Management In Strategic Information Systemâ€Myassignmenthelp.Com

Question: Talk About The Management In Strategic Information System? Answer: Introducation In significant setting of the data Technology and the Information science, Woolworths has chosen to relinquish 500 representatives from corner to corner its help office and the gracefully chain arrange. It will likewise write down the millions in the IT benefits as the new CEO Brad Banducci initiates a remade working portrayal (Woolworths.com.au 2017). Woolworths is confronting significant difficulties. The organization has been battling with the provider relations during its most current quarter. There were additionally issues with the introduction of the substitution of the benefits of the Company and the stock frameworks. The associations with the providers have likewise been stressed. Different difficulties that the organization is confronting is the moderate buyer cycle. At that point there is the business battle, which is a significant test. The deleverage of the Australian markets and the nature of the item has become an issue. The New Zealand markets are likewise confronting more noteworthy serious weight. Woolworths needed better consumer loyalty and to pick up advantage over rivalry. The Company had the vision to expand the income and spare more by improving the profitability and the proficiency of the workers. The finishing of the undertakings of the Company ought to likewise be inside the ideal spending plan. The goal is to put resources into the progressed examination. The buying intensity of the clients is to set the expansion sooner rather than later. There is an obstinate push by the Federal government and the ACCC to a lower rivalry hindrance. Most recent contenders must be permitted to infiltrate the market so as to build the decision of the shopper. The expansion of the shopper haggling force would prompt the ascent in cost of the correlation sites. That will empower the shopper to empower the costs and pick the least expensive elective that is accessible (Abeywickrama and Zambonelli 2012). The advantages and disadvantages of these IT key choices is the territory of the Company in the commercial center to the national and the universal markets. The extending of the base of the clients and the providers will empower the association to sell more at a less expensive rate. The purchasers will profit by this and will have the option to shop from any area. The clients will likewise have the option to associate with the organization. The detriments are in regards to the security and the protection worries that deflect the clients from purchasing. As long as possible, the degree of online extortion is expanding. In both short and long haul situations, a portion of the clients might want to contact and feel the items. There is likewise the opposition from the clients with respect to the difference in the shopping experience from the development store to the virtual store (Slack 2015). The primary job of the IT is for the flexibly fasten the board to deal with the whole gracefully bind so as to pick up the upper hand. It is imperative to keep up the trusted and good association with the makers. The IT helps the organization with respect to the issue of the dispersion. IT is the key business driver. The usage of the new programming is still in process yet he has seen a material improvement in the exhibition. The choice of the new administration recorded as a hard copy down the a great many dollars in the It venture is a decent move. This will assist the business with expanding the necessary abilities in both the zone of information examination and the undeviating offering to revamp its gracefully chain. Woolworths is currently focussing on the online exhibition of its solitary brands. The provider connections have likewise been stressed in the course of the most recent year due the pained multi year of the Company that will be fixed with the assistance of the new administration framework (Benlian and Haffke 2016). (8.1)The boss data official has certain duties to satisfy. He must be the person who will take the choices in regards to the acquisition of the IT hardware from the providers or the production of the new frameworks. They need to coordinate the workforce of the association. (8.2)The retailer has the upgraded IT establishment program which intends to get up to speed with the underinvestment in the IT framework with a particular spotlight on oneself help checkouts and the retail location frameworks. (8.3)If the CEO dismisses the thought then thought and the goal ought to be reframed and passed on to the CEO. The thoughts should meet the objectives. The reaction to a complaint ought to be accessible and must be upheld with an explanation (Laudon et al. 2012). The data frameworks to be utilized are the Transaction Processing frameworks that are worked straightforwardly by the shop floor laborers and the information is acquired through the computerized or semi-mechanized following of the fundamental exchanges. At that point the Management Information frameworks can be utilized to guarantee the smooth running of the Organization in the short to medium term. The Decision Support System will bolster the not well organized choices and have a scientific limit. The official data framework will assist with anticipating the future and bolster the unstructured choices (Stair and Reynolds 2013). There was ill-conceived methodology and there was selling of an inappropriate stuff. Some portion of Woolworths plan was to present a more slender working model and to supplant and execute various all inclusive frameworks. This was done to improve basic procedures. This is about the procedure of dependability. Woolworths has additionally presented the achievement factors HCM over the organization. The new ERP framework in the merchandizing stage is presently steady and has been actualized. At the point when the stage went live for Big W mid-a year ago, the store couldn't process orders for providers, leaving void racks and millions in lost deals. The Stakeholders are the clients, workers, associations, providers, franchisees, investors and the financial specialists and the colleagues. The practical necessities for the IT frameworks are: for Transaction Processing framework the contributions for the exchange occasions, for preparing the approval and arranging and for the yields records and detail reports are required. The Management Information frameworks requires inside records and organized information and in the preparing field requires arranging combining and summing up. The Decision Support System requires demonstrating for handling alongside reproduction, examination and summing up (Ricciardi and De Marco 2012). References Abeywickrama, D.B. what's more, Zambonelli, F., 2012, April. Model checking objective situated necessities for self-versatile frameworks. InEngineering of Computer Based Systems (ECBS), 2012 IEEE nineteenth International Conference and Workshops on(pp. 33-42). IEEE. Benlian, A. what's more, Haffke, I., 2016. Does commonality make a difference? Inspecting the respective nature and impacts of CEOCIO shared understanding.The Journal of Strategic Information Systems,25(2), pp.104-126. Galliers, R.D. what's more, Leidner, D.E. eds., 2014.Strategic data the executives: difficulties and procedures in overseeing data frameworks. Routledge. Laudon, K.C., Laudon, J.P., Brabston, M.E., Chaney, M., Hawkins, L. what's more, Gaskin, S., 2012.Management Information Systems: Managing the Digital Firm, Seventh Canadian Edition (seventh. Pearson. Ricciardi, F. what's more, De Marco, M., 2012, February. The test of administration arranged exhibitions for boss data officials. InInternational Conference on Exploring Services Science(pp. 258-270). Springer, Berlin, Heidelberg. Slack, N., 2015.Operations technique. John Wiley Sons, Ltd. Step, R. also, Reynolds, G., 2013.Principles of data frameworks. Cengage Learning. Woolworths.com.au (2017).Welcome to Woolworths. [online] Woolworths.com.au. Accessible at: https://www.woolworths.com.au/[Accessed 25 Aug. 2017].

