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Contents MODULE 2 1 Scatter graphs 1. 1 Scatter graphs and relationships 1. 2 Lines of best fit and correlation 1. 3 Using lines of best fit Chapter summary Chapter review questions 1 1 5 6 10 10 4 Processing, representing and interpreting data 4. 1 Frequency polygons 4. 2 Cumulative frequency 4. 3 Box plots 4. 4 Comparing distributions 4. 5 Frequency density and histograms Chapter summary Chapter review questions 51 51 56 64 65 68 73 73 2 Collecting and recording data 14 2. 1 Introduction to statistics 2. 2 Data by observation and by experiment 2. 3 Grouping data 2. 4 Questionnaires 2. 5 Sampling 2. Databases Chapter summary Chapter review questions 14 14 16 18 20 23 27 28 5 Probability 5. 1 5. 2 5. 3 Writing probabilities as numbers Sample space diagrams Mutually exclusive outcomes and the probability that the outcome of an event will not happen 5. 4 Estimating probability from relative frequency 5. 5 Independent events 5. 6 Probability tree diagrams 5. 7 Conditional probability Ch apter summary Chapter review questions 77 77 79 81 84 86 88 89 92 93 3 Averages and range 3. 1 Mean, mode and median 3. 2 Using frequency tables to find averages 3. 3 Range and interquartile range 3. 4 Stem and leaf diagrams 3. Estimating the mean of grouped data 3. 6 Moving averages Chapter summary Chapter review questions 31 31 34 36 38 41 44 47 47 MODULE 3 6 Number 6. 1 6. 2 Properties of whole numbers Multiplication and division of directed numbers M4 6. 3 Squares, cubes 6. 4 Index laws 6. 5 Order of operations 6. 6 Using a calculator 6. 7 Prime factors, HCF and LCM Chapter summary Chapter review questions 97 97 98 100 101 102 104 106 110 110 Chapter summary Chapter review questions 124 124 8 Expressions and sequences 8. 1 8. 2 Expressions and collecting like terms Working with numbers and letters and using index notation M4 8. Index laws M4 8. 4 Sequences Chapter summary Chapter review questions 127 127 129 131 134 138 139 7 Angles (1) 7. 1 7. 2 7. 3 7. 4 7. 5 Triangles Equilat eral triangles and isosceles triangles Corresponding angles and alternate angles Proofs Bearings 113 113 114 116 119 120 9 Measure (1) 9. 1 9. 2 Compound measures – speed and density Converting between metric and imperial units Chapter summary Chapter review questions 141 141 144 145 145 ii 10 Decimals and fractions 10. 1 10. 2 10. 3 10. 4 Fractions revision Arithmetic of decimals Manipulation of decimals Conversion between decimals and fractions M4 10. Converting recurring decimals to fractions 10. 6 Rounding to significant figures Chapter summary Chapter review questions 147 147 149 151 154 157 159 161 161 14 Estimating and accuracy 14. 1 Significant figures 14. 2 Accuracy of measurements Chapter summary Chapter review questions 192 192 194 196 196 15 Three-dimensional shapes (1) 197 15. 1 Volume of three-dimensional shapes 15. 2 Surface area of three-dimensional shapes 15. 3 Coordinates in three dimensions Chapter summary Chapter review questions 197 202 204 205 206 11 Exp anding brackets and factorising 11. 1 11. 2 11. 3 11. 4 11. Expanding brackets Factorising by taking out common factors Expanding the product of two brackets Factorising by grouping Factorising expressions of the form 164 164 165 167 168 170 171 174 174 16 Indices and standard form 16. 1 Zero and negative powers 16. 2 Standard form M4 16. 3 Fractional indices Chapter summary Chapter review questions M4 207 207 208 215 217 217 x2 bx c 11. 6 Factorising the difference of two squares Chapter summary Chapter review questions 12 Two-dimensional shapes (1) 176 12. 1 Special quadrilaterals 12. 2 Perimeter and area of rectangles 12. 3 Area of a parallelogram 12. Area of a triangle 12. 5 Area of a trapezium 12. 6 Problems involving areas Chapter summary Chapter review questions 176 177 178 178 179 181 184 184 17 Further factorising, simplifying and algebraic proof 220 220 222 225 228 230 230 17. 1 Further factorising 17. 2 Simplifying rational expressions 17. 3 Adding and subtracting rationa l expressions 17. 4 Algebraic proof Chapter summary Chapter review questions 13 Graphs (1) 13. 1 Coordinates and line segments 13. 2 Straight line graphs Chapter summary Chapter review questions 186 186 187 191 191 18 Circle geometry (1) 18. 1 Parts of a circle 18. Isosceles triangles 18. 3 Tangents and chords Chapter summary Chapter review questions 232 232 232 233 236 237 MODULE 4 19 Angles (2) 19. 1 Quadrilaterals 19. 2 Polygons 19. 3 Exterior angles Chapter summary Chapter review questions 238 238 240 244 246 247 20 Fractions 20. 1 20. 2 20. 3 20. 4 248 248 249 251 253 Addition and subtraction of fractions Addition and subtraction of mixed numbers Multiplication of fractions and mixed numbers Division of fractions and mixed numbers iii CONTENTS 20. 5 Fractions of quantities 20. 