Oedipus Rex Literary Devices Analysis - 702 Words

From a young age, humans choose to ignore the undeniable truth. Within Sophocles’ Oedipus Rex, Oedipus is told of his impending prophecy of killing his father, Laius, and marrying his mother, Jocasta. Knowing this, he tries to prevent his fate, but ends up becoming oblivious to it once it has happened. Oedipus enters a city that claims that their king has been killed shortly after he murdered someone, he fails to connect the two events together and discover that he has started to fulfill the prophecy. Oedipus Rex displays that humans will ignore the evident truth through the use of literary devices. One of the most apparent literary devices that Sophocles used is dramatic irony, where everything is known to the audience, but unknown to the†¦show more content†¦His unawareness is for the greater good presently, but once he realizes the sin that he has done, he will suffer greatly. His suffering began when Teiresias states â€Å"The man you have been looking for all this time, / The damned man, the murderer of Laios, / That man is in Thebes. To your mind he is foreign-born, / But it will soon be shown that he is a Theban, / A revelation that will fail to please† (435-438). Within the story, Teiresias claims to know who Laius’ murderer was and gives hints to Oedipus, but Oedipus decides to ignore this indicator and instead lashes out on Teiresias. Not only does Oedipus becomes aggressive with Teiresias, but also acts in a similar way to Kreon. Finally, Sophocles uses a foil, Kreon, to further enhance Oedipus’ ignorance. Sophocles built Kreon to act as his opposite to bring out Oedipus’ features. Kreon is a factual, reasonable, and pensive character, while Oedipus is an intuitive, strong-willed character. This is shown during their conversation: KREON. Now listen to me. You have talked; let me talk, too. You can not judge unless you know the facts. OEDIPUS. You speak well: There is one fact; but I find it hard To learn from the deadliest enemy I have. KREON. That above all I must dispute with you. OEDIPUS. That above all I will not hear you deny. KREON. If you think there is anything good in being stubborn Against all reason, then I say you are wrong. OEDIPUS. If you think a man can sin against his ownShow MoreRelatedJoy Luck Club924 Words   |  4 Pagesfinal exam grade. A traditional AP Timed Write Rubric will be used to score your answers. I’m looking for a clear thesis, a well-organized paper, hig h level of diction, focus, and in-depth analysis (two to three pieces of commentary or analogies) combined with thematic text to world and use of literary devices if appropriate. Answer all parts of the question in your responses. 1. June Woo begins the novel by explaining the â€Å"Joy Luck Club.† She watches the mothers and explains, â€Å"They see that joyRead MoreLiterature: Compare and Contrast - Literary Devices5483 Words   |  22 PagesLiterature: Compare and Contrast Literary Devices Kathy J. Shannon University of Phoenix Mickeal M. Donald, Instructor September 3, 2010 Compare and Contrast Literature offers a variety of literary works by authors of all ages, writing non-fiction and fictional stories, poetry, and essays. The act of analyzing two different authors by both comparing their work and isolating their contrasting elements, can be difficult, yet rewarding. Oedipus Rex (Sophocles), written in 429 B.C., offers theRead MoreAn Analysis Of The Oedipus And Plato 1636 Words   |  7 PagesKAUFMANN’S OEDIPUS AND PLATO’S SOCRATES In Chapter Four of his book, Tragedy and Philosophy, Walter Kaufmann claims that Sophocles’ play Oedipus Rex is one of the greatest tragedies ever written in part because it presents so vividly five characteristics of human life which make our existence so tragic. The purpose of this paper will be, first, to present Kaufmann’s view and, second, to apply these same characteristics to Plato’s dialogues in general and to the characters in Plato’s dialogues,Read More Detective Fiction Sir Arthur Conan Doyle Essay1802 Words   |  8 Pages The rise of detective fiction as a genre is significantly vast and extensive in historical context; for example critics have indicated that the genre reaches as far back to Greek Mythology and the fable of Oedipus Rex â€Å"featuring†¦a detective and a criminal combined in one character, a device more common in detective fiction than one might expect.† (Rzepka. 2005: 16). However it was during the eighteenth century in Great Britain â€Å"came the beginnings of immense social and economic changes and theRead MoreHumanities Test4641 Words   |  19 Pagesphilosopher. True 3.   Aristotles famous analysis of tragedy is found in a work called: The Poetics 4.   Aristotles work on comedy is how long? 5 acts long 5. What did the Commedia dellearte specialize in? 6.   What is satire? a literary genre or form, although in practice it is also found in the graphic and performing arts, or a literary technique that attacks foolishness by making fun of it. 7. ( T or F ) The prophecies in Oedipus Rex turn out to be wrong. True 8. One actor onRead Moretheme of alienation n no where man by kamala markandeya23279 Words   |  94 Pagesï » ¿ANTIGONE KEY LITERARY ELEMENTS SETTING This tragedy is set against the background of the Oedipus legend. It illustrates how the curse on the House of Labdacus (who is the grandson of Cadmus, founder of Thebes, and the father of Laius, whose son is Oedipus) brought about the deaths of Oedipus and his wife-mother, Jocasta, as well as the double fratricide of Eteocles and Polynices. Furthermore, Antigone dies after defying King Creon. The play is set in Thebes, a powerful city-state north of Read MoreDeveloping Management Skills404131 Words   |  1617 PagesLine 58 Understanding and Appreciating Individual Differences Important Areas of Self-Awareness 61 Emotional Intelligence 62 Values 65 Ethical Decision Making and Values 72 Cognitive Style 74 Attitudes Toward Change 76 Core Self-Evaluation 79 SKILL ANALYSIS 84 Cases Involving Self-Awareness 84 Communist Prison Camp 84 Computerized Exam 85 Decision Dilemmas 86 SKILL PRACTICE 89 Exercises for Improving Self-Awareness Through Self-Disclosure 89 Through the Looking Glass 89 Diagnosing Managerial Characteristics

The Human Mind And Its Effects On Alzheimer s Disease

â€Å"The human mind is a channel through which things-to-be are coming into the realm of things-that-are†, a notable quote from Henry Ford in 1930. The mind is a powerful thing. It has the ability to control our body in order to live, to talk, to share with others. Civilizations can be built, movements can start, governments can be constructed, etc. all because of the mind giving you a process. When there is a mental illness, it can make the process difficult. Alzheimer’s affects more than 5.2 million people today. Symptoms, myths, misconceptions, treatments are all fundamental in the understanding of Alzheimer’s disease, and to hopefully prevent others from acquiring it in older age. * In 1906, Dr. Alois Alzheimer was the first one to†¦show more content†¦Past treatments included treating some of the symptoms because there was no known cure. Medication to treat depression and memory loss were able to help some of the symptoms, but some had seen cogniti ve effects because of this. * There are signs and symptoms that accompany Alzheimer’s disease. With memory loss, there are certain things to distinguish between normal memory loss and early onset of Alzheimer’s. Everyone can have lapses in memory however, repeated statements and questions (without knowing that you are doing it), forget conversation, appointments, events, and not remember them later, putting objects in illogical places, forgetting names of family members and everyday objects are some of the warning signs of Alzheimer’s. When it comes to interacting with others, disorientation can also increase. Forgetting what day it is, what’s going on in your personal life, what season it is, are examples of the disorientation that can happen. This can lead to someone getting lost in familiar places, and difficult to understand the surroundings. Speaking, writing, thinking, making judgments, can also suffer because Alzheimer’s can prohibit the bra in from concentrating to make full sentences, recognize and deal with numbers, or even solve everyday problems. A person’s personality can also change. Because of the brain not making the connections it needs to maintain healthy memory,

An Interview with the Elderly Free Essays

Gillian Howard was only 7 when the Second World War started; it was a chain of events that didn’t just wreck her childhood but many others. The observer got the chance to interview her as part of our elderly season. I came into the warm living room for this interview and my surrounding are of ornaments and glass statues. We will write a custom essay sample on An Interview with the Elderly or any similar topic only for you Order Now This is because my grandmother, Gillian, is an antique collector, so to start this interview I nuzzle myself into the infamous black leather sofa ready for the interview. My grandmother entered, I immediately stand up for this is how you treat the elder generation, with respect. I greet her and I sit back down ready to question her. I firstly ask her to just say a few interesting points that are important. She says she was born 1932 so was only 7 when the war started; Gillian lived in London at the time. Gillian still lives in London today and that is where we are now. When the blitz started in 1941 Gillian was evacuated from London and went on a train to Bristol. After that brief summary I proceed to ask her of when she felt most sad. Naturally it was when she   was separated from her parents and evacuated. She was crying and a group of soldiers came up to her and comforted her they were at the station too and were on the train to Bristol to go to the port to go onto a battleship. They sang to her the wartime songs all the way from London to Bristol she learnt them all. â€Å"But there is another event that really was sad and it just shows how the war tears families to shreds,† she said. I ask what this event is; she says â€Å"It was of course when my brother died in world war two, you see he was torpedoed by a German U-boat 4 people survived. He was one of them and he was on a chunk of metal torn away form the ship. After 4 days without food in the scorching heat of Africa the U-Boat surfaced and left them there they took photographs and used them as propaganda saying they were actually good people for they had rescued 4 dying men. 3 days later my brother died and 1 day later the rest of the crew were rescued he was just one day to short.† It is a story I have heard many times before, but it still makes me feel awfully sorry for my grandmother and her family. I then ask what happened when she arrived at Bristol. She says the she and her other brother were to be taken to a boarding school. But wasn’t as easy as it seemed for it was an only boys boarding school. Gillian got up to much mischief â€Å"in one event there was a sudden uproar of mice in the school, every single pupil had one and we hid them underneath the fold up old fashioned desks.† In another event Gillian describes the useless French teacher. She explains in this episode of how pathetic the teacher was and how all the children decided to trick her. She recalls the event, â€Å"You see the week before we had tricked another teacher by putting thin string all around the corridor and it tripped her up. All the teachers were on red alert so before class I went outside the classroom of the French teacher she was marking homework in the room and I pretended to tie up all these pieces of string outside. So we went into the lesson that is our class and pretended to jump over the strings. So when the teacher left the classroom she was crawling over the floor, she thought there was string. If we had cameras back then that would be the time to use it!† I ask her if she ever saw the bombing. She then says that they only stayed at Bristol for one day before they were whisked away to the countryside. But in that night she saw the bombing. She says â€Å"In the night I was with my brother it was the most terrifying thing and all you could hear was the screeching of the bombs and huge explosions.† I ask, â€Å"When the war was over was there a huge sense of relief.† â€Å"When the war ended everybody was so cheerful I was in London on victory day but before this whole experience I was 7 now I was 13 a whole chunk of my childhood was torn out,† says Gillian. So were many other children’s childhood I think to myself. â€Å"So after that I grew up in London and I met your grandfather Theo, at the age of 22, Theo was 29. So many people got married young in those days,† says Gillian. Gillian and Theo now live in a large Victorian, house in Chelsea London. I ask if they both go out much. â€Å"I go out with our dog Bosie on a walk every day to keep him healthy,† she explains. Bosie is the puppy born in august. He is very lively and is active so they go on a walk every day. â€Å"Do you have any hobbies?† I ask. She says that she collects antiques and has a very large collection of jewellery. Whenever we visit her she always shows my sisters her latest addition to the collection. At 76 Gillian still doesn’t have the same athletic ability she used to have but is still very fit for her age. When we go to the park she will be joining in with the football. I therefore sum up this interview part of are elderly season with the same message as other articles of the elderly season week. They are elderly people must have respect they have come from a completely different world compared to us and therefore needed to be treated like that. The elderly are not boring, slow, dull people as depicted in stereotypical pictures they are full of years of wisdom and can tell you lots of good stories. Don’t fall for what those stereotypical pictures say†¦ THINK! How to cite An Interview with the Elderly, Papers

