Marketing Mix (Research Paper) Essay

Business magazines and websites are abuzz with news about the value of marketing mix modeling as a way to help companies maximize returns on their marketing investments (ROMI). Despite the currency of this topic in the media, the concepts and tools of marketing mix modeling date back at least 30 to 40 years. The topic is of growing interest partly because of the corporate world’s interest in growing topline revenue. The last couple of decades have witnessed unparalleled cost cutting and staff reductions among the Fortune 500 in the U.S. The opportunities for further cost reductions are diminishing in number and scale, so the pressure for long-term financial performance from public markets can only be met by renewed emphasis on new products and revenue growth. A second reason for the growing interest in marketing mix modeling is the proliferation of new media (i.e., new ways to spend the marketing budget), including the Internet, online communities, search engines, event marketing, sports marketing, viral marketing, cell phones, and text messaging, etc. No one knows how to accurately measure the potential value of these many new ways to spend one’s marketing dollars. To grow revenue and profits, corporate executives need to understand the types of marketing investments that are most likely to produce viable, long-term revenue growth. That is, what combination of marketing and advertising investments will generate the greatest sales growth and/or maximize profits? Eureka! Marketing mix modeling might provide some answers to these challenging problems. What exactly is marketing mix modeling? The term is widely used and applied indiscriminately to a broad range of marketing models used to evaluate different components of marketing plans, such as advertising, promotion, packaging, media weight levels, sales force numbers, etc. These models can be of many types, but multiple regression is the workhorse of most marketing mix modeling. Regression is based on a number of inputs (or independent variables) and how these relate to an outcome (or dependent variable) such as sales or profits or both. Once the model is built and validated, the input variables (advertising, promotion, etc.) can be manipulated to determine the net effect on a company’s sales or profits. If the president of a company knows that sales will go up $10 million for every $1 million he spends on a particular advertising campaign, he can quickly determine if additional advertising investment makes economic sense. But, in a broader sense, a deep understanding of the variables that drive sales and profits upwards is essential to determining an optimal strategy for the corporation. So, marketing mix modeling can assist in making specific marketing decisions and tradeoffs, but it can also create a broad platform of knowledge to guide strategic planning. From a conceptual perspective, there are two main strategies to pursue in marketing mix modeling. One is longitudinal; the other is cross-sectional or side-by-side analysis. In longitudinal analyses, the corporation looks at sales and profits over a number of time periods (months, quarters, years), compared to the marketing inputs in each of those time periods. In the cross-sectional approach, the corporation’s various sales territories each receive different marketing inputs at the same time, or these inputs are systematically varied across the sales territories, and are compared to the sales and profit outcomes. Both methods are sound, and both have their place. Often, some combination of the two methods is the most efficient. .

Process Design Matrix Essay

Process Management is a group of activities that involves planning, monitoring and, results of the process. It is a skill that includes techniques, knowledge, and report and improves processes in order to meet customer service goals and requirements, in turn for a profit. Table 1A describes the product flow matrix. †There are three main approaches to delivering services; they include the production-line approach, the self-service approach, and the personal-attention approach† (Jacobs & Chase, 2011). The purpose of this assignment is to recognize the appropriate design approach for a product or service. The three contrasting approaches are production line, self-service and personal attention. The first approach is a production line. â€Å"The value of this philosophy is that it overcomes many problems inherent in the concept of service itself. That is, service implies subordination or subjugation of the server to the served; manufacturing, on the other hand, avoids this connotation because it focuses on things rather than people† (Jacobs & Chase, 2011). An example of production line would be McDonald’s. The service delivery is treated much like a manufacturing. Instead of possessing different equipment and stations, they would focus on having one large grill for one person to cook the burgers, a dressing station to prepare the burgers, a fryer where one person would make French fires, and a counter where customers place their orders. The second approach is a self-service, proposes. It means â€Å"that the service process can be enhanced by having the customer take a greater role in the production of the service† (Jacobs & Chase, 2011). Self Service is an effective way for the company to save money. As in the example of McDonald’s, there are some restaurants where customers can go up to the counter and place their orders themselves by using a screen touch computer. This comes in handy, because it lets the customer tailor their order to their liking. Other examples of self-service is an ATM machine cuts the cost of a teller. The customer can go to any ATM machine and deposit or withdraw money at any time of the day. Other examples would be IKEA, bikes,  furniture or toys, where the customer can assemble the final production bringing the cost of shipping and the actual item to a lower price. The third approach in the service design is personal attention. Some companies for example, a department store, a doctor’s office or information technology support will try to develop a relationship between the clerk and customer. Some companies at end of the year will send Christmas cards for their customers or a coupon for their next purchase. This is a good way to keep in touch with their customers and in addition, give it that â€Å"personal touch†. In the Process Design Matrix â€Å"the formats by which a facility is arranged are defined by the general pattern of work flow; there are five basic structures (project, work center, manufacturing cell, assembly line, and continuous process† (Jacobs & Chase, 2011). The job shop approach focuses on having functions or equipment in a group. An example would be a machine shop that would make parts for local companies, such as boats; they can even specialize on parts for planes. Toyota Company follows this approach since they have different machine shops so they can create different parts of a car. One area can specialize in building the hood while the other can be cutting customize parts to assemble the car. The second approach is called the assembly line. This creates a similar and constant process on the assembly line in which it follows steps. Toyota Company follows this approach. Each worker has his or her own task and focus on that task. There are stations that will install the tires, another station will specialize on the electrical aspect, and another station will finish of the car by adding a nice coat of paint. When each station finishes their section, it moves on to the next station so it can get worked on. The last approach is the Continuous process. â€Å"This approach is used for products that are similar to the assembly line. The only difference is that  the production flow is continuous like with liquids† (Jacobs & Chase, 2011). Some common continuous processes are oil refining, chemicals, and fertilizers. This type of approach sometimes operates 24 hours a day and workers are in rotating shifts. The product process matrix helps industries understand what their options are especially regarding a manufacturing function. Some firms can have certain traits that belong in the matrix, depending on what life cycle the product is on. By applying this concept into their strategic planning, industries are able to think outside the box and gain competitive advantage. In addition, using the matrix allows manufacturing managers to get involved more in the planning process so they can share their prospects and decision more effectively. Product–process matrix Table 1A – Jacobs, F. R. & Chase, R. (2011). Operations and Supply Chain Management (13th ed.). Boston, MA: McGraw-Hill Irwin. Reference Jacobs, F. R. & Chase, R. (2011). Operations and Supply Chain Management (13th ed.). Boston, MA: McGraw-Hill Irwin. I do not have page numbers sited because I am unable to download the textbook. I have no problem with reading it through the OLS, I just cannot see page numbers.

