Copy right issues Assignment Example | Topics and Well Written Essays - 500 words

Copy right issues - Assignment Example After this period, the teacher can only use it after a license has been obtained for its permanent inclusion into the teaching curriculum. When a teacher buys a CD and installs the interactive math software in all the computers in the classroom, it is a violation of copyrights. This is because software are also protected by the federal copyright laws, and educational facilities are not exempted. Installing the software in three different computers is the same as making duplicate copies of the product (CNI, 2014). Title 17 of the US Code clearly spells out that it is not legal to make duplicated copies without the permission of the copy right holder. Section 117 only gives permission for making backup copies. This implies that the teacher has violated the copy right laws (CNI, 2014). In this case, the student would not be violating copy right laws. This is due to the exception given to education facilities and scholars to use copyrighted materials without the permission of the owner under the Fair Use provision (Electronic Frontier Foundation, 2013). This provision requires that the amount and the substantiality of the section used amounts to smoothing, which is taken to be fair in relation to the white piece. Since the student has decided to only use the soundtrack, which is a small quantity of the work in his academic work, it has no significant effect on the entire product (Electronic Frontier Foundation, 2013). As such, no law has been violated. a. Yes, the teacher can distribute the pictures in word documents for the students. Display of visual images in a classroom is governed by the US Copyright Law, as well as the TEACH Act. Section 110(1) allows the use of the images for educational purposes, including through electronic courseware (Electronic Frontier Foundation, 2013). b. This will depend on whether the teacher has received permission and license from the copyright holder.

Advantage and disadvantages of trade on the silk route Essay

Advantage and disadvantages of trade on the silk route - Essay Example Muslims, Christians and Buddhists traded mostly in silk and gave it out as a sacred token in the process of spreading their religious beliefs. Buddhist monks travelled willingly to India whereas Islamic groups produced bulks of silk to trade in Eurasia, which facilitated the spread of religious beliefs between nations. Buddhists and Muslims spread their beliefs across India, China, and Japan (Omar, 2014). Acquisition of technology and innovation by the East from lands in the West was another advantage of the silk route (Omar, 2014). The Steppe nomads passed on harnesses, saddles and stirrups for use in animal transport. Mountain road construction and bridge construction was an essential addition to the people of the East. One of the disadvantages of the silk route was the spread of diseases such as smallpox, measles and bubonic plague. The route involved significant human traffic and hence easy spread of the communicable infections. These infections were catastrophic in Europe killing many people (Omar, 2014). Another disadvantage was the rise of intermediaries involved in the trade. These intermediaries would charge hefty prices for the acquisition of goods hence making huge profits and start acting like bullies to the Far East

Argentinas Economic Crisis Essay Example for Free

Argentinas Economic Crisis Essay To divert attention from increasingly severe political and economic problems, in 1982 the junta ordered an invasion of the nearby Falkland Islands, a British territory that Argentina had long claimed. British forces counterattacked and took back the islands. A huge debt was accrued as a result of the war and at the end of the military government in 1983, the country’s industries unemployment were severely affected (Saxton, 2003). In 1983, the junta transferred power to an elected civilian president, Raul Alfonsin of the Radical Civic Union party. The new government’s plans included stabilizing the economy and introducing a new currency known as the austral. New loans were taken out and state eventually was unable to pay the interest on debt and eventually the confidence in austral collapsed. Inflation spiralled out of control, GDP shrank and wages fell by almost half. Following riots President Alfonsin stepped down six months before his term. In 1989, the Justicialist (Peronist) party’s Carlos Menem began governing and in 1991, he appointed Domingo Carvalho as the Minister of the Economy who introduced ‘Convertibility Law System’, which took effect on April 1, 1991. Saxton, 2004, p. 4). The Convertibility Law System ended the hyperinflation by establishing a pegged exchange rate with the U. S. dollar and backing the currency substantially with dollars. The aim was to ensure the acceptance of the currency after the 1989 and 1990 hyperinflation period, as people started rejecting the currency and dema nding US dollars (Hill, 2011). The exchange rate was initially 10,000 Argentine australes per dollar; on January 1, 1992 the peso replaced the austral at 1 peso = 10,000 australes = US$1. 