Computer Science Government Intervention of the In Essay Example For Students

Software engineering Government Intervention of the In Essay ternet During the previous decade, our general public has become dependent on the capacity to move a lot of data across huge separations rapidly. Computerization has impacted everyones life. The regular advancement of PCs and this requirement for ultra-quick correspondences has made a worldwide system of interconnected PCs create. This worldwide net permits an individual to send E-mail over the world in negligible parts of a second, and empowers even the regular individual to get to data around the world. With advances, for example, programming that permits clients with a sound card to utilize the Internet as a transporter for significant distance voice calls and video conferencing, this system is vital to the fate of the information society. At present, this net is the exemplification of the primary revision: free discourse. It is where individuals can express their real thoughts without being condemned for what they state, or how they decide to state it. The way in to the overall accomplishment of the Internet is its insurance of free discourse, in America, yet in different nations where free discourse isn't secured by a constitution. To be found on the Internet is a colossal assortment of foul designs, Anarchists cookbooks and endless different things that annoy a few people. With more than 30 million Internet clients in the U.S. alone (just 3 million of which surf the net from home), everything will undoubtedly outrage somebody. The most current rush of laws drifting through law making bodies the world over takes steps to smother this region of suddenness. As of late, Congress has been thinking about passing laws that will make it a wrongdoing deserving of prison to send revolting language over the net, and to trade encryption programming. Regardless of how little, any endeavor at government intercession in the Internet will smother the best correspondence advancement of this century. The administration needs to keep up authority over this new type of correspondence, and they are attempting to utilize the assurance of kids as a distraction to pass laws that will permit them to control and blue pencil the Internet, while prohibiting methods that could dispose of the requirement for guideline. Restriction of the Internet takes steps to demolish its independent climate, while wide spread encryption could help f orestall the requirement for government intercession. The present group of laws existing today in America doesn't have any significant bearing great to the Internet. Is the Internet like a book shop, where servers can't be relied upon to survey each title? Is it like a telephone organization who must disregard what it conveys on account of protection? Is it like a telecom medium, where the administration screens what is communicated? The difficulty is that the Internet can be all or none of these things relying upon how its utilized. The Internet can't be seen as one sort of move medium under current communicate definitions. The Internet contrasts from broadcasting media in that one can't simply chance upon an indecent webpage without first entering an entangled location, or following a connection from another source. The Internet is substantially more like going into a book shop and deciding to take a gander at grown-up magazines. (Mill operator 75). Jim Exon, a majority rule representative from Nebraska, needs to pass a conventionality charge directing the Internet. On the off chance that the bill passes, certain business servers that post pictures of unclad creatures, similar to those run by Penthouse or Playboy, would obviously be closed down promptly or hazard arraignment. The equivalent goes for any beginner site that highlights bareness, sex talk, or unpleasant language. Posting any filthy words in a Usenet conversation gathering, which happens routinely, could make one obligated for a $50,000 fine and a half year in prison. Far more terrible, if a magazine that usually runs a portion of those awful words in its pages, The New Yorker for example, chose to post its substance on-line, its pioneers would be considered liable for a $100,000 fine and two years in prison. For what reason does it abruptly get illicit to post something that has been lawful for a considerable length of time in print? Exons charge evidently would lik ewise condemn private mail, . .u18280ad57281ba0e3a11cb4060ab44a4 , .u18280ad57281ba0e3a11cb4060ab44a4 .postImageUrl , .u18280ad57281ba0e3a11cb4060ab44a4 .focused content zone { min-stature: 80px; position: relative; } .u18280ad57281ba0e3a11cb4060ab44a4 , .u18280ad57281ba0e3a11cb4060ab44a4:hover , .u18280ad57281ba0e3a11cb4060ab44a4:visited , .u18280ad57281ba0e3a11cb4060ab44a4:active { border:0!important; } .u18280ad57281ba0e3a11cb4060ab44a4 .clearfix:after { content: ; show: table; clear: both; } .u18280ad57281ba0e3a11cb4060ab44a4 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; murkiness: 1; change: haziness 250ms; webkit-progress: mistiness 250ms; foundation shading: #95A5A6; } .u18280ad57281ba0e3a11cb4060ab44a4:active , .u18280ad57281ba0e3a11cb4060ab44a4:hover { obscurity: 1; progress: darkness 250ms; webkit-change: haziness 250ms; foundation shading: #2C3E50; } .u18280ad57281ba0e3a11cb4060ab44a4 .focused content zone { width: 100%; position: relative; } .u18280ad57281ba0e3a11cb4060ab44a4 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; content enhancement: underline; } .u18280ad57281ba0e3a11cb4060ab44a4 .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u18280ad57281ba0e3a11cb4060ab44a4 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt sweep: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-tallness: 26px; moz-outskirt range: 3px; content adjust: focus; content embellishment: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: total; right: 0; top: 0; } .u18280ad57281ba0e3a11cb4060ab44a4:hover .ctaButton { foundation shading: #34495E!important; } .u1 8280ad57281ba0e3a11cb4060ab44a4 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u18280ad57281ba0e3a11cb4060ab44a4-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u18280ad57281ba0e3a11cb4060ab44a4:after { content: ; show: square; clear: both; } READ: Hook For A Gothic Essay Introduction.. I can call my sibling on the telephone and state anythingbut in the event that I state it on the Internet, its unlawful (Levy 53). Congress, in .