Examiner Tips for Igcse Biology 0610

EXAMINER TIPS for IGCSE Biology 0610 How to use these tips These tips are based on some common mistakes made by students. They are collected under various subheadings to help you when you prepare for your examinations. †¢ †¢ †¢ †¢ †¢ Make sure you read all the general tips. These can be important in any of the papers you do. Make sure you know which examination papers you are taking before you look at the tips for the different papers All of you will take paper 1, which is all multiple choice questions. You may be taking paper 2, which is Foundation OR you may be taking paper 3, which is Extended.You may be taking paper 5, which is a practical examination in a laboratory OR you may be taking paper 6 which is a written paper about practical work. General Advice †¢ Answering questions. The questions are meant to let you show the biology you know. There are no trick questions. When you are writing your answers remember that another person has to be able to read it. o o o o o o o o Do not waste time by writing out the question before you start to answer. Keep your handwriting clear and legible. Keep you answer in the lines on the question paper.If you write in the margin, at the bottom of a page, or on blank pages, part of your answer might be missed. If you have to cross out something, put a line through, but do not scribble all over it. If you have to use a different space to write another answer to one you have crossed out, then put a note to say where it is, e. g. answer on page 5 Written papers are now marked on computer screen so your written paper will be scanned. If you write on the margin the scanner may not be able to copy this. Try to be precise, in other word be accurate in what you say. Read also Lab 2 BiologyUsing biological terms correctly can help. Do not use word like â€Å"it†, â€Å"they†, â€Å"effect†, â€Å"affect† without any more explanation. A sentence like â€Å"It has an effect on the body† or â€Å"They affect the process† does not say anything. – If you use the word â€Å"it† or â€Å"they â€Å"– think WHAT? – If you use the word â€Å"affect† or â€Å"effect† – think HOW? – e. g. State why magnesium ions are important for healthy plant development. [1] – â€Å"it are needed by the plant† is true but too vague. – â€Å"They are needed by the leaves† is still too vague – Ask yourself: What is it or they? What is the â€Å"need†? â€Å"Magnesium is needed to make chlorophyll† is a better answer – â€Å"Magnesium is part of a chlorophyll molecule. † Good answer! †¢ Terms. These are the n ames used in biology. These will be used in questions. You will get more marks if you can use them correctly in you examination. Ask your teacher if you are unsure of the different meanings between biological terms. o o Try to use the correct spelling. The person marking your answer will try to recognise what word you mean, but if the spelling is too wrong, then they cannot allow you a mark. Some biological terms have very similar spelling.One example is â€Å"ureter†, urethra† and â€Å"uterus†. If your mis-spelling is â€Å"uretus†, it could be â€Å"ureters† or â€Å"uterus†. Other common examples are ovum, ova, ovary and ovule, testes and testa; sucrose and sucrase. Do not try to mix the spellings of two words when you are not sure which of them is the correct answer, e. g. meitosis, when you are not sure whether the answer is mitosis or meiosis, or urether, when you are not sure if the answer is ureter or urethra. You need to check caref ully that you have used the right word when similar terms are used in the same topic , e. g. urea and urine, ureter and urethra. semen and sperm o o †¢ Writing in you own words. You sometimes have to write two or more sentences to answer a question. o o Use short sentences. If you write long sentences you can get mixed up. It is hard to find correct statements in a muddled answer. You are often asked to write down something you have learned. Make sure you have learnt the meanings of the common terms used in biology, e. g. photosynthesis, osmosis, fermentation. In the revision checklist there is a list of the terms which you should be able to â€Å"define†. You also need be able to write down the meaning of more complicated ideas, e. g. evel of organisation, natural selection, global warming, eutrophication. o What you should look for in a question 1) †¢ †¢ †¢ †¢ †¢ The number of marks. In multiple choice questions there is only one mark for a cor rect answer. Other sorts of question show how many marks at the end of each part like this [2]. The number of marks helps you decide how much to write. The number of marks is a guide to how long to spend on each question or parts of a question. If you allow about 1 minute per mark then you should finish in time to check your answers. Do not waste time and write long answer for a question which has [1].You will only get one mark even if the rest of the answer has correct statements. If there are two or more marks do not write the same thing in two different ways, e. g. The leaf is very large. The leaf has a large surface area. The instructions. These are called command words and tell you what to do. If a question says â€Å"Show your working† when you have to do a calculation, then write down the stages of your calculation to show how you got your answer. Even if you get the final answer wrong, you may be given a mark for knowing what to do. If a question asks you to â€Å"Na me† or â€Å"State† two things only the first two will be marked.Use the numbered lines for your answers if they on the question paper. If you write more than two and the first is correct but the second one is wrong, you will only get the mark for the first one. Even if the third answer is correct, it will not be marked. Some questions have two commands in the question, for example â€Å"Predict† AND â€Å"Explain† †¦. † This means you have to say what you think will happen AND then say why you think it will happen. The Revision Checklist has a list of terms used in biology papers to tell you what to do in an answer (section 4. 3 Command words and phrases).General Biology Ii Study Guide (Online Class)Make sure you know what these terms mean. e. g. â€Å"Name the process by which green plants make sugars†, all you need to write for your answer is â€Å"Photosynthesis†. A question which asks you to â€Å"Define photosynthesis† , would expect you to write one sentence such as â€Å"The process by which green plants use light energy to make sugars†. What the question is about. Make sure you know which part of your biology is being tested Read the whole of a question carefully before you begin to answer it. Some of the parts have similar answers so you need to work out the difference between them.If you write exactly the same thing in different parts of the same question, then only one of them might be a correct answer. It helps to highlight the main features of a question. e. g. â€Å"Name the tissue that transports the sugars made by photosynthesis to other parts of the plant†. This tells you that you want a one word answer, about plant transport of sugars. Do not be put off the question is about something you have not studied. There will be enough information in the question for you to work out an answer. 2) †¢ †¢ †¢ †¢ †¢ 3) †¢ †¢ †¢ †¢ †¢ à ¢â‚¬ ¢ †¢ †¢ †¢ †¢Look carefully at any diagrams, graphs or tables and make sure you understand what they are about. You may have to use information from them to answer the questions. Answer each question as far as you can. Do not spend a long time staring at a question If you have forgotten something, go on to the next question or part of a question. Come back to the ones you found difficult when you have finished all of the paper. Try not to leave blanks. When you come back to a question you often remember an answer you left out. Do not waste time by writing about things unrelated to the question. Paper 1 Tips †¢ Each question tests just one thing.You have about 1 minute to read and answer each question. o Some questions test what you know and understand. For example â€Å"What part of the eye detects light? † o Some questions test if you can use what you have learned to understand new data. These questions will often have a diagram, graph or table to use. Try to decide what the question is testing as you are reading it. o To answer a question that asks â€Å"What is a characteristic feature of all living things? o You need to know the characteristic features of living things. If you know a quick way of remembering all seven then you can jot it down on the question paper. . g. MRS GREN for Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion and Nutrition, or the first letters of Real Elephants Grow Massive Red Feet Slowly, o To answer a question that has a diagram of the circulatory system and asks â€Å"In which vessel will absorbed alcohol first be found? â€Å". You need to think about what the question is asking you. – Is it about digestion? – Is it about excretion (of alcohol)? – Is it about the circulation? The question is asking about something absorbed from the gut to be transported, so it is about circulation. – Which vessel carries substances absorbed by the gut? Answer â€Å"The Hepatic Portal Vein†. So you have to choose the letter which labels the hepatic portal vein. Do not try to find a pattern in the letter order of correct answers. o The same letter could be the correct for several answers in a row. o Letter A might be the correct answers for more questions than are B, C or D. Or there could be fewer correct answers shown by letter D than any of the others. o Do not let what you have chosen for the previous questions influence what letter you choose. †¢ †¢ Written Paper Tips †¢ You should read all of a question before you begin to answer it.Different questions will ask you to do different tasks to test how well you know and understand biology. o The topic is usually the same for all different parts of the question. Remember that underlining important words will help you to be clear about what you are being asked to do. o Look for clues in the words of the question. If you see â€Å"mammal† you know that the anima ls are warm blooded and have biological systems like ours. o If you are only given a Latin name or a name you do not recognise, e. g. â€Å"dik-dik†, look to see if you are told anything about it. If you are told it is a herbivore, then you know it eats plants.The main sort of tasks you might be asked to do are: †¢ Identify features of cells, tissues organs. For example, â€Å"label on Fig. 5. 1 using labelling lines, a petal, a sepal and a stamen. To answer this question o You have to know the structure of a flower. o You also have to be able to find the structures on a diagram of a flower you may never have studied. o You then have to draw a label line to the structure and write the name next to the labelling line. If you do not draw a label line, or use and arrow, you may not get any marks even if you have found the correct structures.Use information given in the question. For example if a question asks you to â€Å"Use examples from† or â€Å"Use only this i nformation† or â€Å"With reference to Fig. 6. 2† . . . STOP and THINK! Find out what you are expected to use as examples or get information from. You will not get any marks if you use examples from somewhere else. The information can be given to you in different ways: o Diagram like a food web, a set of apparatus or biological structure. o A graph, which could be a line graph, a bar chart or a histogram. Check the headings and units carefully o A table.Check the headings and units carefully o You may have to give examples to show that you understand an idea in Biology. – After a diagram of a food web you might be asked to â€Å"Name an organism from this food web that is a primary consumer, a tertiary consumers and a producer†. – To answer this question you have to know definitions of producers, primary consumers, tertiary consumers. Then you have to show that you understand how these terms apply to the food web shown in the diagram. If you put exa mples from other food webs you have learned, you will not get any marks.After a diagram of leaf structure you may be asked to â€Å"Describe and explain the advantage of the distribution of chloroplasts shown in Fig. 8. 1† – To answer this question you have to observe the diagram and describe which cells have the most chloroplasts. Then you have to work out why this arrangement might help photosynthesis. If you write answer about what chloroplasts do you will not get any marks. Draw or interpret graphs. If you are asked to draw a graph: †¢ †¢ †¢ †¢ †¢ Choose a scale which uses most of the grid. Choose a simple scale, e. g. one small square is equal to 1 or 2 or 10 units in the data.Do not give make it hard for by having to multiply each item in the data by 2/3! o Write the name of the axes and their units, e. g. rate of water loss/ g per h , temperature/ o C, time/ s o Plot the points exactly using a sharp pencil. Draw the points lightly so tha t you can rub them out if you need to. Make them more definite when you are sure they are right. o Use a cross (x) or a dot in a circle ( ) for your plot points. o Join the points with a â€Å"line of best fit or a zig -zag line. o Remember that all curves do not have to pass through the point where the two axes meet. Do not extend you graph beyond the plotted points. If you are asked to read figures from a graph: o Make sure you work out the scale. o Make sure you read from the correct axis and put in the units. o If you are asked for a trend or pattern, describe the overall change, e. g. the line increases and then levels. off. Do not describe each point of the graph. Draw or interpret tables If you are asked to draw a table o Use a ruler and a pencil to draw the table. o Write headings for each column or row of the table. 3 o Write in units if they are needed, e. g. volume of water/cm , mass of seed/g. Do not put units in the table spaces where you write numbers. Do calculations . If you are asked to do a calculation: o You may have to find the figures from a table or graph. o Make sure that you show the units in the calculation. o Show you working. o If you use a calculator, round up the figures to the same as in the question – do not copy all the figures after the decimal point, e. g. If the question figures are 5. 6, 4. 6, then your answer should only have one number after the decimal point. Show or complete equations. You do not have to know chemical symbols for equations of the processes in biology.But it will help you to understand them if you do. o If you are asked to give either a word or a symbol equation, do not combine symbols and words in the same answer – If you have to give the word equation for anaerobic respiration by yeast, write: o o Glucose > carbon dioxide +ethanol + energy If you have to give the chemical equation for anaerobic respiration by yeast, write C6H12O6 > 2C2 H5 OH + 2CO2+ energy Do not write something like gluco se > CO2 + ethanol and energy †¢ Make comparisons. If you are asked to compare two things make sure you make it clear which you are talking about. A question may give to table of data and then ask you about it. Make sure you only use information from the table. e. g. in a table of the composition of normal breast milk and colostrum, you can see which milk contains more fat, protein and sugar. Your answers should start with â€Å"colostrum has more †¦Ã¢â‚¬ ¦.. than breast milk† or â€Å"breast milk has more †¦Ã¢â‚¬ ¦ than colostrum†. Do not put â€Å"it has more protein. † The person marking cannot guess which you thought had more protein. o The question may ask you to make a comparison about biology you have learned. e. g. the differences between arteries and veins.The clearest way of answering is to make your own table. Make sure the headings are clear. Keep the comparisons of the same feature together. Artery has thick wall thick muscle layer ve in has thin wall very thin muscle A table like the one below will not get any marks as there are no comparisons of the same features. Artery thick wall no valves †¢ veins elastic layer small amount of muscle Extended writing. This means writing several sentences together. e. g. Suggest what happens if excess nitrogen fertiliser is washed into a stream or pond [4] o The mark scheme used for a question like this will have a list of oints that the person marking your answer will use. o There will be more points than there are marks, so you do not need to put them all in your answer. The points for this question could be: – Algae and aquatic plants grow faster using the fertiliser. – Algae cover the water surface. Light cannot pass to aquatic plants lower down. – These plants die. Bacteria of decay feed on the dead plants. – Bacteria increase in numbers. – These bacteria are aerobic. – They use up more oxygen. – There is not enough o xygen for other organisms which live in the water. – These organisms die. The process is called eutrophication. If your answer is something like â€Å"The fertiliser causes low oxygen and it affects animals in the water. † you will not get any marks. The answer is much too vague, in other words it is not precise. I your answer is something like â€Å"The animals do not have enough oxygen for their respiration and they die. † you will get some marks. Paper 2 tips †¢ †¢ †¢ †¢ †¢ †¢ Most of the questions are short answers. This means that you writing mainly one word or one sentence answers worth one mark. [1]. Longer answers will need two or three sentences. Check the number of marks.Check the number of command words, do you have to do one or two things. Use the lines given. Do not write too much. Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There will be a few parts of questions that need extended writing. These will have four [4] or [5] marks. The question will often be related to some information you are given. You will need to write four or five sentences in an order that makes sense. You can think of it like â€Å"telling a story†. Remember to refer to any information you are given.Paper 3 tips †¢ †¢ †¢ †¢ †¢ There is more to read in this paper. Many questions will be one, two or three sentence answers. Check the number of marks. Check the number of command word – do you have to do one or two things Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There are questions that may start in one part of the syllabus and link to another, e. g. the information could be about the animals in a particular habitat and what they eat. The first parts of the question might be about the food chains or food webs whic h include these animals.Another part of the question could be about the structure of one of the animals or about factors in its environment. You are likely to have questions about events and situations that are new to you. Do not be put off. The question will tell you all you need to know. What you need to do, is show that you can connect the biology you have learned with the new facts. e. g. you may not have learned anything about how cats inherit the length of their fur. o The question tells you that the alleles for fur length are co-dominant. o The question tells you the fur length of pure bred parents are long and short. You know that the offspring of cross breeding are heterozygous for fur length. o You know from your genetics lessons that for features controlled by co-dominant alleles, both alleles are expressed in the offspring. o You know enough to work out that the fur length of the offspring will be medium length. You are likely to be asked to interpret unfamiliar data, e. g. result from an experiment you may not have carried out or could not be carried out in a school. Do not be put off. Follow the same rules as before. There will always be enough information in the question for you to answer it. †¢ †¢General Tips for Practical Papers †¢ †¢ †¢ †¢ Look to see how many marks are given for each question. Divide the time of your examination in proportion to the marks given. Whichever paper you do the same rules for recording observations. Use the same rules as in the tips for written papers for tables, graphs, calculations and comparisons. Recording your observations †¢ You can record as: o statements in writing o as tables o drawings †¢ Neat work helps to keep you calm and feeling in control. †¢ Use all the space available on the paper for your observations. †¢ Do not write an explanation until the question asks for one. †¢ Use a sharp HB or B pencil.It can be rubbed out easily if you need to corre ct a mistake. †¢ Don’t forget headings for the columns and the rows or tables or graph axes. Don't forget the units! †¢ Make drawings as big as the space allows. †¢ Use a ruler for labelling lines. †¢ Label in pencil. Planning investigations Some times you are asked to suggest a way of carrying out an investigation or to improve the method that is in the question paper. †¢ When you read through an investigation try to work out three main things: 1. What is being changed – this is called the independent variable, e. g. light 2. What is being measured – this is called the dependent variable, e. . oxygen given off by plant 3. What is being kept the same – these are called the standard or control variables, e. g. type of plant, number of leaves on the plant, environment of plant ,the apparatus used, time for collecting oxygen. †¢ Some investigation needs to have two parts: o the experimental- which is the apparatus used to measur e the process being studied and contains the living organism being tested. o The control. –which will be exactly the same as the experiment except the living organism will be missing or replaced by something non-living. e. g. there would be no plant in one set of apparatus. The control shows that the results are due to the activity of the living organism and is not due to the apparatus or an environmental factor. Tips for paper 5 In paper 5 you are following instructions, using laboratory equipment, making observations, recording results and drawing conclusions. †¢ Start by reading the entire first question. †¢ Think about the apparatus needed for each step and imagine using it in your mind. †¢ Check the time to be allowed and imagine following the instructions. †¢ Do the same when you are ready to begin the next question. Following the instructions †¢ Follow the instructions for practical methods exactly.If you make a change in the method you can alt er the results. †¢ Do not take short cuts. †¢ Always label test tubes and other containers to help you remember which is which. †¢ If you are told to â€Å"Wash the apparatus thoroughly after each use† make sure you do. If there is anything left in the apparatus the next stage may not work. †¢ If you have to measure a specimen make sure you draw a line on your drawing to show where you made our measurement. †¢ You will get marks for following instructions accurately. Recording your observations †¢ Do not forget that observations can be seen, heard, felt and smelled. †¢ e. g. olour, fizzing, warming, smell of a flower, texture (feel) of a fruit. †¢ You can always something to observe, so make sure you record something for each observation. †¢ Write down exactly what you observe. †¢ e. g. if you add a drop of iodine to a drop of starch solution on a white tile, the colour changes. o You should write â€Å"the colour changed fro m yellow to black. † o If you write â€Å"it turned black† you have not given all the information. o If you add iodine to a drop of water on a white tile. o You should write down ‘the colour stayed yellow. ’ o If you write ‘the colour stayed the same’, or ‘no change’, you have left information out.Conclusions †¢ Use your own results for your conclusions. †¢ Do not write the conclusion you have learned from a class experiment or from theory. E. g. in an investigation you test drops of a mixture of sodium chloride, amylase and starch solution with iodine once a minute for eight minutes. Then you repeat this with a mixture of water, amylase and starch solutions. o The blue/black colour might disappear sooner in one test tube than the other. o Even if you know that sodium chloride usually makes amylase work faster, you must write down the results from YOUR investigation. You must draw conclusions from YOUR results. o If the c olour in both tubes changes at the same time, the conclusion has to be that the sodium chloride made no difference. That is the correct conclusion drawn from your observations. Tips for paper 6 In this paper you are making observations from information given in the paper, recording results and drawing conclusions. Try to imagine doing the practical which has produced the results in the questions. Recording observations †¢ All of your observations are either measurements that you make or diagrams on the paper. †¢ Write down exactly what you see.Making measurements †¢ Make your measurements as accurate as you can. Measure to the nearest unit e. g. mm. Do not try and â€Å"guess† 0. 5mm. †¢ Make sure you put units! †¢ If you have to make calculations use the blank pages within the paper. Do not write in the margin. †¢ Write neatly and show your working. The person marking your paper might be able to give you marks for knowing what to do if you make a mistake or do not finish the calculation. Conclusions †¢ Use your measurements or observations or on the results given in the question for your conclusions. †¢ Do not rely on something you have learned as â€Å"the right answer†. Examiner Tips for Igcse Biology 0610 EXAMINER TIPS for IGCSE Biology 0610 How to use these tips These tips are based on some common mistakes made by students. They are collected under various subheadings to help you when you prepare for your examinations. †¢ †¢ †¢ †¢ †¢ Make sure you read all the general tips. These can be important in any of the papers you do. Make sure you know which examination papers you are taking before you look at the tips for the different papers All of you will take paper 1, which is all multiple choice questions. You may be taking paper 2, which is Foundation OR you may be taking paper 3, which is Extended.You may be taking paper 5, which is a practical examination in a laboratory OR you may be taking paper 6 which is a written paper about practical work. General Advice †¢ Answering questions. The questions are meant to let you show the biology you know. There are no trick questions. When you are writing your answers remember that another person has to be able to read it. o o o o o o o o Do not waste time by writing out the question before you start to answer. Keep your handwriting clear and legible. Keep you answer in the lines on the question paper.If you write in the margin, at the bottom of a page, or on blank pages, part of your answer might be missed. If you have to cross out something, put a line through, but do not scribble all over it. If you have to use a different space to write another answer to one you have crossed out, then put a note to say where it is, e. g. answer on page 5 Written papers are now marked on computer screen so your written paper will be scanned. If you write on the margin the scanner may not be able to copy this. Try to be precise, in other word be accurate in what you say. Read also Lab 2 BiologyUsing biological terms correctly can help. Do not use word like â€Å"it†, â€Å"they†, â€Å"effect†, â€Å"affect† without any more explanation. A sentence like â€Å"It has an effect on the body† or â€Å"They affect the process† does not say anything. – If you use the word â€Å"it† or â€Å"they â€Å"– think WHAT? – If you use the word â€Å"affect† or â€Å"effect† – think HOW? – e. g. State why magnesium ions are important for healthy plant development. [1] – â€Å"it are needed by the plant† is true but too vague. – â€Å"They are needed by the leaves† is still too vague – Ask yourself: What is it or they? What is the â€Å"need†? â€Å"Magnesium is needed to make chlorophyll† is a better answer – â€Å"Magnesium is part of a chlorophyll molecule. † Good answer! †¢ Terms. These are the n ames used in biology. These will be used in questions. You will get more marks if you can use them correctly in you examination. Ask your teacher if you are unsure of the different meanings between biological terms. o o Try to use the correct spelling. The person marking your answer will try to recognise what word you mean, but if the spelling is too wrong, then they cannot allow you a mark. Some biological terms have very similar spelling.One example is â€Å"ureter†, urethra† and â€Å"uterus†. If your mis-spelling is â€Å"uretus†, it could be â€Å"ureters† or â€Å"uterus†. Other common examples are ovum, ova, ovary and ovule, testes and testa; sucrose and sucrase. Do not try to mix the spellings of two words when you are not sure which of them is the correct answer, e. g. meitosis, when you are not sure whether the answer is mitosis or meiosis, or urether, when you are not sure if the answer is ureter or urethra. You need to check caref ully that you have used the right word when similar terms are used in the same topic , e. g. urea and urine, ureter and urethra. semen and sperm o o †¢ Writing in you own words. You sometimes have to write two or more sentences to answer a question. o o Use short sentences. If you write long sentences you can get mixed up. It is hard to find correct statements in a muddled answer. You are often asked to write down something you have learned. Make sure you have learnt the meanings of the common terms used in biology, e. g. photosynthesis, osmosis, fermentation. In the revision checklist there is a list of the terms which you should be able to â€Å"define†. You also need be able to write down the meaning of more complicated ideas, e. g. evel of organisation, natural selection, global warming, eutrophication. o What you should look for in a question 1) †¢ †¢ †¢ †¢ †¢ The number of marks. In multiple choice questions there is only one mark for a cor rect answer. Other sorts of question show how many marks at the end of each part like this [2]. The number of marks helps you decide how much to write. The number of marks is a guide to how long to spend on each question or parts of a question. If you allow about 1 minute per mark then you should finish in time to check your answers. Do not waste time and write long answer for a question which has [1].You will only get one mark even if the rest of the answer has correct statements. If there are two or more marks do not write the same thing in two different ways, e. g. The leaf is very large. The leaf has a large surface area. The instructions. These are called command words and tell you what to do. If a question says â€Å"Show your working† when you have to do a calculation, then write down the stages of your calculation to show how you got your answer. Even if you get the final answer wrong, you may be given a mark for knowing what to do. If a question asks you to â€Å"Na me† or â€Å"State† two things only the first two will be marked.Use the numbered lines for your answers if they on the question paper. If you write more than two and the first is correct but the second one is wrong, you will only get the mark for the first one. Even if the third answer is correct, it will not be marked. Some questions have two commands in the question, for example â€Å"Predict† AND â€Å"Explain† †¦. † This means you have to say what you think will happen AND then say why you think it will happen. The Revision Checklist has a list of terms used in biology papers to tell you what to do in an answer (section 4. 3 Command words and phrases).General Biology Ii Study Guide (Online Class)Make sure you know what these terms mean. e. g. â€Å"Name the process by which green plants make sugars†, all you need to write for your answer is â€Å"Photosynthesis†. A question which asks you to â€Å"Define photosynthesis† , would expect you to write one sentence such as â€Å"The process by which green plants use light energy to make sugars†. What the question is about. Make sure you know which part of your biology is being tested Read the whole of a question carefully before you begin to answer it. Some of the parts have similar answers so you need to work out the difference between them.If you write exactly the same thing in different parts of the same question, then only one of them might be a correct answer. It helps to highlight the main features of a question. e. g. â€Å"Name the tissue that transports the sugars made by photosynthesis to other parts of the plant†. This tells you that you want a one word answer, about plant transport of sugars. Do not be put off the question is about something you have not studied. There will be enough information in the question for you to work out an answer. 