4 (Saxton, 2003) Argentines were allowed to use dollars freely, price stability was assured and the value of the currency was preserved. The quality of life was raised for many and people could afford to travel abroad, buy imported goods and ask for loans from banks at a low interest rate. Argentina attracted extensive foreign investment, which helped modernize its utilities, ports, railroads, banks, and other sectors (Saxton, 2003). However, the fixed exchange rate made imports cheap which lead to loss of Argentina’s industrial infrastructure and increase in unemployment. In the meantime, government spending continued and public debts grew substantially as government needed to borrow to finance external debt. However, the government showed no intention of paying debt off and also delayed payment schedules, while IMF kept lending money. Eventually in 1998 Argentina entered in a four-year recession, during which its economy shrank 28 percent (Saxton, 2003). This happened as a result of the Argentina exports were harmed by devaluation of Brazilian Real and international revaluation of the dollar effectively revaluing the peso against its major trading partners Brazil and the euro area (Hornbeck, 2002). By 1999, elected President De la Rua was left with a country where unemployment had risen to a critical point and the undesirable effects of the fixed exchange rate were showing. The De la Rua government was mainly worried about the federal budget deficit, which was 2. 5 percent of GDP in 1999. That left only one option: raising tax rates. President De la Rua secured approval for three big tax increases, effective January 2000, April 2001, and August 2001. Hence, massive tax evasion and money laundering happened also led to funds evaporating to offshore banks. In 2001, the freeze on bank deposits began, in response to large withdrawals as people started losing confidence in economy. The economy turned from recession to depression as people and businesses could not make payments. Credit evaporated. Many people took to the streets in angry demonstrations which also led to supermarket looting and President De la Rua resigning (Horbeck, 2002). By late 2001, the government tax revenues plunged as the economy contracted and the Argentina government defaulted in its debt repayments, effectively ‘rendering ? 80 billion of government issued bonds worthless’ (Hill, 2011, p. 99). The debt default to IMF was the final nail in the coffin and in early 2002, the government finally allowed the peso to float freely. Hence, the peso immediately fell $1=3. 5 pesos (Hill, 2011). Q1. A fixed exchange rate is an  exchange rate  for a  currency  where the government has decided to link the  value  to another currency or to some valuable commodity like gold. For example in 1990, Argentina fixed the exchange rate of the Argentinean peso to the U. S. dollar at $1=1 peso. A government may fix its currency by holding  reserves  of the  peg  (or the  asset  to which it is fixed) in the  central bank. For example, if a country fixes its currency to the  British pound, it must hold enough pounds in reserve to account for all of its currency in  circulation. Importantly, fixed exchange rates do not change according to  market  conditions. It is also called a pegged exchange rate. For most of the period between 1975 and 1990, Argentina experienced hyperinflation (averaging 325% a year)+, poor or negative  GDP  growth, a severe lack of confidence in the  national government  and the  Central Bank, and low levels of  capital  investment. After eight currency crises since the early 1970s,  inflation  peaked in 1989, reaching 5,000% that year. GDP was 10% lower than in 1980 and per capita GDP had fallen by over 20%. Fixed investment  fell by over half and, by 1989, could not cover yearly  depreciation   particularly in the industrial sector. Social indicators deteriorated seriously: real wages collapsed to about half of their 1974 peak and income poverty rates increased from 27% in 1980 to 47% in 1989. After the 1990s when Argentina fixed its Argentinean Peso against the Dollar, the economy started to settle and actually demonstrated the benefits that fixing an exchange rate can have. By adopting a fixed exchange rate, the government reduced uncertainties for all economic agents in the country. As businesses had the perfect knowledge that prices are fixed and therefore not going to change, hence they could plan ahead in their productions. The fixed exchange rate system avoids the wild day to day fluctuations that are likely to occur under flexible rates and that discourage specialisation in production and the flow of international trade and investment. Argentina implemented its currency board in April 1991. Its main achievement was in controlling inflation, which was brought down from more than 3,000% in 1989 to 3. 