Models of Health Behavior Essay Example

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

Role of Education in Women Empowerment with Special Reference to the Economy of Assam Essay Example

Role of Education in Women Empowerment with Special Reference to the Economy of Assam Essay Example Role of Education in Women Empowerment with Special Reference to the Economy of Assam Essay Role of Education in Women Empowerment with Special Reference to the Economy of Assam Essay Women’s contribution to the economy of Assam cannot be ignored. From household activities to economic activities out of the household have been performed successfully by the women of Assam. Women constitute almost half of the population in the state; though a large womenfolk of state are still illiterate, the weak, backward and exploited.Thus, the term Women empowerment comes into existance. If we plan for a economically developed country, we must think for the better status of women. This is possible only through the attainment of the higher level of literacy as well as education for women. It has been already proved that educated women can play a very important role in the economic development of the country. Women education promote women empowerment, which in turn leads to the economic empowerment of women themselves as well as the society as a whole with the knowledge, skills and self-confidence.Now, It is high time to devote more attention on the women education in our st ate to realise the women’s contributions at large to the economy of the state . KEYWORDS: Women Education, Women Empowerment, Economic Development. Introduction – ‘Economy of Assam can be described as underdevelopment one. ’ This is because of its intact poverty, underutilised manpower untapped natural resources. 1 The researchers and authors have never given importance of the contribution of women in the economy of Assam.Whereas, women’s contribution to the economy of Assam cannot be ignored. From household activities to economic activities out of the household have been performed successfully by the women of Assam. Despite they are almost fifty in hundred and bearing all the positive aspects, it is a matter of fact that women in this world are living with an insignificant status, both in the family and society. Out of all poverty-stricken people living in this world, 70 percent are women.For those women, poverty does not just mean scarcity and wan t; it means rights denied, opportunities curtailed and voices silenced. If we consider the some facts, we find women work two-thirds of the world’s working, whereas women (i) earn only 10 percent of the world’s income, (ii) own less than 1 percent of the world’s property, (iii) make up two-thirds of the total adults worldwide who cannot read or write. 2 All these hold good in case of Assam economy also. This is the background, the world community thought over the entity of empowerment of women, its need and significance.Empowerment recognizes the inner power of individuals; our understanding of women empowerment reminds us that change- improvement in the physical, economic, political or social well-being of women. Question arises what is the mosly cited factor responsible for bringing about the women empowerment. It is education, which is one of the most important means of empowering women with the knowledge, skills and self-confidence necessary to participate f ully in the development process. Education is important for everyone, but it is especially significant for girls and women.This is true not only because education is an entry point to other opportunities, but also because the educational achievements of women can have ripple effects within the family and across generations. It is not possible for an economy to be developed, without giving due importance on women (which constitute the half of total) and their activities. The empowered women only are shared with that status. In the similar way, this is possible only with women education, both with quality as well as quantity. Objectives – 1.To see the status and trend of women empowerment in the study area in terms of various indicators. 2. To see the contribution of women in the economy of Assam and to see how empowerment of women is helpful for the development of an economy. 3. To see the role of women education in the realisation of women empowerment and thereby growth of th e economy. 4. To overcome the constraints faced by the women in the study area and to forward some meaningful inferences and suggestions on the findings of the study. Key Questions – Assam economy has a great contribution of women folk.The amount of contribution can be enhanced considerably by getting the empowered women; which is finally realised only by creating environment for qualitative as well as quantitative women education. Data source and Methodology- The Study Area- Assam, a constituent State of India, is located in North Eastern part of the country and situated within the longitude 90o E to 96o E and latitude 24o N to 28o N. The area of the state is 78,438 sq. kms. The economy of Assam is mainly agrarian in nature. The population of the state is Total 31. 