Science! at the BAH!Fest

Science! at the BAH!Fest Have you ever heard the joke: What’s green and has wheels? A logical person might stroke his beard and say, “Hm. Well let’s see, that could be one of many things. I’m thinking maybe an alligator with rollerblades? Or maybe a green van? That’s green and has wheels, right?” A practical person, however, would recognize the tell-tale signs of a bad joke and wait for the inevitable punch line. In which case I’d happily comply and say, “Grass. I lied about the wheels. Ha!” It’s the epitome of the anti-joke: unexpected and irrational enough to elicit the obligatory chuckle of awkwardness, but still, to everyone’s chagrin, logically sound in a roundabout kind of way. The Festival of Bad Ad Hoc Hypotheses (or BAH!Fest for short) that was held Sunday night in Kresge auditorium was essentially one enormous anti-joke. The premise? Have seven educated individuals present seven well-argued, but astronomically absurd evolutionary theories in front of a panel of distinguished judges. To the victor go the spoils. And by spoils, they mean a 3-D printed rendering of Charles Darwin looking doubtful and saying, “I guess so?” I had seen fliers for the event plastered all over campus, the colorful paper and clever acronym drawing me in. As an added bonus, I found out that the event would be put on by the writer of the Saturday Morning Breakfast Cereal web comic, Zach Weinersmith. How could I resist the intersection of my two loves, biology and comically improbable possibilities? Can I just take a moment here to marvel at the beauty of the message boards on campus? Honestly. There’s just something magical about the intense disarray of clashing colors and screaming words that fascinates me. Every day, there are new events, new club meetings, and new advertisements to peruse. Most people just stream by, either chatting with friends or staring at their feet, absorbed in their own thoughts. But the message boards are home to a wealth of information, so take advantage of them. If you ever see a girl standing in front of a message board for an irrationally long time, it’s probably me. Bask in the entropy of informational dissemination Anyway. Thankfully, my roommate and I had pre-ordered tickets online; the event sold out. We entered Kresge without any expectations and boy, were those expectations exceeded. Zach Weinersmith and the host Ben Lillie were wizards. Real life wizards, minus the flowing beards and silly robes. But probably a lot funnier than most wizards. So actually, scratch that, they weren’t wizards at all. Just really funny guys. They warded off the 25 minute technical difficulty with ease, introducing the premise of the event once again and warming up the audience with a semi-enthusiastic “MIT greater than Caltech!” courtesy of an online bet and a sold out show. The crowd laughed and clapped like it was adaptively beneficial to be the loudest ones there. Here’s a picture of Zach Weinersmith presenting the very hypothesis that started it all. (Sorry for the forest of heads and poor quality. I was trying to be sneaky with my photography) Yes. You read that correctly: Infantapulting â€" (verb) the act of catapulting an infant from village to village in order to increase the diversity of its gene pool. I won’t go into the details of his hypothesis, but I will say that they involved baby aerodynamics, laminar flow, and our attraction to people with smooth skin. Every presenter wielded graphs, citations, and visual aids with aplomb in their attempts to woo the judges. My personal favorite was a hypothesis that claimed, rather successfully if you ask me, that animals evolved to taste like chicken in order to trick humans into domesticating and breeding them. They covered all their bases and even included reasons for why frogs taste like chicken, but polar bears do not. (Hint: Polar bears eat people. People do not eat polar bears.) I wish I could write down every logical conclusion and hilarious joke from the BAH!Fest, but really, my reconstructions would be nothing compared to the experience of sitting in a room filled with scientists and fellow geeky brethren while being bombarded with pseudo-science. You’ll just have to go yourself one day and tell me all about it. Ultimately, after the judges’ deliberation and a decibel measurement of the crowd’s enthusiasm, 3-D doubtful Darwin left Kresge in the arms of the presenter who had explored the evolutionary advantages of a screaming baby. It was all very deep stuff. I didn’t leave empty handed either though. My roommate and I, due to a little something called sneaking-out-before-the-event-is-technically-over, ended up first in line to get our posters signed! With our loot tucked safely under our arms, we scampered back to Maseeh and the more rationally sound world of vectors, DNA translation, and the ideal gas law. I’m staring at the signed poster on my wall right now and it looks pretty lonely. I know there will be many more fun-filled events in my future and, maybe someday, my wall will look just as awesome as the colorful message boards of MIT. Post Tagged #BAHFest

Policy Identification And Explanation Of The Ag Gag Law

Policy Identification and Explanation The policy I am researching is the Ag Gag law which was enacted in Idaho in 2014. Idaho code 18-7042 â€Å"INTERFERENCE WITH AGRICULTURAL PRODUCTION† states that a person commits the crime of interference with agricultural production if the person knowingly: is not employed by an agricultural production facility and enters an agricultural production facility, obtains records of an agricultural production facility, or obtains employment by force, threat, misrepresentation or trespass. Also, if a person enters an agricultural production facility that is not open to the public and, without the facility owner’s express consent or pursuant to judicial process or statutory authorization, makes audio or video†¦show more content†¦In 1991, North Dakota followed Kansas by enacting the â€Å"Animal Research Facility Damage Act.† The law prohibits â€Å"entering an animal facility and using or attempting to use a camera, video recorder, or any other video or audio recording equipment† without the effective consent of the owner (Pitts, 2012). North Dakota added more distinct parts to their law to allow farmers to use modern farming technology. Farmers have more room to do what they want without worrying about animal activists. North Dakota’s anti-cruelty laws aren’t as strongly defined as their Ag-gag law which makes animal activists unhappy (Wilson, 2014). Also, in 1991, Montana also passed Ag-Gag legislation entitled the â€Å"Farm Animal Research Facilities Protection Act.† Without effective consent of the owner, a person may not â€Å"enter an animal facility to take pictures by photograph, video camera, or other means with the intent to commit criminal defamation (Pitts, 2012). After a 21 year hiatus, Ag-Gag legislation resurfaced on March 2, 2012 in Iowa. It does not criminalize taking photos or video recordings. It instead makes it a crime to enter an agricultural faci lity under false pretenses† or to lie on application papers â€Å"with an intent to commit an act not authorized by the owner of the agricultural production facility, knowing that the act is not authorized.† (Pitts, 2012). On March 20, 2012, Utah

Influence of Culture on Consumer Behaviour - 6641 Words

Influence of Culture on Consumer Behavior LEARNING OBJECTIVES After studying this chapter students should be able to understand: 1. What culture is and how it impacts consumer behaviors. 2. How culture acts as an â€Å"invisible hand† that guides consumption-related attitudes, values and behavior. 3. How culture sets standards for what satisfies consumers’ needs. 4. How culture is learned and expressed in language, symbols, and rituals. 5. How consumers are always adapting to culture-related experiences. 6. How the impact of culture on consumer behavior is measured. 7. How core cultural values impact American consumers. 8. How the American culture became a â€Å"shopping culture.† CHAPTER SUMMARY The study of culture is the study of all†¦show more content†¦2. In a sense, culture is a society’s personality. For this reason, it is not easy to define its boundaries. 3. Culture is the sum total of learned beliefs, values, and customs that serve to direct the consumer behavior of members of a particular society. 4. Beliefs consist of the very large number of mental or verbal statements that reflect a person’s particular knowledge and assessment of something. 5. Values also are beliefs, however, values differ from other beliefs because they must meet the following criteria: a) They are relatively few in number. b) They serve as a guide for culturally appropriate behavior. c) They are enduring or difficult to change. d) They are not tied to specific objects or situations. e) They are widely accepted by the members of a society. 6. In a broad sense, both values and beliefs are mental images that affect a wide range of specific attitudes that, in turn, influence the way a person is likely to respond in a specific situation. 7. Customs are overt modes of behavior that constitute culturally approved or acceptable ways of behaving in specific situations. a) Customs consist of everyday or routine behavior. b) Although beliefs and values are guides for behavior, customs are usual and acceptable ways of behaving. c) An understanding of variousShow MoreRelatedCulture Is Defined As A Society s Personality1730 Words   |  7 Pages 3. Culture Culture is defined as â€Å"a society’s personality and describes what people have in common. It is the total sum of learned beliefs, values and customs that direct the consumer behaviour of members of a particular society†. It is the lens through which consumers view products or services and then, associate it with their own and other people’s behaviour. Every consumer perceives the product/service through his/her own cultural lens making culture unique, dynamic and always evolving. SometimesRead MoreThe Literature On Purchase Intention Of Goods Essay1464 Words   |  6 Pagesliterature based on the objectives. The literature review focus on purchase intention, economic factors, and social factors, as well as consumers’ attitudes and online buy. While analysing the literature, contributions, weaknesses and gaps in the existing literature were identified. Theoretical review While consumers/buyers have existed for thousands of years, consumer behaviour research really began after World War II. It was established as a unique field of study during the 1960s (Engel, Blackwell, andRead MoreBuyer Behaviour Literature Quotes888 Words   |  4 PagesConsumer behaviour, Peter M. Chisnall (1995) Published London: McGraw-Hill 1995 3rd ed. â€Å"Buying behaviour is complex and influenced by many factors, some of which may conflict with so-called rational decision-making. 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Advertisers spend a lot of money to keep individuals and groups of individuals (markets)Read MoreBuyer Behavior and Branding1814 Words   |  7 PagesBUYER BEHAVIOUR AND BRANDING (BBMK402) Introduction: Every one is a customer at one time or another. Production continues to increase just like customers increases day by day for goods and services that give value in return for consumer’s money. Although there are lots of components and elements that influence customers to support and buy the product and one of those ways is good marketing strategy. Good marketing functions raise competitive rewards to a firm which leads to be a magnet toRead MoreThe Relevant Theories Of Advertising1354 Words   |  6 Pagesthe concept to describe the steps of consumer behaviour that occurred from the time when a consumer first became aware of a product or brand through to when the consumer tried a product or made a purchase decision (Priyanka, 2013). 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Carib Studies Ia Free Essays

string(66) " easily quantified and displayed in various figures and diagrams\." Acknowledgement Nobly, the researcher would like to bestow gratitude to all who has helped me in the completion of this Internal Assessment. Gratitude and appreciation to, God most of all, because without him there’s is no ability to complete something. He helped to guide the researcher and helped her put away her indolence and complete her study effectively. We will write a custom essay sample on Carib Studies Ia or any similar topic only for you Order Now The youngest sister of the researcher deserves appreciation because she helped the researcher in getting references and gathering the essential for this project. Much love to you, Lisan. To all those such as my peers and respondents to my questionnaire, Merci. Hope to submissively return the favour one day. Introduction Locale: Urban Parish: St. Ann School Code: 06063 Gender: Female School Organization: Whole Day Size: Class III Attendance Rate: 92% Capacity: 1000 Enrolment: 950 Number of Teachers: 41 Pupil/Teacher Ratio: 24:1 Owned by: Anglican Church Socio-Economic Context St. Hilda’s Diocesan High School for girls was established by the Anglican Church in 1906 as a small day school run by the Deaconesses. In 1917, it was named The Diocesan High School for Girls and moved to its present site in 1922. It was given the present name in 1927. St. Hilda’s is located in Browns Town, St. Ann. It is a medium sized boarding school with approximately 950 students, and it has a capacity of 1000. With 41 teachers, the student teacher ratio is 24:1. The school’s average daily attendance is 92 per cent. Students are from mixed socio economic backgrounds drawn from all over the island and include a few who are not Jamaicans. Many parents are unemployed but some are professionals. Some work in the hotel industry, some are farmers. The school motto: Res Severa Verum Gaudium (Hard work brings true joy) is a source of inspiration for staff and students alike and summarizes the school’s general attitude towards its endeavours and accomplishments. St. Hilda’s High school gets valuable support from business and community organizations in the forms of donations and scholarships. Its high academic standard is complemented by a rich cultural heritage which is showcased in its annual Eisteddfod. In 2010, the school was placed fourth in the ‘All Together Sing’ choir competition and came first in Bob Marley’s Song Arrangement Competition. For the latter, the school received a replica of the icon’s guitar. Intervention programmes like ‘Young women of Change’ give support to students with emotional and social needs. Statement of problem What is the extent of racism at St. Hilda’s Diocesan High, Brown’s Town? Aims and objectives Racism is vastly evident at this institution. The completion of this IA will therefore determine: The extent of racism at the institution The influence of racism at the institution The consequences of racism at the institution Literature review Racism is the ideologies of social processes which discriminate against people based solely on the basis of their belonging to different ethnicity. It should be noted that some sociologists such as Parsons, think that people are primarily socialized to be racist. The influencing factors of racism are: parents, siblings, peers, schools, governmental officials, religion, mass media and many others’ (Solomos, 1993, Har alambos and Holborn, 2004). ‘Racial disadvantages are a result of the differences in cultural characteristics that do not coincide with the norms and values of the upper class’ (Smith, N. D adopted from Mustapha, 2009). for integration in the creolization process to take place multi- culturalism and plurality of cultures must be first accepted in order to reduce racial stigmatization (Braithwaite, adopted from Mustapha, 2009). ‘Similarly, functionalists aim for a cultural consensus for a consequential balanced and functional society’ (Kirby,1997 adopted from Haralambas and Holborn, 2004). Marx, however, views racism as a belief system used to legitimize the exploitation of the lower class citizens by the upper class. ‘ Some sociologists even believe that if capitalism had not developed then racial prejudice, in question, would not exist’ (Kirby et. l 1997; Cox, 1970, Haralambos and Holborn, 2004). ‘Interactionists believes that racial con flict was a result of the deficiency in communication about the variation in the self-conceptualization. In society, race and ethnicity are viewed as variable because they are often being discussed’ (Lal, 1998; Kirby, 1997, Haralambos and Holborn, 2004). ‘Racism was used to validate slavery during colonialism’ (Roleff, 1991). ‘In the 19th century, indentured workers were bought to Trinidad to supplant the Africans on the plantations and there was an immediate awareness of the ethnic differences. Hence, social stratification in the plantation society was based on the differences in the race in society. Therefore, race is one of the fundamental factors behind class division in society. ’ (Brereton, 1979 adopted from Reddock and Barrow, 2001). ‘The term race was first used in the 15th century but only grew in importance with the relation to the development of liberalism bought a sense of identity to people, which was intended to bring further improvement of society, along with equality’ (Golberg, Haralambos and Holborn, 2004). Whites in society being superior encouraged racism and racist beliefs in society and the racism led to the limitations in the social life chances of proletariats’ (Golberg, Haralambos and Holborn) ‘Segregation and discrimination in society are also the results of racism’ (Haralambos and Holborn, 20004). ‘Policies can be formulated to enclose equal opportunities and cultural integration such as the Race and Rel ations Acts’ (Haralambos and Holborn, 2004). ‘The Creolization Thesis proposes the governments can promote cultural assimilation and integration in order to have syncretism. A variety of the cultural traits blended together to form a new culture that is satisfactory for all members of society’ (Braithwaite, 1971, Mustapha, 2009). Research Design The term research design may be defined as the scientific data collected. It is from research that theories are derived. Quantitative data was the selected research data since it is general, objective and value free. The statistics of the data gathered can be easily quantified and is used to support the findings of research. Questionnaires were used because they are used for obtaining particular instruments for data collection. The data gathered from the questionnaires would be easily quantified and displayed in various figures and diagrams. You read "Carib Studies Ia" in category "Papers" The study is based on the degree of the existence of racism at St. Hilda’s Diocesan High. To effectively complete this project, the study was done during the period of November 20th to November 30, 2012. In order to attain data randomly, the sample population was selected by process. Two out of the fifty questionnaires presented were separately distributed to students from each grade level and class with permission from the school principal and form teachers. Sample A sample may be defined as a portion of a large population and it is often used to represent the large population. For this study, random sampling was used. So two out of fifty questionnaires were to distributed 2 students from each class from each grade level, who willingly participated in the study. This would be considered systematic random sampling. It is considered as such because the subject units were chosen in a logical order. The method of sampling is practical because it is time effective when selecting the same from a large population. Data Collection Instrument Questionnaires were used to collect data. The use of questionnaires was both cost effective and time effective. The use of questionnaires assured the maintenance of increased objectivity and the accuracy in the study. The data gathered from the questionnaires can be easily quantified. Questionnaire Gender male female How old are you? To what ethnicity do you belong? African Chinese American Mixed Do you know what racism is? If yes, explain. Do you think racism exists at St. Hilda’s Diocesan High? Please explain the reason for your answer. How prevalent is racism at St. Hilda’s Diocesan High? Great extent not a great extent non-existent Does racism at school affect you? If yes, in what way. Would you consider yourself racist? Would you consider any of your friends as racists? Explain answers for both number 7 and 8. Have you ever been involved in any racist activity? Please account for your answer. Have you ever been a victim of racism? If so, how: Persons provoke you about your ethnicity and religion persons ignore your existence and humanity persons demean your ancestry and heritage other. Please specify. Does anyone at your school instigate racism? If so, who: academic staff peers principal ancillary staff Do you think racism has a negative impact on students? If yes, in what way: causing students to fail academically because of low self-esteem and confidence emotionally scarring students, especially the younger ones, for life If other, specify. What are some of the methods that could be used to eliminate or reduce racism at St. Hilda’s? How do you think the school on a whole can benefit from the reduction or elimination of racism? Presentation of Findings Figure 1: Students affected and not affected by racism Figure 2: Been vs. haven’t been victims of racism. Figure 3: ways students were victims of racism Figure 4: racism is instigated/ not instigated Figure 5: Does racism has or doesn’t have a negative impact on students? Analysis and Discussion of Findings As seen in figure 1, 10% isn’t affected by racism while 90% is. This shows that generally, a large percentage of students are affected by racism at St. Hilda’s Diocesan High. The concept behind this question was to ascertain whether multi- culturalism and plurality of cultures are accepted, in order to reduce racial stigmatization as Braithwaite claimed it must in order for integration and prober flow of communication. Without proper communication students’ learning and interpretation of certain matters will be affected. Figure 2 shows the percentage of students who have been victims of racism at St. Hilda’s Diocesan High. The diagram is based on information received from the related question from the questionnaire. The diagram shows that 80% have been and 20% haven’t. figure 3, displays the percentage and different ways in which students are victimized by racism. Its displays that 10% persons demean their ancestry and heritage, 40%, persons provoke them about their ethnicity and religion and 50%, persons ignore their existence and humanity. Figure 4, 5% said no racism isn’t instigated, while a mighty 95% said it is. When asked how and by who, a large number of students stated that it is instigated by the principal in the way she treats certain students because of either their grades or their light coloured skin. One student notably wrote that she thought about becoming a racist so many times because of the way the principal treated her different from all other students. She notably stated that she is of Chinese ethnicity and is academically well of as she is a prefect at the school. She states that ometimes she thinks she is better than other students academically and when it comes to beauty because of how Mrs Johnson, her principal idolizes her. Also certain things that Mrs Johnson would say instilled some kind of racial feelings inside her. This indeed proves that racism is instigated and goes back to: ‘Racism was used to validate slavery during colonialism’ (Roleff, 1991). ‘In the 19th centu ry, indentured workers were bought to Trinidad to supplant the Africans on the plantations and there was an immediate awareness of the ethnic differences. Hence, social stratification in the plantation society was based on the differences in the race in society. Therefore, race is one of the fundamental factors behind class division in society. ’ (Brereton, 1979 adopted from Reddock and Barrow, 2001). This could cause class division yes because this student might think so highly of herself that she will be-little others as it were in slavery days. Also, racism was instigated by planters to cause division and immediate distinction between owner and slaves. Maybe this is the similar to what Mrs Johnson is doing, separating brighter and prettier students from the rest so the less intelligent or less beautiful one will feel inferior as the slaves did to the whites. All this adds to what is seen in Figure 5. There are 8o% of students who are affected negatively by racism and 20% which aren’t. this incorporates Brerton’s prospective on racial and ethnic discrimination, racism between slaves from other ethnic groups based on stratification. Also with regards to Figure 3, Marx perspective that racism is a belief system used to legitimize the exploitation of the lower class can be applied. Students who say they are affected by racism are those who are may belong to different social classes in social hierarchy or may belong to different ethnic groups than those who are not affected. Certain students who are affected may also be considered less academically accomplished to those who are not. Racism has negative effects on students as shown in Figure 5. This according to Lal, is that interactionists believe that racial conflicts were a result of the deficiency in communication about the variation in self- conceptualization. Conclusion In conclusion, racism impacts negatively on the lives of the young ladies of St. Hilda’s Diocesan High. Racism negatively affects school interaction, and behaviour of these young ladies. However, as Braithwaite indicates, through formulation of policies, the Government can promote cultural assimilation and integration in order to have syncretism. A variety of cultural traits blended together to form a new culture