4% in 1994. Another major accomplishment of the system was renewed economic growth. Enjoying the high world prices of  primary products  (Argentinas main exports), GDP grew at an annual rate of 8% between 1991 until the  Tequila Effect  of 1995. Even after the  Mexican crisis, until 1998 the annual growth rate was 6%. International trade  also increased dramatically, reflecting the growing degree of openness of the country. Imports increased from US$ 11. 6 billion in 1991 to US$ 32. billion in 2000. Likewise, exports also increased from US$ 12. 1 billion in 1991 to US$ 30. 7 billion in 2000. 2) Why was Argentina unable to maintain its fixed exchange rate regime? What does this tell you about the limitations of a fixed exchange rate regime? In the end, the fixed exchange rate regime did not last and Argentina had to abandon this policy to regain its position in the market. This was mainly because the pegged value was devalued by many countries and this caused global economic growth to decline considerably and the demand of exported Argentina commodities to decrease sharply too. This in turn made Argentinean goods more expensive in other international markets. On top of this, with Brazil devaluing their own currency against the US dollar made matters worse for Argentina as this had an influence on their Argentinean peso, pricing their goods out of the market. The decline in global prices for farm products and the global economic slowdown only added to Argentina’s problems. Even though the fixed exchange rate policy had succeeded previously in strengthening Argentina’s competitive positioning in the global market and stimulated economic growth, this would not have survived for long. The fixed exchange rate regime contains many drawbacks and would not have worked forever, as maintaining this fixed exchange rate conflicted with many other macroeconomic objectives of the country. There was also less flexibility present in a fixed exchange rate policy and caused difficulty for Argentina to respond rapidly to the shocks in the market, as pressure was added on to the currency. This affected the competitiveness of the market and also inflation rates, thus causing Argentina to alter their policy further. However, this is proven to be difficult as some countries may see this as an unfair trade advantage to them, causing some degree of disagreement between certain countries, affecting their competitiveness in the economy and making it harder for them to defend its own currency. Question 3: Do you think that the IMF was correct to insist that the Argentinian government adopt a fiscal austerity program? What other approach could the IMF have taken? The Argentine monetary crisis hit in 1999, but the IMF had been working closely with Argentine government since 1991 and had supported the Peso’s peg to the US Dollar. IEO, 2003), (Stiglitz, 2002) The IMF (2003) considers their policies in the run up to the crisis to have been lax and based on too much optimism. The organisation blames structural weaknesses in the economy; mainly high public sector debt, as well as other factors like lack of labour market flexibility and their own enforcement on these issues. While supporting Argentina through lending, the IMF called for fiscal austerity in order to boost confidence and attract much needed international investment. (MacEwan, 2002), (Stiglitz, 2002), (IMF, 2003) The fund argues that an expansionary fiscal policy was ruled out because there was no surplus from which to spend and deficit spending would have caused the debt to grow at a higher rate than the economy. Furthermore, a budget deficit could have led to higher interest rates for borrowing. (IMF, 2003) Given the fixed exchange rate, an expansionary monetary policy, i. e. increasing the money supply, was not possible. (MacEwan, 2002), (IMF, 2003) MacEwan (2002) argues that fiscal austerity had the opposite effect and reduced markets’ confidence in the country, which led to a worsening of the crisis. An alternative view is that it is normal for a country to run a moderate budget deficit in a recession and that an expansionary fiscal policy would have been more appropriate. (Stiglitz, 2002), (MacEwan, 2002) MacEwan (2002) goes further and explains that â€Å"curtailing social spending on education, health care, physical infrastructure projects cuts the legs out from under long-term economic progress. † In recent years, in spite of the financial crisis and the still-recent default, the Argentine economy has been doing well, growing by 9. 2% in 2010 and 8. 8% in 2011 and is expected to grow at least 5. % in 2012, with the growth being attributed to both fiscal and monetary stimulus. (MarketWatch, 2011), (Dow Jones Newswires, 2012), (MercoPress, 2012) The expansionary policy has led to inflation rates of 22. 75%, which seem to be causing labour disputes when wage increases fail to keep up. (MercoPress, 2012) For conclusion, something like: Even considering the high inflation rate (22. 75%) and resulting labour disputes, the situation is preferable to the massive debt and street riots of 2001. Q4 In the end the Argentinean government was forced to abandon its peg to the dollar.

