Preparation for Graduate Employment Essay Example | Topics and Well Written Essays - 1500 words

Preparation for Graduate Employment - Essay Example I would like to work for a magnificent company such as yours in a responsible position, in which I will contribute through my professional, personal and inter-personal skills. My long term career goal is to move on to higher positions with greater responsibilities within investment banking possibly after having studied for an MBA in between. However, I prefer to remain with the same company as part of my career aspirations. Although transitioning from education to a professional environment can be quite challenging, I have gained significant experience in my various stints at several companies, which has provided me the necessary insight into the corporate world. having been performing successfully in every such challenging environment, I am confident of being able to bring in the same level of commitment and energy into my work in my future employment. I have travelled extensively and have interacted with people from over 50 nationalities. As such, I love to bond with diverse people and share ideas and thoughts with them. I believe that any profession that incorporated my educational skills and professional experience to the highest level would be my ideal job. Combining my knowledge in Finance with my experience in handling customer oriented responsibilities along with computer and administrative capabilities have helped me, my co workers and my company in attaining their objectives. It is also one of the predominant reasons for me to consider myself as a valuable addition to the team at Goldman

Health Information Management System (HIMS) Strategic Plan and process Term Paper

Health Information Management System (HIMS) Strategic Plan and process reflecting an information system model for an Internal Medicine Clinic - Term Paper Example In strengths and opportunities, the significance of the systems in terms of the accuracy of data keeping, and ways through which the process can be improved are looked to earn the process more credibility by limiting avoidable medical errors. Due to advancing technological innovation n the contemporary world, HIMS programs are more preferred to primitive conventional data collection and maintenance processes, which was mainly kept on hard copies (Emmendorfer et al, 2012; Diana, Kazley, & Menachemi, 2011). Although, there is substantial support for development of the HIMS within the department in different quarters, the implementation of HIMS has been uneven since the technological growth reached a crescendo in the first decade of the twenty-first century. This has impacted a disorderly system. In light of this, it is imperative to address matters relating to human resourcing and HIMS organization within the facility, and the regional offices to guarantee sustainability of personnel or technologies. Further, current techniques of data gathering are overly complex and are largely problematic for clinicians to use. The XYZ’s Internal Medicine Clinic has immense opportunities that will likely result in its HIMS growth and development. An issue such as increasing market segments, which are set to develop in the current technology aided world, are one such opportunity. Further, globalization through, brought about by the Internet revolution is likely to offer immense outsourcing potential for clients across the globe. Distribution channels looking forward to new and effective treatment options, for instance, will likely impact positively on not only the department but the whole XYZ facility. The entrance of several players in the healthcare market will likely shrink the returns the company gets from the targeted market of clients in need of the Internal Medicine Clinic services. New technology may make