that is satisfactory for all students of the St. Hilda’s Diocesan High School. Bibliography Barrow C and Reddock R, (Eds. ), 2001 Caribbean Sociology: Introductory Recordings. Kingston: Ian Randle Publishers Ltd. Haralambos, M and Holborn, M (Eds. ) 2004 Sociology: Themes and Perspectives. London: Harper Collins Publishers Ltd. Mustapha, N (Eds) 2009. Sociology for Caribbean Students. Kingston: Ian Randle Publishers Ltd. Kerwin, C and Jackson, I, 1996. Sociology for Caribbean Students, Volume 1. Kingston: Ian Randle Publishers Ltd. Table of Contents Topic Page Acknowledgement Introduction Statement of problem Literature review Research design Sample Data collection instrument Presentation of findings Analysis and discussion of findings Recommendations Limitations Conclusion Bibliography bRecommendations The researcher would recommend: The government implement some non- racist movement within all schools The government go about implementing ways to encourage students in schools and fire any employee at the school who encourages racism The school’s chairman visit the school more often and see just what is going on there, ask the students their opinions on the matter discussed and go about making changes Students appeal to authorities who might help them on the matter Limitations Within the completion of this project the researcher didn’t have any limitations. All resources were at hand especially at home. The researcher should proudly say that she put these resources to good use. This project was well organized and put together because of this. He researcher hopes all readers and the examiner feels the same. How to cite Carib Studies Ia, Papers

Olevel History Essay Example

Olevel History Essay Pakistan Studies June 2009 PAKISTAN STUDIES Paper 2059/01 History and Culture of Pakistan General Comments The entry was comparable to June 2008, as was the standard of work. Almost every candidate answered three questions with few rubric errors. Time appeared to have been well used; few were unable to complete their final answer. Examiners were again pleased that many candidates produced some very good responses that were relevant and focused, attempting to address the questions as set with an appropriate length of answer. The depth of knowledge of such answers was very good. However, explanations continue to let candidates down especially where they are knowledgeable about topics. This can be best exemplified with Question 4(c) where the overwhelming number of answers was narrative in format. The other aspect which raises concern are the number of candidates who produced descriptive or generalised answers which contained much unnecessary or irrelevant detail that did not answer the question. Nevertheless, there were also a pleasing number of candidates who attempted to produce a judgement at the end of their part (c) answers. This has not been so evident in previous years. This was an excellent and refreshing approach to such questions, and one that Centres should encourage strongly. Comments on Individual Questions The most popular questions answered this year appeared to be 1, 2 and 3. Question 1 This was a very popular question that saw some very high scoring marks. Part (a) was quite well answered, with most gaining 3 or 4 marks. Part (b) caused few problems as most candidates were able to explain why the East India Company got involved in the sub-continent. As a result many candidates scored a Level 3 mark, often reaching the maximum allowable. We will write a custom essay sample on Olevel History specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Olevel History specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Olevel History specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In (c), the question focused on the ways in which Urdu and regional languages have been successfully promoted since 1947. The crucial point of the question was the way in which they were promoted rather than a description of each – most candidates were knowledgeable about all of these languages but fewer could successfully explain how they were promoted. However, having said that, most were able to address the question scoring well into Level 3 or 4 if they dealt with both regional languages and Urdu. For others, however, a narrative approach confined their answer to, at best, a Level 2 mark. Question 2 This was also a popular question, which caused candidates few problems. Most candidates scored 2 or 3 marks in (a). In (b), the question focused on the reasons why the British were successful in increasing its control of some parts of the sub-continent. For those candidates who had been well prepared for the examination this caused few problems for them and many answers from these candidates were accurate and relevant scoring a good mark within Level 3. Part (c) was generally very well answered by most who were knowledgeable about Sir Syed Ahmad Khan. Candidates were required to explain his contributions to the cause of the Muslims which included the development of a western education system. Again the crucial part of the question hinged on explaining his contributions rather than describing his career. A mere description of this could result in only a Level 2 mark. However, most were able to explain his contributions and a Level 4 mark was achieved where candidates were able to explain his contributions through education and other aspects of his work, such as religion and politics. Question 3 Again this was a popular question. Part (a) usually attracted 2 or 3 marks. In (b), the question required candidates to explain why the Muslim League was established in 1906. Again this was a well known topic 1  © UCLES 2009 2059 Pakistan Studies June 2009 and few candidates had many problems scoring a Level 3 mark. However for some lengthy answers that went back to the foundation of the Congress party were unnecessary and little or no credit for such detail was forthcoming in most cases. Part (c) was a well known topic. Many candidates who were well prepared found little difficulty in explaining the reasons why Bengal was partitioned in 1905 and then reunited in 1911. For those candidates who explained each part, a Level 4 mark was available. However, many were unable to consider both sides well and, as a result, were only able to score 9 or 10 marks. Question 4 This was not as popular a question, with few scoring highly especially in part (c). Candidates were only able to score on average 2 marks in the main on the (a) short answer questions. In (b), candidates had to explain why the Khilafat Movement failed. Generally, these responses were well explained and often with greater confidence than the question that often appears as part (c) one. As such most candidates were able to access a mark in Level 3. However, it is important recognise that the question requires an explanation of why, for example, the Chaura Chari incident caused its failure rather than a description of these events. In their responses to (c) on the achievements of Jinnah from 1929 to 1947, many candidates found great difficulty in scoring high marks since they were unable to deal with the requirements of the question set. The result was that there were many descriptive answers about his career rather than a consideration of his achievements. As a result, most candidates were only able to score a mark within Level 2 at best. Question 5 This was also a less popular choice of question for candidates and one that produced varying degrees of success. In (a), most scored only 2 marks. In (b), many candidates scored well on the reasons why the Cripps Mission was unsuccessful. However many candidates often wasted much time by describing the background and events leading up to the event rather than getting to the point of the question. In (c), there were some good answers to the question asking the reasons for the creation of Bangladesh. However in doing this, candidates had to be mindful that they had to deal with economic factors as well as others in order to access Level 4 and also to explain why these factors resulted in the creation of Bangladesh rather than merely describe them. Few were able to do this part well and many answers tended to be awarded Level 2 for a straightforward narrative of the reasons. THE FUTURE †¦ 1. Teachers are reminded that the present syllabus will be examined for the last time in November 2009. 2. The revised syllabus, specimen papers and mark schemes were published at the start of 2008. The first examinations using the revised syllabus will be June 2010. 