Green Solvent for Synthesis and Catalysis

Green Solvent for Synthesis and Catalysis Adnan S/OAbdul Qayyum Title Green Solvent for synthesis and catalysis: Room Temperature Ionic Liquids. Abstract This proposal describes a research project to synthesis the ionic liquids; the alternative green, non-volatile solvent to harmful volatile organic solvent and chemical industries in the future. The ionic liquids, whose properties can be predicted before their synthesis. The already known properties enable to gain required result for different applications. This has versatile the range of applications of Ionic’s liquids. The properties of I.Ls are affected by a no. of factors such as lattice energy, electrostatic potential between cation and anion, charges of ions, separation between the charges, symmetry hydrophobicity. Currently scientists are working not only on synthesis of new ionic liquids but also elevating their applications in different fields including solar cells, lubricants, green organic solvents etc. Because of significant properties attributed to these new classes of compounds, which have been classified as new compounds only a decade ago, we started studies tow ards the synthesis of ionic liquids. We attempted to prepare different types of ionic liquids. i) Imidazole based ionic liquids ii) Caffeine based ionic liquids. Introduction â€Å"The term ionic liquid implies a material that is fluid at (or close to) ambient temperature, is colorless, has a low viscosity and is easily handled.† (Sheldon) â€Å"Room temperature ionic liquids are generally salts of organic cations, e.g. tetraalkylammonium, tetraalkylphosphonium, N-alkylpyridinium, 1,3-dialkylimidazolium and trialkylsulfoniumcations.† (Sheldon) â€Å"Most basic definition of a room temperature ionic liquid is a salt that has a melting point at or near room temperature.† (Handy) â€Å"Organic salts with melting points below ambient or reaction temperature.† (Maio) â€Å"Ionic liquid is a salt with a melting temperature below the boiling point of water.† (Wilkes) Ionic liquids are defined as molten salt composed entirely of ions without any neutral molecules and having low melting point (usually ~100ËÅ ¡C) The properties of the ionic liquids are mentioned below. Problem or Need In this knowledge era, science has changed our world by discovering new methods to be the beneficial for human being but simultaneously it also pollutes our environment. Therefore these methods and chemicals have also become somehow harmful to the human beings. So this is how, these chemicals, which polluting our environment have become a problem for the common people. Organic solvents are widely used in the laboratory and industries, which are volatile and used in huge amounts, i.e. Solvents are the most damaging chemicals. That is why, our research project is about finding some green alternative to the most damaging solvents. The new alternative solvent will be non-volatile, less toxic, biodegradable, air and moisture stable and economically viable to large scale process. Objectives and Expected Significance: We have prepared project to give alternative solution to above mention problems. After synthesizing the green non-volatile, non-toxic solvent, the pollution could be reduced to great extent. Not only this, ionic liquid may have a lot of benefits and may be used as in batteries, propellants, lubricant, storage media for toxic gases, performance additives in pigments and many more. Methodology 6.1. Imidazole based ionic liquids. Room temperature ionic liquids are generally salts of organic cations, e.g. tetraalkylammonium, tetraalkylphosphonium, N-alkylpyridinium, 1, 3-dialkylimidazolium and trialkylsulfoniumcations. Imidazole has a unique property to stabilization a positive charge on nitrogen that’s why we use it as a substrate. Two nitrogens in imidazole stabilize quaternary nitrogen charge therefore the weaker the charge so it form ionic liquid which is liquid in room temperature. General reaction of imidazole based ionic liquid is 6.2. Caffeine based ionic liquids Caffeine has been chosen due analogy of its structure with imidazole. Since five membered-ring that is fused with a six membered ring possessing amide and imide moieties, must behave like imidazole which has extensively been used in the synthesis of ionic liquids. For this reaction, first we prepared alkyl caffenium halides by treated of caffeine with different alkyl halide (i.e. methyl iodide, ethyl iodide and hexyl bromide) and taken tetrahydrofuran as a solvent, alkyl caffenium halide is obtained as a white crystals. We also tried to prepared caffeine based ILs due to its similar analogy structure with