2) †¢ †¢ †¢ †¢ †¢ 3) †¢ †¢ †¢ †¢ †¢ à ¢â‚¬ ¢ †¢ †¢ †¢ †¢Look carefully at any diagrams, graphs or tables and make sure you understand what they are about. You may have to use information from them to answer the questions. Answer each question as far as you can. Do not spend a long time staring at a question If you have forgotten something, go on to the next question or part of a question. Come back to the ones you found difficult when you have finished all of the paper. Try not to leave blanks. When you come back to a question you often remember an answer you left out. Do not waste time by writing about things unrelated to the question. Paper 1 Tips †¢ Each question tests just one thing.You have about 1 minute to read and answer each question. o Some questions test what you know and understand. For example â€Å"What part of the eye detects light? † o Some questions test if you can use what you have learned to understand new data. These questions will often have a diagram, graph or table to use. Try to decide what the question is testing as you are reading it. o To answer a question that asks â€Å"What is a characteristic feature of all living things? o You need to know the characteristic features of living things. If you know a quick way of remembering all seven then you can jot it down on the question paper. . g. MRS GREN for Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion and Nutrition, or the first letters of Real Elephants Grow Massive Red Feet Slowly, o To answer a question that has a diagram of the circulatory system and asks â€Å"In which vessel will absorbed alcohol first be found? â€Å". You need to think about what the question is asking you. – Is it about digestion? – Is it about excretion (of alcohol)? – Is it about the circulation? The question is asking about something absorbed from the gut to be transported, so it is about circulation. – Which vessel carries substances absorbed by the gut? Answer â€Å"The Hepatic Portal Vein†. So you have to choose the letter which labels the hepatic portal vein. Do not try to find a pattern in the letter order of correct answers. o The same letter could be the correct for several answers in a row. o Letter A might be the correct answers for more questions than are B, C or D. Or there could be fewer correct answers shown by letter D than any of the others. o Do not let what you have chosen for the previous questions influence what letter you choose. †¢ †¢ Written Paper Tips †¢ You should read all of a question before you begin to answer it.Different questions will ask you to do different tasks to test how well you know and understand biology. o The topic is usually the same for all different parts of the question. Remember that underlining important words will help you to be clear about what you are being asked to do. o Look for clues in the words of the question. If you see â€Å"mammal† you know that the anima ls are warm blooded and have biological systems like ours. o If you are only given a Latin name or a name you do not recognise, e. g. â€Å"dik-dik†, look to see if you are told anything about it. If you are told it is a herbivore, then you know it eats plants.The main sort of tasks you might be asked to do are: †¢ Identify features of cells, tissues organs. For example, â€Å"label on Fig. 5. 1 using labelling lines, a petal, a sepal and a stamen. To answer this question o You have to know the structure of a flower. o You also have to be able to find the structures on a diagram of a flower you may never have studied. o You then have to draw a label line to the structure and write the name next to the labelling line. If you do not draw a label line, or use and arrow, you may not get any marks even if you have found the correct structures.Use information given in the question. For example if a question asks you to â€Å"Use examples from† or â€Å"Use only this i nformation† or â€Å"With reference to Fig. 6. 2† . . . STOP and THINK! Find out what you are expected to use as examples or get information from. You will not get any marks if you use examples from somewhere else. The information can be given to you in different ways: o Diagram like a food web, a set of apparatus or biological structure. o A graph, which could be a line graph, a bar chart or a histogram. Check the headings and units carefully o A table.Check the headings and units carefully o You may have to give examples to show that you understand an idea in Biology. – After a diagram of a food web you might be asked to â€Å"Name an organism from this food web that is a primary consumer, a tertiary consumers and a producer†. – To answer this question you have to know definitions of producers, primary consumers, tertiary consumers. Then you have to show that you understand how these terms apply to the food web shown in the diagram. If you put exa mples from other food webs you have learned, you will not get any marks.After a diagram of leaf structure you may be asked to â€Å"Describe and explain the advantage of the distribution of chloroplasts shown in Fig. 8. 1† – To answer this question you have to observe the diagram and describe which cells have the most chloroplasts. Then you have to work out why this arrangement might help photosynthesis. If you write answer about what chloroplasts do you will not get any marks. Draw or interpret graphs. If you are asked to draw a graph: †¢ †¢ †¢ †¢ †¢ Choose a scale which uses most of the grid. Choose a simple scale, e. g. one small square is equal to 1 or 2 or 10 units in the data.Do not give make it hard for by having to multiply each item in the data by 2/3! o Write the name of the axes and their units, e. g. rate of water loss/ g per h , temperature/ o C, time/ s o Plot the points exactly using a sharp pencil. Draw the points lightly so tha t you can rub them out if you need to. Make them more definite when you are sure they are right. o Use a cross (x) or a dot in a circle ( ) for your plot points. o Join the points with a â€Å"line of best fit or a zig -zag line. o Remember that all curves do not have to pass through the point where the two axes meet. Do not extend you graph beyond the plotted points. If you are asked to read figures from a graph: o Make sure you work out the scale. o Make sure you read from the correct axis and put in the units. o If you are asked for a trend or pattern, describe the overall change, e. g. the line increases and then levels. off. Do not describe each point of the graph. Draw or interpret tables If you are asked to draw a table o Use a ruler and a pencil to draw the table. o Write headings for each column or row of the table. 3 o Write in units if they are needed, e. g. volume of water/cm , mass of seed/g. Do not put units in the table spaces where you write numbers. Do calculations . If you are asked to do a calculation: o You may have to find the figures from a table or graph. o Make sure that you show the units in the calculation. o Show you working. o If you use a calculator, round up the figures to the same as in the question – do not copy all the figures after the decimal point, e. g. If the question figures are 5. 6, 4. 6, then your answer should only have one number after the decimal point. Show or complete equations. You do not have to know chemical symbols for equations of the processes in biology.But it will help you to understand them if you do. o If you are asked to give either a word or a symbol equation, do not combine symbols and words in the same answer – If you have to give the word equation for anaerobic respiration by yeast, write: o o Glucose > carbon dioxide +ethanol + energy If you have to give the chemical equation for anaerobic respiration by yeast, write C6H12O6 > 2C2 H5 OH + 2CO2+ energy Do not write something like gluco se > CO2 + ethanol and energy †¢ Make comparisons. If you are asked to compare two things make sure you make it clear which you are talking about. A question may give to table of data and then ask you about it. Make sure you only use information from the table. e. g. in a table of the composition of normal breast milk and colostrum, you can see which milk contains more fat, protein and sugar. Your answers should start with â€Å"colostrum has more †¦Ã¢â‚¬ ¦.. than breast milk† or â€Å"breast milk has more †¦Ã¢â‚¬ ¦ than colostrum†. Do not put â€Å"it has more protein. † The person marking cannot guess which you thought had more protein. o The question may ask you to make a comparison about biology you have learned. e. g. the differences between arteries and veins.The clearest way of answering is to make your own table. Make sure the headings are clear. Keep the comparisons of the same feature together. Artery has thick wall thick muscle layer ve in has thin wall very thin muscle A table like the one below will not get any marks as there are no comparisons of the same features. Artery thick wall no valves †¢ veins elastic layer small amount of muscle Extended writing. This means writing several sentences together. e. g. Suggest what happens if excess nitrogen fertiliser is washed into a stream or pond [4] o The mark scheme used for a question like this will have a list of oints that the person marking your answer will use. o There will be more points than there are marks, so you do not need to put them all in your answer. The points for this question could be: – Algae and aquatic plants grow faster using the fertiliser. – Algae cover the water surface. Light cannot pass to aquatic plants lower down. – These plants die. Bacteria of decay feed on the dead plants. – Bacteria increase in numbers. – These bacteria are aerobic. – They use up more oxygen. – There is not enough o xygen for other organisms which live in the water. – These organisms die. The process is called eutrophication. If your answer is something like â€Å"The fertiliser causes low oxygen and it affects animals in the water. † you will not get any marks. The answer is much too vague, in other words it is not precise. I your answer is something like â€Å"The animals do not have enough oxygen for their respiration and they die. † you will get some marks. Paper 2 tips †¢ †¢ †¢ †¢ †¢ †¢ Most of the questions are short answers. This means that you writing mainly one word or one sentence answers worth one mark. [1]. Longer answers will need two or three sentences. Check the number of marks.Check the number of command words, do you have to do one or two things. Use the lines given. Do not write too much. Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There will be a few parts of questions that need extended writing. These will have four [4] or [5] marks. The question will often be related to some information you are given. You will need to write four or five sentences in an order that makes sense. You can think of it like â€Å"telling a story†. Remember to refer to any information you are given.Paper 3 tips †¢ †¢ †¢ †¢ †¢ There is more to read in this paper. Many questions will be one, two or three sentence answers. Check the number of marks. Check the number of command word – do you have to do one or two things Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There are questions that may start in one part of the syllabus and link to another, e. g. the information could be about the animals in a particular habitat and what they eat. The first parts of the question might be about the food chains or food webs whic h include these animals.Another part of the question could be about the structure of one of the animals or about factors in its environment. You are likely to have questions about events and situations that are new to you. Do not be put off. The question will tell you all you need to know. What you need to do, is show that you can connect the biology you have learned with the new facts. e. g. you may not have learned anything about how cats inherit the length of their fur. o The question tells you that the alleles for fur length are co-dominant. o The question tells you the fur length of pure bred parents are long and short. You know that the offspring of cross breeding are heterozygous for fur length. o You know from your genetics lessons that for features controlled by co-dominant alleles, both alleles are expressed in the offspring. o You know enough to work out that the fur length of the offspring will be medium length. You are likely to be asked to interpret unfamiliar data, e. g. result from an experiment you may not have carried out or could not be carried out in a school. Do not be put off. Follow the same rules as before. There will always be enough information in the question for you to answer it. †¢ †¢General Tips for Practical Papers †¢ †¢ †¢ †¢ Look to see how many marks are given for each question. Divide the time of your examination in proportion to the marks given. Whichever paper you do the same rules for recording observations. Use the same rules as in the tips for written papers for tables, graphs, calculations and comparisons. Recording your observations †¢ You can record as: o statements in writing o as tables o drawings †¢ Neat work helps to keep you calm and feeling in control. †¢ Use all the space available on the paper for your observations. †¢ Do not write an explanation until the question asks for one. †¢ Use a sharp HB or B pencil.It can be rubbed out easily if you need to corre ct a mistake. †¢ Don’t forget headings for the columns and the rows or tables or graph axes. Don't forget the units! †¢ Make drawings as big as the space allows. †¢ Use a ruler for labelling lines. †¢ Label in pencil. Planning investigations Some times you are asked to suggest a way of carrying out an investigation or to improve the method that is in the question paper. †¢ When you read through an investigation try to work out three main things: 1. What is being changed – this is called the independent variable, e. g. light 2. What is being measured – this is called the dependent variable, e. . oxygen given off by plant 3. What is being kept the same – these are called the standard or control variables, e. g. type of plant, number of leaves on the plant, environment of plant ,the apparatus used, time for collecting oxygen. †¢ Some investigation needs to have two parts: o the experimental- which is the apparatus used to measur e the process being studied and contains the living organism being tested. o The control. –which will be exactly the same as the experiment except the living organism will be missing or replaced by something non-living. e. g. there would be no plant in one set of apparatus. The control shows that the results are due to the activity of the living organism and is not due to the apparatus or an environmental factor. Tips for paper 5 In paper 5 you are following instructions, using laboratory equipment, making observations, recording results and drawing conclusions. †¢ Start by reading the entire first question. †¢ Think about the apparatus needed for each step and imagine using it in your mind. †¢ Check the time to be allowed and imagine following the instructions. †¢ Do the same when you are ready to begin the next question. Following the instructions †¢ Follow the instructions for practical methods exactly.If you make a change in the method you can alt er the results. †¢ Do not take short cuts. †¢ Always label test tubes and other containers to help you remember which is which. †¢ If you are told to â€Å"Wash the apparatus thoroughly after each use† make sure you do. If there is anything left in the apparatus the next stage may not work. †¢ If you have to measure a specimen make sure you draw a line on your drawing to show where you made our measurement. †¢ You will get marks for following instructions accurately. Recording your observations †¢ Do not forget that observations can be seen, heard, felt and smelled. †¢ e. g. olour, fizzing, warming, smell of a flower, texture (feel) of a fruit. †¢ You can always something to observe, so make sure you record something for each observation. †¢ Write down exactly what you observe. †¢ e. g. if you add a drop of iodine to a drop of starch solution on a white tile, the colour changes. o You should write â€Å"the colour changed fro m yellow to black. † o If you write â€Å"it turned black† you have not given all the information. o If you add iodine to a drop of water on a white tile. o You should write down ‘the colour stayed yellow. ’ o If you write ‘the colour stayed the same’, or ‘no change’, you have left information out.Conclusions †¢ Use your own results for your conclusions. †¢ Do not write the conclusion you have learned from a class experiment or from theory. E. g. in an investigation you test drops of a mixture of sodium chloride, amylase and starch solution with iodine once a minute for eight minutes. Then you repeat this with a mixture of water, amylase and starch solutions. o The blue/black colour might disappear sooner in one test tube than the other. o Even if you know that sodium chloride usually makes amylase work faster, you must write down the results from YOUR investigation. You must draw conclusions from YOUR results. o If the c olour in both tubes changes at the same time, the conclusion has to be that the sodium chloride made no difference. That is the correct conclusion drawn from your observations. Tips for paper 6 In this paper you are making observations from information given in the paper, recording results and drawing conclusions. Try to imagine doing the practical which has produced the results in the questions. Recording observations †¢ All of your observations are either measurements that you make or diagrams on the paper. †¢ Write down exactly what you see.Making measurements †¢ Make your measurements as accurate as you can. Measure to the nearest unit e. g. mm. Do not try and â€Å"guess† 0. 5mm. †¢ Make sure you put units! †¢ If you have to make calculations use the blank pages within the paper. Do not write in the margin. †¢ Write neatly and show your working. The person marking your paper might be able to give you marks for knowing what to do if you make a mistake or do not finish the calculation. Conclusions †¢ Use your measurements or observations or on the results given in the question for your conclusions. †¢ Do not rely on something you have learned as â€Å"the right answer†.