6 Fraction problems Chapter summary Chapter review questions 255 256 258 258 7 Inequalities 27. 1 Inequalities on a number line 27. 2 Solving inequalities 27. 3 Integer solutions to inequalities 27. 4 Pro blems involving inequalities 27. 5 Solving inequalities graphically Chapter summary Chapter review questions 358 358 359 361 362 363 368 368 21 Scale drawings and dimensions 21. 1 Scale drawings and maps 21. 2 Dimensions Chapter summary Chapter review questions 260 260 262 263 264 28 Formulae 28. 1 28. 2 28. 3 28. 4 Using an algebraic formula Writing an algebraic formula Changing the subject of a formula Expressions, identities, equations and formulae 28. Further changing the subject of a formula Chapter summary Chapter review questions 372 372 374 376 378 379 381 382 22 Two-dimensional shapes (2) 266 22. 1 Drawing shapes 22. 2 Circumference of a circle 22. 3 Area of a circle 22. 4 Circumferences and areas in terms of 22. 5 Arc length and sector area 22. 6 Segment area 22. 7 Units of area Chapter summary Chapter review questions 266 268 270 272 273 274 276 277 277 29 Pythagoras’ theorem and trigonometry (1) 29. 1 Pythagoras’ theorem 29. 2 Finding lengths 29. 3 Applying Pythagoras’ theorem 29. 4 Line segments and Pythagoras’ theorem 29. Trigonometry – introduction 29. 6 Finding lengths using trigonometry 29. 7 Finding angles using trigonometry 29. 8 Trigonometry problems Chapter summary Chapter review questions 384 384 385 388 390 392 393 396 398 401 401 23 Linear equations 23. 1 The balance method for solving equations 23. 2 Setting up equations 23. 3 Solving equations with fractional terms 23. 4 Simultaneous linear equations 23. 5 Setting up simultaneous linear equations Chapter summary Chapter review questions 280 280 284 287 289 292 293 294 24 Percentages 24. 1 Percentages M3 24. 2 Increases and decreases 24. Use of multipliers 24. 4 Reverse percentages Chapter summary Chapter review questions 296 296 299 306 309 311 312 30 Ratio and proportion 30. 1 Introduction to ratio 30. 2 Problems 30. 3 Sharing a quantity in a given ratio 30. 4 Direct proportion 30. 5 Inverse proportion Chapter summary Chapter review questions 405 40 5 408 409 411 413 415 415 25 Graphs (2) 25. 1 Real life graphs 25. 2 Solving simultaneous equations graphically 25. 3 The equation y mx c 25. 4 Further uses of y mx c Chapter summary Chapter review questions 314 314 319 321 324 328 329 31 Three-dimensional shapes (2) 418 1. 1 Planes of symmetry 31. 2 Plans and elevations 31. 3 Volume of three-dimensional shapes 31. 4 Surface area of three-dimensional shapes Chapter summary Chapter review questions 418 420 422 427 430 431 26 Transformations 26. 1 Introduction 26. 2 Translations 26. 3 Rotations 26. 4 Reflections 26. 5 Enlargements 26. 6 Centre of enlargement 26. 7 Combinations of transformations Chapter summary Chapter review questions 332 332 332 336 338 343 346 351 354 354 32 Graphs (2) 32. 1 32. 2 Graphs of quadratic functions Using graphs of quadratic functions to solve equations 32. Using graphs of quadratic and linear functions to solve quadratic equations Chapter summary Chapter review questions 433 433 436 439 442 442 iv CONTE NTS 33 Further graphs and trial and improvement 33. 1 Graphs of cubic, reciprocal and exponential functions 33. 2 Trial and improvement Chapter summary Chapter review questions 445 445 449 453 453 40 Simultaneous linear and quadratic equations and loci 40. 1 40. 2 40. 3 Solving simultaneous equations Loci and equations Intersection of lines and circles – algebraic solutions Chapter summary Chapter review questions 30 530 532 536 538 538 34 Constructions, loci and congruence 34. 1 Constructions 34. 2 Loci 34. 3 Regions 34. 4 Drawing triangles 34. 5 Congruent triangles 34. 6 Proofs of standard constructions Chapter summary Chapter review questions 458 458 461 464 467 468 469 470 471 41 Similar shapes 540 540 544 547 550 552 554 555 41. 1 Similar triangles 41. 2 Similar polygons 41. 3 Areas of similar shapes 41. 4 Volumes of similar solids 41. 5 Lengths, areas and volumes of similar solids Chapter summary Chapter review questions 35 Bounds and surds 35. Lower bounds and upper bo unds 35. 2 Surds Chapter summary Chapter review questions 474 474 476 478 479 42 Direct and inverse proportion 42. 1 Direct proportion 42. 2 Further direct proportion 42. 3 Inverse proportion 42. 4 Proportion and square roots Chapter summary Chapter review questions 559 559 561 563 566 568 568 36 Circle geometry 36. 1 Circle theorems Chapter summary Chapter review questions 481 481 487 488 37 Completing the square 37. 1 Completing the square Chapter summary Chapter review questions 491 491 494 494 43 Vectors 43. 1 43. 2 43. 3 43. 4 43. 5 43. Vectors and vector notation Equal vectors The magnitude of a vector Addition of vectors Parallel vectors Solving geometric problems in two dimensions Chapter summary Chapter review questions 571 571 573 574 575 578 583 587 587 38 Quadratic equations 38. 1 Introduction to solving quadratic equations 38. 2 Solving by factorisation 38. 3 Solving by completing the square 38. 4 Solving using the quadratic formula 38. 5 Solving equations with algebrai c fractions 38. 6 Problems that involve quadratic equations Chapter summary Chapter review questions 496 496 496 498 499 501 502 505 505 44 Transformations of functions 4. 1 44. 2 44. 3 44. 4 44. 5 44. 6 Function notation Applying vertical translations Applying horizontal translations Applying reflections Applying stretches Transformations applied to the graphs of sin x and cos x Chapter summary Chapter review questions Index Licence 591 591 592 596 599 602 605 608 608 611 618 39 Pythagoras’ theorem and trigonometry (2) Problems in three dimensions Trigonometric ratios for any angle Area of a triangle The sine rule The cosine rule Solving problems using the sine rule, the cosine rule and 1 ab sin C 2 Chapter summary Chapter review questions 39. 1 39. 39. 3 39. 4 39. 5 39. 6 507 507 512 516 519 522 525 527 527 v Introduction Welcome to Edexcel GCSE Mathematics Modular Higher Student Book and ActiveBook. Written by Edexcel as an exact match to the new Edexcel GCSE Mathematics H igher Tier specification these materials give you more chances to succeed in your examinations The ActiveBook The ActiveBook CD-ROM is found in the back of this book. It is a digital version of this Student Book, with links to additional resources and extra support. Using the ActiveBook you can: ? Find out what you need to know before you can tackle the unit ?See what vocabulary you will learn in the unit ? See what the learning objectives are for the unit ? Easily access and display answers to the questions in the exercise sections (these do not appear in the printed Student Book) ? Click on glossary words to see and hear their definitions ? Access a complete glossary for the whole book ? Practice exam questions and improve your exam technique with Exam Tutor model questions and answers. Each question that has an Exam Tutor icon beside it links to a worked solution with audio and visual annotation to guide you through it The Student BookEach chapter has a number of units to work th rough, with full explanations of each topic, numerous worked examples and plenty of exercises, followed by a chapter summary and chapter review questions. There are some Module 3 topics that may also be assessed in Modules 2 or 4. These are identified in the contents list with the symbol: M4 These topics are also also assessed in highlighted within the Module 4 chapters themselves, using this flag by the relevant unit headings: The text and worked examples in each unit have been written to explain clearly the ideas and techniques you need to work through the subsequent exercises.The questions in these exercises have all been written to progress from easy to more difficult. At the end of each chapter, there is a Chapter Summary which will help you remember all the key points and concepts you need to know from the chapter and tell you what you should be able to do for the exam. Following the Chapter Summary is a Chapter Review which comprises further questions. These are either past e xam questions, or newly written exam-style questions – written by examiners for the new specifications.Like the questions in the exercise sections, these progress from easy to hard. In the exercise sections and Chapter Reviews Recommendation specification Pentium 3 500 Mhz processor 128MB RAM 8 speed CD-ROM 1GB free hard disc space 800 600 (or 1024 768) resolution screen at 16 bit colour sound card, speakers or headphones Windows 2000 or XP. This product has been designed for Windows 98, but will be unsupported in line with Microsoft’s Product Life-Cycle policy. Installation Insert the CD. If you have autorun enabled the program should start within a few seconds.Follow on-screen instructions. Should you experience difficulty, please locate and review the readme file on the CD.   vi by a question shows that you may use a calculator for this question or those that follow. by a question shows that you may NOT use a calculator for this question or those that follow. Tech nical support If after reviewing the readme you are unable to resolve your problem, contact customer support: ? telephone 0870 6073777 (between 8. 00 and 4. 00) ? email schools. [email  protected] com ? web http://centraal. uk. knowledgebox. com/kbase/

House on Mango Street Questions Essay

1. The apparent randomness shows the diversity of Mango Street. The random topics emulate the random cast of characters that live on the street and the different lives they lead. 2. The fact that Esperanza has problems with eating in public shows that she is very insecure and self-conscious of her body. She doesn’t want others to see her eat. This may be because she believes she is too skinny or too fat. 3. In many ways, it is a feminist text. Since the main character is female and much of the story is seen through her point of view, she addressed many female issues. These include the constant abuse many females faced from the men in charge of their lives. However, many of these issues are universal. Both sons and daughters have been victims to parental abuse and everyone dreams of escaping to paradise. 4. When Esperanza mentions her own war, she is referring to her inner struggle between becoming a grown woman who will patiently wait for a man or becoming a woman who is in ch arge of herself. 5. Boys are held to a higher standard than women are. They are bred to become proud, authoritative figures in society while the females are nurtured into becoming submissive partners. Since boys are considered superior, it is considered a weakness when they befriend and play with girls. These beliefs will cause the boys to grow up as dominative, controlling husbands that rule over their own lives and their wives’ lives. The women will end up being common submissive partners. The future relationship is one similar to one between masters and slaves. 6. Esperanza looks up to many women in the book. She looks up to Marin because she exudes knowledge of the world and shows off the sexuality that Esperanza is just discovering. She also looks up to Alicia because she isn’t only wishing to escape, but is actually working towards it by going to university. Esperanza looks up to Lois because she represents the freedom that Esperanza desperately craves. Esperanza wants to stay out until late and feel the love that she sees Lois experiencing. Finally, Esperanza looks up to Sally because Sally is there to comfort her and because she envies Sally’s beauty. She feels connected to Sally because they both dream of escaping. 7. The House on Mango Street is a book about culture because the problem that Esperanza faced is caused by the clash in culture. She longs for freedom because she is trapped in a slum due to her race. Cathy referred to this racism when she said that she was moving because people like Esperanza were moving in. Cisnero also uses various Spanish words throughout the book. 8. Esperanza has contrasting feelings towards her Hispanic heritage. On one hand, she feels that it confined by it because Spanish culture trains their women to be submissive. On the other hand, she feels that her name can only sound beautiful through a Spanish tongue. Esperanza feels that the Spanish heritage can show off her inner beauty. She also feels disconnected from the English culture that she has been thrust into. She is looked down upon and is tossed aside by the outside society. She longs to change that when she gets older. She wants to get out of Mango street but plans to come back to help those who could n ot get out. 9. Esperanza’s love of speech is shown when she describes her name. She says that her name is like a muddy colored number nine. All the characters live on Mango street and have their own troubles, but many of them share similar issues. Sally is beaten by her dad while Minerva is beaten by her husband. Earl keeps his wife behind locked doors just like Rafaela’s husband keeps her in the house at all times. 10. In â€Å"Beautiful and Cruel,† Esperanza thinks she’s seen as the ugly daughter. However, she sees herself as a strong woman who won’t allow any man to control her. Esperanza believes she has inner power that nobody else can see other than her. 11. Rafaela dreams of escaping the house she is confined to, and is able to escape for a moment on Tuesday when she gets various fruits from the nearby market. Minerva tried to escape her abusive husband by kicking him out, but she always lets him back in. Sally wishes to escape the abusive home she lives in but is unable to do so. Cathy’s family wanted to escape the many Chicanos moving into the neighborhood, and they achieved that to an extent when they moved farther down the street. Esperanza wants to leave too. She will have to work just as hard as everyone else, or even harder, to escape but she will. It’s hard to escape when one is poor. The less money they have the lesser opportunities become available. Poverty lessens the chances of escaping, but increases the drive to want to do so. 12. Esperanza dreams of a white house with trees, a big backyard, real stairs, three bathrooms, and a basement. Her actual house is small and red with a small backyard, tiny windows, a swollen door, one bathroom, and only one bedroom. Esperanza dreams big and craves success. She has a lot of ambition to leave but has just as much ambition to come back. She wants to give back to the community as well as escape it.

Dialogue Is A Critical Tool - 1393 Words

Introduction Dialogue is a critical tool to exchange an idea or experience of two individuals or a group. It is an intellectual way to communicate so everyone share their thoughts for the same goal in order to develop their skills and knowledge. It is a â€Å"win-win situation† where everyone is trying to help each other and play the game as a team with a view to succeed (Bohm, 2004, p.7). When we work as a team then we have to take care of everyone’s emotion and thoughts so dialogue should be delivered in a centre of an idea instead of taking sides (Issacs, 1999, p.19). Dialogue is an on-going process to develop a mutual understanding between a group, an organisation or two individuals so that they can work effectively and efficiently without†¦show more content†¦Strategic plan of a company cannot be prepared by any individual; it is a cumulative work of different-different managers from the different-different departments. Effective dialogue plays a crucial role when a co mpany conceptualize their strategic planning activities as being constituted through the iterative and recursive relationship of talk and text (A. Paul Spee, Aston Business School, 2006). While constructing a road map for the company, managers should have to communicate with their super ordinates and sub ordinates in order to prepare a crystal clear idea about what the whole plan is and how to execute that plan. Managers cannot make strategies with half knowledge because it is not going to work out in the future for the company. Company has to be transparent with their employees and other stakeholders to execute with their future plans in order to have faith in the company. â€Å"Just think of how many careers would have been salvaged and discovered if transparency had been part of the corporate culture equation.† (Forbes magazine) It can be noticed that today’s workforce requires a great amount of trust and transparency from the senior management. People look forward to work in an environment without any surprise but with a stable and clear set of instructions

Literary Anlysis - 1315 Words

Much of life results from choices we make. How we meet every circumstance, and also how we allow those circumstances to affect us dictates our life. In Anton Chekhov’s â€Å"The Lady With the Little Dog, we are given a chance to take a look inside two characters not unlike ourselves. As we are given insight into these two people, their character and nature unfolds, presenting us with people we can relate to. Even if we fail to grasp the fullness of a feeling or circumstance, we are still touched on our own level, evidencing the brilliance of Chekhov’s writing. In the exposition of the story, Chekhov immediately delves into his character generation, introducing us to both Anna Sergeevna and Dmitri Gurov, the main players in the story. He†¦show more content†¦Sex, lies, and deceit do take place, but they are all off stage. Chekhov takes this critical time to develop character, showing us what is going on inside the souls of the adulterers, rather than sensationalizing on the outside events that are all too popular in today’s society (as well as back when the story was written). Although Chekhov’s story is filled with complex issues of moral struggle and turmoil, it is a story we can all relate to. Everyone faces difficult decisions in life, and Chekhov brings the inner mayhem to light. Focus upon people rather than events impacts us in ways we cannot even describe. We are connected to the people in the story as we identify with the feelings and personalities of these fictional characters. â€Å"Everything that he [Gurov] found important, interesting, necessary, in which he was sincere and did not deceive himself, which constituted the core of his life, occurred in secret from others† (Chekhov 154). We are forced to reflect upon circumstances in our own lives, and all of life’s little nuances become significant once we realize that they affect the fiber of our being. Chekhov attracts â€Å"attention to

Arguing for Medical Marijuana Legalization Essay examples

Arguing For Medical Marijuana Legalization The argument for medical marijuana legalization has been one of the controversial debates that have raised heated discussions in many conferences worldwide. Therefore, this essay will provide a consistent and comprehensive argument to support the position that medical marijuana should be legalized. In this essay, the stand will focus on the fundamental aspects behind treatment. In addition, it will present evidence for how marijuana treatment provides heaps of benefits for terminally ill patients as well as pain relief options for others. As if so, this essay corroborates that legalization will allow substance controls and regulations, in turn, minimizing the chances for abuse or addiction.†¦show more content†¦Prohibiting this process in essence means abandoning human life. Marijuana is the most essential and therapeutically active substance that has been discovered by man. Therefore, medical cannabis refers to the use of the canna bis drug as recommended herbal therapy by physicians. This is mostly known as antiemetic. The experimental demonstration of marijuana’s significant properties thousands of years ago proves that it is one of the most essential substances that can be used in manufacturing drugs (Minamide). As provided from the ancient Indians, its psychoactive properties were realized which triggered its use by doctors to treat a variety of ailments and illnesses. This argument has been supported by the modern scientific experiment in the United States. Researchers have found that marijuana was greatly important in treatment of gastrointestinal disorders, headaches, pain reliever mostly in childbirth. In addition, they also found out that smoking marijuana reduces pain, especially with patients