Biomedical And Biopsychosocial Health Models Health And Social Care Essay

Biomedical And Biopsychosocial Health Models Health And Social Care Essay The medical model of health is a negative one: that is, that health is essentially the absence of disease. Despite bold attempts by bodies such as the World Health Organisation (WHO) to argue for a definition of health as a state of complete physical, mental and social well-being, and not merely the absence of disease or infirmity, most medically related thought remains concerned with disease and illness. -The main point of this model of disease is that it attempts to uncover underlying pathological processes and their particular effects. -The pathologically based and causally specific medical model became increasingly dominant. In the medical model of disease, tuberculosis is defined as a disease of bodily organs following exposure to the tubercle bacillus. The development of the illness involves symptoms such as coughing, haemoptysis (coughing up blood), weight loss and fever. In this model the underlying cause of the illness is the bacillus, and its elimination from the body (through anti-tubercular drugs) is aimed to restore the body to health. -In the case of tuberculosis, the symptoms described above are also found in other diseases, and this problem of linking symptoms to specific underlying mechanisms frustrated medical development. -Today, these are often referred to as forms of complementary medicine herbalism and homeopathy, for example that treat symptoms holistically but do not rest on the idea of underlying, specific pathological disease mechanisms. -The medical model was essentially individualistic in orientation and, unlike earlier approaches, paid less attention to the patients social situation or the wider environment. This narrowing of focus (towards the internal workings of the body, and then to cellular and sub-cellular levels), led to many gains in understanding and treatment, especially after 1941, when penicillin was introduced, and the era of antibiotics began. But it was also accompanied by the development of what Lawrence calls a bounded medical profession, that could pronounce widely on health matters and could act with increasing power and autonomy. Doctors now claimed exclusive jurisdiction (authority) over health and illness, with the warrant of the medical model of disease as their support. This situation meant that modern citizens were increasingly encouraged to see their health as an individual matter, and their health problems as in need of the attention of a doctor. It is this which Foucault (1973) saw as constituting the medical gaze which focused on the individual and on processes going on inside the body its volumes and spaces. Wider influences on health, such as circumstances at work or in the domestic sphere, were of less interest to the modern doctor. This gaze (extended in due course to health-related behaviours) underpinned the development of the modern doctor-patient relationship, in which all authority over health matters was seen to reside in the doctors expertise and skill, especially as shown in diagnosis. This meant that the patients view of illness and alternative approaches to health were excluded from serious consideration. Indeed, the patients view was seen as contaminating the diagnostic process, and it was better if the patient occupied only a p assive role. It is for this reason that the medical model of disease has been regarded critically in many sociological accounts. The power of the medical model and the power of the medical profession have been seen to serve the interests of medical dominance rather than patients needs (Freidson 1970/1988, 2001) and to direct attention away from the wider determinants of health. However, before we proceed, two caveats need to be entered. Whilst medicine in the last 20 years has continued to focus on processes in the individual body, such as the chemistry of the brain or the role of genes in relation to specific diseases, the current context is clearly different from that which existed at the beginning of the twentieth century. Today, in countries such as the UK and the USA, infectious diseases are of far less importance as threats to human health. The biopsychosocial model in medical research: the evolution of the health concept over the last two decades 1. Introduction The traditional biomedical paradigm has its roots in the Cartesian division between mind and body, and considers disease primarily as a result of injury, infection, inheritance and the like. Although this model has been extraordinarily productive for medicine, its reductionistic character prevents it from adequately accounting for all relevant medical aspects of health and illness [1 and 2]. One of the most criticised consequences of adopting the biomedical model is a partial definition of the concept of health. If disease consists only of somatic pathology-or, more strictly and according to the influential work of Virchow [3], cellular pathology-health must be the state in which somatic signs and symptoms are not present. According to this view, the World Health Organization defined health simply as the absence of disease [4]. In his classic papers, Engel [1 and 5] explicitly warned of a crisis in the biomedical paradigm and conceptualised a new model which regards social and psychological aspects as giving a better understanding of the illness process [6]. In recent years, the so-called biopsychosocial model has found broad acceptance in some academic and institutional domains, such as health education, health psychology, public health or preventive medicine, and even in public opinion. It is now generally accepted that illness and health are the result of an interaction between biological, psychological and social factors [7, 8 and 9]. Many authors now include mental and social aspects in their definitions of health [10, 11, 12 and 13]. It might be expected that, in the two decades since Engels call for a biopsychosocial framework, the concept of health implying social and psychological components would also have extended to practical contexts. The purpose of the present study is to find out whether and to what extent the biopsychosocial concept of health has spread among medical researchers. 4. Discussion and conclusions In western culture, at least since the advent of Cartesian dualism, medicine has used a mechanistic approach to human nature and has centred its interest around illness and its signs. -The main reason for the failure of psychological and social measures in the reports examined lies in the still deep-rooted dominance of the biomedical model which, despite the criticism of its reductionism, remains useful and still enables advances in medicine. This dominance has surely been reinforced in recent years because of the push of genetic research and therapies. Perhaps, holistic and biological-reductionistic models should not compete but try to coexist, as two different but not necessarily incompatible possibilities for approaching health questions. The result would be, however, a reduction of biomedical terrain. First, clinical and health psychology have demonstrated their capacity to explain and treat many somatic symptoms. Second, some holistic medical models-such as Traditional Chinese Medicine or Hannemans homeopathy-are gaining ground because of patients who do not find satisfactory solutions in biomedical care. Third, biomedical care implies enormous and rapidly-ri sing costs that are beginning to exceed the budget of the health care systems. 4.2. Practice implications The biopsychosocial model has been successfully applied to obtain a better understanding of the disease processes and their causes [18], and also for public health purposes [19 and 20], or to improve physician-patient relations [21 and 22], but medical practitioners are still reluctant to incorporate it into treatment plans [16]. Holistic approaches remain till now restricted to chronic illness management [23], which is the field of medical care where regaining health, in a biomedical sense, is not the main goal. For the medical practitioner, the difficulties attached to the change from a biomedical to a biopsychosocial model of health can be well understood. First, this change necessarily implies taking into account a much wider spectrum of the factors influencing health and the healing process, which in turn demands greater knowledge and time investment. Second, the new paradigm implies a new style of the patient-doctor relationship, a style which enables, among other things, the doctors attention to the patients psychosocial circumstances, in order to better manage his or her situation, and not only his or her illness. Undoubtedly, this kind of interaction requires a greater effort from practitioners, but also from the health care systems, which should provide the necessary context and resources for it, such as communication skills training, adequate settings, or enough personnel. Despite these hindrances, which will probably continue to relegate the biopsychosocial model to a secondary place in medical practice, the broadening of the doctors perspective to encompass psychological and social aspects would be really beneficial for the patient, since as Engel [24] lucidly pointed out, even though both patient and doctor may culturally adhere to the biomedical model, the patients needs and ultimate criteria are always psychosocial. What Is the Biomedical Model? (wise geec) The biomedical model is a theoretical framework of illness that excludes psychological and social factors. Followers of this model instead focus only on biological factors such as bacteria or genetics. For example, when diagnosing an illness, most doctors do not first ask for a psychological or social history of the patient. The biomedical model is considered to be the dominant modern model of disease. According to this model, good health is the freedom from pain, disease or defect. It focuses on physical processes that affect health, such as the biochemistry, physiology and pathology of diseases. It does not take social or psychological factors into account. The biomedical model is often referred to in contrast with the biopsychosocial model. In 1977, George L. Engel published an article in the well-known journal Science that questioned the dominance of the biomedical model. He proposed the need for a new model that was more holistic. Although the biomedical model has remained the dominant model since that time, many fields, including medicine, nursing, sociology and psychology, use the biopsychosocial model at times. In recent years, some professionals have even begun to adopt a biopsychosocial-spiritual model, insisting that spiritual factors must be considered as well. Proponents of the biopsychosocial model look at biological factors when assessing and treating patients, just like users of the dominant model do. They also look at other areas of patients lives, however. Psychological factors include mood, intelligence, memory and perceptions. Sociological factors include friends, family, social class and environment. Those who examine spiritual factors also assess patients based on their beliefs about life and the possibility of a higher power. Scholars in disability studies describe a medical model of disability that is part of the general biomedical model. In this medical model, disability is an entirely physical occurrence. According to the medical model, being disabled is negative and can only be made better if the disability is cured and the person is made normal. Many disability rights advocates describe a social model of disability, which they prefer. This social model opposes the medical model. In the social model, disability is a difference neither good nor bad. Proponents of the social model see disability as a cultural construct. They point out that a persons experience of disability can decrease through environmental or societal changes, without the intervention of a professional and without the disability being cured. Explain the main determinants of health: age, sex and hereditary factors, lifestyle, housing, social class etc.: The determinants of health Introduction Many factors combine together to affect the health of individuals and communities. Whether people are healthy or not, is determined by their circumstances and environment. To a large extent, factors such as where we live, the state of our environment, genetics, our income and education level, and our relationships with friends and family all have considerable impacts on health, whereas the more commonly considered factors such as access and use of health care services often have less of an impact. The determinants of health include: the social and economic environment, the physical environment, and the persons individual characteristics and behaviours. The context of peoples lives determine their health, and so blaming individuals for having poor health or crediting them for good health is inappropriate. Individuals are unlikely to be able to directly control many of the determinants of health. These determinants-or things that make people healthy or not-include the above factors, and many others: Income and social status higher income and social status are linked to better health. The greater the gap between the richest and poorest people, the greater the differences in health. Education low education levels are linked with poor health, more stress and lower self-confidence. Physical environment safe water and clean air, healthy workplaces, safe houses, communities and roads all contribute to good health. Employment and working conditions people in employment are healthier, particularly those who have more control over their working conditions Social support networks greater support from families, friends and communities is linked to better health. Culture customs and traditions, and the beliefs of the family and community all affect health. Genetics inheritance plays a part in determining lifespan, healthiness and the likelihood of developing certain illnesses. Personal behaviour and coping skills balanced eating, keeping active, smoking, drinking, and how we deal with lifes stresses and challenges all affect health. Health services access and use of services that prevent and treat disease influences health Gender Men and women suffer from different types of diseases at different ages. Success of NHS was also its Achilles heel demand increased The scale and nature of the problem: Incidents involving incorrect medication dosage Incidents involving the use of technical procedures A number of women became pregnant following failure of earlier sterilisations which had been carried out by laparoscope (keyhole surgery). The surgeon had attached the sterilisation clips to the wrong part of the Fallopian tube. Incidents involving failures in communication A man admitted to hospital for an arthroscopy (an exploratory operation) on his knees had a previous history of thrombosis (blood clots). This was noted by a nurse on his admission form, but was not entered on the operation form which had a section for risk factors and known allergies. The operation was carried out and the patient was discharged from hospital the same day. Given his history of thrombosis the patient should have been given anticoagulant drugs following his operation, but because his history had not been properly recorded none were given. Two days later he was admitted to the intensive care unit of another hospital with a blood clot in his lungs The impact of adverse events on individuals 2.15 Adverse events involve a huge personal cost to the people involved, both patients and staff. Many patients suffer increased pain, disability and psychological trauma. On occasions, when the incident is insensitively handled, patients and their families may be further traumatised when their experience is ignored, or where explanations or apologies are not forthcoming. The psychological impact of the event may be further compounded by a protracted, adversarial legal process. Staff may experience shame, guilt and depression after a serious adverse event, which may again be exacerbated by follow-up action. [20,21] 2.16 The effect of adverse events on patients, their families and staff is not sufficiently appreciated and more attention should be given to ways of minimising the impact of adverse events on all those involved. These issues, while of great importance, cannot be fully addressed within this report and may require separate attention, though we made some limited comment in the context of our discussion on litigation in chapter 4. Conclusion Information on the frequency and nature of adverse events in the NHS is patchy and can do no more than give an impression of the problem.   Information from primary care is particularly lacking; The financial costs of adverse events to the NHS are difficult to estimate but undoubtedly major probably in excess of  £2 billion a year; There is evidence of a range of different kinds of failure, and of the recurrence of identical incidents or incidents with similar root causes; Case studies highlight the consequences of weaknesses in the ability of the NHS as a system to learn from serious adverse events; There is a need for further work focusing specifically on how the impact of adverse events on patients, their families and staff can be minimised. From the cradle to the grave, increasing aging population etc: Britains population is ageing fast, with statisticians predicting a huge increase in the number of 100 year olds by the next century. With people living longer and longer because of medical and other advances, health experts believe the number of people suffering from debilitating conditions such as cancer and heart disease will grow and could mean a rising demand for nursing care. Health experts are worried that as people get older, they could become prone to an increasing number of debilitating conditions if they do not keep active. The WHO has launched a campaign to promote good health in old age. Doctors in the UK say people have an over-gloomy picture of old age and that there is no reason why they should have a lower quality of life than other people if they keep healthy. People do have anxiety that there will be a period of disability at the end of their lives. But there is no evidence that that is the case if they are encouraged to live a healthy life and this generation of elderly people are in better nick than the previous generation. Beating the ageing process Organisations which campaign for the elderly are in favour of policies which support old people to be as independent as possible and allow them more choice and power over their future. They say cuts in local authority and health budgets mean services like home helps have been whittled (cut) away. Without a boost in those services which support independence, there is likely to be increasing pressure on those that cater for dependence: our hospitals, nursing and residential homes. The organisation wants a national strategy which sets a framework that encourages independence and inclusion. It says that such a strategy would be much cheaper than putting people into care homes. They want to see a wider debate on issues such as who funds long-term care, rationing of care particularly in the light of increasing technological change, and health promotion. They argue that the present division between social and health services over long-term care is artificial and damaging. It means people in places funded by social services have to contribute towards their care costs, whereas those in places funded by the NHS get free care.

American Idiot :: essays research papers

The Song â€Å"American Idiot† by Green Day uses techniques to engage the audience to interoperate the issues. Green day through their style of music convey issues such as the medias over powering effect on society, greed and the division of the United States of American over political issues. Green Day’s negative stance on the issues through these techniques conveys the audience to agree with the main issues being focused. The media’s influence on society is a main issue, which is, portrayed though the lyrics. People believe a large quantity of information that is presented from news â€Å"One nation controlled by the media† and entertainment programs. The media is so powerful it can make the audience agree or disagree on whatever is being presented. Techniques are used such as repetition, which therefore positions the audience to lose trust in the media. Political issues such as the war on terrorism is evoked as an issue throughout the song. American was divided â€Å"All across the alien nation† when troops were sent to Iraq to search for weapons of mass destruction. Metaphorical language was used to explore the issue. Audience positioning from techniques indorse concerns with a country divided and positions them to feel the need to cooperate and sort things out other than civil unrest and debate. Paranoia is another issue, which grasps the audience’s attention because it connects with several tragic events. Green Day tries to link the fear of living in American after the terrorist attacks of two thousand and one â€Å"sing along in the age of paranoia† through their style of writing and positioning of words. Techniques used to help the audience interoperate the message convey was descriptive language while using a mocking tone. The audience is positioned from these techniques to understand that people should access the risk of terrorism because of decisions made from the American parliament.

Creating an Engaging Reading

If it’s tough to write it’s even tougher to write one that engaging, or is it? I have evidenced two types of writing that work for me. 1. Writing as execution of Play[wild-fire] 2. Writing as execution of Plan[following] The first one is my choice whether its philosophy or science, I prefer the first method. And to be engaging 1. It should start from the reader, creating a wonder in him 2. It should continue creating wonder. . . 3. It should be short, one-sitting reading. Now creating an engaging reading is very much a question of how to make people wonder and curious every time. And one can’t create wonder for the sake of it, only an insight can create that. Ie insight creates a broad POV with respect to the topic which can then be used to project it. Wild fire thinking is essential in this regard. And nothing comes out of thin air without thinking, so all in all it does takes time to make a really good engaging read, but that time is not addition to the thinking time? And the thought of making the really dry non fiction, makes it to get integrated with the fiction. And embodied metaphors are also worthy in this regard. In this regard a good writing comes out of play, just as the poet who said , one should keep writing and writing and writing till it causes, pain infact what he saying is that to let the mind to play and get some data which you can then organize and play the game. Can science be like that, can we make the objective data subjective. No matter what you are trying to say, if you are trying to make sense, make meaning then you must log on to philosophy, fiction, poetry because that what builds and inspires the meaning it’s not logic and reason as said in ‘Mind in society’ , ‘homo ludes’ and in ‘man play and games’. What does it mean to have an insight, to have an insight is to have an wonderful understanding of something, to have an unusual understanding of something, and the good news is its always a result of Play. Resumes, News papers atc are written to spread information while few others are written to spread the meaning. In such cases the best practice would to mirror the writer’s own mind as he writes. Articles written to spread the meaning are more engaging than the articles written to spread the info. Highly cited research articles regardless of their field are found in agreement with this. I. e the piece the writer writes should be a live recorded footage of his learning, so it’s a matter of play and a little game. Whatever that gets through his head while he is at play, Conversations, pictures, anecdotes etc would be the best thing and best order but one should be aware whether it’s authentic content or not. And one should decidedly remove stuff which is unauthentic in this regard. A good article/book will be reflection of writer’s learning, Writer’s learning as it happened. So writing is not different from learning and it’s not an extra burden as usually thought. Follow the sense, sound will follow: poet Follow the thought with pen, engaging reading will follow: Writer