Professional standards Essay Example | Topics and Well Written Essays - 1500 words

Professional standards - Essay Example These principles arise from case laws. It can also be distinguished by the fact that breach depends on the actions of an individual and not on a previous agreement between parties as seen in contract law (HODGSON, et al, 2007). There are some examples of tort law which include; negligence, intentional torts, and nuisance. Negligence is the most common type of tort where the behaviour of an individual poses an unreasonable risk to people or property. The tort of negligence is established when it can be proven that there is an existence of duty of care between the two parties who are the defendant and the plaintiff. Secondly, when proven that the loss of harm was reasonably foreseeable. Also if it is established if there is a breach of duty on the part of the defendant. This is where it is proven that his behaviour falls below the threshold set for a reasonable person. Finally, negligence is proven if due to the defendant’s breach, there was loss or injury to the part of the pla intiff. Nuisance is a tort which implies that people should not interfere with other people right to quiet through the noise and pollution. If they do so, they are liable under the nuisance tort law. Finally, intentional tort covers acts that are reasonably foreseeable to cause harm and cause harm. ... This is where the defendant needs to prove that the plaintiff was responsible for injury to some degree. If this is proven, the claimant will not recover anything. Also, the claimant recovers nothing if it can be proven that he voluntarily submitted himself to the injury, and he had knowledge of the risk. Finally, if it can also be proven that the injury or harm was as a result of the actions of a third party (LEVINSON, 2002). Statement analysis Looking at the below statements, some aspects clearly come up. â€Å"The standards of the profession, for example, are presumed by law to be reasonable standards. Such evidence is not by itself conclusive. It is not enough to act in accordance with a general practice if it ought to be apparent to a reasonable man that it is a negligent practice.’’ C.D. Baker (1991) These aspects include: the standards of profession where professionals are held according to the standards that are reasonable for a person within that profession. A person is not found guilty as long as they act according to what is expected in their field of work. This is seen in the case of Bolam Vs Friern Hospital Management Committee in 1957. In this case, Mr Bolam was a voluntary patient in a mental institution run by the Friern Hospital Management Committee. In the agreement, Mr Bolam agreed to undergo an electro-convulsive therapy. However, the procedure did not go well as he was not given a muscle relaxant. When he sued the hospital for neglect, it was seen that it was a common practice for professionals not to warn patients if the risk is small. It was also concluded that a medical profession should not be held guilty of negligence when he acts within his scope. They are not found guilty of neglect just because a

