Hospital management system Essay

1.User requirements †¢Users can log in and register patients. During registration the users should be able to enter basic patient information. †¢The system should allow the user to schedule an appointment for a new user in which the user should be able to assign the date, time, department and the doctor available at that time †¢Users can search for admitted patient. †¢User can see the department wise appointment and particular day’s outpatient and also see today’s waitlist, transfer or transfer a patient from one department to another department. †¢The user should be able to enter the basic information about the employee and his or her professional details. †¢The user will be able to add the urgency and reminder to patient or cancel an appointment of a particular patient or update patient details etc. †¢The user will be able to see doctor on call schedule department †¢The user will be able to create edit or update a duty plan of a doctor. The user should be able to delete and add a doctor to a particular department. †¢The user should be able to assign a particular bed to a particular patient, or discharge the patient. †¢The user should be able to view the waiting list and from there can transfer the patient. †¢The user should be able to search the patient who is gone through any operation and his or her detail information like operation date, surgeon, therapy etc. †¢The user should be able to view pending requests. 2.System requirements †¢The system should have a log in option and maintain a record of registered patients. †¢The system should categorize â€Å"In Patients† and â€Å"Out Patients† †¢The system should maintain a record of doctor’s schedules in order to allow so that, if a patient wants a particular doctor the system should enable them to search a particular doctor schedule and his or her available time. †¢The system should all allow modification of details. †¢The system should display a list of admitted patients. †¢The system should keep information related to patients which are out patient. †¢The system should allow registration of a new employee. †¢The  system should store today’s doctor on call schedule department. The system should also allow the user to create edit or update a duty plan of a doctor. †¢System should maintain the ward occupancy there room and bed. †¢The system should display details entered by the user of when the transfer a patient form one ward to another or one room to another room or one bed to another bed has taken place. †¢The system should output a waiting list. †¢The system should produce a nursing report, physician orders, diagnostic reports; lab reports etc. and the user should be able to view it. †¢The system should be able to create a duty plan for a particular nurse and also give a quick review of today’s nurses on standby duty. †¢The system should have a form for the user to fill to send a request to laboratory test. The system should maintain a radiological test request that a user can make. 3.Functional Requirements Functional requirements define the fundamental actions that system must perform. The functional requirements for the system are divided into various modules; Registration, Billing, Payroll Module, Outpatient Management, Inpatient Management and Pharmacy A. )Registration module This module of the system captures complete and relevant patient information such as patient registration details, doctors daily schedule list, doctors schedule summary and so on. And automates the patient administration functions to have better and efficient patient care process. †¢The system shall include a user authorization procedure where users must identify themselves using a login name and password. Only users who are authorized in this way may access the system data. †¢The system should be able to display enquires about the patient, the patient location, admission and appointment scheduling and discharge details. †¢The system shall record patient registration details and inpatient and outpatient registration details. †¢The system should allow users to modify patient or doctors details †¢The system should automatically give and store medical alerts details. †¢The system shall provide doctors schedule summary and doctors daily schedule list. †¢The system should maintain medical records that keep an abstract of clinical data about patients. B. )Billing module The Patient Billing module handles all types of billing for long-term care. This module facilitates cashier and billing operations for different categories of patients like Outpatient, Inpatient and Referral. Therefore in this module: †¢The system should provide automatic posting of charges related to different services like bed charges, lab tests conducted, medicines issued, consultant’s fee, food, beverage and telephone charges etc. †¢The system should be flexible to allow billing plans to be configured to automatically accept or deny. †¢The system should be tuned to enable this module to capture room and bed charges along with ancillary charges based on the sponsorship category. †¢The system should record the charges for various services rendered. †¢The system should display payment details. †¢The system should display reports and have a printing option. C )Payroll Module †¢The system should calculate total employee salary including reductions and allow the employer to, print salary slips and salary certificates †¢The system should produce PF statements, Gratuity Statements and also provide a monthly analysis. †¢Since the module deals with the maintenance of employee bio-data, the system should keep employee bio data including Attendance / Overtime details. It should also report on absenteeism or leave encasements of an employee. †¢The system should permit the department to conduct Employee Related Activities like appointing the staff, maintaining the employee database, Fixing allowances and deductions, Maintenance of Hospital documents, etc. D.) Outpatient Management module The outpatient module serves as an entry point to schedule an appointment with the hospital resident doctor or consultant doctor for medical consultations and diagnosis. In this module: †¢The system should provide instant access to comprehensive patient information to doctors. †¢The system should divide Patient visits into new, follow-up and review and record the appropriate details if any. †¢The  system should handle the modules requests and results of laboratory tests and other examinations. †¢The system should define external doctor’s visit to in patients as â€Å"call on†. †¢The system should store patient’s diagnosis details. †¢The system should provide a record of patient’s appointments. †¢The system should store outpatient medical observation details. †¢The system should provide a report on outpatient Treatment History. †¢The system should store the out patients clinical service details and common billing clinical services of the patient †¢The system should support online prescription, online request for Investigations and so on. †¢The system should calculate the cost for the services rendered to the patient and reflect it in the billing module appropriately resulting in smooth billing process. E) Inpatient Management module The inpatient module is designed to take care of all the activities and functions pertaining to Inpatient Management. Therefore: †¢The system should allow this module to automate the day-to-day administrative actives and provides instant access to other modules, which leads to a better patient care. †¢The system should provide comprehensive data pertaining to Admission of Patients & Ward Management: Availability of beds, Estimation, Agreement preparation, Collection of advance, planned admission, Emergency admission and so on. †¢The system should enable this module to support Ward Management involving the system recording details of a patient being shifted from one ward to the other. †¢The system should display and be able to keep a record of the number of available beds †¢The system should monitor the administration of drugs. †¢The system should display the details of when a doctor is to be or transferred. †¢The system should display requests regarding admission, drugs and also display pending requests. †¢The system should keep and display record of patients that are to be or have been discharged; the details should include the expected or the Date and Time of Discharge. †¢The system should allow the module (department) to track every visit made by a patient. F) Pharmacy module Pharmacy module deals with the automation of general workflow and administration management process of a pharmacy. †¢The system should allow purchasing of orders. †¢The system should store supplier’s information †¢The system should allow online request for stock from various sub-stores and online stock transfer. †¢The system should maintain the drug inventory. †¢The system should record and allow users to view the expiring date of items. †¢The system should produce a goods receipt. 4. Nonfunctional requirements. Non-functional requirements define the overall qualities or attributes of the resulting system. Performance Requirements Performance requirements define acceptable response times for system functionality. †¢The load time for user interface screens shall take no longer than two seconds. †¢The log in information shall be verified within five seconds. Security †¢The system shall ensure that data is protected from unauthorized access. †¢Through permitting the changing access permissions for the system data to only be done by the system’s data administrator †¢All system data must be backed up every 24 hours and the backup copies stored in a secure location which is not in the same building as the system Reliability †¢The system should perform its required functions under stated conditions if any. †¢The system should have a low rate of failure to deliver the services required by end users. Maintainability: †¢The system should be able to cope with the changing of technology. Size †¢The system should not occupy a large amount of memory disk space. Robustness. †¢After a failure the system should have a backup to assist in immediately functioning as required. 5.Usability requirements Some of the systems usability requirements should include: †¢Informative error messages for example when a record is missing and should be inputted or when incorrect data †¢The system should offer help facilities for users who require further assistance or understanding when using the system. †¢The system should have well-formed graphical user interfaces. †¢The time needed to be taken for users to learn the facilities of the system. †¢How satisfied are the users with the system can be measured by taking a survey. 6. Domain requirements Domain requirements are the requirement that comes from the application domain of the system that reflects the characteristics of that domain. Therefore, as this System is a hospital management System, the domain requirement of this system should concern about the requirements that reflect characteristic of hospital management system. Our hospital management System should contain the characteristics below: †¢The hospital management system must have basic functions: storing, tracking, updating and must be able to generate and display reports also records or details of patients, doctors, medical alerts, doctor’s schedules lists and so on. †¢ Every operation that occurs in the hospital management system must concern of Data Integrity. For example, we do not want the total charges calculated by the system of a patient and displayed not to be not accurate thus causing losses to the hospital making use of this system or a drug records is recorded without including its name or quantity. †¢Each operation that occurs in the hospital management system must be recorded, and the system should generate report from time to time. †¢Regarding security issue, the hospital management system must have an authentication features e to prevent unauthorized access. †¢Authorized person must be able to access the System 24/7 except the system is under maintenance. †¢The system should have a backup unit which will be required when an unexpected system failure event occurs. †¢The system should not only produce reports but also receipt when it comes to drugs to support manual tracking of finances if necessary. †¢The system should display requests regarding admission, drugs and also display pending requests and enable responding to them if required. †¢This system must monitor administration of drugs. REFRENCE SWE 626 Team 2 Hotel Management System Software Requirements Specification Document Retrieved from www.oocities.org/swe626/HotelManagementSystemCorrectFinalSRS.doc. Software Requirements Retrieved from en.wikipedia.org/wiki/Software_requirements.

World War Ii and Candidates

12 eP e ap . c rs om FOREWORD This booklet contains reports written by Examiners on the work of candidates in certain papers. Its contents are primarily for the information of the subject teachers concerned. 9697 History June 2005 HISTORY GCE Advanced Level and GCE Advanced Subsidiary Level Paper 9697/01 Paper 1 – Modern European History, 1789 – 1939 General comments The general standard of the scripts was satisfactory and all of the Examiners read some excellent work that was relevant, clearly argued and well supported by appropriate knowledge. Most candidates answered four questions as required and used their time effectively. The standard of the answers to Question 1, the Source-based question, was better and Examiners welcomed the improvement.Fewer candidates only summarised the sources and more gained credit by comparing and contrasting them and by assessing their relative value. They considered how reliable and useful the passages were. This could be done in sever al ways, including testing the reliability of what a source said against one’s own knowledge, testing the reliability of what a source said against what other sources indicated, examining the language and argument in a source to indicate its bias, and analysing a source’s language and argument in relation to the author’s purpose or audience. Sometimes candidates dismissed sources because they were biased.However, all sources might be biased in one way or another and the task of historians is to see through the bias and extract useful judgements or knowledge. When answering the essay questions (Questions 2 – 8), weaker candidates were usually unable to provide enough knowledge to support their explanations so that their answers tended to be assertions. On the other hand, good answers were able to balance arguments or explanations with accurate knowledge. This knowledge does not have to be detailed but candidates must provide support for their claims. This was particularly apparent in Questions 3 and 5.In Question 3, there were some acceptable arguments about the general social effects of the Industrial Revolution but the answers could not be given high credit when the claims were not supported by examples. This was the reason why candidates were required to refer to developments in two of Britain, France and Germany. In Question 5, many candidates were able to record accurately a variety of reasons for European imperial expansion but the better answers emerged when they illustrated policies by the use of examples. Less satisfactory answers tended to be vague about specific developments.A discriminating factor between good and less creditable answers was that the former paid attention to key words or phrases in the questions whereas the more moderate responses sometimes comprised general accounts of topics. The essay questions are given below with the key words or phrases in bold. Teachers might decide that it would be a useful exerci se to provide their candidates with exemplar essay questions and discuss which are the key words or phrases that need particular attention in answers. Question 2 Question 3 Question 4 Question 5 How far was Napoleon Bonaparte an oppressive ruler in his domestic policies from 1799 to 1815?Discuss the claim that the middle classes gained most from the Industrial Revolution in Europe. Explain the growing support for nationalism in Germany and Italy from 1848 to 1871. Why were European governments more willing to support imperialist policies in the later years of the nineteenth century? (You should refer to developments in at least two of Britain, France and Germany in your answer. ) How far had Lenin achieved his aims by the time of his death in 1924? How accurate is the claim that the effects of World War I were the most important reason for the rise of totalitarian governments in Europe during the period to 1939? You should refer to at least two of Germany, Italy and Russia in your a nswer. ) Examine the claim that Marxism developed to 1914 as the result of industrialisation. Question 6 Question 7 Question 8 2 9697 History June 2005 Comments on specific questions Section A: The Origins of World War I, 1870 – 1914 Question 1 ‘Russia’s policies caused the outbreak of war in 1914’. Use Sources A-D to show how far the evidence confirms this statement. This Source-based question on The Origins of World War I asked candidates to use four Sources to consider whether Russia’s policies caused the outbreak of war in 1914.Candidates were given credit when they sorted the Sources into groups. Sources C and D confirmed the claim whilst Source B contradicted it. Source A was interpreted by most candidates as contradicting the claim but some candidates noted the strong hint in the last sentence that Russia would stand by Serbia, often interpreting this as a ‘blank cheque’ from Russia that equated with Germany’s ‘blank cheque’ to Austria-Hungary. Many candidates attempted to evaluate the extracts but some answers applied simplistic tests of reliability.For example, they stated that Source A was reliable because it was a personal telegram from the Tsar to the Kaiser, whilst Sources B, C and D were reliable because they were, in different forms, official documents. The most successful candidates used the internal evidence of what the sources contained to assess their reliability and value. For example, was Source A correct to claim that ‘Germany had used all her influence on Austria-Hungary in order to bring about an understanding with Russia’? Some candidates were given credit when they referred to Germany’s ‘blank cheque’ to deny this claim.There were creditable contrasts between the effects of German long-term planning and Russian mobilisation. The least successful answers sometimes spent too much time in summarising, or paraphrasing, the extracts. They la cked a conclusion whereas the best answers included a conclusion that provided an overall judgement. Section B Question 2 How far was Napoleon Bonaparte an oppressive ruler in his domestic policies from 1799 to 1815? The question asked candidates to examine how far Napoleon Bonaparte was an oppressive ruler in his domestic policies from 1799 to 1815.The overall standard of the answers was sound. The most successful candidates examined a range of issues but focused on domestic issues because these were specified in the question. Answers could not be given credit for discussions of foreign policy. Some answers devoted too much time to the rise of Napoleon to 1799. This could be used as a brief introduction but not as a major point in the argument. Credit was given when candidates considered some of the major policies and reforms introduced by Napoleon, such as the Code Napoleon and the Concordat. They also referred to the police system and censorship.Good answers examined the politica l structure of Napoleon’s rule; it was highly centralised and authoritarian. Some moderate and weak answers omitted this very important aspect of the question. Question 3 Discuss the claim that the middle classes gained most from the Industrial Revolution in Europe. The question was based on the claim that the middle classes gained most from the Industrial Revolution in Europe. The standard of the answers was variable. The most frequent reason why answers did not gain a high mark was that they devoted too much time to eneral descriptions of the processes of the Industrial Revolution and did not examine sufficiently the effects on social classes. There were some sound answers that explained the profits that were gained by the middle classes from investment in industries. Increasing wealth allowed them to play a more important political role. The same reason gave them advantages in society. The question allowed candidates to compare the middle classes with other social groups. Some weak answers only described the hardships of the lower orders and referred to the middle classes by implication but the better responses included a fuller comparison. 9697 History June 2005 Question 4 Explain the growing support for nationalism in Germany and Italy from 1848 to 1871. The key issue was the growing support for nationalism in Germany and Italy and the specified period was 1848 to 1871. Examiners read some very effective answers that were analytical and considered a variety of relevant points. Some referred to the legacies of the French Revolution and the Vienna Settlement. This was relevant as long as it was not given too much space. The most successful answers were balanced between Germany and Italy whereas some did not merit the highest credit because they were imbalanced.Some moderate answers wrote narrative accounts of political leaders such as Bismarck and Cavour. This approach was relevant but it sometimes omitted to link these leaders to nationalism. On the other hand, Examiners read some perceptive answers that argued that, whilst Bismarck and Cavour promoted unification, they were not essentially German or Italian nationalists. There were interesting assessments of the effects of the 1848-1849 revolutions and of the Zollverein in Germany. Question 5 Why were European governments more willing to support imperialist policies in the later years of the nineteenth century? You should refer to developments in at least two of Britain, France and Germany in your answer. ) A recurring quality of the best answers was their combination of argument and examples. Many candidates could explain a number of relevant factors that encouraged governments to support imperialist policies but their essays sometimes lacked examples so that the answers were too general for a high mark. The most successful answers combined explanations of factors such as political and economic interests with references to regions where these were implemented. Question 6 How far had Lenin achieved his aims by the time of his death in 1924?Examiners were pleased with the quality of most of the answers. Credit was given when candidates explained Lenin’s aims explicitly; these were assumed by some of the more moderate responses. The most successful answers considered both his successes and his failures and came to a considered balance of judgement. Answers in the middle and lower bands sometimes focused exclusively on successes. A few candidates devoted too much time to the rise of Lenin and Bolshevism to 1917; this was relevant but needed to be linked to the key issue of Lenin’s achievements by 1924.Among the successes that were explained was that Lenin took the Bolsheviks to power in 1917. He then led the new government to victory against the Whites in the civil war. The war with Germany was ended. He established a one-party state, defeating opponents, and he was unchallenged personally. On the other hand, possible failures might have incl uded the fact that Lenin’s economic measures, especially War Communism, almost led to collapse and had to be revised in the New Economic Policy. Survival was achieved at the cost of abandoning Marxist-communist principles.Terror became widely used. Question 7 How accurate is the claim that the effects of World War I were the most important reason for the rise of totalitarian governments in Europe during the period to 1939? (You should refer to at least two of Germany, Italy and Russia in your answer. ) The question asked candidates to consider whether the effects of World War I were the most important reason for the rise of totalitarian governments in Europe. They were required to refer to at least two countries out of Germany, Italy and Russia in their answers.The general quality of the essays was satisfactory and Examiners read some excellent answers. These assessed the impact of the war and compared it with other factors; their arguments were supported by appropriate knowl edge. Good candidates explained that the war had serious political and economic effects. For example, it destabilised an authoritarian regime in Russia and the post-war democratic governments in Germany and Italy because neither state was content with the outcome of the conflict (including Germany and the imposition of the Versailles settlement and Italy’s disillusionment with erritorial issues). Economic consequences were examined. In Germany and Italy, the war led to the growing appeal of ultra-nationalist groups whilst it confirmed communist leaders, Lenin and then Stalin, in power in Russia because the 1917 Revolution was a direct outcome of World War I, although it was not its only cause. With this basis, sound answers explored other factors in the rise of totalitarian governments, such as the personal appeal of leaders and their use both of propaganda and terror to enforce obedience. Democratic governments were weak. 4 9697 History June 2005Question 8 Examine the claim that Marxism developed to 1914 as the result of industrialisation. The key issue was the connection between Marxism and industrialisation. Candidates gained credit when they explained that Marx believed that there was such a link; he held that capitalist industrial states suppressed the wage earners or proletariat. The middle class or bourgeoisie were said to use industrialisation to exploit the lower classes. Sound answers explained that Marxism appealed most to those in industrial societies, especially in France and Germany.However, it did have less appeal in highly industrialised Britain. Some noted that Russia, the centre of the first Marxist revolution, was not an industrially-based country. Some weak