imidazole. Caffeine is relatively less expensive and is easily available in abundance. ILs become cheaper and its applications enhanced due to the use of caffeine. It is reported in literature that Nitrogen containing heterocyclic compounds are used to generate stable carbenes, which were then used to carry out different reactions. One of such reaction is benzoin condensation that may be carried out using carbenes. Properties of Ionic Liquids The properties of ionic liquid differ by the different combinations of cation and anion for particular applications. Some of the important properties of ionic liquids are: melting point, vapour pressure thermal stability, viscosity, high heat capacity. Due to these properties ionic liquids are widely applicable, as shown in figure 2. Melting Point Ionic liquids are defined as molten salt composed entirely of ions without any neutral molecules and having low melting point (usually ~100ËÅ ¡C). The chemical and structural composition of an ionic liquid (molten salt) depends upon its melting point. Lowering of melting point is due to the low symmetry of cation and weak intermolecular bonding. By keeping the cation constant we can also use different anions which can affect the melting point. The melting point decreases with increase in the size of anion. [3] Vapour Pressure and Thermal Stability Ionic liquid have no measureable vapour pressure due to this property it can easily separated from reaction mixture by distillation. The thermal stability of an ionic liquid is directly related to the strength of the heteroatom-carbon and heteroatom-hydrogen bonds. Ionic liquids formed from either protonation of amines or phosphanes show significantly restricted thermal stability. [3] Density There is a linear relationship between the density and the N-alkyl chain of cation. The density decreased as the N-alkyl chain increased. [3] Viscosity Ionic liquids are generally more viscous then the classical organic solvents. Cation shows some effect on the viscosity of the ionic liquid. Lower viscosities tend to be a result of small side chains that have sufficient mobility. As side chain increases due to vander waal forces viscosity increases. Temperature is another factor which affects the viscosity of ionic liquid. As temperature increases viscosity decreases. [3] Solubility Characteristics By changing the combination of cations and anions we can tune the solubility of ionic liquid. The solubility of ionic liquid can also depends upon the nature of R group. By increasing the length of alkyl chain the hydrophobicity of the cation increases, as the result its water solubility decreases. [6] Solvent Properties The most common classification used to describe a solvent is polarity of that solvent. Ionic liquids are considered as polar solvent by nature because they can dissolve and stabilize dipolar or charged solutes. [3] They have tendency to dissolve many different many other materials such as organic, inorganic and organometallic materials. [1] Table1: Comparison of ionic liquids with organic solvents. [5] Scope of Ionic liquids Ionic liquids are attractive, useful, advanced solvents that are a sight of attention by the renowned chemists for its unique and distinct properties. Its tunable components provide a wide range of successful and desire products. Figure2.IL publications (on May 27, 2009) determined from the ISI Web of Science in the last fourteen years. This is the main reason it is getting huge importance in the field of chemistry now a days. No doubt the immense research work in the field of green chemistry has been an attractive sight for the last few years. [5]By the passage of time many new cations and anions have been reported. The common cations and anions are given below Common Anions: BF4; B(CN)4; CH2CHBF3; CF3BF3; C2F5BF3; nC3H7BF3; nC4H9BF3; PF6; CF3CO2; CF3SO3; N(SO2CF3)2; N(COCF3)(SO2CF3); N(SO2F)2; N(CN)2;C(CN)3; SCN; SeCN; CuCl2; AlCl4; OH Common Cations: Timeline As soon as this project is funded, we import chemicals in first two months while start synthesizing with the available chemicals. Within a one year Insha’Allah, we will complete synthesis about 50 ionic liquids and also check their applications. Evaluation The evaluation will be conducted by PCSIR and HEJ Research institute. This evaluation will be done under the direction of Dr. Nasir-Uddin who has much experience as a professional program evaluator. He had also done the evaluation of several large-scale governmentally funded projects. All chemists already have the experience on this research topic. Every experiment will be done under the supervision of Dr. Imran Ali Hashmi, Ph. D from German on