Solutions - Math Sl - Nov. 2010 P1 - 3931 Words

N10/5/MATME/SP1/ENG/TZ0/XX/M MARKSCHEME November 2010 MATHEMATICS Standard Level Paper 1 18 pages –2– N10/5/MATME/SP1/ENG/TZ0/XX/M This markscheme is confidential and for the exclusive use of examiners in this examination session. It is the property of the International Baccalaureate and must not be reproduced or distributed to any other person without the authorization of IB Cardiff. –3– N10/5/MATME/SP1/ENG/TZ0/XX/M Instructions to Examiners Abbreviations M (M) A (A) R N AG Marks awarded for attempting to use a correct Method; working must be seen. Marks awarded for Method; may be implied by correct subsequent working. Marks awarded for an Answer or for Accuracy; often dependent on preceding M marks.†¦show more content†¦(Example 2) Must be seen marks appear without brackets e.g. M1. ï‚ · Must be seen marks can only be awarded if appropriate work is seen. ï‚ · If a must be seen mark is not awarded because work is missing (as opposed to M0 or A0 for incorrect work) all subsequent marks may be awarded if appropriate. 5 Follow through marks (only applied after an error is made) Follow through (FT) marks are awarded where an incorrect answer from one part of a question is used correctly in subsequent part(s) or subpart(s). Usually, to award FT marks, there must be working present and not just a final answer based on an incorrect answer to a previous part. However, if the only marks aw arded in a subpart are for the answer (i.e. there is no working expected), then FT marks should be awarded if appropriate. ï‚ · Within a question part, once an error is made, no further A marks can be awarded for work which uses the error, but M marks may be awarded if appropriate. (However, as noted above, if an A mark is not awarded because work is missing, all subsequent marks may be awarded if appropriate.) ï‚ · If the question becomes much simpler because of an error then use discretion to award fewer FT marks. ï‚ · If the error leads to an inappropriate value (e.g. probability greater than 1, use of r ï€ ¾ 1 for the sum of an infinite GP, sin ï  ± ï€ ½ 1.5 , non integer value where integer required), do not award the mark(s) for the final answer(s).

The Decay Of The American Dream - 816 Words

The Decay of the American Dream The novel, â€Å"The Great Gatsby†, by F. Scott Fitzgerald, features the decay of the American dream during the 1920s. It is a critique of human actions and hypocrisy, with the main character being Jay Gatsby, a rich man who pines for his lost love Daisy. During the 1920s, America suffered the great stock market crash, which led to the nation’s despair. Fitzgerald mirrors this event through Gatsby’s great loss. At that time, America was full of distinct social classes and traditions. Fitzgerald portrays this through distinguishing the characters by their wealth, where they live, and where they work. Fitzgerald presents in the novel two different cities with a diverse variety of wealthy people. East Egg possesses the â€Å"old money† type of people, who are the original high class. Conversely, the inhabitants of West Egg are the â€Å"Nouveau riche†, wealthy but have only become rich recently. Inhabitants of West Egg live there because they are not rich enough to live in East Egg. The novel unfolds through the eyes of Nick Carraway, the novel’s narrator, who came from a noble family. Nick said, â€Å"My family has been prominent, well-to-do people in this Middle Western city for three generations. The Caraways are something of a clan, and we have a tradition that we’re descended from the Dukes of Buccleuch† (Fitzgerald, 2). He seems to be a very genuine character. He tries to revive Gatsby’s and Daisy’s love, and he becomes a true friend of Jay Gatsby.Show MoreRelatedThe Decay of American Dream in The Great Gatsby1289 Words   |  6 PagesThe Decay of American Dream in The Great Gatsby The American Dream is a worldwide known idiom and it emphasizes an ideal of a successful and happy lifestyle which is oftentimes symbolized by the phrase â€Å"from rags-to-riches†. It originated out of the ideal of equality, freedom and opportunity that is held to every American. In the last couple of decades the main idea of the American Dream has shifted to becoming a dream in which materialistic values are of a higher importance and status. TheRead MoreThe Great Gatsby By F. Scott Fitzgerald1443 Words   |  6 PagesThe American Dream has run out of gas. The car has stopped. It no longer supplies the world with its images, its dreams, its fantasies. No more. It s over. It supplies the world with its nightmares now - J. G. Ballard In the classic American novel, â€Å"The Great Gatsby,† the author, F. Scott Fitzgerald exposes the harsh realities of the American Dream and its effect on society during a chaotic time in our nation’s history. This tragic but beautiful story takes place during The Jazz Age, just afterRead MoreThe Great Gatsby By F. Scott Fitzgerald992 Words   |  4 Pagesin this a time of boundaryless death, and urban decimation. The Great Gatsby is modeled towards the death of the American dream during the 1920’s. Based on the happening of the 1920’s, this model is certainly reasonable. F. Scott Fitzgerald and The Great Gatsby use the motifs of materialism, carelessness, and decay seen in the 1920’s in order to show a decimation of the American Dream, and the human race. Throughout The Great Gatsby it is very easy to recognize how the time period affected theRead MoreSymbolism And Symbolism Of The Great Gatsby By F. Scott Fitzgerald993 Words   |  4 Pagestragic tale of the corruption and decay of the American dream in the 20s. Three powerful symbols employed by Fitzgerald in The Great Gatsby area green-light, the valley ashes and the eyes of Doctor T.J. Eckleburg to represent dreams and their unattainability, moral decay and decay of life, and the eyes of god watching us. The green-light is a light at the end of Daisy Buchanan’s dock, the woman Gatsby loves and yearns for and is a symbol for unattainable dreams. Jay Gatsby is a wealthy eccentricRead MoreThe Great Gatsby By F. Scott Fitzgerald1318 Words   |  6 Pagesas his dreams, for the future. Because many people strive to become rich in The Great Gatsby, the result is moral and social decay. The valley of ashes represents social and moral decay, and it also represents the predicament of poor because the poor live in the filthy ashes and lose their passion as a result from living in the ashes. Lastly, I believe the eyes of Doctor T.J. Eckleburg, which are a pair of eyes painted on a billboard over the valley of ashes, represent God judging American societyRead MoreWhat Techniques Does Fitzgerald Use to Convey the Main Themes in the Great Gatsby1638 Words   |  7 PagesThe Great Gatsby â€Å"What techniques does Fitzgerald use to convey the central ideas of The Great Gatsby?† The Great Gatsby by F. Scott Fitzgerald is primarily a social commentary on the state of American society during the post-war period of unprecedented affluence and prosperity. Fitzgerald depicts 1920’s America as an age of decline in traditional social and moral values; primarily evidenced by the cynicism, greed and the relentless yet empty pursuit of prosperity and pleasure that various charactersRead MoreF. Scott Fitzgerald s The Great Gatsby1408 Words   |  6 PagesMaxim Sivolella The Great Gatsby Essay Symbolism In The Great Gatsby The Great Gatsby written in 1925 by American author F. Scott Fitzgerald follows a young man named Nick Carraway who has just moved to Long Island, New York. As the narrator of the novel, Nick recounts the summer he spent there in 1922 and the events that took place, especially his encounter with the young, rich, mysterious and extravagant Jay Gatsby. As Nick spends more time with Gatsby he learns that Gatsby has a romanticallyRead MoreWhat Is The Valley Of Ashes In The Great Gatsby1311 Words   |  6 Pagesof the characters. The Great Gatsby has an abundance of symbols throughout the entire text, including the Valley of Ashes representing the moral and social decay of society in the 1920s, the green light symbolizing Gatsby s desire to have Daisy as well as the eyes of Dr. T.J. Eckleberg representing God piercing down upon and judging the American society of this era. One reoccurring symbol in the The Great Gatsby was the Valley of Ashes, a dull, lifeless and dark place for dumping all the ashRead MoreThe Decay of a Dream in F. Scott Fitzgerald’s The Great Gatsby1582 Words   |  7 PagesThe Decay of a Dream in The Great Gatsby      Ã‚   The central theme of The Great Gatsby is the decay of the American Dream. Through his incisive analysis   and condemnation   of 1920s high society, Fitzgerald (in the person of the novel ¹s narrator, Nick Carraway) argues that the American Dream no longer signifies the noble pursuit of progress; instead, it has become grossly materialistic and corrupt. Fitzgerald ¹s novel is structured as an allegory (a story that conceals another story): the terribleRead MoreThe American Dream is a recurrent theme in American literature, dating back to some of the earliest600 Words   |  3 PagesThe American Dream is a recurrent theme in American literature, dating back to some of the earliest colonial writings. Benjamin Franklin, who is considered to be the epitome of the self-made man once said, â€Å"The Constitution only guarantees the American people the right to pursue happiness. You have to catch it yourself† (Franklin). Furthermore it is the belief that every man, w hatever his origins, may pursue and attain his chosen goals; whether they be political, financial or social. However, the

Perspectives On Play From Birth And Beyond -Myassignmenthelp.Com

Question: Discuss About The Perspectives On Play From Birth And Beyond? Answer: Introducation This report is focused on the child for my case named Evangelina. The purpose and objective of this report is to gain complete analysis of the psychological functioning of the child Evangelina and the experiences of the child which are resulted. The report will facilitate the provision of the five recommendations which are related to the learning, development and play of the child(Fleer, 2016). Kids' encounters with peers by and large and their encounters inside stable associate gatherings were identified with singular contrasts in social capability with peers. Encounters with peers yet not with kin were related with expanded social capability with peers. Kids' dyadic companionship connections had a tendency to be kept up. Youngsters who remained in the companion gathering yet lost a huge extent of their companions on the grounds that their companions moved away demonstrated decreases in their recurrence of skilled social conduct with peers amid the ensuing year. This case study emphasis the child named Evangelina and her development of peer interaction in group play. This report benevolence my observations of Evangelina and her developing peer interaction in group play. This involved observing Angelina play while in a group of other students as well as the educator. Through observation, more information about Angelina especially on her peer interaction while she was involved