Rose For Emily Essay Example For Students

Rose For Emily Essay William Faulkners A Rose for Emily is the story of a womansreluctance towards change. The story encompasses the entire towns unwillingnessto change, while focusing on the protagonist, Emily Grierson. Faulkner usessymbols throughout the story to cloak an almost allegorical correlation to thereconstruction period of the South. Even though these symbols are open tointerpretation, they are the heart and soul of the story. While the literalmeaning of Faulkners story implies many different conclusions, it is primarilythe psychological and symbolic aspects which give the story meaning. Exploringthese aspects will shed light on Faulkners intention of A Rose forEmily. After Emily Griersons domineering father dies, she refuses to moveon. By defining moving on as letting go, we see that Emily is lodgedin the past, unable to ameliorate as the rest of society does. Whenever anythingdrastic occurs, Emily becomes reclusive,After her fathers death she wentout very little after her sweetheart went aw ay, people hardly saw her atall. (428), the narrator explains. She had Tobe, her butler to interactwith the world so that she didnt have to face reality. Psychologically, this isvery important in terms of how Emily views the world and why she commits murder. If unable to change, one will die in time. Emily though was held to the code ofnoblesse oblige (430). This meant that even in dire need, Emilywould never reveal her true feelings to the common folk of Jefferson. So shedistorts time, refusing to accept the fact that her father was dead: The dayafter his death all the ladies prepared to call at the house and offercondolence and aid, as is our custom. Miss Emily met them at the door, dressedas usual and with no trace of grief on her face. She told them that her fatherwas not dead. She did that for three days, with the ministers calling on her,and the doctors, trying to persuade her to let them dispose of the body. Just asthey were about to resort to law and force, she broke down, and they buried herfather quickly. (429) Emily now clear of her fathers horsewhip(429), was free to explore her sexuality. This newfound freedom led her to fancya Yankee day laborer named Homer Barron. Her father would never have approved ofa commoner such as H omer as the townsfolk point out, We remembered all themen her father had driven away (429). Their relationship grew and thetownspeople suspected that they would be married, as is the southern way. Theywere mildly surprise that they were not to be married attributing it tothat quality of her father which had thwarted her womans life so manytimes (432). Her father had doomed her life, stifling any chance forgrowth. Not all of the blame is to be placed on Emilys father, rather, itshould be spread among the people of the town, her father, and Emily herself. This falling out with Homer is the turning point in the story. Instead ofgrieving as a normal person would, Miss Emily turns into a psychotic crazedlover. At this point in the story she ceases to only be called Miss Emily; andthe town chooses to add poor Emily , as if a noble Grierson would need pity. Rather than sulk, Emily goes to the drugstore to buy poison, expectedly to killherself. She displays her force as a Grierson to the unsure druggist when heasks why she requires poison, Miss Emily just stared at him, her headtilted back in order to look him eye to eye, until he looked away and went andgot the arsenic and wrapped it up (431). She used her influence as aGrierson to get what she wanted, even though at this point, the Grierson name,through several humbling events, was losing its vigor. Still alive, Emily againchooses to live a hermits life, now that Homer is gone. She again takes refugein her house which literally and figuratively is Miss Emilys denial of realityand time. This is the initiation of her downfall and ultimatly her lonely death. .u70d5979fc6272c3d7db8064a0ac2ca39 , .u70d5979fc6272c3d7db8064a0ac2ca39 .postImageUrl , .u70d5979fc6272c3d7db8064a0ac2ca39 .centered-text-area { min-height: 80px; position: relative; } .u70d5979fc6272c3d7db8064a0ac2ca39 , .u70d5979fc6272c3d7db8064a0ac2ca39:hover , .u70d5979fc6272c3d7db8064a0ac2ca39:visited , .u70d5979fc6272c3d7db8064a0ac2ca39:active { border:0!important; } .u70d5979fc6272c3d7db8064a0ac2ca39 .clearfix:after { content: ""; display: table; clear: both; } .u70d5979fc6272c3d7db8064a0ac2ca39 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u70d5979fc6272c3d7db8064a0ac2ca39:active , .u70d5979fc6272c3d7db8064a0ac2ca39:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u70d5979fc6272c3d7db8064a0ac2ca39 .centered-text-area { width: 100%; position: relative ; } .u70d5979fc6272c3d7db8064a0ac2ca39 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u70d5979fc6272c3d7db8064a0ac2ca39 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u70d5979fc6272c3d7db8064a0ac2ca39 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u70d5979fc6272c3d7db8064a0ac2ca39:hover .ctaButton { background-color: #34495E!important; } .u70d5979fc6272c3d7db8064a0ac2ca39 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u70d5979fc6272c3d7db8064a0ac2ca39 .u70d5979fc6272c3d7db8064a0ac2ca39-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u70d5979fc6272c3d7db8064a0ac2ca39:after { content: ""; display: block; clear: both; } READ: The Corruption of the American Dream in The Great Gatsby EssayShe refused to be accepted as what she truley was, a commoner. Shedemanded nore than ever the recognition of her dignity as the last Grierson(430). Emily, in her home, which for her, was functioning as a temporal shelter,was impervious to the progression that was sweeping the rest of society. Miss Emily alone

On The Universality Of Poetry Essays - Chapbooks,

On the Universality of Poetry Like any art form, poetry is considered universal. It ranks with music, dance, and fine arts as a form or process of expressing Man's thoughts and passions. Unlike other art forms, however, poetry -- and in fact literature -- has a peculiar characteristic. As a medium it uses language, and unlike other mediums -- like rocks, paints, beat -- language is not universal, it is cultural. Since culture varies according to geography, time, religion, and gender -- it is without doubt that there are multitudes of different languages. Thus poetry becomes cultural or non-universal in form, a characteristic that confines the production and reception of poetry to people that understand the form(language, symbolism, idiom etc etc) that poetry use ---a relatively small class of people. Some time ago, our English class read T.S. Elliot's "The Love Song of Alfred J. Prufrock", a long poem in the form of a soliloquy on whether or not the persona should or should not approach a woman he loves, eat a peach, or part his hair. Critiques declared it as the modern Hamlet -- a reflection of the consciousness of the Modern Man. They exclaimed that the poem is a concise description of resent ideologies and philosophies. With a lot of difficulty and guidance, we understood and even appreciated the poem, primarily because we are familiar with the "language" that Elliot used. But would a farmer or just abut any individual unfamiliar with the nuances of poetry understand o appreciate it? Maybe, but the most probable scenario is that they would understand the major points of the poem, but t not recognize little details that make the poem great -- the fact that it contains excerpts from major English writers and that the images in the poem echoes its sense. It can also be noted that the allusions present in "Prufrock" are Western in origin. There are cuts from Chaucer, Donne, Shakespeare and about every other canonical English writers. This technique of alluding to the Masters is not present in Prufruck alone. In fact, this is prevalent in the literary works produced in the past four hundred years. Allusion in poetry is not only for aesthetic purposes but also a way of showing respect to someone/something great. That almost all allusions are to Western pieces, imply that literature is indeed or what is considered to be "great" literature are essentially Western. Consequently the standard for literature became that of the West's and the habit of Western-oriented poetry is established. It became increasingly more difficult for new and different to be accepted as great or even as poetry/literature. Thus Eastern writers -- in order to be great -- have to come up to this Western ideals and in the process become Western. The most common misconception is that poetry/literature is universal because it tackles the Human condition -- it is a reflection of Humanity. That even if an idea is stated in a different way, themes behind certain poems transcend culture, time, and therefore language. It is. That the indicission felt by Prufrock is no different from the indecision that Rama felt in Bhagavad Gita. Yes. But would an Indian appreciate the fact that Prufrock's internal conflict is about hair-parting and eating peach? Would an Englishman understand the Bhagavad Gita if it is written in Hindu or even understand the essentially Asian concern of wheter he should or should etc etc? The fact is that form and meaning come hand in hand. The form determines the meaning and vice versa. There cannot be one without the other. Thus if a person does not even go beyond understanding what the form expresses, what he sees is just a fragment of the piece of literature, a part of the whole. Since people are divided into classes of individuals with different colors, occupation, and gender each with their won way of expressing their already varying experiences even of the same events -- there can never be one unifying and universal language, form, and therefore nver be any kind of universal literature.

Lord Of The Flies Essays (817 words) - English-language Films

Lord Of The Flies Essays (817 words) - English-language Films Lord Of The Flies Lord of the Flies Director Peter Brook based Lord of the Flies on the novel by William Golding. The film, released in 1963, is the tale of a group of upscale British schoolchildren who are being flown out of London to the supposed safety of the South Pacific before war erupts. Their airplane crashes and the lads are left to fend for themselves on a remote island. The storyline takes the boys from innocence to savagery. The film did not receive rave reviews from critics. The film version takes away some of the creative imagination that comes from reading the story, but its images are as shocking as one might imagine little boys turned into violent savages(Webster, Apollo Guide). The reviews could be in part from the inexperience of the actors. The little boys were almost all non-actors whose parents volunteered them for the job out of respect for the book (Webster, Apollo Guide). However, Peter Brook did an excellent job of depicting the possible outcome of the situation with which the children are fac ed. This film shows human nature in its truest form. Society is faced with people who are vulnerable to others, those who are capable of making the right decisions, and some who feel the need to violate the rules. Piggy, portrayed by Hugh Edwards, is the most vulnerable character. At the beginning, he makes the mistake of divulging his nickname. Piggy seems to be intelligent and sensible, but lacking the confidence in himself to put it to use. Jack belittles Piggy throughout the film. He continuously calls him Fatty and at one point slaps him in the face, which causes his glasses to break. Piggys only hope is the friendship of Ralph, who betrayed him at the beginning, only to eventually become his best friend. Piggy never succumbed to the savagery of the others. In his last words, What is it better to be, a bunch of savages like you are, or sensible like Ralph is, he proves that it is possible for someone to remain themselves and not succumb to the pressures of others. Piggy is the symbol of rationality and adult society. Ralph is the character who always tried the orderly approach. Throughout the film, he tried to care for the others and be the leader that the younger children needed. However, Ralphs leadership is doomed from the start. Jacks resentment of losing the election is evidence of the upcoming trouble that Ralph will face. He seems to notice signs of rebellion after the first pig roast. When the plane flew over and the fire was out, his encounter with Jack signaled the breakup of the group. Ralphs last appeal at civility came after Jack took the conch away from Piggy and Ralph said, You are breaking the rules. The rules are the only thing we got! Ralph continued throughout the film to stand by Piggy and the younger children. Even after most of the children left his group, Ralph still had respect for their well being. Jack is the antagonist of the film. From the beginning, he is upset about losing the election and resents anyone who did not vote for him. He continues to act as if he is in charge. He continually belittles the other children and leads the older boys towards savagery. Jack eventually splits the group and forms his own tribe. They paint themselves like savages and begin to chant and have warlike dances. Jack seems to become more violent as his power increases After Simon was killed, he defended the slaying by telling the others that it was the beast disguised as Simon. Jack seemed to have turned into a dictator toward the end of the film. He is shown having the smaller children whipped; his cruelty eventually led to the murderous search for Ralph. This film shows the viewer several different personalities, all of which are in our society. It shows the variety of people who are forced to live in the same world. Goldings novel is the sort of fable that could shock only those who believe in the onwardness of civilization, as some still did in those days. At the time of its publication (1954), attempts were made

MINI PROJECT 2 Essay Example | Topics and Well Written Essays - 250 words

MINI PROJECT 2 - Essay Example They frequently fantasize about having stable, close and long-term relationship with their children and the mother of their children even without marriage. Although most of them view marriage issues positively at the time when children are born, they are also informed that the marriage entails sacrifice and restraint. A married man has to shoulder financial responsibility and at the same time relinquish sexual freedom. Without marriage unmarried men find it challenging to maintain a relationship with their mother. Fathers more often have little contact with their children and are more likely to reach their 30s with complicated lives. Most unmarried women always seek independence and think they can’t find it in marriage. They don’t want to be controlled and may end up getting children out of wedlock and raise them as single parents. Conservative lawmakers tend to establish strong values and norms that encourage and support young men to get married. They view unmarried men as irresponsible and confused. They feel that men are supposed to get married early and take care of their families. Liberal lawmakers on the other hand view marriage from a different perspective. They believe marriage is a choice and being unmarried is

The Koran Essay Example | Topics and Well Written Essays - 1000 words

The Koran - Essay Example The contrast can be portrayed in their styles of teaching, preaching or guiding the mankind. Both the Bible and the Koran believe in one God. This is the greatest similarity between the two of them but the contrast is in the name. Followers of Bible call him God or Lord while the followers of Koran call him, Allah. The stature of Jesus, as lord was fixed even before he was born. As mentioned in the New Testament, the country shepherds were informed about the emergence of lord by the angels in the following way: â€Å"Fear not: for, behold, I bring you good tidings of great joy, which shall be to all people. For unto you is born this day in the city of David a Savior, which is Christ3 the Lord.† In Koran too there is one God. In fact the Koran itself is considered the proof of one God. As mentioned in the Islamic literatureâ€Å"†¦the Koran is, literally, Gods word and is, like Him, miraculous and eternal†¦Ã¢â‚¬  Based on the works of Koran and bible it is evident that there are prophets in both the religions. In Islam the greatest prophet is Muhammad whose revelations have been compiled together in the form of the Holy book Koran. His importance as a prophet is such that every Muslim aims to read some verses of the Koran, five times a day. The contrast between the Koranic prophet Muhammad and biblical prophet, Moses as mentioned in Islam is that â€Å" The many allusions to Moses (Musa), for example, stress that God may choose even an ordinary, flawed man to be His prophet and say nothing of Moses role as the leader of his people.† (Islamic literature) This is the reason why, where Muhammad is given so much of importance Moses’s importance is recognized but not glorified as much as that of Muhammad. Both Jesus and Muhammad had qualities of the teacher. They taught and preached the lessons of love, trust and peace to their followers. They were the basis of the two widely recognized religions. Though both these teachers are treated with

The story about the Hannukah wish Essay Example | Topics and Well Written Essays - 3000 words

The story about the Hannukah wish - Essay Example The bus slowly started up as Ron made her way to any vacant seat she could find on the bus. She had hoped that she would be allowed to sit down this time. Her back pack was really heavy because she had Physical Education that day and she had to pack her uniform into the already heavy bag. But as she tried to sit down, the other children on the bus placed their bags on top of the seats. Without her bus mates ever uttering a word, Ron knew that she would spend the half hour trip to school standing at the back of the bus again. She had no choice, she had to get to school because it was expected of her. But each day that she had to go, she underwent an ordeal that she wished she could avoid somehow. Veronica Ziv, Ron to her family and friends, looked like any typical ten year old girl who went to Taft Elementary School, a public school that was closest to where she had been born and raised in the Jewish faith by her parents. It was not easy for Ron to attend classes at Taft because of th e public aspect of the school system. It seemed that everyone was welcome at this school except those of the Jewish denomination. Ron was daily living proof of that. It was not uncommon for Ron to stand at the back of the bus to and from school. Her classmates bullied her because they said she looked different from everyone else. So she must be from an alien planet. The first time she heard her classmates describe her that way was when she was 6 years old and in the first grade. When she tried to explain that she was not an alien but Jewish, Betty Jones, the blonde haired rich girl in her class declared that Ron was from the alien planet of Judaism and should be cut open and experiment on like their alien kind do to the human beings. The more Ron tried to explain at her young age about her family's religious belief's, the worse things got for her with her classmates. BBBBBB Ron was the only Jewish girl at the Taft Elementary school. As such, the school authorities never saw a need t o alter their holiday schedule just for one student whom, according to her classmates, stuck out like a sore thumb. Although she dressed the same as her classmates, spoke like them, and shared their interests in life, they refused to befriend her because their parents had told them that Ron was a â€Å"dirty Jew† and should be avoided at all cost. it was not uncommon for Ron to be told that her parents should have died when Hitler tried to wipe the Jews out all those decades ago. These were hurtful words that parents had told their children about Jews in general that they carried with them in life. Their parents had made the children anti-semitic and because there happened to be a Jew in their school, Ron became the chosen target for all the hatred that these parents fed their kids. â€Å"I wish I wasn't a Jew!† ron muttered under her breath during lunch break. She sat alone again, near the trash cans in the school cafeteria

Pharmacological Profiles of Several Common Drugs

Pharmacological Profiles of Several Common Drugs 2.3 Profile of Pheniramine Maleate (31) Chemical name: (3RS)-N,N-Dimethyl-3-phenyl-3-(pyridine-2-yl)propan-1-amine(Z)-butenedioate Empirical formula: C20H24N2O4 Chemical structure: Figure 2.3:Structure of Pheniramine Maleate 2.3.1 Physical properties Molecular weight: 356.4 Appearance and colour: White or almost white crystalline powder. Solubility: Very soluble in water, freely soluble in ethanol (96 %)in methanol and in methylene chloride. Therapeutic category:Pheniramine maleate belongs to H1-antagonist pharmacological group on the basis of mechanism of action and also classified in Antihistamine, Decongestant. Dosage: Tablet , Powder, Solution 2.3.2 Pharmacology Pheniramine maleate is an antihistamine used for alleviation of allergy symptoms. Manufacturers frequently list the over-the-counter medication as pheniramine maleate or a derivative. Drug industries also often combine the formulation with other medications for relief of other symptoms. Consumers can generally find the ingredient in an oral solution or tablet form. Certain ophthalmic solutions also contain pheniramine maleate, which provides relief from allergy symptoms associated with the eyes. Allergic reactions are autoimmune responses to certain antigens. When allergens enter the bloodstream, the body releases histamine, which binds with and activates receptor sites, located throughout the body, producing physical symptoms. The pharmacological action of pheniramine maleate involves blocking the receptor sites for the histamine H1, found in the heart, central nervous system, smooth muscle, and vascular endothelium cells. Blocking the receptor sites reduces or inhibits the symptoms. The antihistamine is frequently used for seasonal allergies, such as hay fever, or environmental allergies, such as animal dander. By blocking histamine receptor sites, pheniramine maleate can reduce or eliminate itching, watery eyes, runny noses, and skin irritations. Allergy related skin irritations might include the itching, redness, and swelling associated with eczema or uticaria, commonly referred to as hives (40). The medication may produce a sedative effect when binding to sites in the central nervous system. It also may produce an anticholinergic effect by dilating or relaxing smooth muscle. These side effects sometimes allow pheniramine maleate to be used as treatment for motion sickness or the inner ear condition known as Meniere’s disease. 2.4 Profile of Phenylephrine Hydrochloride (78) Chemical name:(R)-(-)-1-(3-Hydroxyphenyl)-2-methylaminoethanol hydrochloride Empirical formula:C9H13NO2HCL Chemical structure: Figure 2.4 : Structure of Phenylephrine Hydrochloride 2.4.1 Physical properties Molecular weight:203.67 Appearance and colour: White or practically white odourless crystals Solubility: Freely soluble in water and alcohol Therapeutic category: Phenylephrine is a sympathomimetic amine that acts predominantly on ÃŽ ±-adrenergic receptors. It is mainly used to treat nasal congestion, but may also be useful in treating hypotension and shock, hypotension during spinal anaesthesia, prolongation of spinal anaesthesia, paroxysmal supraventricular tachycardia, symptomatic relief of external or internal hemorrhoids, and to increase blood pressure as an aid in the diagnosis of heart murmurs. Dosage: Cream, Solution, Ointment, Injection, Liquid, Tablet, Suppository 2.4.2 Pharmacology In general, ÃŽ ±1-adrenergic receptors mediate contraction and hypertrophic growth of smooth muscle cells. ÃŽ ±1-receptors are 7-transmembrane domain receptors coupled to G proteins, Gq/11. Three ÃŽ ±1-receptor subtypes, which share approximately 75% homology in their transmembrane domains, have been identified: ÃŽ ±1A (chromosome 8), ÃŽ ±1B (chromosome 5), and ÃŽ ±1D (chromosome 20). Phenylephrine appears to act similarly on all three receptor subtypes. All three receptor subtypes appear to be involved in maintaining vascular tone. The ÃŽ ±1A-receptor maintains basal vascular tone while the ÃŽ ±1B-receptor mediates the vasocontrictory effects of exogenous ÃŽ ±1-agonists. Activation of the ÃŽ ±1-receptor activates Gq-proteins, which results in intracellular stimulation of phospholipases C, A2, and D. This results in mobilization of Ca2+ from intracellular stores, activation of mitogen-activated kinase and PI3 kinase pathways and subsequent vasoconstriction. Phenylephrine produces its local and systemic actions by acting on ÃŽ ±1-adrenergic receptors peripheral vascular smooth muscle. Stimulation of the ÃŽ ±1-adrenergic receptors results in contraction arteriolar smooth muscle in the periphery. Phenylephrine decreases nasal congestion by acting on ÃŽ ±1-adrenergic receptors in the arterioles of the nasal mucosa to produce constriction; this leads to decreased edema and increased drainage of the sinus cavities. 2.5 Profile of Dextromethorphan (79) Chemical name:(1R,9R,10R) 4 methoxy 17 methyl – 17 azatetracyclo[7.5.3.0{1,10}.0{2,7}]heptadeca-2,4,6-triene Empirical formula:C18H25NO Chemical structure: Figure 2.5 : Structure of Dextromethorphan 2.5.1 Physical properties Molecular weight:271.39 Appearance and colour: It is a White crystalline powder Solubility: 1-5 g/100 mL at 21 Â ºC Therapeutic category: Dextromethorphan usually used in the treatment of respiratory infections and allergic conditions Dosage: Tablet , Syrup, Capsule, Suspension 2.5.2 Pharmacology Dextromethorphan is an opioid-like drug that binds to and acts as antagonist to the NMDA glutamatergic receptor, it is an agonist to the opioid sigma 1 and sigma 2 receptors, it is also an alpha3/beta4 nicotinic receptor antagonist and targets the serotonin reuptake pump. Dextromethorphan is rapidly absorbed from the gastrointestinal tract, where it enters the bloodstream and crosses the blood-brain barrier. The first-pass through the hepatic portal vein results in some of the drug being metabolized into an active metabolite of dextromethorphan, dextrorphan, the 3-hydroxy derivative of dextromethorphan. 2.6 Profile of Diphenhydramine (80) Chemical name: 2-(diphenylmethoxy)-N,N-dimethylethanamine Empirical formula:C17H21NO HCL Chemical structure: Figure 2.6 : Structure of Diphenhydramine 2.6.1 Physical properties Molecular weight:291.82 Appearance and colour: It is a White crystalline powder Solubility: Soluble in DMSO, acetone, water Therapeutic category: Diphenhydramineis a first-generationantihistamine possessing anticholinergic, antitussive, antiemetic, and sedative properties that is mainly used to treat allergies. It is also used in the management of drug-induced parkinsonism and other extrapyramidal symptoms. The drug has a strong hypnotic effect and is FDA-approved as a non-prescription sleep aid, especially in the form of diphenhydramine citrate Dosage: Capsule 2.6.2 Pharmacology Diphenhydramine is an inverse agonist of the histamineH1receptor. It is a member of the ethanolamine class of antihistaminergic agents. By blocking the effects of histamine on the capillaries, it can reduce the intensity of allergic symptoms. Diphenhydramine also crosses the blood–brain barrier (BBB) and antagonizes the H1 receptors centrally. Its effects on central H1 receptors cause drowsiness. Like many other first-generation antihistamines, diphenhydramine is also a potent antimuscarinic (a competitive antagonist of muscarinic acetylcholine receptors), and, as such, at high doses can cause anticholinergic syndrome. The utility of diphenhydramine as

The Massachusetts Technology Sector Essay -- Journalism Journalistic E

The Massachusetts Technology Sector After working for more than five years as a software engineer at a Massachusetts-based digital-video editing company, Dave Lanzar decided it was time to take a chance and join the ranks of a start-up streaming media company that had yet to go public. â€Å"The future was rosy and we were all going to get rich,† Lanzar said. But that future never materialized, and the company that was supposed to make Lanzar rich no longer exists. He was laid off in August 2001, one month before the terrorist attacks on Sept.11, 2001 accelerated an already progressing downturn in the job market that hit the Massachusetts technology sector especially hard. Lanzar did not work as a programmer again for over two years. During that time he burnt through his entire savings and starting doing odd jobs like baby-sitting and lawn-work to survive. In October 2003 he secured a several-month-long contract job. After the contract ended in early 2004, it was six more months until Lanzar found a permanent job. Even though he is back to work, his extended, unpaid and unwanted vacation still haunts him. â€Å"I definitely, sometimes feel my rustiness. I’m having to work very hard to overcome that,† Lanzar said. The Massachusetts high-tech industry has been the setting for thousands of similar stories since 2001. The Greater Boston Chamber of Commerce reported that, between 2001 and 2003, the Boston area alone lost 32,000 high-technology jobs -- a 22 percent loss. The Mass Software Council reported in the 2004-2005 edition of its yearly software industry research publication, The Complete Guide to the Massachusetts Software Industry, that the state lost 121 software companies and 3,859 software-related jobs in 2... ...the state will not invest too heavily in one specific technological growth area, such as stem-cell research, while ignoring the rest. â€Å"We think if there’s going to be an investment in technology, it should be more broad-based,† said Boulanger. Boulanger also warns of possible dangers looming on the horizon that could impede growth. He points to proposed Massachusetts House bill 2606 as a potential momentum killer. The bill aims to close corporate tax loopholes, and includes a measure to ensure that any software bought online would be subject to state tax. The bill claims this loophole is worth an estimated $50 million dollars in yearly revenue. â€Å"It’s definitely moving in the wrong direction,† Boulanger said. â€Å"The state government has the ability to make Massachusetts companies more competitive around the margins. And that is all we are really asking for.†

Globalization: International Trade and World Trade Organization Essay

1.Describe how the world economy is becoming more integrated than ever before. The global economy is becoming more integrated than ever before. The world trade organization (WTO), now has 153 countries involved in more than 95 percent of the world’s trade. The global economy is dominated by countries in three regions: Western Europe, North America, and Asia. Europe is economically to form he biggest market in the world. Under the Maastricht Treaty, which formally established the European Union (EU), the euro was adopted as a common currency among European countries with the goal to strengthen Europe’s position as an economic superpower in the world. Among the Pacific Rim countries, Japan dominated world attention toward the end of the last century and with the world’s largest population and increasing industrialization, China is on its way to becoming the larges producer and consumer of the world’s goods. Asian countries have joined the United States, Australia, and Russia to form the Asia-Pacific Economic Cooperation (APEC) trade Group. Association of Southeast Asian Nations (ASEAN) brings together 10 developing nations and is aimed at cultural development and political security. The North American Trade Agreement (NAFTA) combined the economies of the United States, Canada and Mexico into one of the world’s largest trading bloc. And, as for the rest of the world with all the important developments, markets and competitors shaping the global environment, India for example with the fast growing economy and huge population has become the world’s second largest online support, software developer and other services. 2.Discuss what integration of the world economy means for individual companies and their managers. Compared with only a few years ago opportunities are greater because the movement toward free trade has opened up many formerly protected national markets. The potential for export and for making direct investment overseas is greater today than ever before. The environment is more complex because today’s manager often has to deal with the challenges of doing business in countries with radically different cultures and coordinating globally dispersed opportunities. The environment is more competitive because in addition to domestic competitors the managers must deal with cost efficient overseas competitors. Companies both large and small now view the world rather than a single country as their market and need to identify the best strategy for competing in a global marketplace. Universal needs exist when the tastes and preferences of consumers in different counties with regard to a product are similar, creating strong pressure for a global strategy. Thus, managers need to make sure that their companies are able to adapt to different needs in different locations not just locally but globally. Irene B. Rosenfeld, the CEO of Kraft and General Foods, understood the importance of globalization and to save the struggling company, aside from its North American market, she also focused on the overseas market. Krafts global expansion strategy targets 10 markets. Also, Kraft will focus on its overseas efforts and research and development for ten best selling brands which accounts for about 40% of Kraft’s international sales and over 60% of its profits.

Earth Day Essay

The subject of Earth Day has been covered intensively by the world press over the past decade. Many an afternoon has been enjoyed by a family, bonding over the discussion of Earth Day. Until recently considered taboo amongst polite society, it is yet to receive proper recognition for laying the foundations of democracy. Often it is seen as both a help and a hinderence to global commercial enterprises, who are yet to grow accustomed to its disombobulating nature. Complex though it is I shall now attempt to provide an exaustive report on Earth Day and its numerous ‘industries’. Social Factors There is cultural and institutional interdependence between members of any community. When Thucictholous said ‘people only know one thing’ [1] he saw clearly into the human heart. Difference among people, race, culture and society is essential on the survival of our world, however Earth Day raises the question ‘why?’ Recent thought on Earth Day has been a real eye-opener for society from young to old. It grows stonger every day. Economic Factors There has been a great deal of discussion in the world of economics, centred on the value of Earth Day. We shall examine the Fish-Out-Of-Water model. Taking special care to highlight the role of Earth Day within the vast framework which this provides. Oil Prices Earth Day What a splendid graph. Obviously oil prices sings a very different tune. Perhaps to coin a phrase Earth Dayeconomics will be the buzz word of the  century Political Factors No man is an island, but what of politics? Comparing the general view of politics held by the poor of the west with those of the east can be like comparing. Consider this, spoken at the tender age of 14 by jazz singer Bonaventure H. Amster ‘Taking a walk across hot coals will inevitably hurt your feet.’ [2] This quotation leads me to suspect that he was not unaccustomed to Earth Day. It speaks volumes. History tells us that Earth Day will always be a vote winner, whether we like it, or not. Why did Earth Day cross the road? – To get to the other side! Just my little joke, but lets hope that Earth Day doesn’t inspire similar hilarity in the next elections. Conclusion To conclude, Earth Day parades along man’s streets and man waves back. It fills a hole, invades where necessary and always chips in.

Prose Criticism of Chuck Palahniuk Invisible Monsters Essay Example

Prose Criticism of Chuck Palahniuk Invisible Monsters Essay Example Prose Criticism of Chuck Palahniuk Invisible Monsters Essay Prose Criticism of Chuck Palahniuk Invisible Monsters Essay Essay Topic: Fight Club Novel Invisible Man Invisible Monsters The purpose of the first few paragraphs of any novel is to set the basic scene, to introduce main characters, and most importantly to make the reader carry on reading! If one starts reading a book and is not gripped by some aspect of the story or characters within the first few pages, many will abandon it in favour of something more engaging. The opening of Invisible Monsters does all of these things and more. It is narrated by one of the main characters, and another two are introduced within the first few paragraphs. Here the narrator tells you quite openly, this is called scene setting: where everybody is, whos alive, whos dead. This sentence in itself prompts one to read on, if only to find out who is dead. In fact, the first paragraph asks a whole hoard of questions in the readers head: who is alive and dead? Who is Evie Cottrell? Who is the narrator? What happened to the rest of Evies wedding dress, and why is she holding a rifle? The style of Invisible Monsters is not that of your every day novel. The story does not run in one straight chronological line, from beginning to end. In fact it is very jumbles and frequently jumps back and forth between past and present. So with the opening of the novel one is left wondering not only what happens next but also what happened before this, how did we get here? This technique is part of what keeps the reader turning the pages not only for the next part of the story but also the last part. Palahniuks style is unique in that, with only a small amount of words he can evoke a whole scene. In the first paragraph there are few adjectives. The wedding reception is big and in a big manor house. The staircase is also big. However, by the use of the language here the reader is able to grasp not only what the scene looks like but also some detail about the narrator and her somewhat limited vocabulary. The whole book is written in the style of a person telling the story verbally rather than writing it down, and the syntax and detail (including that which is omitted) are indicative of this. The piece is a collection of deconstructionist, self-referential stream-of-consciousness asides which affirm the idea of a person telling a story, adding detail as it occurs to them. This bits and pieces exposition builds tension and confusion throughout the book, but especially at the beginning, where information is slowly leaked to the reader. There us a symbiotic relationship between the frenetic style and the wildly unbalanced characters, which fit together perfectly. This allows Palahniuk to breathe more life into his characters than if he had rendered them in a more conventional way. The first character to be mentioned is Evie Cottrell; the scene is set at her wedding reception, and we meet her standing on a staircase, naked inside whats left of her wedding dress, still holding her rifle. The narrator does not seem at all sympathetic to Evie in her description, and in fact there is a certain amount of distaste in the way, further down the page, we are told, You can trace everything about Evie Cottrells look back to some television commercial for an organic shampoo suggesting that Evie is defined more by looks and her outer image than intelligence. The structure of this novel is very fragmented. Paragraphs are short and choppy in some cases only a few words and the non-linear narrative again enforces the superficiality of the characters. The writing is quite plain in its wording and there is little imagistic language (though Brandy is said to be gushing her insides out). The vocabulary is colloquial and varies sometimes using a few simple (some big West Hills wedding reception) and sometimes opting for more descriptive, intelligent words (give me rampant intellectualism as a coping mechanism). The repetition of the word big in the first paragraph is quite telling of the character of the narrator: there are many words that could be used to describe a wedding reception in the West Hills (beautiful, extravagant, luxurious) but all she seems or chooses to note is that it is, simply, big. The lack of descriptive detail here, when later on almost an entire paragraph is devoted to the cut and style of Brandy Alexanders suit is a lso very telling of the characters. The fact Brandy is bleeding g from a bullet wound is mentioned almost as an aside the hole in the suit has caused the single-breasted cut to become asymmetrical. This is where Palahniuk is very clever. He does not come out and say that his characters are vacuous and superficial as such, but the narrators choice of words and actions show us. For example, as Brandy Alexander is laying bleeding to death at our feet, our narrator remarks, my first instinct is maybe its not too late to dab club soda on the blood stain. Earlier in the piece, the narrator has also remarked that Shotgunning anybody in this room would be the moral equivalent of killing a car. Were all such products. A very existential comment in which she places herself in the same category as her two worst enemies and is aware that in a sense she is no better than them. Palahniuk has an interesting and quite original way of conveying his characters feelings. He never seems to write, I feel or she felt and so instead expresses the feelings of his characters in quite abstract ways. So where in Fight Club the narrator exclaimed, I am Joes Enraged, Inflamed sense of Rejection, in Invisible Monsters feelings are conveyed in keeping with the brainless images of the characters as calls from a photographer to his model: Give me malice. This is effective not only in that it allows the reader to see how the narrator feels without resorting to I feel (Which would be rather out of character for these people, but it also likens the whole scene to a photo shoot, making it seem that everyone is acting a part which, of course, they are. It begins the idea that all of these characters are fake and perhaps not what they seem, but rather hiding behind the models faà ¯Ã‚ ¿Ã‚ ½ade of Give me In conclusion, this novel opening is very effective. It introduces the characters and scene is such a way that leaves the reader with numerous questions regarding not only the outcome of the present situation, but also how the situation came about. Who are these people? Why is the house on fire? Why is Evie half burned out of her dress and half way down the stairs with a rifle in her hand? Why did she shoot Brandy? And why is the narrator calmly thinking of dabbing club soda on the bloodstains? It certainly makes the reader want to turn the page to find out just what is going on in this rather twisted world we are being drawn into.

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

Eugenics - Essay Example As quoted in "Regulating Eugenics," Francis Galton—who was actually a cousin of Charles Darwin—first used the term "eugenics" in 1883. Galton described it as: But who is to say which "race" or "strain of blood" is more "suitable" than another? This paper will look at several topics concerning eugenics and what the practice might mean in the present day and future. There is a type of eugenics that is practiced in nature. If a zebra is born with a genetic defect that affects its legs, it will very soon be culled from the herd by predators. It is a fact of nature that the weakest and sickest are, in general, the first to die; it is survival of the fittest. Humans are one predator that flip this equation on its ear. How many hunters hope to bag the smallest, sickliest of deer? No, human hunters tend to go for the "prize," thus removing from the gene pool an animal that has some sort of genetic disposition—a better immune system; greater intelligence to protect it from predators, automobiles, or starvation; stronger bones and muscle and greater strength—that has allowed it to reach an enviable size and age. To protect from overpopulation, at least in deer, hunting is a necessity; however, by culling these "trophies" from the population, hunters are weakening the stock that otherwise would have been strengthened by natural selection. But perhaps humans make up for this toying with the nature of things by taking care of our own. In Greek literature, there is mention of blind prophet. Left on his own, this man would likely die; instead, he is cared for and tended by his peers. Whether or not this person is fictional or historical does not matter, for if this behavior exists in literature, it can be reasoned that it existed in real life as well. Throughout literature and history, there is mention of a person disabled

Bring Tare To Justice Case Study Example | Topics and Well Written Essays - 2000 words

Bring Tare To Justice - Case Study Example In October 2007, a winner of the Nobel Prize for Literature donated her money for a campaign that holds Boney Tare accountable for the Anglo-Mesopotistani War in the criminal and civil courts of England. The Lobby started a campaign with the slogan, 'Bring Tare to Justice'. The lobby has approached for advice on the advantages and disadvantages of suing Boney Tare in Civil Courts for Torts of Trespass against Tare in person and against Misfeasance in Public Office. There are thus two ways that justice could be brought against Tare - that is, against Tare as a person and against Misfeasance in Public Office. The potential claimants at the Lobby who can help sue Tare are Omar, who has been interned by the British Army for the last four years in its Detention Facility in Mespotistan, Ali, who was the victim of torture by two British soldiers who were subsequently court-martialled for their acts. Doris, a UK citizen who has never been to Mespotistan, but who is strongly of the opinion Tare should pay exemplary damages to those he has trespassed against. Fatima, whose husband died in the March 2003 bombing raids. Considering an answer to these questions would be the best method to understand the ways in which any legal proceedings could be brought against Boney Tare both on the basis that he has wronged in person and that there has also been Misfeasance in Public Office. After considering the four potential claimants who can help sue and testify against, it can also be decided as to who would be better suited to testify against Tare. For law dealing with the Trespass against the Person, the first issue is whether the English Courts have jurisdiction over a decision taken in England to commit false imprisonments in Mespotistan. Boney Tare can be sued on the basis of Tort or for committing legal wrong of Trespass and Misfeasance. Tort is a branch of Civil law and although similar to criminal law Tort is a case between private parties so in this case, under Tort a case can be brought up against Tare as an individual and Omar who was at the detention facility in Mespotistan or Ali who was a victim of Torture could bring up the case against Tare. The court might order to pay damages to Ali or Omar or stop the wrongful activity (in this case, the invasion and war in Mespotistan). The bilateral aspect of Tort law allows victims to sue the injurers directly without blaming the state and this provision can allow

International Accounting Perspectives Coursework

International Accounting Perspectives - Coursework Example Being developed after an international consultation, international financial reporting standards are made after a due process. The standards are made through a process that consists of six stages. These includes setting the agenda, planning the project, developing and coming up with the discussion paper, developing and publishing the exposure draft, developing and publishing the standard and after the standard is issued. One of the major features of international financial standard includes fair presentation and complying with IFRS. This implies that all the transactions must be represented in a faithful manner. The income, expenses, liabilities and assets must be represented as outlined by the IFRS framework. The second feature of International Financial Reporting is that it ensures the principle of going on concern. This implies that financial statements must treat a business as a going on concern unless the owners want to cease trading or liquidate the company. Other key features of International Financial Reporting include offsetting, frequency of reporting, accrual basis of accounting, materiality, consistency of presentation and comparative information. One of the major goals of International Financial Reporting Standards is to provide guidance for the preparation of financial statement instead of setting rules that an industry is supposed to follow while it is reporting its financial position. It is worth to note that by use of International Financial Reporting Standards especially by firms operating globally, it is possible to emulate a reporting language that can be easily understood by auditors and investors. With more than 100 countries requiring all the public companies to apply the IFRS, the accounting policies globally will greatly improve by 2015. International Accounting Standards Board (IASB) was formed in March 2001 in United States as a non profit firm. During the establishment of the organization, the purpose was

The Hidden Christians Essay Example for Free

The Hidden Christians Essay The Portuguese Catholic Missionaries introduced Christianity in Japan in the 16th century. After its introduction the religion experienced unprecedented growth for about fifty years when the Tokugawa government under Hideyoshi, issued a decree outlawing the religion in 1614. This was because he was alarmed by the colonization and conversion of Philippines (Japan’s neighbor) by Spain. The edict led to the expulsion of the Christian missionaries from Japan. About 150,000 natives who had converted to Christianity went underground and continued to practice their faith secretly, they are known as the â€Å"Hidden Christians† because of their secretive nature. There followed widespread repression of the Christians who numbered about 750,000. Great repression was witnessed in the southern fringes of Japan where about 6,000 Christians were killed. The repression was to continue for almost 300 hundred years until the arrival of Commodore Perry in 1853 when the persecutions eased. In 1873 Christianity was legalized in Japan. Missionaries returned again in the late 19th century in the southern islands of Japan that are remote to coax about 50,000 of the hidden Christians to come out in the open. After the isolation ended some of the hidden Christians continued to practice the secretive belief that had been handed down to them by their ancestors. There are some of the hidden Christians today in Japan. The belief and practices entail the existence of three persons who are responsible for leading various ceremonies, conducting of baptisms, and helping out in ceremonies including maintaining some level of contact between the members. Four fundamental issues that include Polytheism, Present gain, ancestor worship and ritualism on the other hand characterize the belief system. Today the faith of the hidden Christians is facing one of its greatest challenges. Instead of the persecutors of yester years the faith is facing indifference especially from the young generation who lack the time to learn the ancient chants. Works Cited Ann m. Harrington: Japans Hidden Christians Chicago: Loyola University Press, 1993. P12-14 Miyazaki Kentaro: Hidden Christians in contemporary Nagasaki: Retrieved on 24th April from http://www. uwosh. edu/faculty_staff/earns/miyazaki. html Turnbull,Stephen: The Kakure Kirishitan of Japan. Japan Library. Curzon Press. 1998 12-14 Thelle, Notto R.: Buddhism and Christianity in Japan: From conflict to dialogue: 1854 1899. Honolulu: University of Hawaii Press, 1987 34-35 New York Times Article: Lack of Oppression Hurts Christianity in Japan: Apr. 3, 1997 James Brooke: Once Banned, Christianity Withers in an Old Stronghold: Ikitsuki Journal; December 25, 2003 Retrieved on 24th April from http://query. nytimes. com/gst/fullpage. html? res=9B02EFDC163EF936A15751C1A9659C8B63 www. reuters. com/article/lifestyleMolt/idUST14106220071219: Japans Hidden Christians face extinction: Article dated19 Dec 2007:Retrieved on 24th April 2008

A Look At Islamic Terrorism

A Look At Islamic Terrorism INTRODUCTION There are differing opinions with regards to Islamic terrorism with the most fundamental of them being the role played by religious beliefs to motivate terrorist organizations. Are the beliefs in Islamic teachings the grounds for terrorist actions or do terrorist groups manipulate religious beliefs to justify terrorist acts? There are many scholars who claim that the teachings of Islam inspire terrorist acts. In this article I will not venture to study this aspect and restrict my study to how terrorists are able to manipulate religion to justify their reprehensible acts. I will attempt to find answer to the question, how is Islam being used by terrorist organizations to achieve political ends? SCOPE I will study the subject under the heads given below. (a) Why are the teachings of Islam being misrepresented? (b) How are the teachings of Islam being misrepresented? (c) Jihad and suicide terrorism. (d) My Jammu and Kashmir experience. WHY ARE THE TEACHINGS OF ISLAM BEING MISREPRESENTED? RELIGION : MEANS TO GARNER PUBLIC SUPPORT. Before I deliberate on how teachings of Islam are being distorted by the terrorist groups it would be pertinent to understand the interplay of the goals of these terrorist organizations and Islam. It is important to study terrorist goals because goals shape the strategy and tactics of the groups and study of interplay between goals and religion will give an understanding as to why and how these groups manipulate the teachings of Islam. (a) AL QAEDA. Al Qaedas stated goal is to end American military presence in Middle East and Arabian Peninsula, stop US support for Israel and overthrow infidel regimes. (b) ARMED ISLAMIC GROUP (GIA). GIA is an Algerian group which aims to overthrow the Algerian regime and replace it with Islamic State. (c) EGYPTIAN ISLAMIC JIHAD. Its goals are to overthrow the Egyptian government and to make Egypt an Islamic state and it also has some anti Western and anti US interests. (d) HARKAT-UL-MUJAHIDIN (HUM), JAISH-E-MOHAMMED (JEM), LASHKAR-E-TAYYAIBA (LeT). These are Pakistani groups with declared goal of uniting Kashmir with Islamic Republic of Pakistan. I have listed few of the Islamist terrorist groups operating in various parts of the world to give an idea of the kind of goals that these groups have identified for themselves. Deeper study of Al Qaedas aim will reveal a dream of an Islamic caliphate extending from Europe to South East Asia. Ayatollah Khomeini has a vision of wide Shia crescent of one Iran linking Iraq and Lebanon. The above is indicative of the political ambitions of these terrorist groups and the new world order which they aim to achieve by juxtaposing religion with their stated objectives. In order to achieve their goals terrorist groups need public support and sympathy. In the Muslim world religion has great influence on individual and society at large. The terrorists aim to garner support of this constituency by influencing the thinking in the Muslim world that they are the last bastion of puritanical Islam. They aim to gain support for their political ambitions by manipulating public opinion using the vehicle of religion. They also aim to gain support and sympathy of the Muslim ummah with their promise of regaining the lost glory of the Muslim civilization. Another important issue is that of the links between the terrorist groups. Though some of these groups operate independently, however most of them have developed linkages even if the linkages are of ideology. Because of this, manipulation of the teachings of Islam by one group has impact on other groups, resulting in the way all of them shape their strategy and tactics. Today we see misinterpretation of the teachings of Islam, without exception, by all Islamist terrorist groups. RELIGION: MEANS OF COMMUNICATION. Bruce Hoffman, former Director of the RAND Corporations Washington Office argues that, terrorists message is not necessarily religious, but he is using religion to communicate it. He goes further to say, someone claiming affiliation with an ethnic group cannot expect to get a lot of support beyond the limits of that ethnic group, but those claiming affiliation with a major religion create a much wider potential constituency. Thus terrorist groups try to leverage mosques as communication vehicles where there are captive audiences ready to listen to their views. In the mosques, the terrorists are able to tailor their message to suit their goals, thereby exploiting religion for political purposes. We thus have terrorist groups misrepresenting the teachings of Islam. First, to gain public support for their cause then, use the religion to communicate with the same people to further their cause. HOW ARE THE TEACHINGS OF ISLAM BEING MISREPRESENTED? The opinion of the scholars is divided regarding how Islam is being manipulated by terrorist organizations to achieve political ends. There are scholars on both sides of the divide who have strong views on the subject. Bernard Lewis of Princeton University, USA believes that Islam does not approve of terrorism. He argues that there is no evidence of terrorism in the teachings and traditions of Islam. On the other hand, Osama bin Laden quotes extensively from Quran and interprets verses from the holy book to justify many of his actions. According to Bill Warner, Director of Centre for Study of Political Islam (CSPI), USA, Islamic texts have been made difficult to understand and comprehend. As per his study, about 61% of the contents of Koran are found to speak ill of unbelievers or call for their violent conquest  [1]  and about 75% of Muhammads biography (Sira) consists of Jihad waged on unbelievers  [2]  . However, there are many Muslim scholars who do not agree with his wor k. IDENTIFICATION OF THE ENEMIES. The terrorist groups operating around the world can be divided into two categories, the secular and the groups which draw inspiration from religious teachings. Secular groups have been motivated by secular agendas of Vladimir Lenin, Che Guevara, Mao Zedong and so on; while there are groups who draw inspiration from teachings of people like Muslim Brotherhood theoretician Sayyid Qutb, Palestinian theologian Abdullah Yusuf Azzam, Iranian ayatollah Ruhollah Khomeini. One important difference between the two groups is in the way they identify their enemies. For the secular terrorist groups the enemies are the members of the governmental setup or certain social economic order. For the Islamic terrorists it has much wider connotation. Different terrorist groups have different ways and means to identify their enemies. For example Sayyid Qutb, who is considered to have influenced the ideology of many terrorist groups including Al Qaeda says, the way to bring ab out freedom to Muslims is to fight, jahiliyyah or pre Islamic ignorance is through preaching and through physical power and jihad against organization and authority of jahil system  [3]  . These kinds of beliefs are open to interpretation and to followers of Sayyid Qutb they have justification of his understanding of Islamic teachings to enforce their belief even by the use of force. This leaves room for distortion of Islamic teachings. We have seen that on many instances ideologues of terrorist groups have come out with their interpretation of religious scriptures to suit organisational political agendas. The way terrorist groups identify their enemies has to be seen in the light of the stated goals. My understanding is that though the terrorist groups have a loose alliance but they aim to establish a Pan Islamic Caliphate. To achieve their ambitions the terrorist groups are trying to ensure that not only individuals but the states and the administrative machinery of the jahil system are brought to submission to their understanding of Islam. Today Islamic Terrorism is a worldwide phenomenon. How are these groups able to justify their terrorist acts to the teachings of Islam even when their acts cause casualties to innocent civilians including Muslims? JUSTIFICATION FOR KILLING OF CIVILIANS. Quran and the teachings of Islam have laid down code of conduct regarding the laws of war and the definition of combatants and non-combatants. Off late, certain terrorist groups have broadened the definition of combatants to include all civilians living in infidel lands. The ideologues of the terrorist groups have proposed their interpretations of laws of war whereby such civilians are being perceived in the same way as soldiers fighting on the battlefield. Such a position endangers the lives of innocent civilians including women and children and denies them the protection under Islam from a religious perspective. On 28 June 2002, 28 scholars from the Al-Azhar Institute in Egypt determined that in conducting jihad there is no need to make any distinction between soldiers and civilians. In April 2002, Sheikh Hamed al-Ali, a lecturer on Islamic culture in Kuwait and one of the leaders of the radical Salafi stream, clarified in a religious ruling the circumstances in which it is permitted to kill civilians in the cause of jihad without violating the Prophet Muhammads command prohibiting the murder of women and children.  [4]  It is not as if there are no counter arguments from respectable scholars to such edicts, but the terrorist groups seem to ignore everything that can thwart the fulfilment of their aims. JUSTIFICATION FOR KILLING MUSLIMS. In the world today, there are many Muslim majority countries affected by terrorism. In fact, a large percentage of casualties due to terrorist actions are Muslims. Certainly Islam does not preach Muslims should kill Muslims to advance the cause of the religion. So how do these terrorists justify the killing of Muslims? It would be worthwhile to make a comparison between the targets and modus operandi of secular terrorists and Islamic terrorists. The IRA in the 1990s issued warnings, disrupted public transport system and bombed downtown areas on Sunday mornings. This is in contrast to Al Qaeda which bombed the World Trade Centre towers, carries out bombings in crowded market places, suicide bombings in mosques knowing quite well there will be sizable Muslim population. Bin Laden and the likes of him are making distinction between good and bad Muslims and misinterpret the teachings of the religion. The secular terrorist groups may still have some disinclination to cause casualty to members of their own racial or ethnic groups but some of the religious oriented terrorist groups do not show any such compunction. Anybody who opposes the political ambitions of these groups is their enemy, including Muslims. One of Sayyid Qutbs idea identifies who is a true Muslim and who is not, thereby making many of th em as apostates and giving jihadists a legal loophole around the prohibition of killing another Muslim, and also making it a religious obligation to execute the self-professed Muslim. These alleged apostates also include leaders of Muslim countries, since they have failed to enforce Sharia law.  [5]   JIHAD AND SUICIDE TERRORISM I will now attempt to study how Islamist terrorist organizations are furthering their cause through misrepresenting the concept of Jihad and through suicide terrorism. JIHAD. Jihad in Arabic is a noun meaning struggle and in its common usage means, striving in the way of Allah. Muslims use the word Jihad to describe three different kinds of struggle. (a) A believers internal struggle to live out the Muslim faith as well as possible. (b) The struggle to build a good Muslim society. (c) Holy war; the struggle to defend Islam with force, if necessary  [6]  . This is how Prophet Mohammed probably wished Jihad to be. How did Saddam Hussain interpret Jihad? Just before the Gulf War Saddam had threatened the United States with Jihad. Daniel Pipes in his article in the New York Post of 31 Dec 2002 says it was, Saddams call for legal, compulsory, communal effort to expand the territories ruled by Muslims at the expense of territories ruled by non Muslim. This may be one extreme view but certainly there was no religious obligation for Muslims to answer his call. Saddam probably wished to play on the religious sentiments of the Muslims to perpetuate his regime against an imminent attack. Many of the terrorist groups perpetrate violence in the name of Jihad and many a times even without enunciating demands. There are numerous cases all over the world of bombs going off in market places and on trains which have puzzled authorities about the motives of these acts. There can be no religious justification for these acts. These acts are possibly committed due to terrorists personal grievances, cultural reasons or to change the existing political order. Many scholars of Islamic history argue that the concept of Jihad is dynamic and has been constantly evolving. This has led to the modern day Jihadists to distort the original concept to help them achieve their aims including political aims. Kaisa Schreck, editor of the International Relations and Security Network (ISN) is of the view that, perceived decline of Islamic culture and power, coupled with oppression by secular dictators, gave rise to radical Islamist agenda in Sayyid Qutb which is centered on the concept of violen t Jihad. The original concept of Jihad as enunciated by Prophet was distorted by the likes of Qutb who preached, human society had become tainted by a pre Islamic barbarism. Muslims who did not see this reality were ignorant non believers and therefore legitimate targets in a holy battle. Modern day Jihad got a fillip in the 1980s when thousands of Jihadists were factory produced by the CIA and the ISI in madrassas of Pakistan using the Saudi money. The Islamist guerrillas initially fought the Soviet army and today they fight everywhere from Philippines to Kashmir to Iraq and the United States. Theological credentials of the product of these madrassas, run under the patronage of either the intelligence agencies or by groups having politico religious ambitions, has never been a source of debate. The products of these madrassas are mercenaries who are fighting for political order in the name of Jihad and religion. SUICIDE TERRORISM. Study of suicide terrorism has thrown up conflicting results. There is a school of thought for whom suicide terrorism has been sanctified by the Quranic verses and the Sunnah while for the other group, religious teachings have a minor role in suicide attacks carried out by Islamic terrorists. It is actually a means to achieve political aims. The studies carried out on the subject have thrown up interesting results with regards to education level, background and principle motivation for undertaking such attacks. According to Charles A Kimball, Department of Religion, Wake Forest University, USA there is only one verse in the Quran that contains a phrase related to suicide, verse 4:29 of the Quran. It reads, O you who believe! Do not consume your wealth in the wrong way rather through trade mutually agreed to and do not kill yourself. Surely God is merciful towards you. Islam strictly prohibits suicide and murders. However, Al Qaeda, Hamas and some other terrorist organizations give religious sanctity to such acts. For many of the suicide terrorists Sura 9 Ultimatum, Verse 111 from the Quran preaches the followers of the religion to undertake this venture. For these groups there is sufficient justification in the Quran which assures a place in paradise if a person dies advancing the cause of Islam. But the moot question is, are the terrorist groups advancing the cause of Islam or some politico religious agenda? The other school of thought believes that there are multifarious reasons, other than religious, which motivates people to carry out suicide missions. For them there are Muslim youths in the West who feel a sense of discrimination and alienation because of cultural differences. Some of the Muslims are outraged by what they feel as injustice being meted out to Muslims in Iraq, Afghanistan and Palestine. For others it is financial factor which is the cause of recruitment and still for others it could be revenge, ideology, tribal loyalties or the indoctrination carried out in the madrassas. According to Professor Dipak Gupta, San Diego State University the driving force behind terrorist actions tends to be the desire to be an important member of the group. So is suicide terrorism a case of leader inculcating a sense of achievement in the terrorists and justifying the act in the name of Islam? Fahana Ali, international policy analyst at the RAND Corporation says for, women jihadist collec tive identity is more important than the individual identity, and its members are willing to do anything for a charismatic leader. Other reasons for these women to undertake terrorist activities could be revenge for lost husband or a close relative, gain respect of the other members of the group and in the society. From the above it is clear that the reasons for undertaking suicide terrorism are many. However, as seen earlier in the article terrorist groups try to misinterpret religion to garner support of the Muslim world for their acts and also recruit suicide terrorists. Cloak of religiosity is provided to communicate with gullible section of the Muslim community and earn their support for their actions. RELIGIOUS INSPIRATION Vs STRATEGIC CONSIDERATIONS During the course of my study I did come across arguments forwarded by many scholars who felt emphasizing strategic and political considerations for terrorist acts by Islamist groups and downplaying religious inspiration for terrorism was dangerous and inaccurate. Results of many studies on the subject have concluded that Islamic terrorist groups undertake terrorist acts for strategic and political considerations. Some of these studies suggest that politics and grievances (of Muslim community) are the cause of violence and religious rhetoric. It is also important to study reverse relationship that is, the possibility of religious teachings shaping political views. Prudence demands we should not be dismissive of such an idea; however, the role of Islamic teachings in motivating terrorists organizations is a subject itself and is beyond the scope of the article. MY JAMMU AND KASHMIR (JK) EXPERIENCE In my over 20 years of commissioned service I have been posted to JK on five occasions, of that four times for counter terrorist operations. There were certain issues which stood in the face way back in 1993 and my views got reinforced over the years in my many interactions with terrorists, surrendered and apprehended, their sympathizers and the common man. Many of the terrorists and over ground workers I came across were non practicing and neither were their families very religious. These terrorists took on the faà §ade of religiosity once they were indoctrinated or forced to join the terrorist groups. In my interactions with them I got a sense of what they passed on as religious knowledge was superficial understanding of Quran, other religious scriptures and practices. When some of them would quote scriptures they would display ignorance of real knowledge and the context for what they were saying. The above strengthened my belief that these individuals became radical because of la ck of knowledge of Islam rather than being knowledgeable about it. My understanding of terrorist groups, at least of the lower rung, is that the groups do not have any kind of ideology even political. Religion is being manipulated to fill that void artificially. The common man in JK is politically discerning and awake to the ground realities of the sub continent. The terrorist groups are also alive to this aspect and are also aware that their demands are inadequate to attract wide following; therefore it is a deliberate attempt on their part to shroud their political demands in the cloak of religiosity. Another striking aspect of this story is the reason why individuals get motivated for the terrorists cause. In JK, in many of the cases it has been social cause besides friendship, kinship, camaraderie, sense of adventure, easy money which has been a motivating factor rather than religious ideology and this is consistent with my arguments in the article. My interaction with some of the foreign terrorists also threw up similar interesting facets of terrorists training including ideological training. These terrorists were indoctrinated with hate speeches, trained to cause destructions and to cause murder, but even they could not advance any convincing theological rationale for their acts. Perhaps their trainers are aware that ordinary Jihadists in Pakistan are also not well versed with the indepth understanding of Islamic teachings, hence the indoctrination of the terrorists by their handlers in Pakistan is intensely political. They play on the psyche of Muslims who are concerned with the plight of their Kashmiri brothers. They have been indoctrinated on the theme of humiliation and suffering of the Muslims at the hands of Hindus. For them Muslims are being oppressed and humiliated by non Muslims and the only way to defend the honor is through Jihad ensuring liberation of Kashmir and its merger with Pakistan. This heady concoction of f ight for honor and political ambition offered on religious mantle is most effective. CONCLUSION The issue of Islamic terrorism has religious overtone but religion is not everything about Islamic terrorism. Islam does have a history of violence associated with it since its early days but then so do many other religions in the world. The aggression of the Islamist terrorist groups that we see today does emanate in portions from misinterpreting the teachings of Islam and in part is the outcome of political ideas, hence it has to be defeated through teaching correct religious practices and by political tools. The strategy being followed by Government of India in JK viz political activism, winning hearts and minds of the people and military action against the terrorists coupled with keeping communication channels even with dissidents open is part of the approach to the problem of religious terrorism. A concerted effort has to be made to expose terrorist groups of the manner in which they misrepresent Islam. More important aspect is to make citizens of the country in general and Musl ims in particular aware of the true religious practices and teachings of Islam.