synthetic chemistry. Reference Literature Cited A review of ionic liquids towards supercritical fluid applications SedaKeskin, DefneKayrak-Talay, UgËËÅ"urAkmanâˆâ€", O ¨ nerHortac ¸su Department of Chemical Engineering, BoËËÅ"gazià ¯Ã‚ ¼Ã…’ci University, Bebek 34342, Ëâ„ ¢Istanbul, Turkey Received 2 August 2006; received in revised form 8 May 2007; accepted 29 May 2007 Green chemistry ionic liquid Useful reaction solvents (TCI) Physical Properties of Alcohol Based Deep Eutectic Solvents Thesis submitted for the degree of Doctor of Philosophy by Robert Christopher Harris, University of Leicester, 2008 Paradigm Confirmed: The First Use of ionic Liquids to Dramatically Influence the Outcome of Chemical Reactions Organic letters, 2004, Vol. 6, no.5, 707-710 Review on the Chemical Stabilities of Ionic Liquids SubbiahSowmiah, VenkatesanSrinivasadesikan, Ming-Chung Tseng and Yen-Ho Chu * Molecules 2009, 14, 3780-3813; doi: 10.3390/molecules14093780 Ionic liquids: Innovative fluids for chemical processing AIChE Journal Volume 47, Issue 11, pages 2384–2389, November 2001 Room-Temperature Ionic Liquids. Solvents for Synthesis and Catalysis Chem. Rev. 1999, 99, 2071-2083 ACTA UniversitatisOuluensis, Johanna Kà ¤rkkà ¤inen Preparation and characterization of some ionic liquids and their use in the dimerization reaction of 2-methylpropene The Design of Polymeric Ionic Liquids for the Preparation of Functional Materials Journal of Macromolecular Science R _, Part C: Polymer Reviews, 49:339–360, 2009 Ionic Liquids: Current developments, potential and drawbacks for industrial applications LenzingerBerichte, 84 (2005) 71-85 Recent developments of task-specific ionic liquids in organic synthesis Green Chemistry Letters and Reviews Vol. 4, No. 1, March 2011, 41_54 Task-Specific Ionic Liquids James H. Davis, Jr. Chemistry Letters Vol.33, No.9 (2004) Wohler, F. Liebig. J. Ann. Pharm. 1832, 3, 249-282 Lapworth, A. J. J. Chem. Soc. 1903, 83, 995-1005 Van DenBerg, H. J. J. Mol. Cat. 1943, 51, 1-12 Suzuki et al. J. Am. Chem. Soc. 2003, 125, 8432-8433 Budget 1 | Page

Essay --

Mary Wollstonecraft was not only a figure during the Enlightenment, but one of the famous pioneers for the feminist cause. She would inspire women during the 18th century as well as women of the future with her novels such as The Vindication of the Rights of Women and The Vindication of the Rights of Man. She was a true believer that education for women would not only allow women to develop as humans but also to be independent from men. In a time where women were subordinate to men, Mary stood for her beliefs and preached for equality. Thus, Wollstonecraft's beliefs in equality for women would shape the future for women of the world. Mary Wollstonecraft was born on April 27th 1759 in London to an abusive, squandering father, Edward Wollstonecraft, and Elizabeth Dixon. The second of seven children, she and her family would frequently move. But in Yorkshire she meets clergyman Mr. Clare, which whom she starts to develop intellectually. She would go on to be a lady's maid, governess, teacher, translator, and writer throughout her life. She longed to live an independent life, but struggled to earn a living wage with the jobs she had and the fact she lived in a world where women were to become obedient wives. Mary's sister, Eliza, was supposedly deranged from her difficult birth to her daughter and the abuse of her husband. So, Mary convinced Eliza to leave her husband and baby. The sisters would then start a school with Mary's beloved friend, Fanny Blood. When Fanny dies in Mary's arms from complications during child birth, Mary returns to the school to find that it suffered during her absence with Fanny. Mary then closes the school and writes Thoughts on the Education of Daughters. She then goes on to become a... ...available to everyone. Mary Wollstonecraft achieved much in her life, but most importantly she inspired other women to be independent and to improve their lives. Mary lived a life a scandal during her time. Not only did she have children out of wedlock, but she was firm in her belief that she did not need to dedicate her life to another man just because it was the social norm. She was an advocate for education and equality because of the hardships she experienced in her life struggling to survive. Mary Wollstonecraft's achievements of inspiring women during her time and of the future as well as her support of education for women to grow not only intellectually but independently make her an inspiring figure during the Enlightenment. Thus, Mary Wollstonecraft's contribution to the Enlightenment was radical and inspiring to future generations of women.