in group play was easily gained. Observation is an important mtheod of gathering information about Angelina because it provided first-hand information that could be used in analysing how he acted and behaved while in the group play. This case study is quite important because it helps in not only getting a complete picture about Evangelina but it also helps in ascertaining clear perspectives about the psychological functioning as well as the experiences which led to the observation of the child. Observation of Evangelina is also quite essential because it will help me to apply viable recommendations that specifically apply to the child I was observing and in this case Evengelina. The selected topic for my case study is regarding theorising play. Theorizing play, according to Marilyn Fleer, refers to the concept of pedagogy along with the play in the early childhood in regards to the social interaction which has an integral part and role in the development of cognitive abilities. Development of cognitive abilities includes skills like proper use of language, proper decision making skills, problem solving capacity and skills to have effective thinking(Kultti Samuelsson, 2017). The objective of the selected topic in the context of focus on the child in my case study is that sheis foundto assistEvangelina in developing her skillsfor social development. Evangelina is 2 years and 8 months old. She is an Australian born Russian girl. Her mother came forRussia and father form Greek. She lives with her parents and speaks English very well. She is very confident and solitary play child. She has two step brothers but she meets with him sometime. She is only one child at home and doesnt have much social interaction with her cousins and siblings. Her mother is concerns about her behaviour, social development skills.Evangelina is the only child to stay at her home which cuts off any kind of opportunity to be with any of her siblings or cousins. This further restricts her interaction on the social front which could lead to the psychological development. It was further observed that her mother is also very much concerned regarding her psychological condition.The objective of the report is also focussed around having effective conversationswith the educators of the child in my case study anddevise ways in which the cognitive behaviour of thechi ld can be improved(LiljaBaaz, 2016). As Evangelina is foundto prefer to stay in isolation and not engage in having social interactionsand make friends, it is very much clear thatshe will not be undergoing any development in any of her career and social life in future of the condition is not correctedor given attention to at this tender age where it is in theinitial stage and corrective phase. Analysis of data and discussion: In the Toddler room of my working experience with different children and different educators, I have gained lots of knowledge and experience on how best to handle children and ensure that positive aspects are achieved out of their play with others and even when they are alone. I discussed about Evangelina with her different educators, how we can improve her social developmental skills. I therefore had to inquire form the educators the different strengths and interests that Evangelina had as she played with her colleagues so that we can develop good mechanisms that will play a crucial role in helping her have enhanced social development skills. As an educator I have to devise ways in which I can approach her for askingEvangelinaor providing her with the choices that she wouldwant us to follow. I have to go follow the principles of respectful, secure and reciprocal relationship while making or allowing any kind of approach for helping Evangelina develop her cognitive abilities(Stirrup, Evans Davies, 2017). Further, the other staff members alongwithme facilitate Evangelina getting involved with them in thechoicesof games and other creative activities which is preferred byEvangelina. She rarely happens to agree with thechoice of play of the educators which is very much respected and accepted by the educators.Evangelina would not get interested, rather setback andresist getting involved with otherchildren of her age and go out any play with group of kids of her age. Hence, she is made to play with her educators initially (LiljaBaaz, 2016). Analysis of 5 observations Observation enables us to see the development in children, what they are learning and what sustains their involvement (Hawkins in Jones, Evans Renken, 2001). There are different forms of observations. For the case study, I have chosen two different types of observations. The Running record, Anecdote and Running record focuses on one child and it records as what the child does and says as it happens. Anecdote records are written after the event. (Arthur, Beecher, Death, Docket and Farmer et al., 2005 Evangelinas plays as observed was prejudiced by Failure to understand the importance of water to living organisms was a great prejudice forEvangelina as evidenced in her questions to the educators. This implied that she with her colleagues did not understand in the first place as to why they were watering the water hence the input of her educators to explain as to why water was indeed essential for not only themselves but also to other living organisms as well. According to theobservationsthat were done by me in theplay classes, firstobservation was more so regarding Evangelinas behaviour whileplayingwith groups of children of her age.It was observed that whileplaying a fun game which was created by putting the chairs togetherand pretending like being on a car, Evangelina was sitting on the last seat and was pretending to put her seat belt in. On hearing the educator asking another child if she was at thebus stop, Evangelinawas found to drag an adult chair at the front of the chair arrangementsand pretended to be driving thebus. Shewas also found to be actively participating in thegame and acting as if she was steeringthe wheel. This showed thatshe was actively participating in playing games and even hastheinterest in leading the play group. She was also observed to useher previous knowledge and apply them in all thedramatic play which reflectedher very good memory recall. She was found tobe involved in group activity and be cooperative in the games with other children. She was found to enjoythe games as she was singing all along the game. Secondly, it was observed thatshe was using her creativity and imagination while playing outdoors in the sand. She used her creativity in making sand structures andwas getting involved inthe game actively with thechildren of her age playing with her. From thethird observation, it was even noticed thatshe enjoys eating. She shared the food table with the children of her ageand had developedthe fondness in sharing food. She was also found tobe playing indoor games actively with thechildren of her age. In the fourth observation, it was found that she has become very much comfortable in playing inthe company of tother children. She was found to be actively participating in various games. According to the fourth observation, Evangelina enthusiastically joined theactivity of planting plants and watering theses could very well mention the materialsthatare actually requiredforplantation. She was very eager to know why the plants need water for survival. According to the theory of learning of Vygotsky, having social interaction is very much required for the development, cognition and consciousness amongthechildren whichwould enhance thesocial behaviour and socialization of thechildren. This is very relevant to the case of Evangelina as she is ableto develop her cognitive ability with more participation and involvement in the children group of play. Having curiosity regarding any matter in childhood is a very naturalthing which refers to the scope and possibilities of providingvariousapproaches to develop the cognitive understanding regardingthe matter of watering the living creatureslike plants by Evangelina and her friend. It was observed that Evangelinawould need to be approached through the modes of creative imagination, whichcould be demonstrated by one example inwhichthe educatorsincluding me would take a sample of plant and show the experiment. The experiment would show that not watering the plants wouldresult them to die. In accordance to thetheory Vygotsky, social and cognitive developments are improvedthrough the approaches of friendshipwhich isbasically not preferred by Evangelina. She has to be made to develop cognitive skills along with her colleague whichwouldassist herin looking at things with different perspectives. The cognitive skills of Evangelina regarding the case of significance of watering the other living organisms can be demonstrated in an effective manner by various approaches. Therelevance ofthevarious theories come to play here as inaccordance to Piagets theory, children have certain abilities in acceptingtheviews and perspectivesof others. It was also observed that Evangelinawas able to understand the need of food and water inthe lives of humans through her own example. She wasable to understand that she feels like drinking waterwhen she feels thirsty which could be very well explained by her mother to her. However, in regards to other living beings, it was very difficultfor her to accept otherlivingorganisms which did not have any motion like plants to be included among living organisms (Fleer, 2016). Implications and Recommendations This implied that Evangelina was not well conversant with the importance of water for not only human life but also for other organisms as well. It was therefore important that future lesson and play highly focussed on helping her ascertain the importance of water for all the living organisms. It is therefore recommended that future play activities will focus on helping Evangelina and other learners to easily grasp the importance of water for all the living organisms. The future play activities need to be devised withthe respectfor diversity through which Evangelinaand her colleagues would be able to gain comprehensionregardingthe varietiesin the living creatures. The approaches and activities associated in providing the best comprehension to Evangelina would include the practices that would be in terms of ongoing learning objectives and should also have a reflective effect on Evangelina. The approaches that theeducatorswould devise for making Evangelinaunderstand regarding significan ce ofwatering the plants should be holistic in approach and should be in orientation of being responsive tothechildren (Stirrup, Evans Davies, 2017). The waysin whichEvangelina would be mad to understand the matter needs to focus on the learning environment which needs to beresonancewith the learning intention of the child.Theapproaches regarding developing thecognitive abilitiesof Evangelinaregarding thematter of significance of water in the other living organism need to be with the intention and objectiveof makingEvangelina more connected with the world and surround herself with more number of children of her age. The five specific strategies