answers were vague about Marxism and provided only general accounts of industrialisation. These did not deserve a high mark because they did not address the key issue in the question. Paper 9697/03 Paper 3 – International History, 1945 – 1991 General Comments The num ber of candidates taking this paper was slightly up on last year. The overall standard of the candidates was satisfactory.Most scripts demonstrated a reasonable level of knowledge and understanding. The paper produced answers which covered the entire range of marks with a pleasing number of candidates producing some high quality answers. An example of a high quality answer has been included below under Question 1. The most successful candidates used their knowledge and understanding of the topic to answer specifically the question on the examination paper. Knowledge was used to support and sustain an analytical argument which came to a specific conclusion.Many candidates underachieved because they tended to use their knowledge to write narrative and descriptive answers which contained only a limited amount of analysis. Each question on the examination paper focused on one of the topic areas contained within the syllabus. In Question 1, candidates were asked to assess the hypothesis that the UN Secretary-General was the most important factor in ending the Suez Conflict of 1956. The command instruction of ‘how far’ required candidates to offer an analytical answer ‘for’ and ‘against’ the proposition in the question, using source information and contextual knowledge to support their answers.The essay questions (Questions 2-8) were all framed in a similar way to enable candidates to engage in analysis. Command instructions such as ‘how important’, ‘assess’ and ‘discuss’ require candidates to produce a balanced analysis in direct response to the question. Given the limited time available in the examination, lengthy contextual sections which ‘set the scene’, unfortunately limit the time available for direct coverage of the issue in the question. Although it is useful to plan an answer, candidates should be aware that this exercise should take only a few minutes for each answer .Very few candidates failed to attempt four questions. However, although a number of candidates failed to finish their final answer, this was presumably due to pressure of time. Comments on specific questions Section A: The Development of the United Nations, 1945 – 1991 Question 1 How far do Sources A-E support the view that the work of Hammarskjold was the most important reason why the Suez conflict was brought to an end in November 1956? The question required candidates to study five sources on the UN and the Suez Crisis of 1956.They had to consider the view that the UN Secretary-General, Dag Hammarskjold was the most important reason why the Suez Crisis was brought to an end in November 1956. In doing so, candidates should have considered information within each source, cross referenced information between sources and have analysed the attribution of the sources to decide whether or not the hypothesis in the question was correct. 5 9697 History June 2005 The vast majority of candidates were able to use source information to construct an answer which both supported and challenged the hypothesis in the question.However, although most candidates used information within the sources, fewer were able to cross reference information between sources or evaluate the sources as examples of historical evidence on the issue. In providing source devaluation, many candidates did not go beyond referring to specific sources as ‘biased’ or ‘fairly reliable’, without explaining precisely why this assessment was made. For candidates to receive adequate reward for source evaluation, an explanation of why sources might be ‘biased’ or ‘unreliable’ is required.Some candidates wrote extensive answers to this question which created time problems in answering the essay questions later in the examination. The following is an answer to this question; although it did not receive full marks, it does illustrate a very high standar d of answer. The claim that Hammarskjold was the most important reason why the Suez Conflict came to an end is debateable. Source A supports the hypothesis by almost making it seem that UNEF would not have been possible without him. ‘Hammarskjold found himself acting as much in the diplomatic as in the administrative field. This was because he had to persuade Egypt to be the host country for the UNEF. This source gives one the sense that the Secretary-General was an effective leader in a time of pressure and was willing to take up the challenging role. For instance ‘The Assembly asked the Secretary-General†¦ to produce a plan for a UN force within 48 hours’. Hammarskjold took up the challenge and organised the force. This gives the impression that the UN General Assembly would have been helpless without Hammarskjold’s involvement. This source has been written by a British journalist six years after the end of the conflict.Although not a key player in t he conflict the journalist provides credible evidence as to the role of the Secretary-General. Source B also supports the hypothesis. It looks more at the diplomatic side of the conflict by stating that ‘Hammarskjold†¦succeeded in establishing a basis for co-operation between the UN and Egypt upon which the UNEF operated smoothly’. The source only focuses on this fact of how Hammarskjold was able to persuade Nasser. This point is also mentioned in Source A. One has also to note the author of the source. Brian Urquhart was a key player concerning the UN presence in the conflict.As it is explained in source C Urquhart was part of Hammarskjold’s ‘admirable staff’. Therefore, this source provides more effective information because Urquhart was involved in the UN at the time and therefore knew precisely what was happening. The source, in that sense, can be said to be reliable. However, as a member of Hammarskjold’s team it may be likely to sup port the role of the Secretary-General. This source comes from a biography of Hammarskjold and does not offer any critical comments on the Secretary-General’s role in the Suez Conflict. Therefore, source B may not be wholly reliable as evidence.Source C partially challenges the hypothesis, unlike the first two sources. It points out that ‘the idea (for the UNEF) came from Lester Pearson’. Therefore, Hammarskjold cannot be said to be the most important reason for the ending of the Suez Conflict. The author of this source concentrates more on the role of the General Assembly. It states, ‘the Suez crisis was†¦ the finest hour of the General Assembly’. The author gives credit to Hammarskjold ‘and his admirable staff’. One can see that Hammarskjold is not praised as he is in Source A and furthermore, this view can be seen in Source D which also partially challenges the hypothesis.The General Assembly gets more attention when the Security Council would not do anything following the veto by Britain and France. Hammarskjold is shown in a different light compared to sources A and B. Hammarskjold is said to have ‘had serious doubts at first about’ Pearson’s idea. In sources A and B Hammarskjold seems to have jumped at the challenge without having second thoughts. On the other hand, one should take note that the source was written in 1995 and would have had a better overview of what happened. This would explain the playing down of Hammarskjold’s role.Source C is written by a diplomat and source D is written by a journalist neither of which were key players in the conflict. The sources are both from books which attempt to place the Suez Conflict in wider international context. The sources cannot be said to be wholly reliable but they do offer an objective view. Source E partially supports the hypothesis. Yet, like sources C and D states that there were different key people. The source states â⠂¬Ëœthe key person, in addition to Hammarskjold himself, was Lester Pearson’. Lester Person is actually labelled as a key erson rather than just being mentioned as the person who came up with the idea of the UNEF. But this source does not play down Hammarskjold’s role and also mentions that he ‘quickly provided a preliminary plan’ about the crisis. This is similar to source A. 6 9697 History June 2005 In conclusion, source A and B fully support the hypothesis while source partially supports it. Sources C and D partially challenge the hypothesis. Sources C, D and E all have the advantage of having a better overview of the Suez Crisis, being written some time after the event.However, these sources are not written by key players and they cannot be considered wholly reliable. Source A is not written by a key player but was written soon after the event. Source B, on the other hand, is written by a key player but cannot be said to be wholly reliable because one would not expect a person to openly criticise his own organisation. The hypothesis claims that the Suez conflict was brought to an end because of Hammarskjold’s work. Yet, most of the sources have pointed out that other key players, the General Assembly, Pearson and Nasser, also helped to end the conflict.I would suggest that the hypothesis should be modified to ‘How far do sources A-E support the view that the work of Hammarskjold, in carrying out the idea of Lester Pearson, was an important reason why the Suez conflict was brought to an end in November 1956? ’ Section B Question 2 Which of the following has the best claim to mark the start of the Cold War: Churchill’s Iron Curtain speech, 1946; the Truman Doctrine, 1947; the Berlin Blockade, 1948-1949? Explain your answer. This was by far the most popular of the optional essay questions.However, some candidates did not differentiate effectively between the ‘cause(s)’ and ‘start’ of the Cold War. In many of these answers a significant amount of time was used to provide detailed contextual material going back to the Bolshevik Revolution of 1917. The vast majority of candidates displayed a detailed knowledge of the1945 to 1949 period of the Cold War in Europe. The best answers were able to use this information to answer the question directly. Those candidates who achieved high marks were able to explain directly which of the three developments had the best claim to starting the Cold War.Knowledge was then deployed to support and sustain the case made. A number of candidates took the view that none of the three incidents constituted the start of the Cold War. The best of these answers were able to explain which of the three developments did not constitute the start of the Cold War as well as pointing out why another incident deserved the title. The Soviet takeover of Eastern Europe, 1945-48 and the Marshall Plan were offered as alternatives to the three develo pments offered in the question. Question 3 Who or what was responsible for the globalisation of the Cold War?This was also a very popular question. Many of the better answers were able to give a definition of the term ‘globalisation’. They also made specific reference to the two command instructions in the question, ‘why’ and ‘what’. Most of the candidates were able to mention the Korean War as a possible starting point in the globalisation of the Cold War. Other events such as the Vietnam War, Cuba and the Arab-Israeli conflict were mentioned. Some candidates mentioned the collapse of the European overseas empires in the 1950s and 1960s which resulted in the involvement of the two superpowers.In determining responsibility, the vast majority of candidates chose either the USA or the USSR or both as the prime culprits in globalising the Cold War. However, a small number of candidates also laid blame on the ambitions of the People’s Republ ic of China. Question 4 Assess the relative contribution of America and the Soviet Union to the outcome of the war in Vietnam? This was not a popular question. A clear majority of candidates chose Question 3 over Question 4. Many answers adopted a narrative-chronological or narrative description of the Vietnam War.Very few candidates were able to assess the ‘relative’ contribution of either the USA or the USSR. In many cases, the US contribution was seen in providing troops and leading the conduct of the war from 1965 to 1972. The Soviet contribution was seen in terms of providing military equipment to North Vietnam. Very few candidates were able to link the term ‘relative contribution’ to the ‘outcome’ of the Vietnam War. As a result, diplomatic aspects of the contribution of both the USA and USSR were ignored. 7 9697 History June 2005 Question 5 How important was the West in the collapse of the USSR in 1991?This proved to be a very popular qu estion. It was clear that the majority of the candidates had a clear understanding of why the USSR collapsed in 1991. Those candidates who underachieved tended to ignore the role of the West and instead, concentrated on the internal factors which resulted in the collapse of the Soviet Union. Most of this type of response mentioned Gorbachev’s attempted reforms (Glasnost and Perestroika) and their subsequent failure. Fewer candidates referred to the impact of nationalism (The Baltic States and the Caucasus region) on the weakening of the USSR.Only a small number of candidates referred to the events of August 1991 which led directly to the USSR’s collapse. Unfortunately, those candidates who displayed detailed knowledge of internal factors without mentioning the importance of the West, did not score highly. Of those candidates who referred directly to the role of the West, the vast majority referred to the role of the USA. The Second Cold War was regarded as a major dest abilising factor for the USSR. The cost of matching the USA in both conventional and nuclear armaments was cited as an important cause of the Soviet Union’s collapse.A small number of candidates mentioned the broader role of the West. The disparity of lifestyles and wealth which were picked up via TV and radio in East Germany or by radio across the Soviet Bloc were given as examples of this phenomenon. Question 6 How successful were attempts to control the nuclear arms race between the superpowers in the period 1960 to 1980? Examiners noted that the majority of answers to this question adopted a narrative and narrative-chronological approach, with only very limited analysis of the issue of ‘success’, which was mentioned in the question.The vast majority of answers referred to the Test Ban Treaty of 1963, the Non-Proliferation Treaty of 1968 and the two SALT treaties of the 1970s. Unfortunately, a significant minority of candidates did not limit their coverage to the period ending in 1980. As a result, considerable time was spent describing and explaining the role of START, SDI (The Strategic Defence Initiative or Star Wars) and the INF (Intermediate Nuclear Forces) treaty. Considerable detailed knowledge was displayed on the treaties of the 1960s and 1970s mentioned above.However, this knowledge was not always used to its full effect. In many cases knowledge was deployed to describe events and the terms of treaties, rather than used to explain the degree to which attempts were successful. Question 7 ‘By the 1980s, the American dominance of the international economy had almost disappeared’. Discuss. Examiners noted that this was not a popular question. Many responses showed only a limited knowledge of the international economy between 1945 and the 1980s. Many candidates accepted the assertion in the question at face value.They mentioned the rise of West Germany and Japan as potential economic rivals to the USA in the internation al economy by the 1970s. They also mentioned the rise of the Asian Tiger economies in a similar vein. Some candidates mentioned the collapse of the Bretton Woods system by 1972, with the abandonment of the Fixed Exchange Rate system. However, only a few candidates offered a balanced approach which mentioned that although the USA’s overwhelmingly dominant position in the international economy after the Second World War had been eroded, it had not disappeared.US dominance in I. T. related industries as shown by the NASDAQ index of companies (e. g. Microsoft, Hewlett Packard, Apple etc. ), and its dominant role at the WTO and with the World Bank, were cited as examples of continued dominance. 8 9697 History June 2005 Question 8 Why did Africa experience serious problems of famine in the 1980s? Although not a popular question it, nevertheless, produced some very good quality answers. It was clear that some Centres had taught this topic extremely well.Candidates were able to menti on social, climatic, political and economic factors which resulted in large areas of Africa experiencing famine in the 1980s. The best answers gave specific examples of the areas of famine. The most regularly mentioned were Ethiopia and Somalia. However, in several cases candidates interpreted the question somewhat differently. Many candidates displayed sound knowledge of Africa in the 1980s but used this knowledge to explain why Africa was relatively poor compared to the rest of the world, rather than the specific issue of famine.Paper 9697/05 Paper 5 – History of USA c. 1840 – 1968 General comments There was a considerable increase in the number of candidates compared with June 2004. The overall standard was sound, but certain common weaknesses were evident, resulting in lower outcomes. The most common was failing to answer four questions, or alternatively only offering a few lines as answers. There were also a number of completely irrelevant answers which scored Ban d 7 (0-7 marks).However, the best scripts were a pleasure to read, being consistently relevant, well structured, analytical or explanatory, with good supporting evidence appropriately used. These scored Bands 1 and 2 (18-25 marks). One script even attained the exceptionally high mark of 96. The compulsory source based question, Question 1, was answered indifferently. To simply repeat and recycle the words of the sources with a few general remarks at the beginning and/or end of the response could at best only result in Level 3 (10-14 marks), and this is what most candidates did.To achieve the higher bands it was essential to use the sources as evidence, i. e. to interpret and evaluate them in their historical context. The most common failings in the essay questions (2-8) were over reliance on narrative and descriptive responses and a reluctance to engage in relevant analysis of the problems posed in the questions, backed up by good evidence in a coherent structure. Comments on specif ic questions Section A: The Road to Secession and Civil War, 1846-61 Question 1 ‘It was the complete breakdown in trust between North and South that made compromise impossible. Using Sources A – E, discuss how far the evidence supports this assertion. Only a minority of candidates evaluated the sources as evidence in their historical context, but those who did scored higher marks in Levels 5-6 (19-25 marks). A common failing was to put the case for or against the contention, whereas it is important to show the evidence for and against it and then to come to a conclusion as to which, in the candidate’s view, is better or more reliable.Few candidates noted that the sources came into three groups, A being two years before Lincoln’s election in November 1860, B and C being an immediate reaction to his victory and D and E, after the secession of the lower south had occurred. Few candidates pointed out that Douglas was a Presidential candidate in 1860 and only s ome explained what his doctrine of Popular Sovereignty involved and how it had proved unworkable in Kansas. Most candidates saw the significance of Stephens being later Vice President of the Confederacy, but few gave evidence of his strong pro-Union views until his home state of Georgia seceded.The best approach was for candidates to give the evidence for the contention; this would be Sources B, D and E in their historical context and then to give the evidence against the contention; this would be Sources A and C in their historical context. Finally, the candidate should state his or her conclusion, or at the highest level, why sources point to a different hypothesis to that stated in the question, or alternatively, why the hypothesis should be modified in the light of the evidence. 9 9697 History June 2005 Section B Question 2 ‘Mexico will poison us. United States? How accurate was this prediction of the effects of the Mexican War on the This was a very popular question with the great majority of candidates answering it. A significant number simply ignored Whitman’s quotation and gave a descriptive account of the origins and course of the war. The majority of candidates went beyond this to point out that as a consequence of the huge annexation of territory the slavery question flared up violently with sectional tensions getting steadily worse and leading to secession and civil war.The best responses went beyond this to point out that the ultimate result was not only a transcontinental nation from Pacific to Atlantic but that the Union victory led to the elimination of the Southern veto in the Senate and that America became the most aggressively capitalist and individualist nation in the world. It could be argued that the modern American nation took shape as a result of the territorial annexations from Mexico. Question 3 ‘I claim not to have controlled events but confess plainly that events have controlled me. ’ (Abraham Lincoln, spee ch in 1864). Do you agree with Lincoln’s assessment of his Presidency?A very popular question but few really good responses; most candidates played it safe by giving a descriptive account of Lincoln’s Presidency, in some cases going back long before he became President. The point of the question was not that Lincoln simply reacted to events but that many of the key events facing him were beyond his control. Obvious examples would be the acute sectional crisis of the 1850s, the whole slavery issue and the decision of the Lower South to secede and form the C. S. A. Relatively few pointed out that Lincoln was decisive and active when needed.Good examples would be his skill in keeping Kentucky and Maryland from seceding, the Emancipation Proclamation, his flat refusal to negotiate terms with the Confederacy when this appeared to be the only way to end the war, as in the early half of 1864. He also assumed to himself almost dictatorial powers in suspending, in effect, the B ill of Rights, introducing censorship and suspending Habeas Corpus. He also appointed and retained Grant amid much criticism and towards the end of his Presidency had a Reconstruction programme which, if implemented, might have reconciled the defeated South.Question 4 Explain why the United States became the world’s leading industrial nation in the period 1865-1900. A minority choice but reasonably well answered. The role of technological inventions was well handled and nearly all candidates discussed the endless supply of cheap and motivated labour by immigration. Relatively few mentioned cheap land or the fact that the US had a political and legal framework in this period which was extremely favourable to business and hostile to any degree of government in economic matters, with the partial exception of the railroads.There was an almost total lack of data – for example, that by 1900 the US produced 30% of the world’s industrial goods. 10 9697 History June 2005 Question 5 How was it possible, in spite of constitutional protection, for the Southern States to deny basic civil rights to African-Americans from 1895 to 1964? A very popular question, though not very well handled, with little discussion of the roles of Presidents Kennedy and Johnson in granting full civil rights. In theory the thirteenth, fourteenth and fifteenth Amendments had granted full legal and civic equality to the Freedmen.The basic problem, which few candidates mentioned, was that the whites had lost interest in the fate of the African-Americans; the latter were a small minority in the nation and even in the former slave states they were a majority in only two states in 1900. As a result, the southern states were able by a variety of means, which were quite well described, to circumvent the plain intention of the Amendments by reducing blacks to the status of permanently second class citizens, denied the right to vote and access to the same level of education as the whi te majority.Most candidates mentioned the effect of the Supreme Court decision in Plessy v Ferguson. The role of the Ku Klux Klan in the 1920s was probably overstated and few mentioned FDR’s juggling act in keeping the Solid South as part of his victorious coalition, while successfully wooing Northern blacks into voting for him. Most Presidents in this period were indifferent to black aspirations. Candidates correctly dwelt on Martin Luther King’s inspiring and intelligent leadership in the civil disobedience campaign from the 1950s onwards.Few mentioned his building up of alliances with Democratic politicians in the North, in particular Kennedy. The effect of the Brown case was dealt with well and better responses highlighted the effect of the Cold War on putting pressure on the American political establishment to grant civil rights. None pointed to the irony of the Texan career politician Lyndon Johnson pushing through the major civil rights legislation when his more high minded predecessors had been unable, or unwilling, to do so. Question 6 How different were the policies adopted by Hoover and Roosevelt to deal with the Great Depression?A popular question but candidates paid little attention to Hoover. Unlike Roosevelt, Hoover believed firmly that it was quite wrong for the Federal Government to engage in the regulation of, and interference in, the economy. No one mentioned that Hoover tried very hard to commit FDR to a continuation of his own policies even up to the day before FDR’s Inauguration in March 1933. Hoover was, of course, regarded as one of the great humanitarians of the twentieth century for his outstanding work in famine relief in Russia in 1919 and 1920 and it is quite wrong to portray him as indifferent to suffering.His policies were, however, ineffective and from 1929 to 1933 unemployment, business failures and falling stock market prices grew steadily worse until it seemed that the whole financial system of the US was on the very edge of total collapse. While candidates were correct to portray FDR as both different from and more effective than Hoover, few made much sense of the famous New Deal. It was not a coherent, logical programme and at times it was not easy to see precisely what FDR was trying to do; this was not helped by his persistent deviousness.However, he managed to infuse all around him with his unfailing cheerfulness and optimism (in contrast to Hoover) and he was clearly an activist ready to try any policy, however unorthodox, to beat the slump. As a result the popular mood shifted and disaster was averted. Some candidates correctly pointed out that unemployment figures were still very high up to 1939. Question 7 ‘Gradually and rather reluctantly, the United States became an imperial power and a military presence on a global scale. ’ Is this a fair assessment of American foreign policy, 1890-1919?This question required skill in organisation as it covered two wars, but most candidates relied on a descriptive, rather than an analytical answer, and as a result the treatment of the 1914 to 1919 period was frequently hurried with, too often, the Versailles Peace Conference being ignored. Few were prepared to tackle the assertion contained in the question. The war with Spain was brutal and pitiless, resulting in de facto control of Puerto Rico, the Philippines, and in effect Cuba. There was certainly nothing accidental or hesitant about it. It did make the US a global, and in effect, imperial power.No candidate mentioned Theodore Roosevelt’s successful mediation in the Russo-Japanese war which resulted ironically in the Nobel Peace prize being awarded to one of the most aggressive and warlike US Presidents. Many candidates discussed Roosevelt’s acquisition of the Panama Canal and the creation of both the US Canal Zone, with sovereign powers, and the creation of the state of Panama being hived off from Columbia. The first World War was ha ndled better, with most candidates being correct in describing President Wilson’s determination to stay out of conflict.It is arguable that the US was slowly dragged into conflict once Russia had withdrawn in 1917, leading to the strong likelihood of German victory which financial considerations, among other factors, made unacceptable to the US. No candidate mentioned the famous Zimmerman telegram and its effect on US public opinion. In 1918 and 1919 Wilson seemed to develop illusions of grandeur in attempting to force his own internationalist ideals on reluctant Allies. 