Personal Sense of Identity :: essays research papers

Identity What influences a person’s identity? Is it their homes, parents, religion, or maybe where they live? When do they get one? Do they get it when they understand right from wrong, or when they can read, or are they born with it? Everyone has one and nobody has the same, is there a point in everyone’s life when they get one? A person’s identity is his own, nobody put it there and nobody can take it out. Everyone in this world has a different identity because they all make their own over the course of their life. A person’s identity also causes a person to have masculine and feminine traits. There is no one thing that gives a person their identity, there are however many different factors that contribute to one’s identity. What is someone’s identity? Is it the way they look, the way they dress, or it could be many things all put together, or is it none of the above? To me someone’s identity is a part of their being. Nobody will ever hold it, touch it, or even see it, but it is there. Everybody has one, it guilds your decision making, your thoughts, ideas, and dreams. You may think something is terrible while someone else does not even care and yet another person may laugh, why? The answer is simple, everyone has his own identity and personality. Everyone feels, acts, thinks, and dreams differently. People may have some of these things in common with one another, but they will not be totally the same, it is like a fingerprint, unique. There are many origins to a person’s identity, their family, friends, home life, religion, environment and others. But how does it get there, you do not go into a store and pick on off the shelf. A person’s identity is developed over many years and put together by the person themselves. It comes from the individuals ability to think, reason and form an opinion. Nobody has the same mind, or the same or the same conscious, so how could anyone have the same identity as another. A person’s identity is developed over many years from the time they become aware of their surroundings, to the time they decide if they are going to college, and even as they grow old there identity will change with them. As people’s dreams are dreamed and goals are accomplished their identities will change with the individual.

Entrance Test: Faculty of Health Sciences Essay

Date and venue of the test centres have been indicated on the Admit Card. Applicants should indicate one centre of their choice in the space provided in the Application Form. In case the Admit Card does not reach you on time, you are advised to take the Test at a convenient Centre bringing a photocopy of the application form and photo ID with you for identification. The University has not authorized any publications or any preparatory classes for this Test. Structure of the Test The total duration of the admission test would be 2 hours and 30 minutes All questions carry equal marks, there is no negative marking. The test paper is divided into various sections comprising multiple choice questions. Distribution of the questions in various sections is as follows: Section I This section comprises two components which aim to test competency in the English language: Component 1: 30 multiple choice questions to test structure, cohesion and vocabulary. Component 2: a summative paragraph from notes which will be provided. The time given to complete Section I will be 1 hour and 15 minutes. There will be no negative marking for this section. Section II II A. This section will comprise 20 multiple choice questions in Biological Sciences The time given to complete this section is 30 minutes. II B. This section will also comprise 20 multiple choice questions in Mathematics. Candidates will be given 30 minutes to complete this section. II C. This section will also include 10 multiple choice questions to ascertain their Logical reasoning skills. The time given to complete this section is 15 minutes. hP D in Health Scienc se 2010 The Aga Khan University Medical College Faculty of Health Sciences Answering MCQs The candidates are expected to attempt all questions, selecting the correct answer by darkening the corresponding box in the given answer sheet, e. g. if D is the correct answer for a question, your answer should be marked as under: A B C D Please Note: – Use a dark pencil to make dark marks – To change an answer, erase completely Discipline The University expects honesty from applicants. Dishonest behaviour during the Test or violation of instructions given by the examiner will result in irrevocable disqualification of the applicant from entering the selection process. SECTION I English  Component I: Structure, Cohesion and Vocabulary Directions: Each passage below has ten numbered gaps, each gap indicating that something has been omitted. Read the entire text carefully and then look at the possible answers A, B, C or D below to complete the gap. Choose the option for each gap that best fits the meaning of the sentence or passage as a whole. Example Imagine that you have arrived at a leading Asian university to take part in a study of learning and memory. You go into a room †¦. 1†¦. thirty year-old biology lecturer, the experimenter, whose demeanour is rather stern. The other person in the room is also there to take part in the experiment. He is a rotund forty-five year old accountant who is mild mannered and likeable. The experimenter †¦. 2†¦. the effects of punishment on learning. It is decided, apparently by drawing lots, that the accountant will be the learner and you will be the teacher. You all go into an adjacent room where the learner is strapped into an â€Å"electric chair† apparatus and an electrode†¦.. 