Discrimination and Children Essay

Diversity means the differences between individuals and groups in society arising from gender, ethnic origins, social, cultural or religious background, family structure, disabilities, sexuality and appearance. Diversity is more often perceived as a problem when it really should contribute to the community by strengthening relations between human beings. SHC33. 1 pc[1. 1b] – equality Equality means provision of equal access to opportunities and having the same rights as others. Each child needs to be treated as an individual and in this way people caring for it will be able to promote their right of having access to equality of opportunity and of being treated with equal concern. In this way children are able to progress along the pathway of development and learning. Equality of opportunity means that each individual in society experiences opportunities to achieve and flourish which are as good as the opportunities experiences by other people. Equal concern means taking as much care to promote the opportunities and progress of one child as you do for any other child. SHC33. 1 pc[1. 1c] – inclusion. Inclusion represents a process of identifying, understanding and breaking down barriers to participation and belonging. All settings should work towards inclusion, as applying it means that the setting promotes positive aspects of diversity and offers children equal chances in life. SHC33. 1 pc[1. 2] Describe the potential effects of discrimination. Discrimination means treating someone less or more favourably than other people, because they or their family are seen as belonging to a particular group in society. Discrimination can be classified in open discrimination (sexual and racial harassment) and covert or indirect discrimination (favouring one group over another – this often prevents individuals from participating fully in society because of hidden or unspoken rules). The most common bases of discrimination are: 1. Ethnicity/race (based on an individual’s ethnic/racial background) 2. Gender (based on the sex/gender of the individual) 3. Disability (based on an individual having a disability) 4. Social situation (based on social status) 5. Cultural (based on deference in cultural values) Prejudice is a judgement or opinion, often negative, of a person or group, made without careful consideration or accurate relevant information, which may lead to the view that some people are inferior to, or of less worth or significance. Examples of assumptions causing prejudice: Some people are of less value, or inferior to, or of less worth or significance than others (defined by skin colour, gender, impairment, sexuality, appearance); Some people are less capable than others; One culture/religion or social group is superior to another If a family is not a two-parent nuclear family, with parents of different genders and the same ethnicity, it is not â€Å"normal†. Prejudice leads to discrimination. Effects of discrimination in children can be seen as damaged self-esteem, self-image and self-confidence on the psychic side. Effects on health could lead to particularly mental health such as anxiety or depression. Effects on education could lead to not achieving full potential at school, leading to difficulties in gaining employment. Long term prospects of effects on education could mean getting trapped in a cycle of poverty due to poor education and employment opportunities. Relationship difficulties could lead to difficulties in socialising and forming healthy relationships. The potential effects of discrimination can be different for different people. The effects can be physical, emotional or a combination of both. For example children with disabilities may not be given a chance to join in with activities due to others thinking that their disability prevents them from being able to do so. This will make the child feel very different from others.

Chik-Fil-a Case Analysis

{draw:frame} CASE ANALYSIS Principals of Management December 11, 2008 Abstract Chick-fil-a restaurant is a family owned chain. Truett Cathy has been in the restaurant business for 62 years and now has 1,400 restaurants in 37 states including Washington D. C. {text:bibliography-mark} . As of 2007, Chick-fil-A’s reached sales of $2. 64 billion which showed an improvement of 16. 09% increase in sales from 2006 {text:bibliography-mark} . Table of Contents I. Introduction and Background Abstract †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 II. Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4-7 A. Major research area one: History of Chick-fil-A†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 B. Major research area two: Mission Statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 C. Major research area three: SWOT Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦.. 5-7 D. Major research area four: Industry Environment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 E. Major research area five: Financial Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 E. Conclusion:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦. 7 III. References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦ †¦. †¦Ã¢â‚¬ ¦. 8 Literature Review History of Chick-fil-A: In the small Atlanta suburb of Hapeville in 1946, Truett Cathy opened the Dwarf Grill and later named it Dwarf House. In 1961, Good Brothers Poultry offered Cathy to come up with a chicken sandwich that met up to airline size requirements. He then invented the original Chicken Sandwich in 1964 when his regular customers finally told him â€Å"We like it. Don’t change it again. † {text:bibliography-mark} When he was deciding on the name to trade mark, he thought about the chicken filet he used. He then shortened it with a capital â€Å"A† at the end to stand for top quality. In 1967 he opened up his first mall restaurant in the Greenbrair Mall in Atlanta. In 1973, he offered $1000 team member scholarships for his employees to further their education. In 1982 it was the 1st fast food chain nationally to sell chicken nuggets. In 1992, Georgia Tech and Clemons University were the first Universities to have a Chick-fil-a restaurant on campus. According to Truett Cathy’s biography that I looked up on his website, he has been in the restaurant business for 62 years and now has 1,400 restaurants in 37 states including Washington D. C. text:bibliography-mark} . Mission Statement: â€Å"Be America’s Best Quick-Service Restaurant† {text:bibliography-mark} . *S. W. O. T. ANALYSIS*: Strengths: Name Brand Recognition: Chick-fil-A officially opened in an Atlanta mall in 1967. In 1995, Chick-fil-A introduced the infamous renegade cows known for the â€Å"Eat Mor Chickin† campaigns. {text:bibliography-mark} . Customer Service:Chic-fil-A, prid es itself on pleasing the customer, and it shows. Anytime I have ever visited any Chic-fil-A restaurant, I have been served with the greeting ending in â€Å"my pleasure†. They have won 30 customer service awards in the past 12 years, and among those the Business Week/J. D. Power has awarded them top 25 â€Å"Customer Service Champs† {text:bibliography-mark} . Employee Retention: Regarding the Closed on Sunday Policy, Chick-fil-A mentioned in a press release online â€Å"there must be something special about how Chick-fil-A feels about its people. † I do believe that being closed on Sunday’s gives their employees the opportunity to spend quality time with their families and/or go to church. Community Involvement: Chic-fil-A does not stop with the employee or the customer, they also help charities such as the â€Å"Chick-fil-A Kyle Petty Charity Ride Across America† which raises money for various children hospitals. Nutritio_n: _With chicken being the main thing on the menu, Chick-fil-A uses trans-fat and cholesterol free peanut oil to deep fry their chicken and French fries. They also have 10 menu items that have 10 or fewer grams of fat {text:bibliography-mark} . Weaknesses _Closed on Sunday Policy_: Although Mr. Cathy prides himself and does not regret the â€Å"Closed on Sunday Policy†, this is still a potential day to make revenues. In 2007, sales reached $2. 64 billion {text:bibliography-mark} , and I can only imagine how much sales would be if they were open on Sunday. Religion at work: Since Mr. Cathy has such strong Christian beliefs, some people who are not religious may find that intimidating or awkward to work for. For example, in October of 2002, Chick-fil-a was slapped with a lawsuit for violating the Civil Rights Act of 1964 {text:bibliography-mark} . The lawsuit came after Aziz Latif was fired one day after training in which his attorney claims that the following events took place: â€Å"’_Everyone said a prayer, one at a time, to Jesus Christ’he said’When it came to our client, who is Muslim, he didn’t say anything. There was an awkward silence. Then eventually the next person started praying to Jesus Christ. The next day he was fired. ’† {text:bibliography-mark} _ I could not find the verdict of this trial, but this is one way that religion at work can be a weakness to the company. Only selling chicken: Chick-fil-A sells only chicken which is another weakness. By not offering beef, pork, or fish Chick-fil-A is not expanding their target market to the people who choose not to eat chicken. The people who choose to eat these other meats are lost customers that could have been potential customers had they offered them these other products. Opportunity Growth: In 2007, Chick-fil-A had more than 1,380 restaurants in 37 states, and with a unique $5000 sub-lease franchise opportunity, I do not see this number getting any smaller any time soon. Innovation: Chick-fil-A has definitely grown since their one mall restaurant. They now have approximately 375 major mall restaurants, 728 stand-alone locations, 29 drive-thru-only restaurants, 11 Chick-fil-A Dwarf House Restaurants, and 2 ‘50s diner-themed Truett’s Grill Restaurants {text:bibliography-mark} . Education: Chick-fil-A also has several employee scholarship programs available that date all the way back to 1973. They have offered more than $23. 5 million to over 23,300 employees. The scholarships are the Team Member Scholarship program, S. Truett Cathy Scholar Awards, and also the WinShape Foundation. This to me says that they want valuable team members who can bring new ideas to the table, and not have to outsource for more educated personnel to fill the shoes of the high command positions. Threats: Lower Priced Fast Food Restaurants Meat Variety Restaurants C. Industry Environment: Chick-fil-A is a fast food chain constantly striving to be the top of its game. Although it only serves chicken on the menu and is closed on Sunday’s, it has no problems keeping up with its competitors in revenue. *D. Financial Analysis*: As of 2007, Chick-fil-A’s reached sales of $2. 64 billion which showed an improvement of 16. 09% increase in sales from 2006 {text:bibliography-mark} . E. Conclusion: In conclusion, I think Chick-fil-A is a successful family owned restaurant chain. I believe that an egger entrepreneur could make a big profit from its initial franchise startup cost of $5,000. I believe that Truett Cathy is a generous owner who gives back to the community. I have learned a lot from this case study and would probably start my own Chick-fil-A restaurant if I had the money at this time. References:

Arguments for/Against Morality of Abortion

Morality of Abortion For Abortion (utilitarian): Anything having a net output of benefits with consideration of everyone is morally permissible [1, 7]. An abortion is a procedure to end a pregnancy and the procedure is performed by a licensed health care professional [2]. Medical or surgical abortions performed in the first trimester do not significantly affect later infertility, ectopic pregnancy, spontaneous abortion, or preterm or low-birth-weight deliveries, according to The Kaiser Family Foundation's statistics on abortion [3], and shows no greater risk of breast cancer, according to research from the National Cancer Institute [8].There is about 1 death per 100,000 legal abortions and the risk of complications from the abortions are rare, about less than 0. 3% [3]. In the question of whether fetuses can feel pain during an abortion, evidence from research concludes that â€Å"fetuses from 20-23 weeks do not feel pain† [6] – whereas abortions mostly occur before tha t time period [3]. In conclusion, since the legal abortions are performed by a professional and the benefits outweigh the costs, abortion is morally permissible. Against Abortion (kantian): Killing an innocent human life form is wrong.The fetus is an innocent human life form, therefore it is wrong to abort the fetus [1]. According to the Women's Center statistics, teenagers are more likely to delay having an abortion until 15 weeks of pregnancy, when the medical risks are greater [4]. The federal law dictates that states cover abortions under Medicaid under cases of rape, incest, or life endangerment [3], but having wider access to contraception would be a better solution to the problem of abortion and enable private companies to take on the burden of the costs[5].A fetus â€Å"possesses a property, the possession of which in adult human beings is sufficient to make killing an adult human being wrong† [9]. The arguments for abortion are apt to â€Å"'speciesism'† [9] b ecause the arguments center around the notion that a â€Å"human being† should have reasoning ability, critical thought, or consciousness in order to pass as a human being. We cannot focus on consciousness or rationality as a definition of a person because it has the fallacy of being too narrow of a definition since a erson in a coma is still considered a human being. In conclusion, since fetuses possess the ability to gain rationality, and don't need it to be defined as a human being, abortion is wrong because it is murder, and murder is not justifiable. Works Cited Gensler, Harry J. â€Å"A Kantian Argument against Abortion. †Ã‚  Philosophical Studies: An International Journal for Philosophy in the Analytic Tradition  49. 1 (1986): 83-96. JSTOR. Web. 18 Feb. 2013. ;http://www. jstor. org/stable/4319811;. â€Å"Abortion†.MedlinePlus. National Library of Medicine (US). Web. 2013 Jan 28. ;http://www. nlm. nih. gov/medlineplus/abortion. html#cat22; â€Å"Aborti on in the U. S. : Utilization, Financing, and Access. †Ã‚  The Henry J. Kaiser Family Foundation. The Kaiser Family Foundation, June 2008. Web. 18 Feb. 2013. ;http://www. kff. org/womenshealth/upload/3269-02. pdf;. â€Å"Abortion Statistics, Facts About Abortion In The US. †Ã‚  Orlando Women’s Centers. The Women’s Centers, n. d. Web. 18 Feb. 2013. ;http://www. womenscenter. om/abortion_stats. html;. â€Å"Second-Trimester Abortion Overview. †Ã‚  The Pro-Choice Public Education Project. Reproductive Health Technologies Project, n. d. Web. 18 Feb. 2013. ;http://www. rhtp. org/abortion/documents/Second-TrimesterAbortionFactSheetExternal. pdf;. Christian, Brugger E. â€Å"The Problem of Fetal Pain and Abortion: Toward an Ethical Consensus for Appropriate Behavior. †Ã‚  Kennedy Institute of Ethics Journal  22. 3 (2012): 263-87. U. S. National Library of Medicine, National Institutes of Health.Web. 18 Feb. 2013. ;http://www. ncbi. nlm. nih. gov/p ubmed/23285794? tool=MedlinePlus;. Vaughn, Lewis. Doing Ethics: Moral Reasoning and Contemporary Issues. 3rd ed. New York: W. W. Norton ;, 2013. Print. â€Å"Abortion, Miscarriage, and Breast Cancer Risk. †Ã‚  National Cancer Institute Factsheet. National Cancer Institute (NCI), n. d. Web. 18 Feb. 2013. ;http://www. cancer. gov/cancertopics/factsheet/Risk/abortion-miscarriage;. Marquis, Don. â€Å"Why Abortion Is Immoral. †Ã‚  Journal of

Japanese Internment Camps Research Paper Example | Topics and Well Written Essays - 1000 words

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Information Security Program Survey Research Paper - 1

Information Security Program Survey - Research Paper Example In protecting its information data, the department involves five offices in its organization to effectively secure data in their possession. These offices are the chief technology officer’s council, the chief information officer’s council, the chief information security officer’s workgroup, and the enterprises architecture workgroup. This paper seeks to analyze information security concepts in relation to the roles of the Chief Information Officers Council (HHS.gov, 2012). Information security programs protect the information the organization gathers, creates, processes, transmits and stores. One of the information security programs the organization applies is the use of computerized system to store sensitive information pertaining to personal employee information, various departments financial and management operations, information pertaining to the medical records of millions of American seeking financial aid through the various insurance programs it operates, such as medicare (HHS.gov, 2012). Computerized system of storing and disseminating data is vulnerable to unwarranted entry and hackers from the cyber space. This has an effect of loss of data, and availability of sensitive and highly confidential information to unwarranted recipients. To protect against these risks, the United States congress, in 2002 passed a legislature requiring all Federal institutions to initiate security measures, aimed at protecting their information systems. The statute is referred to as Federal Information Security Management Act, of 2002. In response to this act, the department of Health and Human Services formed the department of the Chief Information Officer (HHS OCIO), whose role is to advice the secretary, and his assistant on all issues pertaining to information security that pertain to the achievement of the organizations goals (HHS.gov, 2012). The office of OCIO develops programs that protect the

THE REALCO BREADMASTER & A BUMPY ROAD FOR TOYOTA Research Paper

THE REALCO BREADMASTER & A BUMPY ROAD FOR TOYOTA - Research Paper Example Table of master production schedule The forecasted inventory is ideally low whereas the available to promise figures are sparingly low for the first five weeks compared to the last three weeks. It is clear that Realco overpromised customers in the last three weeks of production. From the evidence, there are no products to supply to meet demand. This will eventually lead to high level of customer dissatisfaction as the customers are disappointed in the long run since their orders are not availed. From my point of view, Realco needs to re-evaluate its projection or the total production figures. This influences customer satisfaction and builds strong thrust between the organization and the customers since customers are not disappointed. In almost all organization customer satisfaction is the key to their success (Boston 102). Business organizations have systems, which enhances, close level of communications targeting customers in order to meet customers’ needs and demands. Customers are satisfied and hence the organization meets or maintains its growth target. This is made possible by establishing a strong relationship through networking as a marketing goal. When customers are satisfied, they would have no option but to remain loyal to the organization since all their demands and need are taken care off. This will eventually ensures the organization has a large customer base and has a bigger market share. As a critical success factor, Realco adheres to the needs of the customers. This can only be achieved by ensuring that target projection meets those of the customers. This will not only increase revenue but also improves customer loyalty. Jack’s focus on order promising is truly ideal and strategic. This is because it ensures that customers are not swayed to pick other products from his competitors. By virtue of giving an allowance of one week, ensures that in case of disruption of the production

Recent Writing on Marriage Has Explored the Notion of Sacrament in Essay

Recent Writing on Marriage Has Explored the Notion of Sacrament in Relation to Marriage - Essay Example The sacrament of marriage depends on the graceful acts associated with it. This may be in the will of god or the will of the Holy Spirit. Marriage can be viewed as an institution or experience depending on the description given with reference to it. All the same, the church considers man and woman mutually in a relationship as per the will of God. The description of this may also vary with time and civilisation which influences legislation and action of man. The way in which the Christians viewed Christ’s perfection became applicable in cases involving marriage of baptised individuals. This brought the spirituality of these couples was kept away from any blemish acts instead of a sacrament becoming the full realisation of it as the nature of the marriage. Marriage has been viewed by Christians as a sacrament of vocation. The structure of the Christian matrimonial bed defines the identity of marriage as a sacrament. The sacrament takes place as convenient to the convent involvi ng God and revealing the salvation mysteries. The love in a woman man relationship, in accordance to the needs of the Holy Spirit defines the sacrament. Marriage was traditionally viewed to be a contract based institution contrary to the Christian view of marriage as a sacrament. In this context, it was meant to gain mutual rights and possession of partners. In the contract, and sacrament identity of a marriage, relationship became apparent as various people made descriptions of the same (Carlo 76). In the view of marriage as an institution, the husbands view their spouses and the relationship separate from the sacrament of marriage. The end of marriage becomes the end aim of marriage as it comes in the subsequent marriage generations. There was a turning point in the Vatican council that described the marriage as a structure where man and woman receiving from one another as established by the creator. Laws regulating how they carry themselves are in a manner that the partnership is rooted in agreement of both parties in the biblical terms. The sacrament of marriage can also be viewed as a consecration which reflects God's love for man the matter of sacrament was to be found in a mutual understanding made between the two in the relationship. The priest took part in qualifying the partners in the sixteenth century, which, however, was described by Cano that it recognised marriage as a contract. But the priest becomes the minister of the sacrament and gave priestly blessings. In this way, the marriage in Christianity religion get a description from the book of John that describes the spirit calling whoever feels thirsty to take the water of life. The Holy Spirit cannot be seen, and the sacred silence, therefore, should be kept by conjugal community for them to receive the language of the Holy Spirit through praying. They intern get the gift of sacrament and life as a true spiritual generation of marriage The idea of marriage has been conceptualised by the church as being natural. Those who do their marriage in the church do it before God just like he constituted the marriage between Adam and eve at the beginning of creation. Humans, however, have taken control of various events in marriage such as reproduction, which has been manipulated by science. Humans are expected to rep[reduce in the most effective manner thereby passing their genes to the subsequent generations. the mating process has been intervened by human events. biological

Final examination essay Example | Topics and Well Written Essays - 1500 words

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Tear the Curtain Essay Example | Topics and Well Written Essays - 750 words

Tear the Curtain - Essay Example Alex is a Vancouver theater critic and is very passionate about his work. He firmly believes he found the legendary theater director Stanley Lee who directed the famous (or infamous) ‘The Empty Space’. Alex is strong in his conviction that Stanley Lee is the person who can destroy audience complacency, as he is not satisfied with the way the theater business is progressing. But what Alex is trying to do is not easy. He strives to prove something through Stanley Lee but himself gets caught up between two mob families and the Empty Space Society. The breakdown of Alex has a buildup revolving around Stanley Theatre. The two rival gangs are trying to take control of this theater and Alex gets caught up in the crossfire (Kaplan, 2012). Anagnorisis occurs in the play when Alex creates confusion among the audience about reality and truth. For a moment the audience gets puzzled if they are watching a play or is it happening in real life, or probably they too are the part of a play. This strange sense of existence or the question of existence seeds catharsis in the audience. Although the plot of the play doesn’t revolve around Rene Decarte’s philosophy of existence yet there are aspects in the play that leave a deep impact on the audience, the make them question their own existence. This conflict leads them to a catharsis, where they ask quick question to their own ‘self’ to confirm if they really exist in the audience or are they on s stage. But this form of questioning is overshadowed by the strong premise that they bought the tickets to the play and that can’t be a part of the play. They have their lives back at home, their own sense of existence. How can that be true that Alex is reading the script and the script itself reads he is reading it? It is there and then the audiences get wrinkles on their foreheads, some start scratching their chins, while some would look away from the stage to

Military and Business Leadership - Similarities and Differences Term Paper

Military and Business Leadership - Similarities and Differences - Term Paper Example The study used both qualitative and quantitative methodology in gauging the responses of military soldiers particularly those who have been deployed to Afghanistan and business managers from different organizations. The online survey questionnaire was accomplished by a total of 250 respondents wherein 200 coming from the military group and the remaining 50 from the business group. The findings suggested that there are indeed a number of traits and qualities that business leaders could adopt from military leadership with regards to effective crisis management. Moreover, there are major skills or qualities of military leaders which are admired most and are considered best applied in crisis management. In addition, business managers also stressed the need to adopt such skills and qualities from a military perspective of crisis management as they feel that these are needed to effectively address crisis situations in a business setting. These are comprised of courage or bravery, being ana lytical, intelligence, being influential, compassion and relationship-building. Business and military leadership do have differences, particularly in the expected traits and qualities. However, when it comes to crisis management, a combination of traits from both realms is effectual.  In recent decades, leadership has never faced a challenge as big as it does now. The organizations that survived and flourished through periods of great uncertainty in the past are suddenly finding themselves bankrupt and are disappearing almost overnight caught in the great economic crisis that has engulfed the world today (Davey and Smith, 2009). The centuries of research in leadership and management theories and practice suddenly seem to be found lacking in content. There is a great need for leadership lessons for the corporate leaders of present times, so that they may guide their organizations to survive through the ongoing economic and management crisis. Global executives of top multinational c ompanies responded with eight answers when they were asked what according to them the most important leadership quality was. The eight essential leadership qualities identified were humility, energy, intuition, vision, perspective, passion, conviction and learning (Harvard Business Review, 2007). This forms the trigger for this research study.

Final New Strategy Proposal using CVP Calculator for Tablet Research Paper

Final New Strategy Proposal using CVP Calculator for Tablet Development Corporation Product X5, X6 and X7 during 2012-2015 - Research Paper Example In order to bring a revolution in the existing business practices of the company, it is important that a new pricing strategy is devised that is based on the strategic objectives of each product individually. Furthermore, the decisions for the allocation of funds for the Research & Development (R&D) of each product should be taken individually and on annual basis to achieve the desired objectives of the product and the company. However, my strategic decision making for each year has resulted into 60% profitability in case of product X5 and 50% profitability in case of product X6. Furthermore, the increased spending on maintenance, support, enhancement and discovery for product X5 and X6 showed improved product which resulted in higher customer satisfaction. The discontinuation of product X7 through the four years helped in the success of the first two products. Nonetheless, a new strategy needs to be determined using contemporary strategy determining tools like Cost-Volume-Profit (CV P) analysis. The new strategy using CVP analysis has focused on X5 product in terms of its price but less allocation of R&D allocation in order to keep the other two products high on R&D investments. Thus, when X5 will attract less number of sales in one year, the other two products will attract higher number of sales volume. Overall, this strategy will help the Tablet Development Corporation to keep manufacturing all of its core products without discontinuing any of them. At the same time, it will allow Tablet Development Corporation to invest standardized amount of resources to each product and continue to produce a standard volume for sale purposes. As a result, the supply and demand of the product will remain balanced. At the same time, its products will remain in the market for a long time. 1.1 Aim The aim of this report is to develop a new pricing and R&D allocation strategy for the core products X5, X6 and X7 using CVP analysis and calculator. 1.2 Objectives To analyse the su bsequent performance and life cycles of each product due to the difference in the decisions. To determine the new pricing decisions and R&D budget allocation strategy for each core product, namely: X5, X6 and X7 taken in 4 years (i.e. from 2012-2015). To provide rationale of the proposed strategy with theoretical support. 2 Analysis of Pricing and R&D Allocation Strategy Used in Phase 3 Due to the use of CVP calculator, in the year 2012, the price of the product X5 was $263 and experienced a growth of 74% in its overall sales and revenue (See Annex 1). The customer base also experienced 60% new customers, 84% repeat sales and 113% profitability. The R&D budget was 15% from the estimated costs of $22,000,000. However, with the changed pricing strategy and R&D allocations, the product X5 experienced a growth of 65% in sales, 20% in new customers, 25% in repeat customers and 35% profitability in the year 2013. In the year 2013, the product X5 experienced a growth of 70% in sales, 26% i n new customers, 35% in repeat customers and 65% profitability. Likewise, in the year 2014, the product X5 experienced a growth of 85% in sales, 43% in new customers, 48% in repeat customers and 76% profitability. In 2015, the product X5 e

Country lovers Essay Example for Free

Country lovers Essay copy and paste method Screen-reader users, click here to turn off Google Instant. About 2,640,000 results (0. 56 seconds) Search Results country lovers Web definitions The Country Lovers is a 1911 short silent comedy film directed by Mack Sennett and starring Blanche Sweet. http://en. wikipedia. org/wiki/The_Country_Lovers Country Lovers by Nadine Gordimer, an Analysis lee custodio leecustodio. hubpages. com †º Books, Literature, and Writing? Mar 5, 2012 Country Lovers (1975) is a story of forbidden love between a black woman—Thebedi and Paulus, the son of her white masters. It was a story of Country Lovers College Essays StudyMode. com www. studymode. com †º Home †º Literature? above being a line of strung together sentences and give the story meaning. Recently I have had the pleasure of reading the short story â€Å"Country Lovers†, Country Lovers Meaning Free Essays 1 20 StudyMode. com www. studymode. com/subjects/country-lovers-meaning-page1. html? 20+ items Free Essays on Country Lovers Meaning for students. Use our Country Lovers 737 Words 3 Pages. Country Lovers 980 Words 4 Pages. Response to Country Lovers Research Paper Hamdez8 www. studymode. com †º Home †º Linguistics Human Languages? The first thing that captured my interest about the story â€Å"Country Lovers†, by Nadine Literature exists only when it is read; meaning is an event (versus the New Reading Reflection on the short story by Nadine Gordimer, Country www. scribd. com/ /Reading-Reflection-on-the-short-story-by-Nadine-G? Jun 29, 2013 Finally, I had to evaluate the meaning of the selected literary work, which in this case is Country Lovers, by Nadine Gordimer, once again Country Lovers flashcards | Quizlet quizlet. com/5228536/country-lovers-flash-cards/? Vocabulary words for Quotes and Meanings. Includes studying games and tools such as flashcards. Country Lovers Essays Justew53 PaperCamp. com www. papercamp. com †º Literature? Jun 18, 2012 In Nadine Gordimers story, Country Lovers she uses many different methods to describe the meaning behind this story;; An Analysis Of Country Free Country Lovers Vs The Welcome Table Essays 1 30 Anti Essays www. antiessays. com/topics/country-lovers-vs-the-welcome-table/0? Get access to Country Lovers Vs The Welcome Table Essays only from Anti The Welcome Table: discover different human experiences and the meanings. Essay | Analysis of Country Lovers by Nadine Gordimer www. bookrags. com/essay-2003/3/6/115012/5149/? Mar 6, 2003 Essays from BookRags provide great ideas for essays and paper topics like Analysis of Country Lovers by Nadine Gordimer. View this student Patriotism Definition and More from the Free Merriam-Webster www. merriam-webster. com/dictionary/patriotism? pa ·tri ·ot ·ism. noun ? pa-tre-? -? ti-z? m, chiefly British ? pa-. : love that people feel for their country. Full Definition of PATRIOTISM. : love for or devotion to ones