suffering from cancer, glaucoma, and chemotherapy (Minamide). In the recent past, marijuana has been found to be an important substance on AIDs patients where it reduces nausea, vomiting, and appetite lo ss. Moreover, it was recognized as a significant substance in relieving glaucoma eye pressure. It was also shown that it plays a vital role in Multiple Sclerosis. It reduces muscle pain, spasticity, and reduces diseases that cause body tremors. Epilepsy,Show MoreRelatedthree arguments Essay741 Words   |  3 Pageslegalizing marijuana I found three very different styles of arguments in which the authors backed up their opinions with facts. In my reading of these arguments each writer had there own style. The first essay by Stephen B. Duke, Cannabis Captiva Freeing the World from Marijuana Prohibition, the second Medical marijuana laws in 50 states: Investigating the relationship between state legalization of medical marijuana and marijuana use, abuse and dependence, and the third Poll: Nationwide Marijuana LegalizationRead MoreEssay on Medicinal Marijuana: Miracle Drug Of the Future?1682 Words   |  7 PagesMedicinal Marijuana: Miracle Drug Of the Future? The many tales and legends surrounding the medical use of marijuana can be traced as far back to the ancient Chinese and Greek civilizations, who both believed that on top of its psychoactive capabilities, marijuana was effective in treating pain. Several thousand years later, Queen Victoria was urged by her doctor to take marijuana in order to relieve such pains as migraines or menstrual cramps. However, despite the many historicalRead MoreShould Marijuana Be Legal? Essay1234 Words   |  5 Pagesdoctors have prescribed marijuana, and â€Å"the Clinton administration threatened to prosecute doctors who prescribe marijuana,† (Gonnerman 40). Doctors are prescribing marijuana for its medical benefits. The Clinton administration on the other hand is outlawing marijuana because it has not been approved by the FDA. Since doctors feel marijuana has medical benefits it should be clinically tested so they can prescribe it for their patients. Marijuana can be used for many medical reasons. For cancer patientsRead MoreShould Marijuana Be Legalized?1218 Words   |  5 PagesMarijuana legalization would allow for legal distribution and taxation of cannabis as well as decrease expensive enforcement and incarceration costs. Political authorities debate whether legalization or decriminalization is necessary. Derived from the hemp plant called Cannabis sativa, marijuana is the most commonly used illicit drug in the United States (Glauser). Usually smoked in a blunt, joint, or pipe, the dry, shredded brownish-green mix of stems and leaves can be mixed in food, or brewed intoRead MoreShould Marijuana Be Legalized?1502 Words   |  7 Pagesand wellbeing of all human life in our nation. The dynamic of whether we should legalize marijuana for recreational use is evident and typically harmful. The American Academy of Pediatricians has summarized in a statement some of the negative effects stemming from marijuana use for youths. As well as a report from the n ational Fatality Analysis Reporting System, which has confirmed that consuming marijuana can remain at times more fatal than drinking while under the influence of alcohol. ThereRead MoreWhy Marijuana Should Be Legal1641 Words   |  7 PagesThe article Marijuana talks about what marijuana is and how marijuana is used in the medical setting. Also this article marijuana talks about how effective the marijuana of kids in high school and the effects of social work and the social life itself. According to the National Survey on Drug Use and Health (NSDUH). Marijuana can also be used to drink tea and, predominantly when it is sold or expended for medical purpose is normally mixed into foods. Marijuana is a cannabis which used for some psychoactiveRead MoreRhetorical Essay Sample Paragraph835 Words   |  4 PagesParagraph The Legalization of Marijuana in America Should America legalize an illegal drug, as way out of the economical downfall we have found ourselves in? A popular article appeared in April of 2009 in Times magazine, catching millions of readers’ attention. The article was titled, â€Å"Why Legalizing Marijuana Makes Sense† and was written by Joe Klein. Cannabis, America’s drug of choice for the past eighty-five years has been a plant otherwise known as marijuana or weed. Everyday millionsRead MoreThe Debate Over The Legalization Of Hemp1443 Words   |  6 Pages The legalization of hemp has been a very controversial topic since it was made illegal in 1937. However, through research in recent years that it has become more evident that hemp is more than a drug, but a versatile, economical, friendly product that can be used in a wide variety of resources with low impact on the environment. Hemp seed oil can be used in pharmaceuticals, cosmetics, inks, lubrication, household detergents, varnishes, resins, and paints due to it is low in saturated fats. HempRead MoreLegalization of medical marijuana at the federal law Essay1653 Words   |  7 PagesWhy should marijuana be legalized? Marijuana can be argued for different reasons. In my case I will be arguing the medical purposes for legalizing marijuana. Marijuana has positive features, and how people prefer using marijuana. Marijuana helps individuals get through a variety of things that they suffer. 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Reforms in the Australian Education Sector

Question: Discuss about theReforms in the Australian Education Sector. Answer: The education sector is one of the most important and fundamental industries in the Australian economy. Primarily, it is one of the most valuable sectors in the country and is regarded with high esteem. Mainly, this is due to the fact that Australian culture values education at all levels. In this regard, any reforms in the sector stir up significant reactions and commentaries from the public as it affects the overall economy. In the same view, Julie Hare and David Uren (2017) provide a commentary on the recent reforms in the education sector. According to their article, budget to lift fees for university students, scrap funding cuts; Hare and Uren narrate the adverse implications that the reform will have on higher education. It is imperative to note that university students in Australia will have to pay higher fees due to a reduction in funding by the government. More precisely, the government has introduced a new funding formula that will result in an increase in the payable fees by approximately 25 percent (Hare Uren, 2017). In addition, the new plan will also increase the share of university costs to be paid by students. Notably, this share will increase from the initial 40 percent. To make matters worse, the reform necessitates that students will have to start repaying their higher education loans earlier. Primarily, this would be achieved through the lowering of salary threshold for repayments to commence. Furthermore, the reform proposes that students will be charged a loan fee at the beginning of the studies. Fundamentally, the government justifies these changes and decisions by highlighting the fact that higher education guarantees students a significant private benefit in the form of higher salaries after graduation. In this rationale, the high tuition fees for a college education is seen as investments by students whose returns will be realized in the form of high paying jobs (Jeffrey, 2017). However, this concept is strongly opposed by the fact that the Australian economy experiences significant levels of unemployment each year. According to recent data from the Australian Bureau of Statistics, about 4.1 percent of recent university graduates remain unemployed as at the beginning of this year (Hare Uren, 2017). Moreover, the degree premium has been eroding in the recent past. More precisely, although the private returns associated with higher education are still positive, they have diminished significantly over the years (Hare Uren, 2017). For this reason, one may argue that the ris e in higher education fees may be unjustified. It is also imperative to note that the hike in university fees will result in significant declines in the number of students who enroll for higher education. Particularly, this concurs with the law of demand (Yaxley, 2015). Essentially, an increase in the price of a product or service results in a decrease in the demand for the product. Although the price elasticity of demand for higher education is relatively inelastic, the number of students who enroll in universities may drop over time (Yaxley, 2015). Notably, a similar increase in university fees in England in 2012 brought about a decline in the number of university applications by around 15, 000 (Vasagar, 2012). Indeed, an increase in the price of higher education will significantly affect the demand for the service as many students find it too expensive. Predominantly, this reform will adversely affect university students in Australia. As it is, university education is already expensive. Therefore, reducing the level of government support and raising the level of tuition fees and initiating strict schedules for higher education loan repayments exerts excessive burdens to the students (Farrell Hurst, 2014). It is unfortunate that the government withdraws funding from one of the most fundamental sectors of the economy, instead of increasing funding to enhance the level of higher education applications in the country. Fundamentally, an increase in the number of university graduates translates into an increase in the number of skilled labor force, and hence an increase in labor participation and productivity. Consequently, this will bring about an increase in the level of economic growth. It is only rational for one to argue that the government should reconsider the implementation of these reforms in the country. As such, the adverse nature of the effects associated with the decision will affect university students negatively (Hare Uren, 2017). Instead of cutting the level of funding to college students, the government should increase or maintain the initial level of funding (Farrell Hurst, 2014). By doing so, it will make university education more affordable to students from all backgrounds. In turn, an affordable college education will lead to an increase in the level of demand for the service (Pash, 2014). Subsequently, this will bring about an increase in the number of university graduates in the country. Imperatively, the Australian labor force will be equipped with the necessary skills to enhance and increase overall productivity and facilitate substantial economic growth and development. All in all, all factors considered, the education sector is a fundamental component of the Australian economy. By and large, it is the backbone of the economy, and all other sectors and industries are based on its success. In this regard, the recent reforms to increase the tuition fees for university education is bound to affect all sectors of the economy adversely. According to Hare and Uren (2017), the government intends to initiate cuts in its funding to the tertiary education sector and increase tuition fees payable by university students. In correspondence with the law of demand, the proposed fee hike will bring about significant declines in the number of college applications and may also increase the number of college dropouts (Education, n.d.). In turn, this will adversely affect the education sector. For this reason, it is imperative that the government should put on hold the proposed reforms and maintain or increase its funding to the sector. Instead, the government may redu ce its expenditure on other less