3†¦. wrist. You are told that the electrode is connected to a nearby shock generator unit. 1. A. and you met a B. and are met by a  C. where you stand next to D. where stands 2. A. is less likeable but serious in terms of B. has been discovered through C. says that he is interested to study D. tells you that he is interested in studying 3. A. is attached to his B. attaches tightly on his C. is attached by virtue of the D. can be attached through the Answers: 1. B 2. D 3. A Component II: Writing Claim: Observation of glaciers suggests a pattern of global warming during the last 150 years. 1. During the most recent Ice Age, about 18,000 years ago, glaciers buried nearly a third of the world’s land area. 2. Glaciers form when more snow falls in the winter than melts during the following summer: when glacier ice reaches a critical thickness of at least 60 feet, it becomes plastic and begins to move downhill, propelled by its own weight and the forces of gravity. 3. Because of the way they form and evolve, glaciers are extremely sensitive to, and representative of, world climate changes. 4. In 1850, Glacier National Park in the USA had 150 glaciers; in 2002 there were 26. 5. Between 1500 and 1850, temperatures dropped globally in a phenomenon known as the Little Ice Age. 6. The Gangotri Glacier in the Himalayas, which forms a mass of ice 18 miles long, has been retreating since measurements began in 1842. The rate of retreat was around 62 feet per year between 1935 and 1971: it has now doubled. 7. Cold melt water from glaciers helps maintain stream flows in the Indus river system in late summer, when rains are scarce and winter snows have melted. 8. The Gangotri ends in a â€Å"snout†, an ice cave which is the source of the Bhagirathi River where millions of pilgrims yearly swim in the freezing waters to cleanse themselves of sin. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________ ____________________________________________________________________________ POSSIBLE ANSWER: Observation of glaciers suggests a pattern of global warming during the last 150 years. Since glaciers are useful indicators of any changes that have been taking place in the world’s climate, studying the increase or decrease in the number and size of the world’s glaciers over the last 150 years should give us a clear idea about what has been happening to temperatures in the world over this same period. Two facts related to glaciers provide evidence that temperatures across the globe have become warmer. Directions: Using only the relevant information from the facts supplied below, write a one paragraph  argument for the following claim. Firstly, in 1850, there were 150 glaciers in Glacier National Park in the USA but by 2002 this number had decreased to only 26. Secondly, from the time that measurements began in 1842, the Gangotri Glacier in the Himalayas has been retreating. From 1935 to 1971, the rate was 62 feet per year, but from 1971 to the present day, the rate of retreat has doubled. These observations strongly indicate that the world has been undergoing a period of global warming over the last 150 years. SECTIONII A. Biological Sciences Example 1 Questions: Decrease in the rate of diffusion of a substance across  the plasma membrane will occur due to increase in A. its concentration gradient B. surface area of membrane C. membrane thickness D. temperature A B C D Example 2 Repolarisation of a nerve action potential is du e to A. Na+/K+ ATPase pump B. increased permeability to Na+ C. increased efflux of K+ D. opening of Ca++-channels A B C D Example 3 The synthesis of a protein chain from an RNA molecule occurs through the process of: A. cell cycle B. replication C. translation D. semi-conservative replication A B C D Example 4 Based on the amount of genetic material that they contain, sex cells are said to be: A. diploid B. autosomal  C. haploid D. X-linked A B C D B. Mathematics Example 1 If x2 + y2 = 18 and xy = 4 then (x+y)2 = A. 28 B. 26 C. 24 D . 22 A B C D E xample 2 Seema is 15 years older than Kiran. In 10 years, Seema will be twice an old as Kiran. How old is A. 5 B. 20 C. 25 D. 30 A B C D E xample 3 If y is not 0 or 1, what is the reciprocal of 1/(y-1/y) A. y/y2+1 B. y/y2-1 C. y2-1 D. y2-1/y A B C D C. Logical Reasoning E xample 1 Direction: Each passage in the section is followed by question based on its content. After reading a passage, choose the best answer to each question. Answer all questions following a passage on the basis of what is  stated implied in that passage. Student at the College of Natural Science must complete a total of twelve courses selected from three different general area – humanities, natural science, and social science – in order to graduate. The student must meet the following course distribution requirement: I). Atleast six of the required twelve courses must be from natural sciences II). Atleast five of the required twelve courses must be from humanities and social science, with at least one, but no more than three, selected from humanities. Questions: If students have completed six natural science  courses, all the following are possible groups of courses that fulfill the course distribution requirement EXCEPT: A. three humanities courses and three social science courses B. two humanities course and four social science courses C. one humanities course, one natural science course, and four social science courses D. one humanities course, two natural science courses, and three social sciences courses A B C D 12. required in order to fulfill the courses distribution A. 1 B. 2 C. 3 D. 4 A B C D 4. 5. 6. 7. 8. 9. Seema now? 10. 11. The minimum number of social science courses requirement is: