolic processes (Peterson, 2004). In summary, TM and walking tests are more likely to identify oxygen desaturation (Turner et al, 2004). 6MWT is the easiest test to perform (Turner et al, 2004), and is adequate for most purposes (Johnson, 2004). However, depending on how and what the data from the aerobic capacity testing is used for, an important factor for choosing the most suitable test is the population of subjects being observed. References American Thoracic Society 2002, ‘ATS Statement: Guidelines for the Six-Minute Walk Test’, American Journal of Respiratory and Critical Care Medicine, vol. 166, pp. 111-117, viewed 24 23 April 2006, http://ajrccm.atsjournals.org/cgi/content/full/166/1/111.pdf> Balady G.J., Weiner D.A., McCabe C.H., Ryan T.J. 1985, Value of Arm Exercise Testing in Detecting Coronary Artery Disease, Am. J. Cardiol., vol. 55, pp. 37-39. 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Curtin University of Technology; School of Physiotherapy, viewed 22 April 2006, http://physiotherapy.curtin.edu.au/resources/educational-resources/exphys/00/specificity.cfm> Solway S., Brooks D., Lacasse Y., and Thomas S. 2001, ‘A Qualitative Systematic Overview of the Measurement Properties of Functional Walk Tests Used in the Cardiorespiratory Domain’. Chest , vol. 119, pp. 256-270, viewed 22 April 2006, http://www.chestjournal.org/cgi/reprint/119/1/256.pdf> Sports Resource Group Inc 2003, Lactate Testing for Triathlon Coaches A Framework for Testing, Lactate.com, viewed 23 April 2006, http://www.lactate.com/triathlon/trtest.htm> Turner S.E., Eastwood P.R., Cecins N.M., Hillman D.R., Jenkins S.C. 2004, Physiologic Responses to Incremental and Self-Paced Exercise in COPD: A comparison of Three Tests, Chest, vol. 126, no.3, pp. 766-73. Williams S.G., Cooke G.A., Marshall P., Parsons W.J., Riley P., Tan L.B., and Wright D.J. 2001, ‘Peak Exercise Cardiac Power Output; A Direct Indicator of Cardiac Function Strongly Predictive of Prognosis in Chronic Heart Failure’, European Heart Journal, vol. 22, pp. 1496-1503, viewed 23 April 2006, http://eurheartj.oxfordjournals.org/cgi/reprint/22/16/1496.pdf>