3. Syllabus content: the end date has been extended from 1988 to 1999. Elsewhere, minor alterations have been made to make the syllabus clearer and keep it manageable. The Content and Notes have been merged so that teachers now have a single guide to what must be taught. Each topic has ‘Focus Points’ around which teaching and learning should concentrate. 4. Assessment: every part (a) will now be a single question set on a short piece of stimulus prose requiring a short paragraph-length answer. Teachers have been encouraged to use historical evidence in their teaching for some time and students need to be familiar with it within the learning process. NB Source evaluation is not required. 5. Teachers will have the opportunity to consider these changes with a senior examiner at the training meetings in October 2009. 6. All teachers are encouraged to join the syllabus’ eDiscussion Forum. This will enable syllabus teachers to talk to each other, asking questions, seeking advice, sharing ideas and materials (upload and download). You will also be able to set up alerts that will inform you automatically when something new is posted. We are most grateful to teachers for the help that they gave CIE during the extensive consultation process. 2  © UCLES 2009 2059 Pakistan Studies June 2009 PAKISTAN STUDIES Paper 2059/02 Environment of Pakistan General comments The standard of achievement was generally moderate to very good and there was a wide range of marks. Examiners felt that performance had generally improved a little, although some felt that some disadvantaged themselves by failing to answer the questions properly. For example, one Examiner said ‘some answers were excessively vague with imprecise language and excessive verbosity’. Another said ‘candidates need to give attention to the terms used in the question (see syllabus) in order to write more focused answers. ’ Some poorer candidates wrote at length without answering the question. It is vital that candidates read the whole of each question properly before they start their answer to each part. Questions are written in a way to guide the candidate through so it is better to answer the parts in the correct order. In addition, much time is wasted on details that cannot gain marks. There were several occasions where candidates did this in this paper (especially Question 1(d)(ii) and (e), 2(b) and (e) and 3(a)). Most candidates presented their work neatly in the booklets provided, their handwriting and standard of English is good, and written in well-constructed sentences. It was noted that some answers were written in very pale blue ink that did not appear clearly on the paper. Many Examiners expressed annoyance that most candidates do not write the numbers of the questions answered on the front of the booklet. This is a simple task, only three numbers are needed e. g. Questions 1, 2, 3. This helps because most Examiners mark one question at a time on all papers In the examination room, candidates should be reminded to leave space between questions for the Examiner to mark, and to list the questions answered on the front of the answer booklet. It is not necessary for the candidate to re-write the question before they answer it. Photographs should be kept by the teacher as a teaching aid for the future. Teachers must be aware that a revised syllabus for examination in 2010 should now be taught. Although much remains unchanged, teachers will need to have prepared their candidates with better skills to analyse resources such as graphs and magazine extracts, as well as maps and photographs. Candidates will need to have a clear understanding of the meaning of the term ‘development’. Questions will ask candidates to express their opinions, make evaluations and consider the sustainability of developmental issues in an environmental context. QUESTIONS Command words are written in italics. Question 1 (a) (i) Many candidates did not describe the site of the dam. They failed to recognise the deep, narrow valley where the dam was built, the beach to the top right and the scree at the base of the slopes below the dam. Some wrote about the climate of the area, or its function as a tourist attraction, this was irrelevant. In (ii), most failed to notice the beach area, which indicated a lower water level. Again candidates did not use the photographs well. Few commented on the different shapes of the structures but wrote about land use and function. Most achieved only a single mark for ‘mountainous and plain areas’. b) 3  © UCLES 2009 2059 Pakistan Studies June 2009 (c) (i)(ii) Most candidates calculated the correct figure and explained that this reduction was due to siltation caused by a variety of factors such as deforestation and soil erosion. Other explanations were the reduction of rainfall and increased evaporation due to climatic change, and the increased demands for water due to better agricultural methods, industrialisation and urbanisation. In (iii), candidates were less sure of ways of reducing further losses. Planting of trees to improve the climate was a little optimistic, but those who linked this to a reduction in soil erosion gained credit, as did those who explained that silt traps can be installed, or how dredging can remove some of the silt already there. Others explained ways of reducing wastage by the users of the water. A few candidates confused siltation with salinity. (d) Most stated that water was a free, renewable resource readily available in the northern areas, but many did not read (ii) properly. They did not explain that the supply has to travel long distances at great cost, and at the risk of transmission losses and damage to the infrastructure. Some candidates did not understand that (i) required the naming of attractions, not the settlements that have them. The attractions of mountain areas are many, including a cool climate, snow and ice, impressive scenery including rivers, waterfalls, mountain peaks and valleys, and provide the facilities for a great number of outdoor activities such as hiking and climbing. In addition there are the cultural attractions and products of traditional industries. In (ii), many answers were full of vague and repetitive references to facilities and requirements of tourism. The question required candidates to explain how development can be brought about, and those who explained that employment is generated in and out of hotels, souvenirs are purchased from local industries thus increasing local incomes, and better food is provided leading to higher standards of living. Many types of infrastructure are installed including metalled roads, electricity and gas, telecommunications and clean water, and the people can benefit from meeting cultures from more advanced areas. Good examples were the new roads to Murree and Gilgit, investment in cottage industries and lower death rates in some areas. Question 2 (a) (b) Most candidates answered this correctly. It was hoped that this would guide them into (b). Some candidates did not link their answer to Figure 2, the rainfall chart and chose to quote their learned knowledge about rice cultivation. Those who gained marks linked the processes to the rainfall in named months, quoting figures from the chart such as ‘285 mms of rain in July to keep the fields flooded and ensure maximum growth’. Many candidates appeared not to know why HYV seeds are preferred. Although many gained one mark for stating that they gave a higher output, few added that these seeds are drought and pest resistant and have stronger stems to stand up to heavy rainfall and wind. As they grow fast sometimes two crops can be grown in one year if there is sufficient water, and in some areas they are available with incentives by the government to provide more food for the growing population. Too much time was wasted writing about possible future benefits of increased mechanisation and better cultivation that may only possibly be gained if the increased cost of the HYV seed leaves enough profit for investment. e) (c) (i) (c) (ii)(iii) Most candidates correctly read the bar chart and gave the answer of 6 months. Those who simply listed the months did not answer the question as it did not ask them to be named. Many explained four methods of providing water, although some did not clearly indicate the four that they had chosen to write about. Some gave a good account, separa ting traditional and modern methods and comparing their cost and effectiveness (not strictly necessary for this question). (d) Some candidates failed to understand the different meanings of the separate parts. Part (i) required knowledge of what alluvial soil is and where it comes from, whereas part (ii) asked why it is good for plant growth. Some candidates did not state that it was a mineral soil left after flooding and this is why it is lacking in organic matter. The fact that it is a fertile soil that is well drained and yet moisture retentive was not often stated. 