Divorce in Todays Society Essay -- Marriage Family History Essays Pape

Divorce in Todays Society The Impact of Non-Traditional Families in the Twenty-First Century The image of the American family looks and functions very differently than families of the past few decades. Men and women raised in the 1950’s and 1960’s when programs such as â€Å"Ozzie and Harriet† and â€Å"Father Knows Best† epitomized the average family, are likely to find themselves in situations that have changed dramatically. Research claims that many family structures are common: single-parent families, remarried couples, unmarried couples, step families, foster families, multi-generational families, extended families, and the doubling up of two families within the same home. Marriage, divorce, and patterns of childbirth are some of the factors that have contributed to these significant changes in families. With these changes comes the possibility of remarriage and the creation of new families which bring together parents and children without blood ties. These are called â€Å"blended families† and are more prevalent today than thirty yea rs ago because divorce rates are rising and remarriages are much more common (Mahoney 40). These issues are the major factors that have had an impact on the structure of the American family. Significant changes are occurring in marriage patterns in the United States. Individuals are postponing marriage until later in life and more people are choosing not to get married. Current statistics indicate that the marriage rate between 1970 and 1990 fell almost thirty percent (Ahlburg and DeVita 24). Compared with the 1960’s marriages have a shorter average duration. A smaller portion of a person’s life is actually spent in marriage, despite gains in life expectancy. In their research, Dennis Ahlburg and Carol DeVita describe an explanation for these facts: While these facts often lead to speculation that the institution of marriage is crumbling, the number of marriages that occurred throughout the 1980’s was at an all time high. Roughly 2.4 million marriages were perfo rmed each year during the past decade. A careful look at marriage trends reveals how marriage patterns are creating new lifestyles and expectations. (21) Another issue which reflects a change of the American family is the trend of divorce. While 2.4 million marriages occurred in 1990, 1.2 million divorces occurred during that same year (Andrew 51). The trend of divorce i... ...aunched a new line of cards devoted entirely to non-traditional families. The cards never use the word â€Å"step† but most of the â€Å"Ties That Bind† cards are clearly aimed at people that have come together by remarriage. All are aimed at the vast and growing group of people who don’t identify with the old definitions of family, and who are finding ways to make their new families work. Bibliography Ahlburg, Dennis and Carol J. DeVita. â€Å"New Realities of the American Family.† Population Bulletin. Aug. 1992: 20-28. SIRS. Family, 4, 96. Andrews, Jan. Divorce and the American Family. New York: Library of Congress Catalog, 1978. Boyd, Monica and Doug Norris. â€Å"Leaving the Nest? The Impact of Family Structure.† Canadian Social Trends. 15 Oct. 1995: 14-17. SIRS. Family, 5, 58. Feifer, George. Divorce: An Oral Portrait. New York: The New Press, 1995. Herbert, Wray. â€Å"When Strangers Become Family.† U.S. News and World Report 29 Nov. 1999: 59-67. Mahoney, Rhona. â€Å"Divorce, Non-traditional Families and Its Consequences For Children.† Leland Stanford. mahoney@leland.stanford.edu. 20 Nov. 1997: 40-42. Stewart, Gail B. Teens and Divorce. San Diego: Lucent Books Inc., 2000.

B1 Exam Paper

Edexcel GCSE Biology/Science Unit B1: Influences on Life Foundation Tier Tuesday 15 May 2012 – Morning Time: 1 hour You must have: Calculator, ruler Paper Reference 5BI1F/01 Total Marks Instructions Use black ink or ball-point pen. Fill in the boxes at the top of this page with your name, centre number and candidate number. Answer all questions. Answer the questions in the spaces provided – there may be more space than you need. Information The total mark for this paper is 60. The marks for each question are shown in brackets – use this as a guide as to how much time to spend on each question.Questions labelled with an asterisk (*) are ones where the quality of your written communication will be assessed – you should take particular care with your spelling, punctuation and grammar, as well as the clarity of expression, on these questions. Advice Read each question carefully before you start to answer it. Keep an eye on the time. Try to answer every questio n. Check your answers if you have time at the end. Turn over P40238A  ©2012 Pearson Education Ltd. 1/1/1/1/1/ *P40238A0120* BLANK PAGE 2 *P40238A0220* Answer ALL questions. Some questions must be answered with a cross in a box .If you change your mind about an answer, put a line through the box and then mark your new answer with a cross . Classification 1 (a) Camels belong to the phylum Chordata. The drawing shows a dromedary camel that has the binomial name Camelus dromedaries. (i) Complete the sentence by putting a cross ( ) in the box next to your answer. The second part of the binomial name, dromedaries, refers to the (1) A class B genus C order D species (ii) State one feature that all members of the phylum Chordata have in common. (1) . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . â⠂¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . *P40238A0320* 3 Turn ov er (iii) Members of the phylum Chordata can be further classified by how they regulate their body temperature. Reptiles are poikilothermic and mammals are homeothermic. Explain how reptiles and mammals regulate their body temperature. (2) . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . (b) Scientists classify organisms into five different kingdoms.Draw one straight line from each description to its correct kingdom. (2) description kingdom Animalia unicellular with nucleus present Plantae Fungi Protoctista multicellular and photosynthetic Prokaryotes 4 *P40238A0420* (c) Viruses are not classified into a ny of the five kingdoms. Suggest reasons for this. (2) . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . (Total for Question 1 = 8 marks) P40238A0520* 5 Turn over Reaction times 2 (a) The reaction times of some athletes were measured at the Beijing Olympics in the final of the 100 metres sprint. athlete reaction time / s overall race time / s Bolt: Usain 0. 165 9. 69 Burns: Marc 0. 145 10. 01 Dix: Walter 0. 133 9. 91 Frater: Michael 0. 147 9. 97 Martina: Churandy 0. 169 9. 93 Patton: Darvis 0. 142 10. 03 Powell: Asafa 0. 134 9. 95 Thompson: Richard 0. 133 9. 89 (i) Complete the sentence by putting a cross ( ) in the box next to your answer. The athlete with the slowest reaction time is (1) A Bolt: Usain B Martina: Churandy C Patton: DarvisD Thompson: Richard (ii) Name the athlete who finished the 100 metres sprint in the fastest time. (1) . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . 6 *P40238A0620* (iii) Calculate the difference between the overall race time of the fastest athlete and slowest athlete. 2) answer = . †¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. s (b) The athlete starts to run when a gun is fired. (i) State the athlete’s sense organ that detects this stimulus. (1) . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . ii) Describe the nerve pathway a nerve impulse will take from where it is received to where it will cause a response to take place. (3 ) . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . (Total for Question 2 = 8 marks) *P40238A0720* Turn over Mistletoe plants 3 The photograph shows a mistletoe plant growing on a tree. The mistletoe plant uses nutrients from the tree. This can cause the tree to die. (a) (i) Complete the sentence by putting a cross ( ) in the box next to your answer. The relationship between the mistletoe pla nt and the tree is an example of (1) A mutualism B parasitism C phototropism D symbiosis (ii) The mistletoe plant also gains energy from sunlight to produce glucose. State the name of this process. (1) . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . (b) The mistletoe plant produces fruit that contains seeds. The Mistle Thrush is a bird that spreads these mistletoe seeds to other trees. (i) Suggest how the Mistle Thrush spreads the mist letoe seeds to other trees. (2) . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ .. . . . . . . . . . . . . . . . . . . . . 8 *P40238A0820* (ii) Sparrowhawks are birds that are predators of the Mistle Thrush. The diagram shows the energy values in the food chain for these organisms. mistletoe plant 1000 J Mistle Thrush Sparrowhawk 200 J 20 J Calculate the percentage of energy that was passed from the mistletoe plant to the Mistle Thrush. (2) answer = . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. % (iii) Draw a pyramid of energy for this food chain. 2) (iv) Suggest two ways in that energy is lost from this food chain. (2) 1 . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . 2 . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . (Total for Question 3 = 10 marks) *P40238A0920* 9 Turn over Homeostasis 4 If a person is to survive, the internal environment of their body must be controlled. (a) The volume of water in the blood can be controlled. This is called osmoregulation.The table shows the volume of urine produced by six different people on a hot day and on a cold day. person volume of urine produced / cm3 hot day cold day 1 430 890 2 350 1060 3 270 930 4 560 1280 5 400 680 6 390 1160 mean 1000 (i) Calculate the mean volume of ur ine produced on the hot day. (1) answer = . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. cm3 (ii) State the difference between the mean volume of urine produced on the hot day and the mean volume of urine produced on the cold day. (1) . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . 10 *P40238A01020* (iii) Explain why, on a hot day, less water is lost from the body as urine. (2) . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . (b) The glucose content of human blood also needs to be controlled. After a meal, high in carbohydrates, the glucose content of the blood will rise. i) Complete the sentence by putting a cross ( ) in the box next to your answer. The hormone that lowers the glucose content of the blood is (1) A auxin B glycogen C insulin D pancreas (ii) Explain how the glucose content of the blood can be decreased by this hormone. (2) . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . *P40238A01120* 11 Turn over (iii) People with Type 1 diabe tes cannot produce the hormone needed to ontrol the glucose content of the blood. Explain how a Type 1 diabetic can control the glucose content of the blood. (3) . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . Total for Question 4 = 10 marks) 12 *P40238A01220* Sickle cell disease 5 (a) The diagram shows a chromosome. (i) Use words from the box to complete the sentences. (2) alleles DNA gene ph enotype genotypes Chromosomes have sections which code for specific characteristics. Each characteristic is coded for by a . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . These exist in alternative forms called . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . (ii) Complete the sentence by putting a cross ( ) in the box next to your answer.In a human body cell, chromosomes are found in the (1) A cell membrane B cytoplasm C DNA D nucleus *P40238A01320* 13 Turn over (b) Sickle cell disease is a genetic disorder that affects human red blood cells. Individuals with sickle cell disease have the genotype dd. (i) Draw one straight line from the genotype to the correct description. (1) genotype description homozygous recessive homozygous dom inant dd heterozygous carrier (ii) Describe the symptoms of sickle cell disease. (2) . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . 14 *P40238A01420* *(iii) A father with the genotype DD and a mother with the genotype dd for sickle cell disease had a number of children. Explain why none of their children will have sickle cell disease. Use a Punnett square or genetic diagram to help your explanation. (6) . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. . . . . . . . . . . . . . . . . . . . .