Plato - Apology (Five Dialogues) Essay Example | Topics and Well Written Essays - 1250 words

Plato - Apology (Five Dialogues) - Essay Example Therefore, the form is not a mere idea of roundness in the mind. It exists independently from the basketball and individual thinking of it. It then follows that all round objects, including basketball, copy or participates in this form of roundness. To enhance our understanding of the difference between the properties of forms and those of material objects, there is need to examine the first two properties of forms. Forms are transcendent, that is, they do not exist in time and space. However, a material object, like a basketball, exists in time and space. The roundness of a form does not exist at any particular time or place, thus forms subsist in different ways. This is important as it explains the unchanging property of forms. The roundness property of a basketball will never change: it remains the same at all places and times of instantiation. The form of roundness in present in many spatial locations, and the property or roundness would remain even after the destruction of all r ound objects (192). The second property of forms is purity. Any material object, like a basketball, has various properties: elasticity, roundness, and others, which combine to make the individual basketball. A form is one of the many properties, existing individually apart from time and space. Roundness is purely roundness, without any mixture of properties. The differentiation factors between forms and material objects are pure and transcendent properties, as materials incorporate complex conglomeration of properties in time and space. According to Plato’s principle, humans believe that the reality of a thing dependents on its objectivity. This is because humans tend to distinguish reality and appearance. However, forms are more objective than material objectives, thus forms are more real than the material objects. One of the properties of the soul is eternity. Drawing from the unchanging property of forms, then it means that the soul never dies, nor does it ever begin. It t hen follows that the soul is immortal, and thus exists before and after the â€Å"birth† of the body. Question Two In the Apology, there are four charges against Socrates. First, Socrates faces accusation for studying things in the heavens and below the earth. Second, he tends to make the worst arguments into better arguments, thus persuading others to follow him and his beliefs. Third, he is guilty of corrupting young people, and fourth, he does not believe in the gods of the city. The charge against studying matters of the skies and the ground below contradicts Socrates position as an atheist. Matters of heavens and beneath the earth primarily focus on religious belief of individuals and the gods, thus countering Socrates’ position as an atheist. The basic definition of atheism is the lack of belief in deities. It thus follows that the first charge against Socrates contradicts his position as an atheist. The charge that Socrates turns the worst arguments into stronge r arguments identifies him with the Sophists. Sophists were a group of people with techniques of persuasion that enabled them to influence people to adopt their beliefs and points of view, despite their ignorance on the subject matter of the topic. Athenians accused Socrates of being a Sophist. The charges against corrupting the youth came from Meletus. According to him, Socrates was responsible for corrupting the minds of the youth in Athens.

Film Essay Example | Topics and Well Written Essays - 1250 words - 1

Film - Essay Example Because of this, her husband is disappointed but he believes that he will find a way to take care of his son. He joins an internship program where he does not receive any payment. His condition grows worse when his scanning machines are stolen. In addition, he his later evicted from the apartment. They live in the streets, while there he nurtures his son with love and tenderness. With this, the essay brings out what â€Å"The Pursuit of Happyness† says about the modern day fathers and the cultural and social changes reflected in the film. The movie clearly portrays the close relationship between father and son. Christopher provides psychological and emotional support to his child, although they live in the streets. They both struggle hard to achieve their goals knowing very well that success does not come easily, it needs commitment. Christopher Gardner as a single father tries his best to bring up his son in the right way possible (Nadine 4). Christopher Gardener the main cha racter in the film tries his best to balance his professional and personal life. He and his son endure many hardships for instance sleeping in bathrooms. In one of the scenes in this film Christopher is jailed for ten days for not paying the parking fees this shows how Christopher undergoes hardships with his son. This shows how the society values money than human life. As a result of his state in one of the scenes, Christopher pushes women in the bus so that he can get a chance to sleep in the homeless shelter (Nadine 4). This confirms that, when people are in desperate situations morals ceasing to exist they only focus on solving the problem. By this experience between Christopher and his son, the role of modern fathers is clearly brought out. Christopher Gardner balances his personal life and professional life in this film just as modern fathers do. He provides the support he should provide as a father and still works as an intern. In this essay, Christopher struggles to obtain t he American dream and the true happiness just as the modern fathers do especially in the United States of America. There are some social cultural changes addressed in this film. Individualism, which takes a big part in the American society, is portrayed in this film. Individualism is a common problem in the American History. In addition, it has taken root in modern America as portrayed in the film. This means that most American’s believe that they can achieve their dreams by their own self. In this film, Christopher Gardner struggles to raise his son as a single father. He focuses on achieving his dream as an individual. This shows that individualism is a social issue that still exists in America. The film shows how people are trying to achieve the American dream. Besides the main character, the movie revolves on the life of San Francisco. In the film, people struggle to fight time by moving hurriedly in the streets. The movement of the vehicle and the beeps of horns show how urgency surrounds the whole city. People show casing their talents along the roads show how most people in the city are jobless. The musicians who are seen at the start of the film show how most people in San Francisco use their free time to obtain quick cash. The main character in the film is a victim of the highly competitive society. This is shown by how he struggles in life. Christopher has not sold any bone

Religion, Spirituality and Supreme Being Essay Example | Topics and Well Written Essays - 1000 words

Religion, Spirituality and Supreme Being - Essay Example Suffice it is to say that Chinese believe in a Supreme Being, the greatest and the only force that takes care of the functioning and evolution of the Cosmos. Turn the pages of Chinese history; one sees the interplay of different religions and their lasting impact on the Chinese psyche, under one spiritual umbrella. A truly spiritual man reposes faith on a tree, a mountain, a river or any facet of nature. Viewed from this angle the Chinese are spiritual. Religion comes next. Religion though basically faith-related, is to comply with a set of rules and regulations and rituals that have evolved as customs and traditions over a long period. So much so, that the individual loses sight of the intrinsic spiritual worth of that custom and follows them blindly. When one is member of a single organization and views all other faiths/organization with suspicion to start with, and contempt to follow, one develops fanaticism. A man without an abiding faith is not a truly religious individual. With out such an affirmation one will not be able to confine to ethical levels, which sustain the healthy growth of the society. Without faith, downward spiral of the society commences that will ultimately lead to uncontrollable social ills. Western vs. Chinese Religions To the Chinese, religion is not mere the view of life, but the way of life. Confucianism has been the eternal bridge that connects the peoples of a vast country like China. One may hail it as a philosophy and/or a religion. According to Confucianism heaven is the ultimate authority. That transcendental power engulfs everything, physical, secular, spiritual, nature and destiny. Shao Yong, Confucian scholar of the eleventh century CE, argues, â€Å"Error in human knowledge is due to the fact that we observe things from our own experience†¦.we must view things, not with our physical eyes, but with our mind, and not even with our mind, but with the principle inherent in things. When the boundary between subject and obj ect disappears, we will be able to see things as they are.†( xi, xii) Some of the western books on philosophy and religion are kindergarten stuffs as compared to the profundity of the Chinese spiritual lore. It is not necessary that the entire populace of the country needs to practice one faith; what is important is what type of people that faith molds! Religion and faith make it easier for the human being to reach the level of spirituality. Religions of China lay more importance on the inner development of an individual. Each individual contributes to the health of the Nation, just like each brick contributes to the strength of a magnificent mansion! Did religion exist in China prior to engagement with the West? This question is rather an affront to the people of China. China is the homeland of some of the greatest philosophies and religions in the world like, Confucianism, Buddhism, Taoism and Folk Religion. Even when Religion is associated with faith in a Supreme Being and membership in a single organization variable belief systems exist within that faith. Some intellectuals argue that Chinese people are not very religious. But the ground reality is, religious culture has, at all times, a profound effect in molding the psyche of the Chinese people. Not China, but the West has learned many finer aspects of religion and spirituality with interaction with the Chinese scholars and people. Shao Yong argues, â€Å"Christian missionaries and those influenced by Christian images of the eastern tradition have continuously played an important

Handling Strategic Management for Global Operations Essay

Handling Strategic Management for Global Operations - Essay Example This is mainly due to the fact, that with the business of information distribution, a larger scale of customers is needed to support the said industry. Surely, with the traditional set up of business industries, a corporation's aim of reaching the most number of customers may not be that possible. But because of the emerging of virtual business and e-commerce, reaching a worldwide range of different customers had been possible for publishing companies in the present times. One of the examples of companies taking the said big step of development is the HarperCollins Publishers in UK. To learn how the said publishing company progressed so much with the step they took in business, it is very important to know how the company used to deal with their business before they accepted the challenge of changing their systematic approach on their chosen industry. HarperCollins Publishing Company has started only with the printing of pamphlets, hymnbooks, and other religious publications when Millworker William Collins has founded it in the year 1819-1824. The humble beginnings of the company took a great leap during the 1853. This was the time when most of the old publishing materials of the company had been upgraded to support larger amount of printing jobs which the company is already receiving. Years continue to change the different printing systems that the company uses. And every year, more and more books are published through HarperCollins Publishing Company. Yet, the big change had happened when the year 2001 came around. The technological innovations such as the internet paved way to the company's further expansion. The company launched its first ever e-book from a large publishing in UK. The lists of books, which the company displayed through the net, were subdivided into two main categories, which are the information books and the entertainment books. Indeed, one of the main consequences of the major improvement taken by the company had brought many customers closer to the company as well as bringing its stockholders closer to the world. Surely, the profit rate went up and the sales became considerably larger than the usual publication income they got before the innovative years came to the company's existence. But surely, there are still other certain big changes that have to be considered. Of course, attaining success from change is not an easy thing to pass. The Changes Being a part of a virtual organization is not an easy task for a "used to be" traditional organization. In fact, taking this step requires a lot of risks for a certain company. This is because there are a lot of adjustments that are involved when the cyber business is already taking place. Of course, the branches of HarperCollins around the world is still adopting several traditional principles both in business management and marketing. But because the company organization it has formulated for the e-world is set a part from the traditional ways of dealing with business, there had been a lot of adjustments specifically with the skills of the employees needed in operating the

INDIVIDUAL COURSEWORK Example | Topics and Well Written Essays - 1750 words

INDIVIDUAL - Coursework Example ‘Blaak’ brands are much accommodative since they can go hand in hand with most colours and blaak simply was for the transformative quality of the colour. BLAAK has spread its geographical brand to Asia, US, Oceanic with new markets emerging in Africa. BLAAK philosophy remains but the visions has widened and now include other creation with colours other than black, and with the combination of innovation and imagination to create the new and unique style to bring believe to the market. These have lead to designs like the Cropped Tracksuit Trouser, Cropped shirt, Denim jackets and much more. Blaak developed inspirational men’s shirt with traditions of old U.K. embedded with English roses, and using English techniques that have been a tradition, with the detached collar, one can wear a tie or can go informal with half collar. BLAAK has sourced internationally to countries like France, US and many more countries. Strength Weakness Opportunity Threats Black colour Varie ty fashion designs Market niche   Ã‚  Geographic area   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Patent   Ã‚  Ã‚  Ã‚  Ã‚  Strong brand name over dependence of one market niche high cost structure brilliant designers technological advancements cheap products from competitors -shift in consumer tastes Strength Black colour: - the dependence of the black colour which very much interacts with most   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  colours and fits in all spectra of lifestyle gives black the upper edge its brand. Variety fashion designs:-with the brilliant expertise in the field of design, blaak has an   Ã‚  Ã‚  upper advantage of giving the best to the consumers Market niche:-with a market niche of states and continents, Blaak has a market niche that is enough for growth and expansion which gives it upper hand in making profits only if geographic, physiographic and demographic segmentation is taken into conside ration. Patent: - patent is strength that blaak has considering it is a patent that bears a name of the ‘root material colour’ Weakness Over dependence of one market niche:-With the dependence of Britain as its main market, putting less emphasis in other markets, blaak has a weakness in that it has a growth opportunity but does not exploit fully. High cost structure: - the cost structure for maintaining and manufacturing its designs is higher compared if growth would have been expanded to other emerging markets which can offer cheaper production cost. Opportunities Emerging economies: - it pose a great opportunity to blaak, with these conditions of growing markets and population increase; investors may serve these markets profitably by adaptation of their strategies considering the local context. For example, groups with low income are prudent to be served with cost efficient mass products, with the emphasis on economies of scale and profits being earned by the large sa le volumes Brilliant designers: - With the designer’s brilliance in design, blaak has the best opportunity to provide for the changing consumer preference therefore satisfying the consumer’s needs and preference. Technological advancements: - with the advancement blaak technologically, blaak has the potential to produce more products that are advance and cheap due to technological advancement therefore meeting the market demand. Threats Threats from other competitors: - the

Show how the provision of education before 1833 Essay Example for Free

Show how the provision of education before 1833 Essay Show how the provision of education before 1833 depended upon personal wealth. Education before 1833 did depend upon personal wealth along with other factors, (fully explained later on. ) Different classes of people attended different types of schools, and the costs that the schools charged would have a great impact on the types of people attending them. A governess would look after the wealthy children, and the boys governess would be replaced by a tutor, until they were old enough to attend school. This tutor would teach Greek and Latin. But in order for the boys to be taught mathematics, and French a visiting master must be hired. The girls, on the other hand, were taught accomplishments, which included music, drawing and dancing. The womens role was to be elegant and to entertain as a wife, not to be educated and working outside of the home. This was where the education stopped for the females; though, the upper class young boys went on to attend a public school, such as the ones at Eton, Harrow and Winchester, which taught classics, such as Latin and Greek, classical History and sport. Though these schools were well known for bullying, including fagging, strict corporal punishments and really bad teaching. These types of schools were very inefficient, and many parents knew these schools taught mainly manly habits, such as fighting and bullying. There was a range of schools for middle class children depending on the wealth of their families. Upper middle class children (still of wealthy parentage) would attend a private school; these were for mainly boys though some girls did attend these types of schools. The boys would be taught Classics and Maths, and the girls would be taught manners, singing, dancing, painting and embroidery. These were usually boarding schools, though the same types of subjects were taught, these would have been the cheaper of the two schools. Another middle class school was the grammar schools, to attend these schools you must have been followers of the Church of England, a protestant, Christian. These schools were for only boys and taught Classics, Maths and following later Languages. Grammar schools were usually in wealthy towns such as Wolsingham, Bishop and Durham (at the time,) these were for only for middle class children. Another type of school only for middle class children were the dissenting academies, these only taught none Church of England children, but again only took boys. These dissenting academies had the most up to date curriculum, teaching Maths, Science, Geography, Languages and accounting. These schools were the best at the time, and were highly popular among the middle classes. Charity schools were aimed at the lower middle classes, and/or working class children. Few of these schools did give working class children a proper education. (Internet. ) These schools were for the male and female children. They taught the three Rs, Religion, Crafts (Weaving and shoe making. ) These were only very small schools, charging small fees, but to the parents paying them these fees would seem extremely high. These schools were usually in villages such as Willington, the average pay a week for a typical working class person is around 10d, and out of this 2d would be spent on a Childs education. This is an extremely high proportion. The last school that is aimed at lower middle class children or working class children are the dame schools. These taught Reading, sewing, knitting or nothing. These kinds of schools were more of a child minding service rather than a school, and what was taught depended upon the person that ran the school. Its not much they pay me, so its not much I teach them. One Dame said (Culpin) Without wealth, to pay for an education, children werent educated enough to get good jobs, these children ended up down the pit. Not surprisingly most of these children were lower or working class children. People needed money to get an education, if they didnt get an education they would end up with a bad paying job, going nowhere in life. As Ive already said, it isnt the only factor though; Wealth is probably the largest factor, though as you can see males had a much better, fuller education than the females. And religion also determined what type of school you attended in these times. Of course personal wealth determined what type of school a person attended, though so did other factors. But to me the best type of schools at the time were the dissenting academies, though these were for the middle classes.

The Benefits Of Marijuana Legalization

The Benefits Of Marijuana Legalization The economic recession that began around January 2008 has taking its toll on several fronts. The recession has affected the U.S. labor markets as seen in the rapidly rising unemployment and underemployment issues. U.S. jobs have declined by over 5 million over the past 12 months and the unemployment rate has risen to over 9%. The recession has also caused a steep decline in state tax revenues. As a result states are beginning to see very large budgets deficits. States are struggling to find other ways to shore up the loss in revenue that is needed to support public services. California, the Golden State has reported a $20 billion budget deficit. The state is currently spending $400 to $ 600 million more a month that they are collecting in revenues. As the reality of the deficit becomes apparent to the leaders of California, the governor has asked for solutions to their problems. What you can expect generally is no taxes and terrible cuts, absolutely terrible cuts, said Governor Schwarzenegger to press secretary Aaron McLear. Were not going to get through the deficit we have without making some really tough decisions. (www.sacbee.com) House Speaker Nancy Pelosi, a San Francisco Democrat, and the states two Democratic U.S. senators have said new federal aid was unlikely, given that California has already received billions of dollars from the stimulus package.The federal government is not responsible for the state of Californias budget, and we look forward to hearing a sustainable plan for the state to get its house in order, a spokesman for Ms. Pelosi said after the budget was released Friday May 14, 2010. (www.wstj.com) While the state administration debates ways to reduce the large deficit one solution has been mentioned, the legalization of marijuana. It has been estimated that a legal market for marijuana could yield revenue of $1.5 to $2.5 billion a year. Total retail sales would result in a total economic impact of $8 to $13 billion a year. The state would also save over $160 million a year in law enforcement cost for arrests, prosecutions, and imprisonment. Additional benefits would arise from more sales taxes from spinoff markets such as smokehouses, industrial hemp facilities and larger amounts of tourism. (www.canorml.org) Over 1.6 million Californians have smoked marijuana within the past 30 days, according to the most recent National Household Survey on Drug Abuse, which found 5.6% of all Americans over the age of 12 are current marijuana users. According to the survey, one-third of this population, or 530,000 Californians are daily users. Taking this survey into consideration, the California administration believes there will be sufficient demand for this product. (www.canorml.org) California has now added the Tax Cannabis Act to its November ballot which will be to legalize the cultivation, possession, and recreational use of marijuana. So why not legalize marijuana? There are several moral arguments that need to be considered: rights, justice, utilitarianism, caring, virtue and Christianity before any decisions can be made. Rights Marijuana was banned by The Marijuana Tax Act of 1937 in the U.S. in 1937after 162 years of use. In 1937 Anslinger testified before Congress in favor of Marijuana Prohibition by saying: Marijuana is the most violence causing drug in the history of mankind. Most marijuana smokers are Negroes, Hispanics, Filipinos and entertainers. Their Satanic music, jazz and swing, result from marijuana usage. Marijuana causes white women to seek sexual relations with Negroes. (www.hempcar.org) Many supporters of legalization of marijuana believe that the prohibition laws were passed based on discrimination and lies therefore violating human rights. In general, a right is an individual entitlement to something. (pg 73, Velasquez) Rights are a powerful device according to Velasquez, when they are used to enable the individual to choose freely whether to pursue certain activities and to protect those choices. (pg 74) Prohibition will work great injury to the cause of temperance. It is a species of intemperance within itself, for it goes beyond the bounds of reason in that it attempts to control a mans appetite by legislation, and makes a crime out of things that are not crimes. A Prohibition law strikes a blow at the very principles upon which our government was founded. Abraham Lincoln (1809-65), U.S. President stated during a speech on the 18th of December 1840, to Illinois House of Representatives. Allowing the government to control what individuals freely choose to do when they pose no threat to their community than they are letting the government violate their basic constitutional rights. Justice The production, distribution, and use of marijuana is a criminal offense under the Controlled Drugs and Substance Act. Retributive justice refers to the just imposition of punishment and penalties on those who do wrong. (pg88, Velasquez) In 2007, police in Californian made over 60,000 felony and misdemeanor arrests of individuals possessing marijuana. If charged with possession of marijuana it will carry large penalties for offenders in the United States. The first offence could be a fine of $500 or up to 20 years imprisonment for third or more offences. These arrests create permanent criminal records that could disqualify individuals for schooling, student loans, housing and most importantly jobs. The cost of law enforcement of the marijuana laws in California contribute to the economic problem by over $150 million per year. (pg 97) So the moral question is: Does the crime fit the punishment? How fair is this action? These questions of distributive justice arise when different people put forth conflicting claims on societys benefits and burdens. (pg 88) Utilitarianism There are no arguments that there are a several side effects that come from smoking marijuana. The advocates for marijuana use believe the only side effect is it elevates the feeling of happiness. Jeremy Bentham states that, the theory which accepts as the fundamentals of morals, utility or the greatest happiness principle, holds that ones actions are right if those actions promote happiness and wrong if they produce negative effects. The happiness is intended to produce pleasure and not pain. (pg 62) This ethical theory insists that the desire for happiness motivates human conduct. Taking into consideration the utilitarian calculations, by using marijuana in the privacy of the individuals home serves to increase their pleasure or greatest happiness principle. The government, therefore, has no right to prohibit what is ethically justifiable conduct. On the other hand for those individuals who argue against legalizing of marijuana believe that the use is wrong because marijuana destroys brain cells and could also be a gateway drug to more lethal drugs and narcotics. These advocates have successfully enacted prohibition laws banning the use of marijuana. Utilitarians stress, however, these advocates are acting unethically because they are decreasing the greatest happiness principle covered in the shield of upholding what is an essentially contested concept (pg 60), namely, the common good. Utilitarianism is also the basis of the techniques of economic cost-benefits analysis. This type of analysis is used to determine whether its present and future economic benefits outweigh its present and future costs. (pg 63) The California administration believes that by legalizing marijuana they can tax it which will help eliminates the states budget deficit problems. This will also eliminate the $150 million dollars that are spent each year by enforcing the ban on marijuana. Caring Drugs that are deemed politically, socially, medically, or religiously unfit for recreational use are often banned. Ethic reasoning based on caring sees our communities and communal relationships as a fundamental value that should be preserved and maintained. (pg 103) The position on the legalization of marijuana is different for each individual. Those positions range from blanket prohibition to permitting use in small doses. Advocates believe that legalizing the drug would be a good thing because it forces manufactures to meet regulation guidelines just like the manufactures of cigarettes and alcoholic beverages. Currently legal drugs must have ingredients lists, warning labels and purity levels clearly stated on the containers. By providing a legal supply chain of the currently illegal drug the prices will fall which would theoretically lead to the collapse of the current illegal drug industry and also lead to a reduction in crimes committed by those illegal organizations. They also argue that there will be no change in the amount of demand for marijuana due to the inelasticity of the demand. On the other side of the argument, advocates believe the state should not be involved in the distribution of substances that are considered unhealthy. They believe it is the states job to protect each citizens health and not contribute to exposing them to risky items. These advocates truly care for their communities by exhibiting the virtues of concern and love. (pg 103) These advocates are very concerned that the marijuana use will be dangerous to others beside the user. They are worried that it will contribute to the rise in health costs, create more violence that is always accompanied with drug use and most importantly contribute to the neglect of children that is always seen in drug-addicted parents. Virtue The debate going on in California over legalization marijuana has been a very controversial issue. It has been debated by both advocating sides of the issue. The advocates for legalizing marijuana argue from Aristotles moral virtue point of view. A person lives according to reason, Aristotle argued, when the person knows and chooses reasonable middle ground in his actions and desires: Moral virtue is a mean between two vices, one of excess and the other of deficiency and it aims a hitting the mean in desires and actions.(pg 110) With respect to consumable goods, temperance the virtue of being reasonable by indulging the desire but not in excess. Marijuana advocates reason that as long as it is used only for recreational purposes and not abused there should be no issues from Aristotle point of view for not legalizing it. The advocates against legalizing marijuana argue from another moral virtue point of view. They argue that economic institutions or governmental administration make people greedy and large bureaucrat organizations make people less responsible. These organizations are morally defective because they tend to create morally defective individuals. (pg 113) These advocates fear that the State of California only concern is to fix its budget deficit problems at the expense of its citizen well being. Christianity The advocates against legalizing marijuana argue that the use of any mind-altering drug is morally and spiritually damaging therefore should be kept out of reach. The book of Galatians 5:19-21states, The acts of sinful nature are obvious: sexual immorality, impurity and debaucheryà ¢Ã¢â€š ¬Ã‚ ¦drunkenness, orgies, and the like. I warn you, as I did before, that those who live like this will not inherit the kingdom of heaven. Keeping this scripture in mind, by participating in these deeds of the flesh will excluded one from the kingdom of heaven. This scripture also proves that smoking marijuana would not be a good Christian activity one would want to participate in. The bible predicted that people would want to participate in bad behavior in a letter the apostle Paul wrote to Timothy in 2 Timothy 3:1-5 which states, There will be terrible times in the last days. People will be lovers of themselves, lovers of moneyà ¢Ã¢â€š ¬Ã‚ ¦without love, self control, not lovers of goodà ¢Ã¢â€ š ¬Ã‚ ¦lovers of pleasure, rather than lovers of God-having a form of godliness but denying its power. Have nothing to do with them. The argument is made that people will be lovers of the pleasures in life rather than lovers of God. The final argument is how can an individual focus on doing good works if their minds are clouded with marijuana smoke. On the side of the debate advocates for legalizing marijuana argue that the current laws are an invasion of individual rights to make their own moral decisions concerning what they do in their own homes. Prohibition is allowing the government to make moral decisions for individuals and not allowing ones to be morally accountable for their own actions. The scriptures do talk about keeping church and state separate in Luke 20:25 which states, He said to them, Then give to Caesar what is Caesars and to God what is Gods. Jesus also talked about this separating in John 15:19, If you belong to the world, it will love you as its own. As it is, you do not belong to the world, but I have chosen you. It is also argued that although marijuana is not directly mentioned in the bible it does talk about how God gave humans plants and herbs to use for food. Then God said, I give you every herb bearing [seed] plant on the face of the whole earth and every tree that has fruit with seed in it .They wil l be yours for food. (Genesis 1:29) The legalization of marijuana appears to have a lot of support in California. Activists believe that taxing marijuana production and sales would bail out the cash-strapped state. The point has been made that prohibition law has been a big disaster because it has wasted billions of dollars in law enforcement resources and made criminals out of normally law bidding citizens. There are on the other hand still a lot of activists that oppose decrimalizing marijuana. They argue that with recreational marijuana use comes impaired driving, crashes and injuries to innocent parties. Critics also worry social costs far outweigh the revenue it will bring in to the state. There are several measures that need to be met in order to grow support. First sales should not be outright legalized but regulated. Next the state would need to create laws to manage the production, distribution, and sales of marijuana. Finally marijuana should be managed and controlled using the guidelines the alcohol and toba cco industries follow.