or recommendations to extend Evangelina learning, development and play are Time, Space, Supporting, Scaffolding and Materials. Time Children should be allowed or given extended periods of time to involve themselves deeply in activities. While the children are engaged in the certain activity, they should be encouraged and motivated in that activity. The educators need to be flexible and child-centred (Egle, 2005). When Evangelina is engaged in any activity, the educator should respond to this immediately and encourage her to play. Space We should consider the environment around us. Children need a space that is welcoming and inspiring. Linking to appendix 1, Evangelina was pretending to sitting in the bus. Uninspiring space affects the mood for both the children and the educators. The environment needs to have appropriate furniture, ventilation, attractive colors. It should not be overcrowded and also it needs to have enough space to leave unfinished work until the children can return to it (Egle, 2005). Supporting The educators needs to assist a child to play together with others. Educators can provide children with either a verbal or physical support when needed to support childrens learning and play (Arthur, Beecher, Death, Docket and Farmer et al., 2005). The educators could observe children and even asking them if they need any support from the educators in their play and learning. Linking to appendix 4 when Evangalina was in the sand pit, I supported Evangelina by making sand castle. Scaffolding The educators guide children to achieve something which they cannot do on their own. Through interactions, adults can promote challenge and complexity (Dockett and Fleer, 1999). According to Vygotsky, such interactions can generate a zone of proximal development (ZPD). It is defined as the distance between what a child has a potential to do something or achieve something on their own and the potential development the child can achieve in collaboration with others (Vygotsky, 1978). Materials Children value materials if they have helped in collecting them, selecting, organising, sorting and arranging them. Most of the materials could be gathered from the natural environment. The educators should involve children in gathering materials from the natural environment. As this will not be costly for them (Egle, 2005). To conclude, social interaction has a major role in cognitive development. As we can see that cognitive development has certain skills which a child should be developing in their play and learning. For Evangelina being shy has affected in some of her play experiences. Play is always there and it cannot be ignored. Children will be able to identify play either by looking or involving themselves in to play. Through play children develop skills and knowledge on their current knowledge.Evangelina has spent some of her time by just watching her peers play until the arrival of her friend. Through positive involvement from the educators Ellie was developing her social skills. This ongoing support from the educators will develop Evangelina s social skills. Educators are seen as the major person in a childs life to help or support the children in their development and learning. References Arthur, L., Beecher, B., Death, E., Docket, S., Farmer, S. (2005). Programming and Planning in early childhood settings (3rded.). South Melbourne: Victoria, Australia. Australian Government Department of Education, Employment and Workplace Relations (2009). Belonging, being, becoming: The early years learning framework for Australia. Canberra, ACT. Bottcher, L. (2012). Using the child perspective to support children with severe impairments in becoming active subjects, in Hedegaard, M., Arronsson, A., Hojholt, A., Skjaer, O. (eds), Children and everyday life: childrens perspective, Charlote, NC: Information Age Publishing, pp. 161-78. Berk, L. E. (2006). Child Development: Pearson/Allyn and Bacon Bredikyte, M. (2010). Psychological tools and the development of play, Journal of cultural historical psychology, vol 4, pp. 11-16. Dockett, S., Fleer, M. (1999). Play and pedagogy in early childhood, Harcourt Brace, Sydney. Egle, C. (2005). A practical guide to working with children. Croydon, Victoria: Tertiary Press. Hakkarainen, P. (2006). Learning and developmental in play, in J Einarsdottir JT Wagner eds), Nordic childhoods and early education: philosophy, research, policy, and practice in Denmark, Finland, Iceland, Norway and Sweden, Charlotte: Information Age. pp. Fleer, M. (2016). Theorising Digital Play: A Cultural-Historical Conceptualisation of Children's Engagement in Imaginary Digital Situations.International Research in Early Childhood Education,7(2), 75-90. Vygotsky, L. S. (2005). Psychology of preschool children. Journal of Russian and east European psychology. vol. 43, no. 2, pp. 90-7 Vygotsky, L. S. (1978). Mind in society:The development of higher psychological process. Cambridge, MA: Harvard University Press Kultti, A., Samuelsson, I. P. (2017).Toys and the Creation of Cultural Play Scripts.InMultidisciplinary Perspectives on Play from Birth and Beyond(pp. 217-230).Springer Singapore. Lilja, M., Baaz, M. (2016). Theorising Peace-building resistance: constructions of time and different temporalities at play in the PreahVihear Temple conflict.European Journal of Cultural and Political Sociology,3(4), 426-446. Stirrup, J., Evans, J., Davies, B. (2017).Learning ones place and position through play: social class and educational opportunity in Early Years Education.International Journal of Early Years Education, 1-18.