7 million according to 2011 census of which 1,52,14,345 are female. As regards sex ratio, it is 954 females per 1000 males as per report of 2011 census. Basic data on the position of women in the state vis-a-vis m en reveals that there is a glaring inequality between them. Methodology – The study is basically analytical and descriptive. Moreover, it is prepared mostly with secondary data, also depending on observation. The techniques of synthesis have been applied to analyze the data and as such, the findings and suggestions have been sorted out. Results and Discussion-Women in Economy There is an important co-relation between women and economy in the context of Assam economy. The activities for women in soil conservation, social forestry, dairy development and other occupations allied to agriculture like horticulture, livestock including small animal husbandry, poultry, fisheries etc are being expanded to benefit women workers in the agriculture sector. Economic Development may be rgarded as a woman’s path to self-mastery. Women get the opportunity to gain social, political and economic skills, which opens a greater field of action.Women who received credit and who sustained s ocial, political and business-development training for more than three years displayed greater independence, increased household decision-making, more control of resources, and more equality within the home. Education The female literacy level among the women in Assam have been growing up in the podt- independence era. Table: 1 Female Literacy at a glance in Assam Particulars Unit 2001 Census 2011 Census (P) LiteracyTotalPer cent 63. 2573. 18 a) MalePer cent 71. 8 78. 81 b) Female Per cent 54. 61 67. 27 Source: Gov of Assam, Economic Survey, Assam, 2010-11 The table shows that the female literacy inceased to 67. 27 per cent in the 2011 census, which was 54. 61 per cent in 2001 census. For a state, 12. 66 percent increment in a decade is not said to be a less amount. But there is a lot of works to be done by the policymakers of the state. Although during 1991-2001, annual average growth rate of female literacy (1. 3 per cent) was more than that of male literacy rate (0. 997 per cen t). Women Empowerment -Empowerment recognizes the inner power of individuals; women empowerment reminds us that change- improvement in the physical, economic, political or social well-being of women. When poor or weak women become actors for change, able to analyze their own lives, make awareness, skills, knowledge, confidence and experience and structures their own decisions and take their own actions. Many scholars have provided suitable definitions of women empowerment. â€Å"Empowerment is the process by which the powerless gain greater control over the circumstances of their lives.It includes both controls over resources and over ideology †¦. a growing intrinsic capability- greater self confidence, and an inner transformation of one’s consciousness that enables one to overcome external barriers †¦. 3 Women Education leads Women Empowerment We have already discussed that education acts as the best tool to be helpful in women in difficult circumstances. Adding value of education to their lives, the disadvantaged groups, women in extreme poverty, destitute women, omen in conflict situations, women affected by natural calamities, women in less developed regions, the disabled widows, elderly women, single women in difficult circumstances, women heading households, those displaced from employment, migrants, women who are victims of marital violence, deserted women and prostitutes etc can have their solution to be free extensively from the constrains faced by them. It is known to all that female education has a long-term effects. Educated women have fewer, healthier children, and they have them when they are older.The result is children who are more successful in school, largely because they benefit from their mothers’ education. Educating girls and integrating them into the labor force is one way to break an intergenerational cycle of poverty. In contrast to all odds, education is the most important means of empowering women with the k nowledge, skills and self-confidence necessary to participate fully in the development process. Education is important for everyone, but it is especially significant for girls and women.This is true not only because education is an entry point to other opportunities, but also because the educational achievements of women can have ripple effects within the family and across generations. Investing in girls education is one of the most effective ways to reduce poverty. Investments in higher education for girls yields especially high dividends. Girls who have been educated are likely to marry later and to have smaller and healthier families. Educated women can recognize the importance of health care and know how to seek it for themselves and their children.Education helps girls and women to know their rights and to gain confidence to claim them. Education has far-reaching effects. The education of parents is linked to their childrens educational attainment, and the mothers education is usually more influential than the fathers. An educated mothers greater influence in household negotiations may allow her to secure more resources for her children. Educated mothers are more likely to be in the labour force, allowing them to pay some of the costs of schooling, and may be more aware of returns to schooling.And educated mothers, averaging fewer children, can concentrate more attention on each child. Closing the gender gap in education is a development priority. The 1994 Cairo Consensus recognized education, especially for women, as a force for social and economic development. Universal completion of primary education was set as a 20-year goal, as was wider access to secondary and higher education among girls and women. Closing the gender gap in education by 2015 is also one of the benchmarks for the Millennium Development Goals (MDG). 4 Present Status -The status of women and their empowerment in terms of various indicators such as access to education, employment, hous ehold decision making power, financial autonomy, freedom of movement, exposure to media, political participation, experience of domestic violence etc can not be daid to be satisfactory in the state of Assam. We have miles to go for having positive indicators, like, decision making, poverty eradication, micro credit, education, health, nutrition, drinking water and sanitation, housing and shelter, environment, science and technology, support services, violence against women, rights of the girl child, mass media.The female work participation rate in Assam which was 4. 66 per cent in 1971 increased to 21. 61 per cent in 1991 and declined to 20. 71 per cent in 20016 The Girls’ Educational Index (GEI) in early 80s was 0. 499 in Assam (G. O. I. , 2002). During 1990s the GEI for India was increased to 0. 575 in Assam. Assam was ranked in 29th position among 32 States and Union Territories according to GEI measure and was ranked below Manipur, Meghalaya, Mizoram and Nagaland (Assam H uman Development Report, 2003). In Assam women may be visible at public places and institutions, as there is freedom of movement, but her visibility does not give her power, she is very unlikely to be a member in the decision making bodies of these institutions. Data on managerial bodies of schools and colleges, public institutions, religious institutions reveal the invisibility of women in power. Key Findings The female literacy level among the women in Assam have been growing up in the podt- independence era. The female literacy inceased to 67. 27 per cent in the 2011 census, which was 54. 61 per cent in 2001 census.For a state, 12. 66 percent increment in a decade is not said to be a less amount. But there is a lot of works to be done by the policymakers of the state. Occupational structure of women of Assam reflects that a major part of the total women are engaged in agriculture sector and generated a considerable amount of income for their livelihood. In these days, the young generation are showing tendency in service and business sector , which is an indicators of the movement of the society towards development. Women engaged in service are not satisfactory but there is tremendous improvement.Like service sector an identical picture is also seen in case of business sector. A substantial amount of educated young women are attracted towards different types of business activities, small scale and cottage industries based on locally available natural resources, shopkeeper etc. Various types of income sources are adopted by the women in tribal communities of Assam, such as, agriculture, weaving, poultry, piggery business, service, traditional industries and wage labour. Among these activities traditional industries like handicraft, weaving, preparation of traditional wine, piggery and poultry are mentionworthy.Women of Assam enjoy somewhat a disadvantageous position both in absolute sense and relative to men in the area of access to education, employment,exp osure to media, household decision making capacity, workforce participation rate, control over resources etc. Micro-finance – including micro-credits – is often considered as an instrument that promotes empowerment. Whilst it can stabilise livelihoods, broaden choices, provide start-up funds for productive investment, help poor people to smooth consumption flows and send children to school, it can also lead to indebtedness and increased exclusion unless programmes are well-designed.Suggestions – It is stablished fact that education is the key role player for empowerment of women, which is, in turn, responsible for economic development as a whole. So, for creating the goal an empowered women for economic development, the following strategies need to be taken into action by the Govt. in partnership with NGO and Community- 1. Creating community demand for girls education not only elementary level but also all the level of education. 2. The Technical and Vocational education should be made available for girls. 3.Nos of such school need to extent up to all village of the community. 4. The adult education programme in rural area is essential. 5. Efforts should made to solve the drop out problem of girls education in rural area 6. Participation of women in the high income generating activities like fashion designing, tailoring, food processing beautician, need to increase. For which following means should be adopted: a. Training facilities should be there in rural area through which the women of the community will get better chance to be specialized in this field. b.Knowledge and information on Global changing business environment like marketing in formation, the change of test, habit, preference of the consumer should be provided regularly through government and Non-government efforts like NGO, SHGs, Mahila Sangathan. c. Gender and poverty sensation programme should be developed to create an environment where by all will work together to remove all the disparities physical, social and economic. Conclusion – Achieving women’s economic empowerment is not a â€Å"quick fix†. It will take sound public policies, a holistic approach and long-term commitment from all development actors.Providing supplementary services – such as training, working through groups rather than individuals, or alongside other investments in awareness raising – has been shown to increase women’s direct control over resources. 5 In the United Nation’s 2005 report on the Millennium Development Goals (MDG), Kofi Annan, the Secretary General of the United Nations, writes: â€Å"The full participation of women to all levels of decision-making is a basic human right. † The central argument is that women play a fundamental role in development.Accordingly, in the same report, Kofi Annan argues that gender equality is in fact a â€Å"prerequisite† to achieving the other MDGs. 6 Former World Bank Pr esident, James Wolfensohn, addressing the Fourth UN Conference on Women, said: Education for girls has a catalytic effect on every dimension of development: lower child and maternal mortality rates; increased educational attainment by daughters and sons; higher productivity; and improved environmental management. Together, these can mean faster economic growth and, equally important, wider distribution of the fruits of growth in economy.More education for girls will also enable more and more women to attain leadership positions at all levels of society: from health clinics in the villages to parliaments in the capitals. This, in turn, will change the way societies will deal with problems and raise the quality of global decision-making. 6 References – 1. Dhar, P. K. , ‘The Economy of Assam- Including Economy of North East India’,( 2009), Kalyani Publishers, Guwahati 2. Islam, N. , ‘Economic Empowerment of Women in the District of Goalpara: A Case Study with Special Reference to Swarnajayanti Gram Swarojgar Yojana’, National Seminar Volume, (Ed. ) Kshyap, S. K. Goswami, N. and Dutta, A. , ‘Economic Empowerment of Women in the North East Region: Issues and Challenges’, Barbhag College, Kalag, Nalbari (Assam) September, 2012 (ISBN 978-81-910818-3-7) 3. Mahanta, B. (Supervisor: Prof. P. Nayak),‘Women Empowerment in Assam: A Human development Approach’(M. Phil Synopsis), Department of Economics, North Eastern Hill University, Shillong (2008). 4. Assam Human Development Report, 2003 and Govt. of Assam). 5. FAO (Food and Agriculture Organization of the United Nations) (2011), The state of food and agriculture, 2010-2011: women in agriculture, closing the gender gap for development, FAO, Rome. . Duflo, E. , â€Å"Women Empowerment and Economic Development’’, Massachusetts Institute of Technology, Journal of Economic Literature 2012, 50(4), 1051–1079, http://dx. doi. org/10. 1257/jel. 50. 4 . 1051 ++++++ From: Name: NAZRUL ISLAM Designation: Asstt. Professor ; HoD, Economics. Sex: Male Name of the Institution: Dalgoma Anchalik College, Matia, Goalpara -783125. Address for Correspondance: Nayapara, Krishnai, Goalpara -783126. Email ID: nazrul. [emailprotected] com Participation: With Paper Title of the paper: Role of Education in Women Empowerment with special reference to the Economy of Assam. Date: Signature

Bacillus Subtilis Research Paper Example | Topics and Well Written Essays - 500 words - 1

Bacillus Subtilis - Research Paper Example Further, the use of Mosel agar also helped to isolate the bacteria. This lab report consists of the results obtained for the isolation process. In this lab, the main objective was to isolateBacillus subtilis which is a gram-positive bacteria. The bacteria exist naturally in soil or vegetation; and within a mesophilic temperature range of 25-35 degrees Celsius. The bacterium has rod-shaped cells hence leading to the name bacillus. Usually, it leaves in harsh conditions, a situation leading to the formation of endospores which are stress resistant (Boone et al, 2001). The characteristics of the bacteria which allows for the uptake of of external DNA also provided a hint in isolating the microbe from its culture. The characteristics of the organism makes it significant to make use of gram staining and mosel agar to help in the isolation process. The following is the image showing Bacillus subtilis colony The processed sample of the bacterium was treated through suspending it in a physiological saline for 15 minutes. The temperature for the treatment process was kept at 100 degrees Celsius to ensure that all the vegetative forms involved were all killed. The culture was then isolated in a nutrient agar. Gram staining method was then applied to guide in genus identification (Dworkin & Fulkow, 2006). The shape of the rods and extent was then examined from gram stains. Further , Mosel agar was used in isolating the individual colony. Glucose nitrate was also helpful idenfying the associated growth. The color of the growth was examined and recorded. On performing gram staining, there was formation of slender rods and the realization of gram positive nature, to represent Bacillus subtilis. This helped in isolating the microbe from B. Cereus which assumed the shape of thick swollen rods. The treatment under 100 degrees Celsius was useful in isolating the species from its vegetative forms since the bacteria itself

Principles of Justice Theories Essay Example | Topics and Well Written Essays - 1500 words

Principles of Justice Theories - Essay Example He was against such tests and preferences that were placed on people in the society as it encouraged conflict in the society (Amartya, 2009). There was a need to have a fair choice of situation for those who had been affected by matters related to justice so that they could all feel that they were all equal before the law. It was evident that the rich had a fair hand when it came to handling justice activities and would be left to go free while the poor were frustrated even in the case where it was evident that the mistake had been committed by the rich. These are some of the aspects that pushed Rawl to fight against such behavior. Freedom of speech had been denied to the poor and they did not have a right to talk before the justice panels making them suffer for the mistakes they did not commit. It is the amount of money that had been paid by an individual that determined whether he would be set free or not. Principles of Justice Theories Rawls was a member of the social contract tra dition and it is from this membership that he was able to come up with the principles of justice. He developed an artificial device for his theories known as the original position in which they were to come up with the principles from an ignorant point of view. ... He saw that by being able to ignore these details, it would result in fairness for all. First Principle of Justice In the first principle, Liberty is the key factor for all those who were affected by the process of justice in the society. Liberty was expected to be an equal right for all and had to be compatible so that it could be extended to others. This can be attributed to the rights that an individual cannot be denied while in his own country. He should be allowed to have political liberty where he is free to vote the politician of his choice and allow them to run the office. Freedom of assembly and speech should be granted where they can meet with their colleagues and exchange ideas that will bring about development. They should be allowed to give their views about issues affecting their government without the fear of arrest or torture. Freedom to own property is another aspect of this principle. Private property should be respected by the public and individuals should be allow ed to immerse as much wealth as they can, provided it is legal. Arbitrary arrest should not be encouraged among people. Before arresting one, explain to him his mistakes so that he can contact his lawyers. This enables them to prepare for the case in advance in order to avoid the unfair judgment. This is one principle that cannot be violated for the sake of the second principle. It is possible for some of the liberties to conflict hence the need to merge them in order for them to be able to obtain a clear system of their rights. The Second Principle of Justice It insists on the need for people to be provided with social and economic equalities so that they can be of advantage to the less advantaged in the society.  

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See Description - Essay Example First, the act of having favorites among siblings is a major cause of sibling rivalry. This is a situation where parents treat the children differently. As such, a child, or children may feel neglected in favor of brothers or sisters. This creates a gap between them in their relationship. The children cannot interact or coexist peacefully. Hostilities are imminent. Unequal treatment may be in form of parents rewarding some children and not appreciating the efforts of the others. Consequently, ignoring the contribution of some siblings to the family is also a dangerous factor that leads to rivalry. Siblings assume that they do not belong to the same family. Another basis is the treatment accorded to a newborn in the family. According to Goldenthal, children feel neglected when parents shift their care and attention to nursing a newborn (12). More often, the arrival of newborn has been associated with shifts in attention from the older children to the infant. As such, the older children may feel disappointed and develop a cold attitude towards the newborn. The rivalry may continue as far as the parents treat the children differently. When parents send a child or children to live with relatives while other children are left is seen as discrimination. Children who are left behind are seen to derive more favor and affection from the parents. On the other hand, children who are sent away feel like they do not belong. Thus, the rivalry between the children who ‘do not belong’ and those who ‘belong’ is unavoidable (10). As stated earlier, sibling rivalry is detrimental to family welfare and thus should be avoided at all. As such, parents should always look out for signs of alienation in the family. The major actions that can mitigate sibling rivalry are; detect the presence of bullying in the family, avoid favoritism, talk to children later, parents should never get into children fights, ask straight questions. Parents are in the best

The Notions Of Foreignisation And Domestication English Language Essay

The Notions Of Foreignisation And Domestication English Language Essay The domesticating sense-for-sense strategy was the dominant approach in translation until only recently. The 19th century saw a tendency towards the foreign, expressed mainly through the theories put forward by Friedrich Schleiermacher, who stated that the audience was to have the feeling that they are in the presence of the foreign (Fawcett 1997: 116). His views were later 5 revised by Venuti, who regarded foreignisation as a means of combating the dominant, assimilative position of the English-language culture. 1.1 Foreignisation and domestication The terms foreignisation and domestication have been coined by Venuti as means of providing general classification for translation procedures (see 1.3). He defines them in detail in his influential work, titled The Translators Invisibility: A History of Translation (1995). 1.1.1 Definitions According to Ventui (1995: 19-20), a foreignising strategy consists in acquiring a translation method which does not conform to norms and values prevalent within the target language system. Employing such an approach, which preserves linguistic and cultural differences between the two systems, requires a translation style designed to make the intervention of the translator visible (Munday 2001: 147), resulting in a non-fluent, alienating TT (Baker 1998: 243). This effect is usually achieved through close reconstruction of the ST structure and syntax in the TT and importation of foreign cultural forms. Domesticating translation strategy, as a contrast, entails an appropriation, or reduction (Venuti 1995: 20), of the foreign text into target-language conventions and makes use of stylistic devices, which provide for a transparent and fluent reading, minimizing the foreigness of the TT (Munday 2001: 146). Domestication is also said to involve selecting texts which adhere to domestic literary canons, resulting in a conservative and openly assimilationist approach to the foreign text (Baker 1998: 242), which is to serve domestic publishing trends and political alignments. 1.1.2 Brief history Domestication strategies were in common use since ancient Rome, chiefly as means of conquering the SL (Baker 1998: 241). Latin translators not only deleted culturally specific markers, but also added allusions to Roman culture and deleted resistant passages (KwieciÅ„ski 2001: 17), that is to say, lexical elements which required a great deal of study since they could easily by misinterpreted. The largest step for the formulation of domesticating translation theory is considered to be made by St. Jerome, the author of Vulgate Latin translation of the Bible commissioned in 384 CE. Following remarks offered earlier by Cicero, he identified the notion of word-for-word translation, a foreignising strategy, and opposed it with a domesticating alternative, a sense-for-sense strategy, as the correct method to render SL text, thus introducing an important distinction, which shed new light on the study of foreignisation and domestication. The use of exoticisms in translation was advocated by Augustine, due to concerns about the reaction of the Christian community to the unfamiliar features of Jeromes Latin text of the Bible. He does, however, oppose the use of Greek calques should these be incompatible with Latin or resistant. Bible translation became a key issue, around which different approaches to translation surfaced (Bassnett 1991: 47). The domesticating strategy was employed in the Wycliffite Bible translation, where the sense-for-sense strategy aimed at rending the text in a common language so that the Holy Scripture be accessible to a layman, and not loosing scholarly accuracy at the same time. Renaissance largely contributed to the development of the domesticating theory. The use of contemporary idiom and style was much advocated; in his Circular Letter of Translation (1530), Martin Luter emphasised the necessity to rely on the common language (KwieciÅ„ski 2001: 24). He recognised that exoticisms in certain cases cannot and should not be avoided, provided that the translator uses them after careful historical and philological study. The 17th century translation style pushed domestication beyond earlier limits. Abraham Cowleys comments in his Preface to his Pindarique Odes (1656), in which he states that he has taken, left out and added what I please (Bassnett 1991: 56) while translating, are highly symptomatic of the general atmosphere affected by the Counter-Reformation movement. The first systematic approach to the issue of translation strategies was offered in 1791 by A.F. Tyler in his Essay on the Principles of Translation. In it he points to three laws which should govern translation in general: a) the rendering is to be carried out sense-for-sense; b) style and register are to remain invariant; c) the translation should have all the ease of the original composition (KwieciÅ„ski 2001: 35). The 19th century saw a turn towards the foreign in thinking on translation. This new tendency, visible in the works of Shelly and Goethe, claimed translation to be a mechanical function, which consists merely of making known a given text or author to the reader (Bassnett 1991: 66). This approach is conveyed in the theories offered by Friedrick Schleiermacher in his lecture ÃÅ"ber die verschiedenen Methoden des ÃÅ"bersetzens (1813). The document deals with two opposite concepts, the foreginising reader-to-author strategy and the domesticating author-to-reader strategy à ¢Ã¢â€š ¬Ã‚ ¦ with no in-between area (KwieciÅ„ski 2001: 39). The former option was favoured, through the use of which consciously archaic translations were produced, aimed at a minority of learned readers. Indeed, the audience was to have the feeling that they are in the presence of the foreign (Fawcett 1997: 116). 1.1.3 Domestication in theories by Eugene Nida A significant shift in translation theory was brought forth by the influential theories of Eugene Nida, who addressed the issue of translation correspondence through the viewpoint of the receptor of the text. It is suggested that audience design has profound impact on the shape of the target text, and therefore different translations will be correct for different readerships (Fawcett 1997: 56). Thus, meaning is to have precedence before style, the TT aiming at being an equivalent of ST rather than its identical representation. This return to Augustinian principles of sense-for-sense translations is exemplified by Nidas formulation of notions of formal and dynamic equivalence. The latter, domesticating strategy was seen as privileged since it aimed at complete naturalness of expression and finding the closest natural equivalent to the SL message (Nida 1964: 159). Dynamic equivalence acknowledged situations where foreign associations can hardly be avoided, in which case the use of importation combined with intratextual covert glosses was suggested as the proper way of approaching the foreign. Translations in the formal equivalence manner on the other hand, were regarded as cases where semantic accuracy is given priority over naturalness (KwieciÅ„ski 2001: 50). Such renderings were seen as acceptable and for certain types of audiences (the aforementioned accuracy is of great importance in legal texts, for instance). 10 Though Nidas model has been challenged by some theorists, particularly for its departure from the notion of translation as exchange of information towards appropriation of a foreign text for domestic purposes (KwieciÅ„ski 2001: 50), the idea of function of a given text with respect to its readership was indeed influential for contemporary theories.

Philosophy :: essays research papers

Philosophy â€Å"Man’s life is a line that nature commands him to describe upon the surface of the Earth without ever being able to swerve from it, even for an instant†¦His organization does in nowise depend upon himself, his ideas come to him involuntarily, his habits are in the power of those who cause him to contract them†¦He is good or bad, happy or miserable, wise or foolish, reasonable or irrational, without his will being for anything in these various states.† -D’Holbach   Ã‚  Ã‚  Ã‚  Ã‚  I believe D’Holbach is trying to convey essentially that man is deprived of â€Å"free will.† Mankind in no way possesses any control of their actions, being, personality, or will. Every aspect of a person’s life is predetermined. He says people have only adopted the views of religion and put their faith in supreme beings such as God.   Ã‚  Ã‚  Ã‚  Ã‚  Nietzsche, on the other hand, views human nature in a different perspective. He believes man originated the idea of â€Å"free will† solely for the purpose of accountability to give men authority in crime and punishment. He also writes of the injustice in common misinterpretations of causation. Nietzsche focuses mainly on the relationship between cause and effect and â€Å"free will† whereas D’Holbach speaks more assertively about man’s predetermination and ignores any opposition one might have towards his point of view. Nietzsche also believes a person cannot be held accountable for their existence or living environment (also accountability is a major part of his idea). He states â€Å"No one gives a human being his qualities: not God, not society, not his parents or ancestors, and not himself.† On the contrary, D’Holbach believes some superior being is responsible for having a â€Å"master plan† for each human and giving them their characteristics, hence â€Å"we are cogs in the universe.† I interpret the ideas of these two philosophers to be closely related. Philosophy :: essays research papers Philosophy â€Å"Man’s life is a line that nature commands him to describe upon the surface of the Earth without ever being able to swerve from it, even for an instant†¦His organization does in nowise depend upon himself, his ideas come to him involuntarily, his habits are in the power of those who cause him to contract them†¦He is good or bad, happy or miserable, wise or foolish, reasonable or irrational, without his will being for anything in these various states.† -D’Holbach   Ã‚  Ã‚  Ã‚  Ã‚  I believe D’Holbach is trying to convey essentially that man is deprived of â€Å"free will.† Mankind in no way possesses any control of their actions, being, personality, or will. Every aspect of a person’s life is predetermined. He says people have only adopted the views of religion and put their faith in supreme beings such as God.   Ã‚  Ã‚  Ã‚  Ã‚  Nietzsche, on the other hand, views human nature in a different perspective. He believes man originated the idea of â€Å"free will† solely for the purpose of accountability to give men authority in crime and punishment. He also writes of the injustice in common misinterpretations of causation. Nietzsche focuses mainly on the relationship between cause and effect and â€Å"free will† whereas D’Holbach speaks more assertively about man’s predetermination and ignores any opposition one might have towards his point of view. Nietzsche also believes a person cannot be held accountable for their existence or living environment (also accountability is a major part of his idea). He states â€Å"No one gives a human being his qualities: not God, not society, not his parents or ancestors, and not himself.† On the contrary, D’Holbach believes some superior being is responsible for having a â€Å"master plan† for each human and giving them their characteristics, hence â€Å"we are cogs in the universe.† I interpret the ideas of these two philosophers to be closely related.