important sectors of the economy that do not contribute largely to the growth of the economy. This way, higher education will remain affordable for Australian students. References Education costs in Australia. [Online] Austrade. Available at: https://www.studyinaustralia.gov.au/global/australian-education/education-costs [Accessed 28 Apr. 2017] Farrell, P., and Hurst, D. (2014). University fee changes explained: how will Australian students be affected? [Online] The Guardian. Available at: https://www.theguardian.com/world/2014/jun/02/university-fee-changes-explained#img-1 [Accessed 28 Apr. 2017]. Hare, J., and Uren, D. (2017). Budget to lift fees for university students, scrap funding cuts. [Online] The Weekend Australia. Available at: https://www.theaustralian.com.au/national-affairs/education/budget-to-lift-fees-for-university-students-scrap-funding-cuts/news-story/5725169a6df0dfbe5ed0b699b5408be7 [Accessed 28 Apr. 2017] How will an increase in tuition fees affect student participation and choice of course in the UK? [Online] Shift Learning. Available at: https://www.shift-learning.co.uk/sites/default/files/White%20Paper%20How%20will%20an%20increase%20in%20tuition%20fees%20affect%20student%20participation%20and%20choice%20of%20course%20in%20the%20UK_0.pdf [Accessed 28 Apr. 2017] Jeffrey, C. (2017). Why Australia and India Should Collaborate on Higher Education [Online] The Wire. Available at: https://thewire.in/123097/why-right-time-australia-india-higher-education/ [Accessed 28 Apr. 2017] Pash, C. (2017). The Cost Of Getting A University Degree In Australia Is About To Change: Here's What You Need To Know. [Online] Business Insider. Available at: https://www.businessinsider.com.au/the-cost-of-getting-a-university-degree-in-australia-is-about-to-change-heres-what-you-need-to-know-2014-6 [Accessed 28 Apr. 2017] Vasagar, J. (2012). Tuition fees increase led to 15,000 fewer applicants [Online] The Guardian. Available at: https://www.theguardian.com/education/2012/aug/09/tuition-fees-increase-15000-less-applicants [Accessed 28 Apr. 2017] Yaxley, L. (2015). University fee deregulation: Government discusses new proposal with crossbench senators [Online] ABC. Available at: https://www.abc.net.au/news/2015-03-04/higher-education-new-univerity-fee-deregulation-proposal-offered/6280124 [Accessed 28 Apr. 2017]

The Ending Of Anna Karenina Essay Example For Students

The Ending Of Anna Karenina Essay The ending of Anna KareninaAs we saw at the end of the novel Anna Karenina, Anna ends her tragic life by throwing herself onto the tracks underneath an oncoming train, while begging God for forgiveness during that time. The way Anna’s life ended symbolized the rise and fall of her life put together into one incident that took place on the subway. Anna, who at one point was a very prominent woman in the Russian Society, now lived a sad and dreadful life of misery. By reading at the end, it became very obvious that Anna had by far reached her lowest point in life. Her social problems with Vronsky, Karenin, as well as her other surroundings leave her old and alone. We will write a custom essay on The Ending Of Anna Karenina specifically for you for only $16.38 $13.9/page Order now Could all of this been prevented? Sure. Could the Russian Society not have the fall that they had? Sure. However, each situation, whether it was Anna, or the Russian Society, each made choices that decided their eventual fate. In the end, the scripture â€Å"Vengeance is mine, I will repay,† showed itself to be the most important quote in the novel. Anna, just like Russia, were both equally successful. Anna was a popular woman in Society, Russia’s upper class were very wealthy and prosperous. Overtime, each made costly decisions that sent themselves into trouble. Anna had her problems with her infidelities, while the Russian Society had problems controlling how much money they spent. Eventually, Anna personality changes completely due to her looking at society in a different light and vice versa. Some members of the Russian Society, had to give up the â€Å"good† life, in exchange for a paying job to help payoff debts accumulated by sheer ignorance and a willingness to spend but not pay. The theme of the novel was based solely on choice. The theme of choice was the starting point of the novel that built into other facets of the story. From the first few pages of the novel where Oblonsky has an infidelity with Dolly, but shows no remorse for his actions. That situation was circled around the two main marriages in the novel between Levin and Kitty, as well as Anna and Karenin. As the novel continued, we saw the Russian aristocracy throw their money completely away to the point of bankruptcy and debt. The aristocracy made their decision to continue to live the wealthy life, only worrying about â€Å"eternal presentation.† The Russian aristocracy lived a â€Å"dual† life. On one hand, parts of the aristocracy tried to present themselves as people who did not have a worry in the world and just lived life easy, where in reality, they were suffering inside with the same problems as most of the common people that lived there during that time. Anna was the centr al figure in the novel, hence the title Anna Karenina. Anna’s up’s and downs were magnified due to her being that central figure that the novel focused on. From her marrige to Karenin, to infidelities with Vronsky, to the end where she throws herself onto the train, the entire focus of the novel centered around her and her life. The importance of her fall signified the fall of Anna, as well as Russia. Russia, for the most part, took that exact same fall. It was a fitting conclusion to a novel which showed the up’s and downs of most, if not all the characters in the novel. I agree with Tolstoy, the way the story ended was a fitting conclusion. Why change it if it were true. English Essays