4  © UCLES 2009 2059 Pakistan Studies June 2009 (e) This was generally answered well, although few candidates gave enough reasons to gain six marks. Some wrote at length about rainfall patterns in the Indus Plains; others gave unnecessary importance to restrictions imposed by the Indus Treaty. A few appeared not to know where the Indus Plains were. A good answer included reference to the shortages at source due to lack of rainfall and siltation of the water supply system. Their answer might then move on to the high demands of industry, agriculture and domestic use and the problems of wastage and pollution of the supply. Question 3 (a) Most candidates correctly named the three cities for (i). For (ii), some neglected the map provided and listed instead the cities that the road passed through. A good answer referred to the compass directions north-east overall to Lahore then north-west to Peshawar as well as naming the rivers followed and crossed by the N5. In (iii), most correct answers stated that the Indus Highway travels to the west of the River Indus but the N5 flows to the east, and that the Indus Highway travels directly north to Peshawar crossing the Surghar Range whereas the N5 travels a longer route though the developed areas of Punjab and bridges all of the five rivers before reaching Peshawar. Many candidates stated incorrectly that the Indus Highway passes through Balochistan or does not enter Punjab Province. (b) Most answered (i) with unnecessary detail, and even then failed to compare the amounts carried. A short question like this simply required general statements describing the broad trends such as ‘roads carry more freight than railways’ with an extra mark for some comparative figure such as ‘twenty times more’, then ‘road increases more than railway’ with some figures to illustrate this. There was no credit for year-by-year description. In (ii), vague statements such as ‘road is quicker, safer, cheaper or more efficient’ are difficult to justify without reference to the reasons for this. Marks were awarded for reference to the lack of investment in railways compared to that in roads, and to the fact that the road network is more dense and reaches the more remote parts of the country where railways have not been built or are badly damaged. There are also the restrictions that railways do not provide door-to-door service, and that industrial units are built along new roads rather than by railway stations. c) Candidates showed a good knowledge of the environment of Balochistan and many achieved full marks for (i). However, many gave answers to (ii) that were broad generalisations about increasing the industrial, trading and social infrastructure. One Examiner commented ‘a common approach was to start off with a reference to better transport routes, and then completely loose sight of this idea with a long piece about what aspects of development might happen. ’ In general few candidates had a clear idea of what development means and they did not link aspects of development to transport routes. A good answer to (ii) would have referred to the exploitation of the rich mineral resources of the province, promotion of the fishing industry at the coast and fruits from the interior. More trade with other provinces and across the western borders and thus increasing employment opportunities and even tourism. Following this more settlements will develop and better infrastructure such as electricity, gas and clean water will be provided leading to more inward and less out migration, better education and health provision. Question 4 (a) Candidates showed an improved knowledge of the iron and steel industry but some did not have a clear idea of the inputs, for example steel is only an output, and iron ore is the input. There is also some confusion between manganese and magnesium. In fact the three most important inputs are iron ore, coke and limestone. For (ii), most stated that most mineral resources are in remote areas and are not exploited because of this and the lack of technology, coal reserves are of poor quality, and only a little iron ore is produced. The answer ‘the reserves are lacking in quantity and quality’ was a little vague. In (iii), the candidates recognised sheets of steel in Photograph D but not the rolled steel in E. Many called these barrels, rollers or tubes. 5  © UCLES 2009 2059 Pakistan Studies June 2009 (b) Most candidates correctly named two inputs but failed to answer (ii) correctly. The question asked how these inputs could improve production. A good answer referred to quality, efficiency and speed as well as the possibilities of finding new markets because of the improvement. A candidate who referred simply to more production failed to achieve credit. This is a topic on which knowledge was lacking. In (i), many confused an EPZ with a Dry Port and did not make the link between improved quality and increasing exports. In (ii), a good answer would have linked industrial estates to their advantages for production, especially the provision of infrastructure. Reliable electricity supply with back-up generators, gas, water and telecommunication facilities, as well as access to a good network of roads and possibly railways exists in a modern industrial estate. Many candidates wrote at length about attracting investors but it is not until this infrastructure is in place that the government can really attract investment. Incentives are of no use unless there is something to offer industrialists. Some good candidates referred to the NIZ and SITE which are examples of industrial estates. (c) (d) Most candidates had an extensive knowledge of the characteristics of formal employment, some referring to the cotton industry as an example. Question 5 (a) (i) Most candidates correctly added both male and female bars together to get the answer but in (ii) many attributed the shorter bars of the 0-4 age group to a higher infant mortality rate. This is not true. The most important reason is lower birth rates in the last four years. Almost all candidates knew that X was young dependents and Y the economically active group. In (iii), most achieved good marks by explaining that this group was the older dependents who made financial and demands on both the government’s and Group Y’s resources. Some went on to give the need for food, medical care and pensions thus leading to less money for development projects and high taxes for group Y. Few stated that older people provided a source of wisdom and guidance to the younger workers and the government, and childcare for working parents. (c) Many candidates showed a good knowledge of the reasons for high birth rates and means of their reduction although many answers were unstructured and made only vague reference to ‘education, awareness and family planning’ without explaining the links between them. A good answer referred to a lack of educated family planning and access to contraceptives in rural areas, strong religious beliefs and a need for child labour and support. In (ii), this good answer would explain how education and medical facilities in rural areas could increase understanding of the need to reduce birth rates and the means of contraception. Education of young women and men as well could improve their chances of employment and give a modern attitude to their life thus leading to later marriages and smaller families. It would also enable them to understand religious teaching without going to extremes. (d) (i) A few candidates did not read this question and wrote about the reasons for rural urban migration. However many gave a good answer explaining that shortages of Schools, hospitals, power supplies, water and housing would occur in urban areas. This would lead to illiteracy, bad health and disease, poor living conditions and breaking the law. Some good candidates also considered the effects in rural areas which are equally serious, for example the loss of the young male population and educated workers leading to a less productive society, and the consequence of neglect of these areas by governing authorities leading to a lack of development projects. For (ii), there are a number of reasons for migration to other countries. Opportunities are offered in Europe, the USA, Canada, the UAE and other developed countries for skilled workers, but many are tempted to travel across the world with only a dream of good work, modern living conditions and a good education for their children. The present political difficulties in Pakistan add to reasons for emigration. (b) 6  © UCLES 2009