11 9697 History June 2005 Question 8 How far was increasing national prosperity from 1945 to 1968 shared by all Americans?Very few candidates answered this question and none did particularly well. The main focus of responses was on the exceptions to the national prosperity, usually African-Americans, but the other pockets of poverty such as the rural poor, declining mining areas and Hispanic migrant workers, were usually ignored. One would have preferred to have seen much more discussion on why and how Americans became so prosperous in the post war period. Alone among major powers, it gained enormously in wealth from the war and dominated the world economic scene during the whole period.The US was a major beneficiary of the long economic boom from post war reconstruction and the huge armaments industry benefited greatly from the Korean War and the Cold War with the Soviet Union. These factors were ignored. Paper 9697/06 Paper 6 – Caribbean History, 1794 – 1900 General comments In the main candidates attempted the required four questions, although there were a few who obviously spent too much time on Question 1 and either could not finish a fourth question or, in some cases, had failed to tackle a fourth question.As far as possible, candidates should give equal shares of the time available to each question as a truncated or missing final answer will affect the examination r esult. Among the ways of avoiding the most serious consequences of failing to complete four full answers would be to plan responses to the questions so that, if need be, a firm outline of an answer could be given when time is running out, rather than writing two or three paragraphs which only represent a fraction of the material a candidate may have available.Question 1 was always answered. Many candidates were able to consider critically the material in the sources and the reasons why they were written. Some answers only made use of the sources for their content and at face value. A number of candidates did not write a conclusion to their response and so failed to link what they had written to the statement in the hypothesis. Of the other questions, Question 4 was the most commonly answered followed by Questions 3, 2, 6 and 5 in the order of frequency.Though many candidates did use examples for their answers from across the whole Caribbean area, some answers were written in very ge neral terms and, often, with the experience of the British Caribbean (or Jamaica only) in mind. Question 4 was an example of this, but answers to other questions sometimes had a similar appearance. In Question 2, abolition in the British colonies often took up more than half of an answer which should have given prominence to French and Spanish experiences too. Detailed comments on the answers to all the questions follow later in the report.There were some examples of candidates embarking upon answering questions without sufficient thought or planning. Examples included Question 2, in which there were long accounts of how the slave trade in the British Empire was ended, which might have provided a single point about abolition but where a page and a half of detail represented a wasted opportunity to deal with the question more directly. Candidates probably needed to take some time to collect their ideas about Question 5 and to plan to cover both societies and economies. In general, sc ripts were well presented, though some candidates’ handwriting was difficult to read.A few candidates failed to arrange their scripts in proper page order and some did not number their questions. 12 9697 History June 2005 Comments on specific questions Section A: Emancipation and its Consequences Question 1 ‘As the nineteenth century progressed, it became clear that there was no future for the Caribbean sugar industry’. How far does the evidence of Sources A-E support this statement? The Level description for candidates to receive at least two-thirds of marks is that a candidate ‘by interpreting/evaluating sources in context finds evidence to challenge and support the hypothesis’. Evidence is a key word.Candidates should use all the sources, use them as more than a source of information and relate them to the hypothesis in order to gain a high mark. Responses to this question varied widely. Many considered at least some of the sources critically. Som e answers were unnecessarily long. Sources A and B described the introduction of machinery to the processing of the cane and gave a hopeful impression of the future of parts of the sugar industry in the early 1850s. Candidates raised questions about the possible attitude of the Governor of British Guiana in Source A and possible journalistic and pro-planter bias in Source B.Other points about the wide time scale of the sources and their limited geographical scope were made in order to assess the sources. Many missed the chance to use Source D (about the problems of the sugar industry in the British Caribbean, 1876-77) and Source E (on Cuban sugar production in the 1890s) to compare the seemingly dire situation in one part of the area at one time (Source D), with a more buoyant one a little later (Source E). In Cuba, sugar production recovered rapidly after the disasters of war, presumably because of the underlying strengths of the industry there.In addition, both could be related to the hypothesis and used to suggest that the situation of sugar production was not hopeless in every area and also to question whether Source D really indicated that there was no future for British West Indian sugar. Both Sources C and E were occasionally misunderstood when candidates did not read the extracts through to the end. Many candidates seemed to assume that each of the sources would be directly for or against the hypothesis where, in fact, it could be suggested that none is as clear cut as that.Section B Question 2 Discuss the factors which account for the abolition of slavery in British, French and Spanish colonies in the Caribbean. A strong point about many answers was that a number of factors, humanitarian activity, resistance of the enslaved, political and economic circumstances, were outlined in the introduction. These themes were then continued through the essays with comparisons of all three sets of experiences together or sometimes with British and French situation s compared, followed by a section on Spain. The dominant element was often material about British colonies.Individual factors sometimes were sketched in and there were examples where description replaced the discussion and weighting of the various factors. Treatment of economic and political factors was often slight in comparison with humanitarian activities and slave resistance. Dealing with France, only Victor Schoelcher’s influence tended to attract much attention and some candidates wrote little about Spain. Less successful answers took each country’s experiences separately and sometimes went back into the eighteenth century anti-slave trade movement in Britain in great detail.This led to over long essays which failed to deal adequately with the question. Question 3 Compare apprenticeship in the British Caribbean with the patronato in Cuba and assess their respective results. The comparison element in this question was usually well done and many candidates were wel l informed on the Spanish experience. Normally there was a reasonable attempt to compare the two schemes in terms of planter control, punishments, wages, manumission and judicial supervision. The premature ending of each was explained and many candidates judged the Spanish experience to be more humane and more successful than the British.There was a minority of candidates who gave great detail on the emancipation legislation but did not look at the working of the systems in much detail. 13 9697 History June 2005 Question 4 Assess the reasons why freed people left the estates where they had been slaves. This was the most widely attempted question in Section B. There was a tendency for candidates to present a series of possible explanations without any assessment or illustration to show the complexity of the situation or the time scale involved.In general, answers were restricted to the British Caribbean and mostly attempted to cover the push and pull factors. The most successful answ ers reflected an awareness of the debate among historians about the reasons why freed people left the estates, emphasising opportunities which freed people saw and exploited. Only a few answers dealt only with the rejection of plantation life and the consequent ‘flight from the plantations’. Some candidates used the development of the peasantry to 1860 as an illustration.Others made good use of the theme that emancipation widened the expectations of freed people. Question 5 To what extent were societies and economies of Caribbean colonies affected by emancipation up to 1900? Explain your answer. Many answers concentrated on economic change and did not reach the date 1900. Some largely reproduced material which was appropriate to Question 4. More effectively, a large number of answers concentrated on the creation of the peasantry and its social and economic results, including the impact on plantation labour and the knock on effect of immigration schemes.Some candidates w rote about the diversification of crops and the export trade, using Jamaica as an example. Also mentioned were issues about the quality of life (family and education) and social development (village communities and financial cooperatives). Developments in education and health care were mentioned in some essays. There were some sound and well organised answers. Question 6 How far was there a labour crisis in the Caribbean sugar industry in the second half of the nineteenth century? This was a good question for those who were prepared to plan the answer on the extent of the crisis.Very few candidates did this. Most candidates discussed labour problems in general and the introduction of immigrant labour. Reference to a labour crisis was either non-existent or very brief, possibly a statement that from the landowners’ point of view, there was no longer an adequate or dependable labour force or, with reference to Trinidad and British Guiana, that even in the slave period there was an insufficient supply of labour. Because of the tendency to deal with the ‘labour issue’ rather than the ‘labour crisis’, most answers lacked emphasis in relation to the question.One plan could have been to deal with: †¢ †¢ †¢ the idea of a crisis, ‘a crisis for whom’ areas of ‘crisis’ where there was no crisis (Cuba, Barbados). Question 7 How significant was discrimination based on gender in Caribbean societies after emancipation? Explain your answer. Answers tended to centre on examples of male dominance, though in any one answer few were mentioned. The main point made in relation to the ‘How significant’ element in the question was that gender discrimination was one among a number of forms of discrimination in Caribbean societies.Most answers were short and limited in scope. Question 8 Explain how Haiti achieved and consolidated its independence. This question was based on the final section (VII) of the syllabus. Unfortunately, most candidates who attempted to answer it used material which was appropriate to the first two content sections. In consequence, few of the answers covered independence or the period which followed. Many answers dealt only with Toussaint, or even with earlier

Biology Interest Among Asasipintar Students

biology interest among ASASIPINTAR STUDENTS | A MINI PROJECT REPORT| Submitted by 1. AHMAD SYAZWAN BIN SUHAIMI AP00161 2. IZZATY SHAIMA BINTI SHAMSUDIN AP00164 3. MUHAMMAD FAIZUAN BIN AMINUDDIN AP00159 4. SITI NABILA AMIRA BINTI SAMSUDIN AP00158| Submitted toMiss Noraniza Binti IbrahimSTATISTICS (PNAP0154)ASASIpintarPUSAT PERMATApintarTM NEGARAUNIVERSITI KEBANGSAAN MALAYSIA (UKM)APRIL 2013| Table of Contents Content| Page| Abstract| | Introduction to project topic| |Methods of Data Analysis| | Analysis and Results| | Conclusion| | References| | Appendix| | | ABSTRACT Most students have to take biology as one of the subjects graded in their CGPA. But not all students want to be a doctor or have much interest in biology. Quizzes and test are frequently used to measure the level of understanding of students towards specific topic of a subject Biology quizzes are common, and their marks or scores in these quizzes can be used to measure either their effort in the quizzes or their interest in biology or maybe both.This research paper discussed the relationship between the interest in biology and their total score, gender and their study style and lastly the relationship between scores 1. INTRODUCTION 2. 1. Overview Biology is one of the compulsory courses that have to be taken by ASASIpintar students. This course aims to enhance the students’ understanding and knowledge in biological sciences. Teaching methods include small group lecture, tutorial, laboratory experiments, independent learning and problem based learning. Students will be assessed by weekly quizzes, lab reports, and mid-semester and final semester examination.However, the interest level of students in Biology differs from one another. Other than that, their style of studying Biology or doing their revision on this particular subject is also different between students. This project aims to study the relationship between these two factors, which are the level of interest in Biology and their style of learning and studying the subject with the scores that these students gained in their topical quizzes. 2. 2. Objectives 2. 3. 1. To investigate the relationship between interest and total score 2. 3. 2.To investigate the distribution of interest in biology among student 2. 3. 3. To investigate the relationship between gender and study style 2. 3. Research Question 2. 4. 4. Does interest has any relationship with the total scores gain by student in their quizzes? 2. 4. 5. What are the distribution of interest in biology among student? 2. 4. 6. Is there any relationship between gender and their style of study biology? 2. 4. Research Hypothesis A statistical hypothesis is a conjecture about the population parameter. This conjecture may or may not be true.Null hypothesis (Ho) is a statistical hypothesis states that there is no difference between a parameter and a specific value, or that there is no difference between the two parameters while alternative hypothesis (H1) is a statisti cal hypothesis that states the existence of a difference between a parameter and a specific value, or states that there is a difference between two parameters. 2. 5. 7. Hypothesis 1 Ho: There is no relationship between interest and total score H1: There is relationship between interest and total score 2. 5. 8. Hypothesis 3 Ho: The students’ interest in biology are distributed as follows; 17. % are not interested, 20% are moderate and 62. 5% are interested in biology. H1: The distribution are not the same as stated in Ho. 2. 5. 9. Hypothesis 2 Ho: There is no relationship between gender and study style H1: There is relationship between gender and study style 2. 5. 10. Hypothesis 4 Ho: There is no relationship between interest and study style H1: There is relationship between interest and study style 2. METHODOLOGY Herein, the chosen respondents were randomly selected from ASASIpintar students. The survey methods are the research instruments used for the data collection. 0 stud ents of ASASIpintar were chosen in this study accomplished a questionnaire to assess their biology quizzes’ marks. The computed values are compared to the Likert scale for data interpretation. The collected data were analyzed using SPSS software. These will be presented below: 3. 5. Descriptive statistics The descriptive method is used to collect the necessary data. In the descriptive statistic, the measures of tendency (mean, mode, median and variance) will be calculated. Measures of tendency are numerical values that locate, in some sense, the center of a data set.The data will be presented in bar chart or pie chart for qualitative data and histogram for quantitative data. 3. 6. Inferential statistics The inferential statistics using sample data to draw coclusions about the ASASIpintar students. The sample random is selected and the information gained from it is used to make generalizations about the ASASIpintar students. 3. 7. 11. Correlation 3. 7. 12. 1. Pearson’s correlation coefficient test was used to determine the relationship of non-parametric data. One of the tests is to check the relationship between gender and the study style.The linear correlation coefficient (r) is used to measure the strength and direction of a linear relationship between two variables 3. 7. 12. 2. Spearman’s correlation coefficient test was used to determine the relationship between parametric and non-parametric data. One of the tests is to check the relationship between interest of the students towards biology and their total score. The linear correlation coefficient (r) is used to measure the strength and direction of a linear relationship between two variables 3. 7. 12. Comparison Test 3. 7. 13. 3. Chi-squareThe Chi-square goodness-of-fit test is used to how well a particular statistical distribution, such as a binomial or a normal. The null hypothesis Ho is that the particular distribution does provide a model for the data; the alternative hypothesis H1 is that it does not. 3. ANALYSIS AND RESULTS 4. 7. Descriptive statistics 4. 8. Inferential statistics 4. 9. 13. Relationship between interest and total score VARIABLES| R| R SQUARE| Interest and Total score| . 399| . 159| Since r = 0. 399, there is weak positive correlation between total score and interest. Since r= 0. 159, this indicates that 15. % of the variation in total score can be attributed to the linear relationship with the interest. 15. 9% of total variation in total score is explained by regression line using the interest. Another 84. 1% is explained by other variable. Since the P-value is 0. 011 and it is less than ? -value, the null hypothesis is rejected. There is sufficient evidence to show that there is relationship between the interest and the total score. It is proven that the interest does affect the total score. 4. 9. 14. Distribution of interest in biology VARIABLES| P-VALUE| Interest in biology| 0. 190|Since the P-value is 0. 19 and it is more than ? -value, the null hypothesis is failed to be rejected. There is sufficient evidence to show that the students’ interest in Biology are distributed as follows; 17. 5% are not interested, 20% are moderate and 62. 5% are interested in biology. 4. 9. 15. Relationship between style and gender VARIABLES| P-VALUE| Style and Gender| 0. 558| Since the P-value is 0. 558 and it is more than ? -value, the null hypothesis is failed to be rejected. There is sufficient evidence to show that there is no relationship between the study style and gender.It is proven that the gender is independent to the study style. The study style may affected by environment and the students’ self. 4. CONCLUSION 5. REFERENCES 6. APPENDIX 7. 9. Questionnaire Personal information| | Age | | Gender | | Interest in biology| 1| 2| 3| 4| 5| | | | | | | Which of the following is the way you study? | | Study alone| | Group study| | Continuous study| | Stay up| | What is your marks in following quizzes? | | The cell| | Cellular respiration| | Biochemistry | | Photosynthesis | | Plant physiology | | 7. 10. Analysis of interest & total score Correlations| | TotalScore| Interest|Spearman's rho| TotalScore| Correlation Coefficient| 1. 000| . 399*| | | Sig. (2-tailed)| . | . 011| | | N| 40| 40| | Interest| Correlation Coefficient| . 399*| 1. 000| | | Sig. (2-tailed)| . 011| . | | | N| 40| 40| *. Correlation is significant at the 0. 05 level (2-tailed). | 7. 11. Analysis of gender ; style Correlations| | Style| Gender| Style| Pearson Correlation| 1| -. 095| | Sig. (2-tailed)| | . 558| | N| 40| 40| Gender| Pearson Correlation| -. 095| 1| | Sig. (2-tailed)| . 558| | | N| 40| 40| Case Processing Summary| | Cases| | Valid| Missing| Total| | N| Percent| N| Percent| N| Percent|Gender * Style| 40| 100. 0%| 0| 0. 0%| 40| 100. 0%| Gender * Style Crosstabulation| | Style| Total| | Discussion| Study Alone| Stay up| continuous study| | Gender| Male| Count| 4| 6| 5| 5| 20| | | Expected Count| 4. 0| 7. 5| 4. 0| 4. 5| 20. 0| | female| Count| 4| 9| 3| 4| 20| | | Expected Count| 4. 0| 7. 5| 4. 0| 4. 5| 20. 0| Total| Count| 8| 15| 8| 9| 40| | Expected Count| 8. 0| 15. 0| 8. 0| 9. 0| 40. 0| Chi-Square Tests| | Value| df| Asymp. Sig. (2-sided)| Pearson Chi-Square| 1. 211a| 3| . 750| Likelihood Ratio| 1. 221| 3| . 748| Linear-by-Linear Association| . 355| 1| . 551| N of Valid Cases| 40| | | . 6 cells (75. 0%) have expected count less than 5. The minimum expected count is 4. 00. | 7. 12. Analysis of gender ; interest Case Processing Summary| | Cases| | Valid| Missing| Total| | N| Percent| N| Percent| N| Percent| Gender * int| 40| 100. 0%| 0| 0. 0%| 40| 100. 0%| Gender * int Crosstabulation| | int| Total| | not interested| moderate| interested| | Gender| Male| Count| 2| 6| 12| 20| | | Expected Count| 3. 5| 4. 0| 12. 5| 20. 0| | | % within Gender| 10. 0%| 30. 0%| 60. 0%| 100. 0%| | | % within int| 28. 6%| 75. 0%| 48. 0%| 50. 0%| | | % of Total| 5. 0%| 15. 0%| 30. 0%| 50. 0%| female| Count| 5| 2| 13| 20| | | Expected Count| 3. 5| 4. 0| 12. 5| 20. 0| | | % within Gender| 25. 0%| 10. 0%| 65. 0%| 100. 0%| | | % within int| 71. 4%| 25. 0%| 52. 0%| 50. 0%| | | % of Total| 12. 5%| 5. 0%| 32. 5%| 50. 0%| Total| Count| 7| 8| 25| 40| | Expected Count| 7. 0| 8. 0| 25. 0| 40. 0| | % within Gender| 17. 5%| 20. 0%| 62. 5%| 100. 0%| | % within int| 100. 0%| 100. 0%| 100. 0%| 100. 0%| | % of Total| 17. 5%| 20. 0%| 62. 5%| 100. 0%| Chi-Square Tests| | Value| df| Asymp. Sig. (2-sided)| Pearson Chi-Square| 3. 326a| 2| . 190| Likelihood Ratio| 3. 461| 2| . 177| Linear-by-Linear Association| . 63| 1| . 686| N of Valid Cases| 40| | | a. 4 cells (66. 7%) have expected count less than 5. The minimum expected count is 3. 50. | ANOVA| | Sum of Squares| df| Mean Square| F| Sig. | Score1| Between Groups| 87. 811| 4| 21. 953| 2. 331| . 075| | Within Groups| 329. 689| 35| 9. 420| | | | Total| 417. 500| 39| | | | Score2| Between Groups| 31. 709| 4| 7. 927| 1. 950| . 124| | Within Groups| 142. 266| 35| 4. 065| | | | Total| 173. 975| 39| | | | Score3| Between Groups| 9. 376| 4| 2. 344| . 710| . 591| | Within Groups| 115. 599| 35| 3. 303| | | | Total| 124. 975| 39| | | | Score4| Between Groups| 21. 78| 4| 5. 494| 1. 217| . 321| | Within Groups| 158. 022| 35| 4. 515| | | | Total| 180. 000| 39| | | | Score5| Between Groups| 24. 961| 4| 6. 240| 1. 195| . 330| | Within Groups| 182. 814| 35| 5. 223| | | | Total| 207. 775| 39| | | | We used the Other than that, Check relationship between interest and total score – weak relationship Style and total score – no correlation Between score – correlation pearson Correlation coefficient – spearman Style and interest – no correlation – pearson Gender and score – -weak relationship – spearman Style and gender – chi square test = no relationship

Issues Connected with Working in Facebook Term Paper

Issues Connected with Working in Facebook - Term Paper Example Facebook is a well-known company regarding the technology sector. The well-known social networking platform provided by Facebook has become much of a success. As a company, it employs staff members to continue with the operations of the company.   The working conditions in the company with the viewpoint of an employee of a company are discussed and explained. The issues arising in the company regarding the working conditions are highlighted and explained. The culture of the company that is to be adopted by the employees is exclaimed and realized so as to determine their effects upon working as an employee on Facebook. The daily routines are elaborated along with the issues that the employees face upon a daily basis. The company’s temperament regarding the position of its employees in the company and how it treats them are explained where the culture of issues relating to the management of employees are discussed as well. Detailed analysis of the key issues highlighted in the videos is explained in the context of relevant theories and theoretical perspectives so as to determine the issues in detail and in depth. The company is constantly in operation twenty-four hours a day and seven days a week so as to provide the product to its company. Obviously, the teams work in shifts and have different routines. The company works hard for providing the users of its products with a continuing improved interface so as to attract potential users and existing stakeholders. The pressure upon the employees is intense so as to continue with the development and research regarding the perception of the users (Matthew, 2008). The interfaces designed are to facilitate the user in various manners where the access and easy operation along with the management of the parts of the product is aimed. The employees of the company are extremely focused upon improving the user interface technique and are continuously in the discussion for the issue.  

Plato vs. Aristotle Essay Example | Topics and Well Written Essays - 1500 words

Plato vs. Aristotle - Essay Example Although the theory is destined to set up tangible values for the knowledge of realism, Aristotle believes it burdened with discrepancies and considers that the idea of realism depends ahead all forms of connections to other rudiments. Ideas, Plato thinks, are everlasting, self-contained absolutes, which respond to every point of precise knowledge achieved through human consideration. Also, ideas are in Plato's analysis are of tangible values by which all human effort can be reviewed, for the pecking order of all ideas guides to the uppermost absolute, that of Good. Additionally, the theory asserts that situations of being are dependent in the lead of the blending of a variety of types of subsistence, that knowledge is idea and therefore obviously more genuine plus that only the courses of nature were suitable entities. However, Aristotle assaults this conjecture on the basis that Plato's point of view are uncertain either his declaration are not at all convincing. Aristotle states or in other words, his point of view directs to opposing ends. The most important dissimilarities that can be distinguished amid these two arguments are seen when the objectives of both Plato and Aristotle ar... The most important dissimilarities that can be distinguished amid these two arguments are seen when the objectives of both Plato and Aristotle are examined. Plato has two major objectives following his argument; the first is to disprove the situation that unfairness is better than fairness and secondly, his human function quarrel which assists to set up the idea of his model metropolises, in which every individual has a purpose and the city is righteous when everybody executes their own purpose. Aristotle is exploratory joy as the decisive end and is probing for methods to get to that stage. Therefore, by demonstrating that this good is initiated in the expression of cause, Aristotle is capable to set down a course to happiness. If one accomplishes one's purpose, expression of cause and does so in an outstanding way, than one will essentially achieve joy. One more way in which the two points of view vary is on their genuine conceptualization of what the human purpose is. For Plato, t he human purpose is described as thought, judgment, existing and be careful with a lot of things. This varies very much from Aristotle idea of the human purpose which is, to carry out activities that convey reason. Not simply are these two meanings a lot dissimilar but they demonstrate the gap amid the ways that both philosopher are arguing for the thought of a human purpose1. Plato vs. Aristotle 3 Plato believes of it in the conditions of the person's position in society. His ideas of judgment, purposeful, et cetera pertains to the society in which one resides and one's relation to it. Aristotle moves toward the dilemma from a lot more distinctive

Cost Reduction and Management of an Organization Essay

Cost Reduction and Management of an Organization - Essay Example Today, cost reduction as well as management happens to be the most essential thing for any organization. An organized endeavor which is intended to analyze the systems, practices, procedures, products and specifications for satisfaction of necessary functions at lowest possible cost of ownership is to be designed. This integrated effort is to be taken keeping the expected performance, quality, reliability as well as maintainability is mind. Cost reduction is not only essential, but also possible. Organizations increasingly are focusing on having models that can enable them to achieve this target. There are also software vendors who have understood the importance of this and have designed solutions catering to this need of companies looking at cost reduction by several techniques like Activity based costing and application of value analysis and value engineering. A case in point is the product of IBM, which is industry leading solution called Telecom Pass 4.0 for telecommunication industry featuring cost management and cost reduction techniques Value analysis is a tool for improvement of cost as well as processes making an use of information about the processes of business and based on examination of different attributes of the processes for identifying areas of improvement. This is an organized method which focuses on the function of each process, service or material that adds value to the organization and there by attempts to define the correct cost, quality and parameters of acceptance in the determination of value so as to be able to redesign or reengineer a particular function. It is a structured and critical analytical process which determines the value of each rupee spent by finding out which are the most essential functions at the most economic cost thereby bringing out the value for money. Value analysis (alternately called as value engineering) happens to be a cost validation exercise that identifies required processes without affecting the quality of output resulting in lower costs. The application of value engineering comprises of the following activities: Identifying the existing activities and processes Finding out activities that can be eliminated Analyzing the cost. Performing a cost benefits analysis. Making a forecast of expenditure flows. Evaluation of alternative designs. Redesigning the process Maintaining quality Undertaking feasibility Studies. Giving an advise on cost planning Giving an advice on cost limits and preparing budgets. Advising on cash flow forecasting. Activity Based Costing (ABC) It is a methodology applied for calculation of cost of the business by having a focus on the actual cost of the activities carried out for having an estimate of the actual cost of service or the product. It takes into consideration the conversion of cash based accounting system into accrual systems, defining the cost centers as well as cost allocation. Cost centers include products and services. Apart from this it also includes particular and detailed tasks in under each broad activity. Defining of cost centers varies with different kinds of businesses, but what is essential is that each and every activity and resources is identified. After identification of cost centers, the study of activities of each cost centre as

Personal development Essay Example | Topics and Well Written Essays - 1250 words

Personal development - Essay Example Recent years have been marked with profound changes in how hospitality services are delivered (Hinkin & Tracey 2004). My practical experience in team leadership has given me flexibility and ability to adjust to the changeable conditions of business environment, which are so necessary in the hospitality industry. I consider myself to be adaptable, creative, decisive and willing to change. I have a strong desire to lead and passion for interacting with customers and subordinates. All these features make an excellent candidate for becoming assistant C&B manager. I enjoy communicating with people. I think that every leader should possess good communicating skills in order to be able to lead people and direct their activity. As a leader, I have learned to take decisions, taking into consideration other opinions and beliefs. I am extremely attentive to customer and subordinate feedback and try to provide information needed to meet our obligations and do our jobs well. I consider it to be v ery important for a leader to understand the role of teamwork and to be able to coordinate the work of the team he leads. Also it is very important to be able to evaluate the abilities of other people in order to distribute the tasks among team members and I think that now I can assess one’s skills and abilities properly.... ve realized that as the hospitality industry is becoming dynamic and complex, hospitality firms and enterprises need to be unique, in order to sustain their competitive positions over long-term periods (Chathoth & Olsen 2002). Leadership can readily become the source of hospitality firms’ competitive advantage. Flexibility, patience, control, and direction is what leaders need to pursue prospective careers in the hospitality industry and make it more attractive and competitive. I have learned the value of teamwork and the importance of collaboration in the provision of superior food and beverage servicing at Radisson Edwardian Hampshire Hotel. My experience has taught me knowledge and skills needed to become assistant C&B manager. I have experience in managing and organizing F&B services. I possess great delegation and supervisory skills. My role of a team leader has given me flexibility needed to quickly respond to a wide array of work situations. I am interested in and inves t resources and efforts in developing all members of my team. All these skills will give me strength and confidence as I am entering a new stage of career development. In five years, I view myself part of the executive team at Radisson Edwardian Hampshire Hotel. I am willing to provide guests with superior hospitality experiences and maintain genuine relationships with the subordinates. To achieve this goal, I will need to expand my theoretical knowledge and practical experience in the next 2-3 years. To achieve this goal, I will need to obtain the job of assistant C&B manager and enter executive education for hospitality managers. Which school to choose is an open question, as there is a variety of learning opportunities in all parts of the world. For example, Cornell office of executive

Topics in Cultural Studies Essay Example | Topics and Well Written Essays - 1000 words

Topics in Cultural Studies - Essay Example Globally, cultures have faced colonization, which facilitated the confrontation of the non-western and western cultures (Oberg, 2010). This led to the realization that non-western cultures occurred as outposts in the colonial empires developed by Europeans. This loss of centeredness of the Native American culture led to the weakening of their traditions, political and social systems, as well as practices. This means that the European culture had immense impact on the culture of Native Americans. Native Americans occupied the vast American land before their interaction with Europeans. The natives can be considered as the indigenous or original occupants of North America. They comprised of people from distinct American ethnic and tribal groups. Despite their interactions with the Europeans and the subsequent loss of centeredness, some of the tribes and ethnic groupings survived as intact political communities (Schwab, 2010). The first contact of Europeans with Native Americans came aft er the exploration of Christopher Columbus (Oberg, 2010). Thereafter, the 15th century saw an influx of Europeans into the American continent and they brought Africans as their slaves. This led to widespread confrontations, adjustments and conflicts between the two societies. The lives of Native Americans were uncomplicated because they followed traditional practices in society and political set-ups. For instance, they lived as hunters and gatherers within well-set communities. In addition, the societies told their histories on oral traditions. In most of the groupings, women performed sophisticated cultivation of staple foods such as squash, maize and beans (Schwab, 2010). The cultures of the indigenous people were extremely dissimilar from the cultures of agrarian, proto-industrial and Christian cultures. The native cultures were matrilineal meaning that they occupied land for communal use, which included activities such as agriculture and hunting (Oberg, 2010). This differed from European cultures, which followed patriarchal trends. The European society had concepts for developing individual property rights on land. This differed from the rights and approaches of Native Americans on land. These cultural differences between the immigrant Europeans and Native Americans, and the shifting alliances between the nations led to extreme political tensions, social disruption and ethnic violence (Schwab, 2010). The natives did not only suffer a loss of centeredness in social and political activities, but they also contacted the infectious Eurasian disease, which they had not developed or acquired immunity. This epidemic led to immense loss of life for the indigenous population (Oberg, 2010). The cultural conflicts between the Europeans and the natives resulted from their differences in approaches such as religion, social practices, land and political rule. The Europeans wanted to impose a religious system on the natives. This was met with resistance from the natives because they only wanted to commit to their religious system. However, the Europeans relentlessly forced Christianity on the natives. The first European missions to encounter the natives were trappers and fur traders. The missionaries and colonists then followed them. Miner migrants and settlers began arriving later, and they heightened the

Examine the extent to which Aneurin Bevan succeeded in overcoming the Essay

Examine the extent to which Aneurin Bevan succeeded in overcoming the obstacles which he encountered in achieving his vision for a national health service in th - Essay Example However, the NHS as an institution for providing better health services, despite all its constraints, became hugely popular with doctors and patients. Today it forms an integral part of British health and medical services. This, from a long term perspective, may be seen as Bevan’s lasting contribution to his country, and affords him an important place in the annals of its public health system. In the British post war general election Labour secured a thumping majority. This enabled the government to commence the implementation of the promises made to the British electorate in their party Election Manifesto; these promises, among others, included improved housing facilities and reforms in industry, education and health. In the sphere of health services, the Manifesto had stated that â€Å"(these facilities) should be available free for all. Money must no longer be the passport to the best treatment.† (Labour Party Manifesto 1945) It was Aneurin Bevan, (1897-1960) the Health Minister in premier Clement Atlee’s cabinet who was charged with the main responsibility of implementing the Labour Party vision. The task was tough, despite the party’s majority in the government, and there were several obstacles in the implementation of this plan. Bevan himself was clear about the goal to be achieved for the British Health System: simply put, none should be denied medical help and treatment on the grounds that he/she couldn’t afford to pay for it. He brooked no dilution of this ideal, and took a non-compromising stand on it. (Remember his famous one-liner that those who favoured the middle of the road, only got run over?) When Bevan articulated his vision, Britain already had a National Health Insurance Act1 But Bevan highlighted its inadequacies, pointing out that The National Health Insurance System provided medical care only for 21 million persons, while

Corporate Social Responsibility Essay Example | Topics and Well Written Essays - 2000 words

Corporate Social Responsibility - Essay Example Recommendations for the enhancement of the reports 3. Conclusion References Appendix Executive Summary The evaluation of the perspectives of modern organizations within the global market is quite difficult. The increasing financial turbulences and social conflicts worldwide have caused delays in the stabilization of firms; moreover concerns often appear in regard to the potentials of a firm to face its competitors and achieve a stable growth. The corporate reports are used as sources for evaluating the current status of organizations but also their potential performance in the future. Particular emphasis is given on the CSR reports, which indicate the efforts of firms for addressing their social and environmental responsibilities. These reports are likely to be used for the development of communication between organizations and their stakeholders. The review of the CSR reports of three organizations operating in different industries in UK proves the value of CSR reports for the impro vement of organizational performance. It is also proved that each organization is likely to use different approaches for addressing its social and environmental obligations, as resulting by the principles and standards set by the relevant international organizations. 1. Introduction The response of organizations to their social and environmental responsibilities has been traditionally considered as a criterion for evaluating the potentials of these organizations to meet the market’s requirements. In this context, Corporate Social Responsibility (CSR) has become a vital part of organizational activities. The above fact is also highlighted in the literature published in the specific field. It should be noted, though, that theorists and researchers have used different approaches in order to explain the importance of CSR within modern organizations. In accordance with Habisch (2005) the corporate responsibility should be considered as ‘part of the political and social tradi tion’ (Habisch 2005, p.38). Moreover, Boeger et al. (2008) note that CSR reports should take into consideration the local culture and ethics. Also, Mullerat et al. (2010) notes that CSR is commonly used as ‘a tool for enhancing shareholder value’ (Mullerat 2010, p.130), a target that is characterized as of key importance for the success of organizational plans. On the other hand, Idowu et al. (2008) note that the development of credible evaluations regarding the CSR initiatives of modern organizations can be achieved only by using appropriate standards and principles, as set by relevant international organizations. From another point of view, Anderson (1989) supports that the quality and the credibility of CSR reports can be checked effectively through appropriate organizational schemes, for instance the development of a ‘social responsibilities audit’ (Anderson 1989, p.255). It should be also noted that firms are likely to set different priorities i n regard to their CSR plans, as indicated in the graphs presented in Figure 1 & Figure 2 (Appendix section). Current paper focuses on the review of the CSR reports of three firms operating in different industries within the British market: the Wates Group, a well – known construction firm, the BAM Group, a firm operating in the field of international contracting, as part of the Royal BAM Group, a European construction enterprise’ (BAM 2011, About us) and E.on, a key competitor in the power generation industry of UK. The CSR reports