Different types of assessment in the education system

Different types of assessment in the education system Formal assessments are given in a formal environment and are distributed by testing companies that provide statistical data related to large reference groups. Informal assessments are what teachers do on a daily basis throughout their classrooms to measure the amount of material the students comprehend. In this essay, I will compare and contrast the formal and informal assessment techniques used for measuring student progress in the schools educational system. The first formal assessment examined was the standardized achievement test. Test of this type provides a level of achievement with a specific reference group. Achievement test measure the schools in broad state mandated goals; there are several advantages and disadvantages to formal assessments such as achievement test (Miller, Linn, Gronlund, 2009). Advantages in giving achievement test vary from students, parents and school administration. First, students learn when a demand of certain learning proficiency is expected of them. If there is no standard to set students goals of achievement; there will be no expectations and student success will be absent. Parents, communities and the school will be able to identify the students knowledge by comparing their students to other schools in specific reference groups. Educational systems are able to measure and set goals to work more efficiently and increase productivity to achieve national, state and regional standards. A second advantage is that achievement tests can highlight gaps and show areas in which improvements need to be made. Many times it may show the need for student improvement, but often it shows a need for continued teacher education, improvement in teaching practices and the allotment of monies to be spent on resources for the classrooms. A disadvantage in achievement testing could produce careless performance of standards and have a negative impact on students. First disadvantage is that standards are vague and uncertain in subject areas. Difficulties occur when standards are not concrete pertaining to what knowledge the students should have at that level. A second disadvantage to achievement testing is the standards that are imposed by federal and state. Those standards can create problems by forcing content related specifications without considering the different needs, opportunities to learn and skills that may be appropriate for specific districts or states. Another type of formal assessment examined was the aptitude test. As in the achievement test, the aptitude test provides qualities of good assessment such as: reliability, standardization, validity and practicality. The primary purpose of the aptitude test is to assess students general capability to learn. This test is supposed to help predict their general academic success. All standardized test have their advantages and disadvantages. An advantage of the aptitude test is the practicality. The standardized aptitude test takes less time to assess the students than informal testing procedures. They are easily administered by giving explicit directions to each student in the same manner. Machines to the grading and computers track the levels of achievement to different reference groups. A second advantage to aptitude test is objectivity. A standardized aptitude test does not have emotion or biases. It is completely objective in assessing the students achievement gains. High expectations are set for the students in objectively by specific reference groups and it holds them accountable to the standards in the effort to high achievement gains. A disadvantage in an aptitude test is the amount of pressure placed on the curriculum being taught in the classroom. This affects how the teachers teach their student and how much meaningful learning actually takes place in the classroom. It is a misconception that what is taught in a classroom and what the students are tested on is one in the same. Most often what the students are tested on do not always match up to the instructional content and objectives of the classroom curriculum (Ormrod, 2003). A second disadvantage to aptitude testing is the negative impact it holds over the students, teachers and school. School systems hold their school accountable when test scores do not continually improve. This places pressure on the teachers to get students to raise their scores. However, this can lead to dishonesty on the part of the teachers and principals. They exclude students who may have special needs or other considerations. With the pressure to improve constantly, the right thing to do becomes clouded. Teachers may feel the need to cheat to keep from having low performance scores in their classrooms to maintain their job. Informal assessment is conducted daily in the classroom setting. It is used by the teachers as a form of evaluation to determine the students level of comprehension. This type of evaluation will allow for immediate assessment for the teacher to review during instruction to the student. Informal assessment may consist of assigned homework, group cooperation activities, one on one interview with student and teacher created checklists. The first type of informal testing is homework. A teacher assigns homework to be completed at the end of formal instruction or to be completed outside the classroom. Advantages to using this type of assessment is that it allows the students to take their time to get the assigned work completed before due date. This can alleviate stress for the student who is a slower worker. Another advantage to using homework as an assessment is that it is easy for the teacher to grade. The teacher may wish to allow the students to grade their own papers. The rationale behind this process it that the students will see the errors they made, corrections will be given by the teacher and a clearer understanding of the mistakes will provide the student with a new perception. A disadvantage to using homework as an assessment is the fact that students can cheat. They may not do their own work; this would not provide a clear depiction of the students performance. Another disadvantage is the student has use of their notes, books, and other resources to help recall the information. Therefore, an accurate measure of student comprehension cannot be achieved. A second informal assessment is group cooperation activities. Assessments of this type allow the teacher to observe the students and see the students use what they have learned from the formal instruction. The first advantage to group learning is that it allows the student to engage and learn from their peers. Things are discussed and thought out by each member of the group to arrive at the final answer. The second advantage is that the teacher can observe the students and make decision concerning the review of particular items that may be unclear and need to be explained further. The teacher can adjust her lesson plans to meet those needs immediately. A disadvantage to group cooperation activities is that if not monitored closely the students may see this time as free time or busy time. Teachers cannot expect the students to break off into groups and stay on task if not monitored. The students need to know the teacher is coming to their group to check on the task at hand. They have to know they will be held accountable to their part of the group work. This brings up the second disadvantage. Group cooperation activities cannot be used for teacher preparation time. The teacher who uses this time to grade papers for another class or simply take a break will bring chaos to the classroom. A group cooperation activity is a process thought out and organized by the teacher to create a powerful explorative learning tool which has to be monitored to make student assessments. The third type of informal assessment is a one on one interview with a student. This allows the teacher to assess the students level of knowledge and understanding over the content of the course. An advantage of the interview is that it allows the student to explain to the teacher what he or she does not fully understand. This helps the teacher to adjust the instruction to help that particular student. Another advantage is that it can assist in parent teacher conversation over their students progress. It allows the teacher to give suggestions for additional help at home. A disadvantage to a one on one interview can be that it is time consuming. It requires that a teacher schedule a private meeting with each individual student. Another disadvantage is that the one on one interview does not provide a clear concept of the students knowledge. The student may not be able to express or communicate the content they are having difficulty understanding. And the final informal assessment is a checklist. It is created by the teacher to contain certain qualities, information, or skills and knowledge that they want to see exhibited by the students after a unit has been completed. The first advantage is that it does not take a lot of time and can be completed over a period of time when the teacher sees a display or lack thereof from the student. Another advantage is that the checklist is made by each individual teacher and he or she can cater it to the skills and knowledge they want the students to achieve from the unit based on the amount of material covered. A disadvantage to a checklist is that it does not inform the teacher where additional instruction is needed. It cannot determine the knowledge and skills that students are meant to learn throughout the course. Another disadvantage is that while the short term goals for student assessment are being met, long term goals and objectives are missing from the information on the checklist. Most schools and teachers use a variety of assessments to test the students knowledge and comprehension of subjects. It is important that the teacher uses multiple methods of evaluation to assess the content being covered in the course so that we can better provide for the educational needs of the students. Students differ in their abilities to test just as we differ in our ability to test the knowledge taught. The more often we assess the students and make adjustment to our teaching the more successful the student will be. The students future will be successful and the teachers will have validation for their teaching skills.

Christmas as a Federal Holiday Essay -- Religion Holidays

The most collectively celebrated holiday of the year is undeniably December 25th, Christmas. Most people acknowledge that the â€Å"Christ† in Christmas is representative of Jesus Christ, Son of God, and for Christians, the day is set aside as a celebration of his birth. Many people in the United States (and world) however, either do not believe in the Christian view of Christmas, have different non-Christian religious beliefs or celebrate for other reasons, if at all. Because of the multi-cultural differences that incorporate our country, Christmas should be declared by Congress as simply a Federal Holiday. This would be achieved if the dominant â€Å"Christ† aspect from â€Å"Christ†-mas was removed by renaming the holiday to The Winter Holiday, which is more inclusive to all cultures. The United States is comprised of a very diverse group of people with different beliefs and celebrations in winter including Hanukkah celebrated by Jews, Ramadan celebrated by Islam’s, Kwanzaa celebrating African culture, Bodhi Day celebrated by Buddhists, Diwali celebrated by Hindu’s, and Christmas celebrated by Christians. Also, there are the secular celebrations of Christmas, those traditions not specifically or overtly religious, celebrated by atheists, many other non-religious people as well as incorporated into most Christian celebrations. According to the Pew Forum, 4.7% of the population is a religion other than Christian and 16.1% claim â€Å"unaffiliated† (U.S. Religious Landscape). Between the 1990’s and 2008, the number of Christians dropped from 86.2% to 76% and the number of non-theists almost doubled in the same time frame (American Religious Identification). In most ways, Christmas is no longer a â€Å"religious† holiday and sh ould reflect all ... ...ous beliefs: peace on earth, goodwill toward all. Works Cited American Religious Identification Survey. N.p., Mar. 2009. Web. 28 Nov. 2010. . Mount, Steve. â€Å"Jefferson’s Wall of Separation Letter.† US Constitution Online. N.p., n.d. Web. 28 Nov. 2010. . â€Å"Thomas Jefferson: Life; Liberty: Our Sacred Honor.† Ken Burns American Stories. PBS. KQED, n.p., 28 Oct. 2002. Television. U.S. Religious Landscape Survey. N.p.: n.p., n.d. N. pag. The Pew Forum on Religion and Public Life. Web. 28 Nov. 2010. . The White House. N.p., 6 Apr. 2009. Web. 30 Nov. 2010. .

Life and Death After the Invasion :: essays research papers

Returning to their New Hampshire home, Barney and Betty Hill had the worst time adjusting to the â€Å"invasion†. Barney began smoking and Betty began to hallucinating. * 3 weeks later* Barney was on the verge of getting fired from his assistant supervisor job because he constantly got high in the workplace. He also began hallucinating about small martians speaking to him and telling him that everyone in their town are secret F.B.I. Agents and are out to get him and his wife. Also, that it would be a good idea to take his wife and drive to the Grand Canyon. That is where no one would find him. Due to Betty’s â€Å"strange behavior†, her boss awarded her with another week off to relax. She planned a trip alone to Arizona. After her day shift was over, she walks over to her car and grabs the handle. Only the door is stuck. Betty tugs and tugs, but the door still wont budge. She takes a deep breath and tries for the door again. With a mighty thrust, she tugs. The door opens and Betty falls to the ground. Everything in her purse falls out. Her red lipstick rolls underneath the car. As she reaches to grab it†¦. SLAM!!! The car door shuts again. Puzzled, she opens the door and looks, but no one is in her car. She puts her key in and cranks the engine†¦ â€Å"DAMN IT!† cursed Betty. The car wont start. She looks at the gas hand to see if the tank was empty. The tank was full. She picks up her cell phone and tried to call her husband, only to be accompanied by static. â€Å"Hello?† Silence. She then begins to hear something really weird. Whispering. â€Å"Hello? Who is this? Can anybody hear me? Barney? Barney, can you hear me?†, questioned Betty. Before she could even hang up the phone, a bright light surrounding the car making it very difficult to see. She then decides to get out of the car and investigate. She reaches for the handle, but cant open the door for it seems to be stuck. Betty tries to scream, but nothing manages to come out. The light becomes so bright, that she passes out. When she comes to (10 minutes later), she tries the engine again. â€Å"Hotdog, it works!† Betty rejoices. Barney, feeling â€Å"light as a feather†, she attempts to drive home. He pulls up in his driveway, hitting the garage door.

Comparing Weight Loss Diets and Energy Supply Essay -- Health Nutritio

Comparing Weight Loss Diets and Energy Supply Ironically, for a country where the majority of its population is considered obese by its own standards, dieting is more popular than ever in the United States. With the heightened popularity of dieting in American culture, it’s no surprise that a plethora of commercially endorsed weight-loss diets exist, however the effectiveness of these diets vary. Despite the large amount of existing weight-loss diets, a substantial amount of popular diets emphasize either limiting the consumption of saturated fat or carbohydrates1 in order to lose weight. The effectiveness of a diet can be judged in its ability to encourage weight-loss and keep the weight off—longevity is a key issue. With respect to longevity, energy transformation from food to biological energy is significantly important in how painless a diet can be. Let’s face it, it’s not at all desirable (let alone comfortable) to proceed through the day with low blood sugar, having hunger. We human s are lazy creatures and have a low threshold for discomfort; the easier it is to conform to the eating restrictions of a diet, the more likely that the diet will remain in use (given that the diet is effective). Low-fat weight-loss diets are superior to low-carbohydrate diets because they provide a sustained energy supply in a manor that’s flexible enough to adapt to almost any lifestyle. In comparing weight-loss diets, the matter is fairly complex so it’s important to take consideration of the components associated with a weight-loss diet. Glycemic responses are a critical part in assessing a weight-loss diet’s efficiency and these response trends differ substantially between low-fat diets and low-... ...cally flawed because these diets deprive the body of the principal energy source that is used for even the most basic operations. Sure, low-carbohydrate diets are effective in weight-loss but so is anorexia. Just because low-carbohydrate diets are effective in the short-run, doesn’t mean the diet is healthy. In terms of energy sustainability, low-fat and low-carbohydrate diets are practically opposites in nature. This difference has substantial significance in that it indirectly implies that consuming low-carbohydrate foods is a regimented diet and eating foods low in fat is a healthy lifestyle. 1 Carbohydrates are a food group heavily present in grains; they are the primary storage form of glucose. 2 Fat also stores biological energy but it’s primarily for reserve purposes and is only utilized during times of strenuous activity or in dire circumstances.

Literature Marking Scheme Essay

Introduction 1. 1 Why choose Cambridge? University of Cambridge International Examinations is the world’s largest provider of international education programmes and qualifications for 5 to 19 year olds. We are part of the University of Cambridge, trusted for excellence in education. Our qualifications are recognised by the world’s universities and employers. Recognition Every year, thousands of learners gain the Cambridge qualifications they need to enter the world’s universities. Cambridge IGCSE ® (International General Certificate of Secondary Education) is internationally recognised by schools, universities and employers as equivalent to UK GCSE. Learn more at w ww. cie. org. uk/recognition Excellence in education We understand education. We work with over 9000 schools in over 160 countries who offer our programmes and qualifications. Understanding learners’ needs around the world means listening carefully to our community of schools, and we are pleased that 98% of Cambridge schools say they would recommend us to other schools. Our mission is to provide excellence in education, and our vision is that Cambridge learners become confident, responsible, innovative and engaged. Cambridge programmes and qualifications help Cambridge learners to become: †¢ confident in working with information and ideas – their own and those of others †¢ responsible for themselves, responsive to and respectful of others †¢ innovative and equipped for new and future challenges †¢ engaged intellectually and socially, ready to make a difference. Support in the classroom We provide a world-class support service for Cambridge teachers and exams officers. We offer a wide range of teacher materials to Cambridge schools, plus teacher training (online and face-to-face), expert advice and learner-support materials. Exams officers can trust in reliable, efficient administration of exams entry and excellent, personal support from our customer services. Learn more at w ww. cie. org. uk/teachers Not-for-profit, part of the University of Cambridge We are a part of Cambridge Assessment, a department of the University of Cambridge and a not-for-profit organisation. We invest constantly in research and development to improve our programmes and qualifications. 2 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Introduction 1. 2 Why choose Cambridge IGCSE? Cambridge IGCSE helps your school improve learners’ performance. Learners develop not only knowledge and understanding, but also skills in creative thinking, enquiry and problem solving, helping them to perform well and prepare for the next stage of their education. Cambridge IGCSE is the world’s most popular international curriculum for 14 to 16 year olds, leading to globally recognised and valued Cambridge IGCSE qualifications. It is part of the Cambridge Secondary 2 stage. Schools worldwide have helped develop Cambridge IGCSE, which provides an excellent preparation for Cambridge International AS and A Levels, Cambridge Pre-U, Cambridge AICE (Advanced International Certificate of Education) and other education programmes, such as the US Advanced Placement Program and the International Baccalaureate Diploma. Cambridge IGCSE incorporates the best in international education for learners at this level. It develops in line with changing needs, and we update and extend it regularly. 1. 3 Why choose Cambridge IGCSE Literature (English)? Cambridge IGCSE Literature (English) is accepted by universities and employers as proof of real knowledge and understanding. Successful candidates gain lifelong skills, including the ability to: †¢ Read, interpret and evaluate texts through the study of literature in English; †¢ Develop an understanding of literal and implicit meaning, relevant contexts and of the deeper themes or attitudes that may be expressed; †¢ Recognise and appreciate the ways in which writers use English to achieve a range of effects; †¢ Present an informed, personal response to materials they have studied; †¢ Explore wider and universal issues, promoting students’ better understanding of themselves and of the world around them. 1. 4 Cambridge International Certificate of Education (ICE) Cambridge ICE is the group award of Cambridge IGCSE. It gives schools the opportunity to benefit from offering a broad and balanced curriculum by recognising the achievements of learners who pass examinations in at least seven subjects. Learners draw subjects from five subject groups, including two languages, and one subject from each of the other subject groups. The seventh subject can be taken from any of the five subject groups. Literature (English) falls into Group II, Humanities and Social Sciences. Learn more about Cambridge IGCSE and Cambridge ICE at w ww. cie. org. uk/cambridgesecondary2 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 3 Introduction 1. 5 Schools in England, Wales and Northern Ireland This Cambridge IGCSE is approved for regulation in England, Wales and Northern Ireland. It appears on the Register of Regulated Qualifications http://register. ofqual. gov. uk as a Cambridge International Level 1/Level 2 Certificate. There is more information for schools in England, Wales and Northern Ireland in Appendix C to this syllabus. School and college performance tables Cambridge IGCSEs which are approved by Ofqual are eligible for inclusion in school and college performance tables. For up-to-date information on the performance tables, including the list of qualifications which count towards the English Baccalaureate, please go to the Department for Education website (www. education. gov. uk/performancetables). All approved Cambridge IGCSEs are listed as Cambridge International Level 1/Level 2 Certificates. 1.  6 How can I find out more? If you are already a Cambridge school You can make entries for this qualification through your usual channels. If you have any questions, please contact us at international@cie. org. uk If you are not yet a Cambridge school Learn about the benefits of becoming a Cambridge school at w ww. cie. org. uk/startcambridge. Email us at international@cie. org. uk to find out how your organisation can become a Cambridge school. 4 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Assessment at a glance 2. Assessment at a glance  Cambridge IGCSE Literature (English) Syllabus code 0486 Candidates take one of the following options: Component Paper 1: Set Texts – Open books Paper 2: Coursework portfolio Duration 2 hours 15 minutes Assessed by the Centre; externally moderated by Cambridge Weighting 75% 25% OR Component Paper 1: Set Texts – Open books Paper 3: Unseen Duration 2 hours 15 minutes 1 hour 15 minutes Weighting 75% 25% OR Component Paper 4: Set Texts – Closed books: A Paper 5: Set Texts – Closed books: B Duration 2 hours 15 minutes 45 minutes Weighting 75% 25% The full range of grades (A*–G) is available in each option. Availability This syllabus is examined in the May/June examination series and the October/November examination series. This syllabus is available to private candidates (for the non-coursework options). Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 5 Assessment at a glance Cambridge International Level 1/Level 2 Certificate* Literature (English) Syllabus code 0476 All candidates take the following: Paper 1 2 hours 15 minutes Set Texts – Open Books Three sections – drama, prose and poetry with a mix of passage-based, essay questions and (on prose and drama texts) empathic questions. There is a choice of three questions on each set text. Paper 2 1 hour 15 minutes Unseen From a choice of two question, each requiring critical commentary, candidates must choose one. One question is based on a literary prose passage and the other on a poem or extract of a poem. Candidates answer one question from each section and must choose at least one passagebased and one essay question. No set texts for this component. All Assessment Objectives are tested All Assessment Objectives are tested. Weighting: 75% of total marks. Weighting: 25% of total marks. The full range of grades (A*–G) is available. Availability This syllabus is examined in the May/June examination series and the October/November examination series. It is available in the UK only. This syllabus is available to private candidates. Combining these syllabuses with other syllabuses Candidates can combine either of these syllabuses in an examination series with any other Cambridge syllabus, except: †¢ syllabuses with the same title at the same level †¢ 2010 Cambridge O Level Literature in English †¢ 0408 Cambridge IGCSE World Literature Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificates and Cambridge O Level syllabuses are at the same level. * 6. This syllabus is accredited for use in England, Wales and Northern Ireland as Cambridge International Level 1/Level 2 Certificate. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Syllabus aims and objectives 3. Syllabus aims and objectives 3. 1 Aims The syllabus aims, which are not listed in order of priority, are to encourage and develop candidates’ ability to: †¢ enjoy the experience of reading literature; †¢ understand and respond to literary texts in different forms and from different periods and cultures; †¢ communicate an informed personal response appropriately and effectively; †¢ appreciate different ways in which writers achieve their effects; †¢ experience literature’s contribution to aesthetic, imaginative and intellectual growth; †¢ explore the contribution of literature to an understanding of areas of human concern. 3. 2 Assessment objectives There are four Assessment Objectives (AOs) and candidates are assessed on their ability to: AO1: Show detailed knowledge of the content of literary texts in the three main forms (Drama, Poetry, and Prose); AO2: Understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes; AO3: Recognise and appreciate ways in which writers use language, structure, and form to create and shape meanings and effects; AO4: Communicate a sensitive and informed personal response to literary texts. Each of the assessment objectives is present in each of the papers, with the following weighting: Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 7 Syllabus aims and objectives Syllabus 0486 Paper 1 Paper 2 Paper 3 Paper 4 Paper 5 AO1 25% 25% 25% 25% 25% AO2 25% 25% 25% 25% 25% AO3 25% 25% 25% 25% 25% AO4 25% 25% 25% 25% 25%. Paper 1 Paper 2 AO1 25% 25% AO2 25% 25% AO3 25% 25% AO4 25% 25% Syllabus 0476 8 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Description of papers (syllabus 0486) 4. Description of papers (syllabus 0486) 4. 1 Paper 1: Set Texts – Open books 2 hours 15 minutes This paper has three sections: Drama, Prose and Poetry. Candidates answer one question from each section. All questions carry equal marks. Candidates may take their set texts into the exam, but these texts must not contain personal annotations, highlighting or underlining. On each set text, candidates have a choice of three questions as follows: †¢ Poetry – one passage-based question and two essay questions. †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). †¢ Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). Candidates must answer at least one passage-based question and at least one essay question. On the Question Paper, passage-based questions are indicated by an asterisk (*) and essay questions are indicated by a dagger symbol († ). ‘Empathic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i. e. a manner of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poem from the set text before answering. The passage/poem is printed on the exam paper. All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate: †¢their personal response, sometimes directly (answering questions such as ‘What do you think? ’, ‘What are your feelings about†¦? ’) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ their knowledge of the text through the use of close reference to detail and use of quotations from the text; †¢ their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 9 Description of papers (syllabus 0486). 4. 2 Paper 2: Coursework portfolio (syllabus 0486 only) Candidates submit a portfolio of t wo assignments. †¢ Each assignment should be between 600–1000 words and should be based on the study of one complete text, equivalent in scope and demand to a set text on Paper 1. †¢ The assignments must be on different texts. †¢ One of the assignments (but not two) may be on a text prepared for Paper 1. (There is no requirement to include work on a Paper 1 text. ) Assignments can be handwritten, typed or word processed. The phrasing of each assignment’s title must allow for assessment in relation to all the Assessment Objectives. Coursework is assessed and marked by the Centre, and a sample is submitted for external moderation by Cambridge. Teachers responsible for assessing Coursework must be accredited by Cambridge; accreditation is usually awarded after the teacher has successfully completed the Coursework Training Handbook. For more information and guidance on creating, presenting and marking the Coursework, see Section 9. 4. 3 Paper 3: Unseen 1 hour 15 minutes Paper 3 comprises two questions, each asking candidates for a critical commentary on (and appreciation of) previously unseen writing printed on the question paper. Candidates answer one question only. One question is based on a passage of literary prose (such as an extract from a novel or a short story); the other question is based on a poem, or extract of a poem. Candidates are advised to spend around 20 minutes reading their selected question and planning their answer before starting to write. There are no set texts for this paper. 10 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Description of papers (syllabus 0486) 4. 4 Paper 4: Set texts – Closed books A (syllabus 0486 only) 2 hours 15 minutes. The paper has three sections: Drama, Poetry, and Prose. Candidates answer one question from each section. All questions carry equal marks. This is a ‘Closed books’ paper: candidates may not take their set texts into the exam room. On each text, candidates have a choice of three questions: †¢ Poetry – one passage-based question, and two essay questions; †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below for more detail); †¢ Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more detail). Candidates must answer at least one passage-based question and at least one essay question. On the Question Paper, passage-based questions are indicated by an asterisk (*) and essay questions are indicated by a dagger symbol († ). ‘Empathic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i. e. a manner of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poem from the set text. The passage/poem is printed on the exam paper. All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate: †¢ their personal response, sometimes directly (answering questions such as ‘What do you think? ’, ‘What are your feelings about†¦? ’) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ their knowledge of the text through the use of close reference to detail and use of quotations from the text; †¢ their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and their response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 11 Description of papers (syllabus 0486) 4. 5 Paper 5: Set texts – Closed books B (syllabus 0486 only) 45 minutes In this paper, candidates answer one question on one set text. All questions carry equal marks. This a ‘Closed books’ paper: candidates may not take their set texts into the exam room. On each set text, candidates have a choice of three questions as follows: †¢ Poetry – one passage-based question and two essay questions. †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). †¢ Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). ‘Empathic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i.e. a manner of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poem from the set text before answering. The chapter, scene or page reference will be given on the exam paper (references to several available editions will be provided if necessary). All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate: †¢ their personal response, sometimes directly (answering questions such as ‘What do you think? ’, ‘What are your feelings about†¦? ’) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ their knowledge of the text through the use of close reference to detail and use of quotations from the text; †¢ 12 their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and their response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Description of papers (syllabus 0476) 5. Description of papers (syllabus 0476) 5. 1 Paper 1: Set Texts – Open books 2 hours 15 minutes This paper has three sections: Drama, Prose and Poetry. Candidates answer one question from each section. All questions carry equal marks. Candidates may take their set texts into the exam, but these texts must not contain personal annotations, highlighting or underlining. On each set text, candidates have a choice of three questions as follows: †¢ Poetry – one passage-based question and two essay questions. †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). †¢ Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). Candidates must answer at least one passage-based question and at least one essay question. On the Question Paper, passage-based questions are indicated by an asterisk (*) and essay questions are indicated by a dagger symbol († ). ‘Empathic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i.e. a manner of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poems (or a part of a longer poem) from the set text before answering. Passages/poems are printed on the exam paper. All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate: †¢ their personal response, sometimes directly (answering questions such as ‘What do you think? ’, ‘What are your feelings about†¦? ’) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ their knowledge of the text through the use of close reference to detail and use of quotations from the text; †¢ their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 13 Description of papers (syllabus 0476) 5. 2 Paper 2: Unseen 1 hour 15 minutes Paper 2 comprises two questions, each asking candidates for a critical commentary on (and appreciation of) previously unseen writing printed on the question paper. Candidates answer one question only. One question is based on a passage of literary prose (such as an extract from a novel or a short story); the other question is based on a poem, or extract of a poem. Candidates are advised to spend around 20 minutes reading their selected question and planning their answer before starting to write. There are no set texts for this paper. 14 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0486) 6. Set texts (syllabus 0486). Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 1 (syllabus 0486) Candidates must answer on three different set texts: i. e. one set text in each section. Section A: DRAMA Candidates must answer on one set text from this section: ** Arthur Miller All My Sons William Shakespeare Julius Caesar * William Shakespeare The Tempest * Oscar Wilde The Importance of Being Earnest Section B: POETRY. Candidates must answer on one set text from this section: ** Thomas Hardy The following fourteen poems: Neutral Tones ‘I Look into My Glass’ Drummer Hodge The Darkling Thrush On the Departure Platform The Pine Planters The Convergence of the Twain The Going The Voice At the Word ‘Farewell’ During Wind and Rain In Time of ‘The Breaking of Nations’ No Buyers: A Street Scene Nobody Comes These may be found in Selected Poems, ed. Harry Thomas (Penguin). Poems printed in the paper will follow this text. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476. 15 Set texts (syllabus 0486) * from Songs of Ourselves from Part 4 (Poems from the Nineteenth and Twentieth Centuries): Poems 110 to 123 inclusive, i. e. the following fourteen poems: Sujata Bhatt, ‘A Different History’ Gerard Manley Hopkins, ‘Pied Beauty’ Allen Curnow, ‘Continuum’ Edwin Muir, ‘Horses’ Judith Wright, ‘Hunting Snake’ Ted Hughes, ‘Pike’ Christina Rossetti, ‘A Birthday’ Dante Gabriel Rossetti, ‘The Woodspurge’ Kevin Halligan, ‘The Cockroach’ Margaret Atwood, ‘The City Planners’ Boey Kim Cheng, ‘The Planners’ Norman MacCaig, ‘Summer Farm’ Elizabeth Brewster, ‘Where I Come From’ William Wordsworth, ‘Sonnet Composed Upon Westminster Bridge’ Songs of Ourselves: The University of Cambridge International Examinations Anthology of Poetry in English (Cambridge University Press ISBN-10: 8175962488 ISBN-13: 978-8175962484) Section C: PROSE Candidates must answer on one set text from this section: * Tsitsi Dangarembga Nervous Conditions * Anita Desai Fasting, Feasting Kiran Desai Hullabaloo in the Guava Orchard ** George Eliot Silas Marner ** Susan Hill I’m the King of the Castle * The following ten stories: no. 6 Thomas Hardy, ‘The Son’s Veto’ no. 12 Katherine Mansfield, ‘Her First Ball’. no. 14 V. S. Pritchett, ‘The Fly in the Ointment’ no. 15 P. G. Wodehouse, ‘The Custody of the Pumpkin’ no. 20 Graham Greene, ‘The Destructors’ no. 27 R. K. Narayan, ‘A Horse and Two Goats’ no. 29 Ted Hughes, ‘The Rain Horse’ no. 38 Morris Lurie, ‘My Greatest Ambition’ no. 42 Ahdaf Soueif, ‘Sandpiper’ no. 46 Penelope Fitzgerald, ‘At Hiruhamara’ from Stories of Ourselves Stories of Ourselves: The University of Cambridge International Examinations Anthology of Short Stories in English (Cambridge University Press: ISBN-10: 052172791X ISBN-13: 978-0521727914) 16 Cambridge IGCSE Literature (English) 0486. Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0486) Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 4 (syllabus 0486) Candidates must answer on three different set texts: i. e. one set text in each section. The text list for Paper 4 is identical to the text list for Paper 1. Candidates who are taking Paper 4 will answer on one text in Paper 5. Section A: DRAMA Candidates must answer on one set text from this section: ** Arthur Miller All My Sons William Shakespeare Julius Caesar * William Shakespeare The Tempest * Oscar Wilde The Importance of Being Earnest Section B: POETRY Candidates must answer on one set text from this section: ** Thomas Hardy The following fourteen poems: Neutral Tones ‘I Look into My Glass’ Drummer Hodge The Darkling Thrush On the Departure Platform The Pine Planters The Convergence of the Twain The Going The Voice At the Word ‘Farewell’ During Wind and Rain In Time of ‘The Breaking of Nations’ No Buyers: A Street Scene. Nobody Comes These may be found in Selected Poems, ed. Harry Thomas (Penguin). Poems printed in the paper will follow this text. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 17 Set texts (syllabus 0486) * from Songs of Ourselves from Part 4 (Poems from the Nineteenth and Twentieth Centuries): Poems 110 to 123 inclusive, i. e. the following fourteen poems: Sujata Bhatt, ‘A Different History’ Gerard Manley Hopkins, ‘Pied Beauty’ Allen Curnow, ‘Continuum’ Edwin Muir, ‘Horses’ Judith Wright, ‘Hunting Snake’ Ted Hughes, ‘Pike’. Christina Rossetti, ‘A Birthday’ Dante Gabriel Rossetti, ‘The Woodspurge’ Kevin Halligan, ‘The Cockroach’ Margaret Atwood, ‘The City Planners’ Boey Kim Cheng, ‘The Planners’ Norman MacCaig, ‘Summer Farm’ Elizabeth Brewster, ‘Where I Come From’ William Wordsworth, ‘Sonnet Composed Upon Westminster Bridge’ Songs of Ourselves: The University of Cambridge International Examinations Anthology of Poetry in English (Cambridge University Press ISBN-10: 8175962488 ISBN-13: 978-8175962484) Section C: PROSE Candidates must answer on one set text from this section: * Tsitsi Dangarembga Nervous Conditions. * Anita Desai Fasting, Feasting Kiran Desai Hullabaloo in the Guava Orchard ** George Eliot Silas Marner ** Susan Hill I’m the King of the Castle * 18 from Stories of Ourselves The following ten stories: no. 6 Thomas Hardy, ‘The Son’s Veto’ no. 12 Katherine Mansfield, ‘Her First Ball’ no. 14 V. S. Pritchett, ‘The Fly in the Ointment’ no. 15 P. G. Wodehouse, ‘The Custody of the Pumpkin’ no. 20 Graham Greene, ‘The Destructors’ no. 27 R. K. Narayan, ‘A Horse and Two Goats’ no. 29 Ted Hughes, ‘The Rain Horse’ no. 38 Morris Lurie, ‘My Greatest Ambition’ no. 42 Ahdaf Soueif, ‘Sandpiper’ no. 46 Penelope Fitzgerald, ‘At Hiruhamara’ Stories of Ourselves: The University of Cambridge International Examinations Anthology of Short Stories in English (Cambridge University Press: ISBN-10: 052172791X ISBN-13: 978-0521727914) Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0486) Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016. Set texts for Paper 5 (syllabus 0486) Candidates who are taking this paper answer on one text from the following: ** Jane Austen Northanger Abbey Carol Ann Duffy The following fourteen poems: ‘Head of English’ ‘The Dolphins’ ‘Stealing’ ‘Foreign’ ‘Miles Away’ ‘Originally’ ‘In Mrs Tilscher’s Class’ ‘Who Loves You’ ‘Nostalgia’ ‘The Good Teachers’ ‘Moments of Grace’ ‘Valentine’ ‘Mean Time’ ‘Prayer’ These are contained in Selected Poems (Penguin Books, in association with Anvil Press, ISBN 978-0-14-102512-4/ISBN 9780141 025124) * Helen Dunmore The Siege ** from Jo Philips, ed. Poems Deep & Dangerous (Cambridge University Press) The following fourteen poems (from Section 4 ‘One Another’): John Clare, ‘First Love’ Matthew Arnold, ‘To Marguerite’ Elizabeth Jennings, ‘One Flesh’ Christina Rossetti, ‘Sonnet’ (‘I wish I could remember that first day’) William Shakespeare, ‘Shall I Compare Thee†¦? ’ Elma Mitchell, ‘People Etcetera’ Simon Armitage, ‘In Our Tenth Year’ William Shakespeare, ‘The Marriage of True Minds’ Seamus Heaney, ‘Follower’ Michael Laskey, ‘Registers’ Chris Banks, ‘The Gift’ Liz Lochhead, ‘Laundrette’ Liz Lochhead, ‘Poem for My Sister’. Patricia McCarthy, ‘Football After School’ * A Midsummer Night’s Dream William Shakespeare ** Robert Louis Stevenson Tennessee Williams The Strange Case of Dr Jekyll and Mr Hyde Cat on a Hot Tin Roof Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 19 Set texts (syllabus 0476) 7. Set texts (syllabus 0476) Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 1 (syllabus 0476) Section A: DRAMA Candidates must answer on one set text from this section: William Shakespeare * Julius Caesar William Shakespeare The Tempest Section B: POETRY Candidates must answer on one set text from this section: ** Thomas Hardy The following fourteen poems: Neutral Tones ‘I Look into My Glass’ Drummer Hodge The Darkling Thrush On the Departure Platform The Pine Planters The Convergence of the Twain The Going The Voice At the Word ‘Farewell’ During Wind and Rain In Time of ‘The Breaking of Nations’ No Buyers: A Street Scene Nobody Comes. These may be found in Selected Poems, ed. Harry Thomas (Penguin). Poems printed in the paper will follow this text. 20 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0476) * from Songs of Ourselves from Part 4 (Poems from the Nineteenth and Twentieth Centuries): Poems 110 to 123 inclusive, i. e. the following fourteen poems: Sujata Bhatt, ‘A Different History’ Gerard Manley Hopkins, ‘Pied Beauty’ Allen Curnow, ‘Continuum’ Edwin Muir, ‘Horses’ Judith Wright, ‘Hunting Snake’ Ted Hughes, ‘Pike’ Christina Rossetti, ‘A Birthday’. Dante Gabriel Rossetti, ‘The Woodspurge’ Kevin Halligan, ‘The Cockroach’ Margaret Atwood, ‘The City Planners’ Boey Kim Cheng, ‘The Planners’ Norman MacCaig, ‘Summer Farm’ Elizabeth Brewster, ‘Where I Come From’ William Wordsworth, ‘Sonnet Composed Upon Westminster Bridge’ Songs of Ourselves: The University of Cambridge International Examinations Anthology of Poetry in English (Cambridge University Press ISBN-10: 8175962488 ISBN-13: 978-8175962484) Section C: PROSE Candidates must answer on one set text from this section: * Tsitsi Dangarembga Nervous Conditions * Anita Desai Fasting, Feasting Kiran De.

Flowers for Algernon and The Garden of Eden Essay

Daniel Keyess fictional study, Flowers for Algernon, drew on themes, descriptors of thus farts, and point of reference types from the biblical story of the tend of Eden. some(prenominal) stories had a mutual theme Ignorance is bliss. two stories excessively sh ard a equivalent pattern of events. Charlie Gordon, the protagonist in Flowers for Algernon, and offer and evening, the main(prenominal) characters in the tend of Eden, all(prenominal) started kayoed in a read of white, unaware of evil, until they were encouraged to give out smarter. subsequently they had gained intelligence, their eyes were opened to all of the devilment in the world, and they suffered the consequences. There were to a fault sameities in the characters in two stories, such as between the Serpent and deteriorate Kinnian and between even and Algernon. Daniel Keyes rendered the substantive new by ever-changing the setting, the characters, and the events of the story to something much mor e modern.In Flowers for Algernon, Charlie wanted to become smart, alone once he did, he recognise that people utilize to make enjoyment of him, and most people stopped talk of the town to him as often as they used to, either because they were scared of him or couldnt understand him. Algernon died, and Charlie lost all of his intelligence. In the Garden of Eden, graven image warned ecstasy and Eve not to eat from the point of the intimacy of good and evil, but they didnt listen. The snake in the grass convinced Eve to eat the veto harvest-time, and then Eve convinced ten to eat it as well. When they ate the fruit, they gained familiarity and wisdom, became aware of evilness, and realized they were naked. God condemned them to a life of suffering and eventually death. The popular theme of these two stories is ignorance is bliss. whatsoevertimes its better to know nothing than something.The pattern of events in Flowers for Algernon mirror those of the Garden of Eden. In the Garden of Eden, God created Adam and Eve. They were exclusively innocent and pure, but not perfect. God warned them not to eat from the tree of the cognition of good and evil. The evil serpent convinced Eve to eat the forbidden fruit anyway. When Adam and Eve ate from the tree of knowledge, their eyes were opened, and they gained knowledge and wisdom, but they were also exposed to evil, and they felt naked. Their state of purity was lost. When God found out closely this, He punished Adam and Eve.In Flowers for Algernon, Charlie Gordon had a disability and lacked intelligence. Miss Kinnian persuaded Charlie to go through with the surgical operation. He agreed to brook the surgery that the doctors thought would triple his intelligence, even though he was aware of the risks involved. The operation make Charlie incredibly smart, but it also made him aware that people made fun of him. At one point, Charlie utter that he felt as if he was naked. His intelligence eventually det eriorates, and Algernon dies. In both stories, the main characters start off in a state of ignorance, are persuaded to improver their intelligence, decide to gain knowledge, despite cognize the risks involved, and then they go for to pay the consequences.Some of the characters in Flowers for Algernon and the Garden of Eden are very similar. For example, Charlie, Adam, and Eve are similar because they are the main characters, they started out in a state of ignorance, and they all legitimate knowledge. Secondly, the serpent and Miss Kinnian are equivalent because they both persuaded the main characters to become smarter. Lastly, Eve and Algernon were both the first characters to acquire knowledge.Daniel Keyes rendered the material new by changing the setting, the characters, and the events. The Garden of Eden happened in the beginning, while Flowers for Algernon took pull in the 20th century. Instead of a talking snake encouraging person to eat magical fruit, Daniel Keyes used Miss Kinnian to persuade Charlie to do the operation. Thirdly, in the Garden of Eden, the forbidden fruit gave knowledge to Adam and Eve, but in Flowers for Algernon, an operation caused Charlie to become more intelligent.Themes, patterns of events, and character types found in Flowers for Algernon mirror those found in the Biblical story of the Garden of Eden. The stories both plowshare the same theme Ignorance is bliss. They both have similar patterns of events The main characters start out in a state of innocence and ignorance, then they are persuaded to increase their intelligence. The main characters agreed, despite the risks involved. The main characters had to face the consequences of receiving knowledge. Adam, Eve, and Charlie, the serpent and Miss Kinnian, and Eve and Algernon all mirror each other. Daniel Keyes modernized the Biblical story of the Garden of Eden by changing thesetting, the characters, and the events, although the overall theme, patterns of events, and typ es of characters are similar in both stories.

The Essence of Being Women and Native.

When human beings argon uprooted from their ancestral lineage, their work, social relationships, marriage, p arnting, and rellglon change. The breakage occurs not wholly at social and economic level, but inhering as well, because of an im mense effort made to pass over a strong internal crisis. In popular inborn women used to enjoy great act and respect from their lodge.The transformations native woman from Huron and Ojibwa experienced squeeze them deeply, and their lives were rastically altered by the coming of European settlers with the tender ways to be considered by white people, they be converted in secretive person for a lengthy clipping. Despite of this, as a payoff of this in recent years, native women raised their voices to be recognized as p device of a tradition that deserved to be consider.According to Castellano, the village of Huron native women argon organized on a clan social status and It recognizes the social status from female who play a very importan t role Into the community, such us parenting, collecting and preparing food, lanting crops and selling It, as well as the participated In polltlcal activities, because men went away to hunt, fight or make another(prenominal) actlvltles.Woman life was highly regarded for its capacity to give stick out and help community survive without presence of men. On the other hand, the native Ojibwa people were hunter gatherers, which meant that women in any case had an important role in the development of its miserliness they were doing all the domestic work, weaving fishing nets, harvest-home rice, making fur clothing. A significant love is that Ojibwa Shaman was a highly regarded woman because of community saw her as a warrior.Therefore, is not sticky to understand when Castellano said, that when European settlers introduced new standards of living to the communities, the greatest impact was on women they were stripped out of their traditions and Identity, which accordingly led them to withdraw from social life for a long period of time. They used to spend time on common tasks In Isolation In order to avoid being Judged on little-kn make for them parameters.So, women native raise their voice to open spaces of dialogue that allow them to preserve the essence of their indistinguishability by finding new ways to combine their own tradition with the elements of the new environment. The exhibition of native art and teaching is being a significant percentage to the achievement of it. To conclude, since the beginning of humanity it had to co-exist with the colonization from others, which caused the overtaking of traditions, lineages, and established ways of developing the society it also aused tremendous suffering to the native communities, in their identity loss.Likewise, in the 80s a great numbers of communities were unmake inside the hoidenish Peru by Sendero Luminoso a terrorist group, star example is the thousands of women forced to move to different citi es of the country In search of security and hope, but on arrival were forced to adapt In environments where they were discriminated against batter unable to find space to continue their tradltlons or develop tnelr skills, wnlcn were commonly working tne land, anlmal nusDanary, aising the family.The traditions handed fine-tune for generations from mother to daughter were destroyed. Today many of these traditions ca-ca been lost by the inability of local governments to make spaces of dialogue and openness to other forms of society. Every native community has its particularities that incidence with the location of the community, climate, and distribution of roles that are developed through generations, which makes them unique, unrepeatable that deserves to be respected and recognized as any other society.