Comm 399

Instructor: Daniel Ding COMM 399-204 Due: 13pm Mar 20, Wednesday Assignment 3 Analyze Hewlett-Packard – Supply the DeskJet Printer in Europe Case (CJA chapter â€Å"Inventory Control†; see the course package). Answer questions 1, 3, and 4 given at the end of the case (question 2 is not required). Discussions are permitted within a group of at most 3 students, but everyone has to submit their own assignment and it cannot be an identical copy! Paperversion is preferred. For your convenience, I have prepared a spreadsheet (Assignment3_HP. ls) in the assignment folder on connect. It may save lots of your time if you work on the excel. If you choose to use excel, be sure to include the excel spreadsheet when you submit your assignment. Please use hints that are provided below. †¢ In comparing different options (localization of a generic printer at DCs or not), you need to quantify the benefits from each. The best way to do that is to use the inventory models to calculat e the total cost of inventory per unit (for all DeskJet models) under different options. †¢ Use demand data from the exhibit 13. 16.For your convenience, the monthly and weekly mean and standard deviation for six models as well as generic printers have been calculated in the spreadsheet Assignment3_HP. xls †¢ Assume 1 month = 4. 33 weeks †¢ Assume a 98% service level. The z value to ensure a 98% Service level is 2. 06. †¢ Note that this is a fixed time period (R,T) model with review period T= 1 week. †¢ Lead time for ocean transit = 5 weeks †¢ While calculating annual inventory costs, remember to include pipeline (in-transit) inventory, safety stock, and cycle stocks (because in this case, HP is responsible for all these costs). The annual average inventory cost is computed as follows: Annual Average Inventory Cost = (Safety Stock + Average In-Transit Inventory + Average Cycle Inventory) ? (unit cost) ? (percent carrying cost). Note that in a fixed time period model, the ordering cost is fixed and can therefore be ignored. †¢ We can find the average inventory cost per printer by dividing the annual average inventory cost by mean annual demand (mean monthly demand ? 12). The total supply chain cost per printer sold is given by (unit cost) + (average inventory cost per printer) + (transportation cost per printer). †¢ For question 4, your recommendation to HP should use the option that minimizes total supply chain cost per printer. Suggested length: If you use excel (Recommended Approach), then submit the spreadsheet plus one-page report that briefly explains your result; otherwise, you may submit a report which includes 2-3 page solution details.

Life of Trouvere, Poet and Musician Adam de la Halle essays

Life of Trouvere, Poet and Musician Adam de la Halle essays The French-born, 13th century-era trouvre [sic] (meaning, in English, troubadour); poet; court musician and composer; and founder of early French secular theater Adam de la Halle, is best known as a an original and innovative medieval composer of chansons (songs); rondeau (rondos) ballet, and other music, much of it for the new French secular theater (which Halle himself founded) of that period (Adam de la Halle, Encyclopedia Britannica Online). In his lifetime, Adam de la Halle was perhaps better known in his own time by the jname Adam le Bossu, which means in English (approximately): Adam the Hunchback. The hump in Halles upper back was a birth defect, which caused Halle, all his life, to appear slightly stooped in his posture; and to be noticeably if not extremely hunch-backed (Adam de la Halle, Encyclopedia Britannica Online). Halle was born around 1237, in Arras, France, a city located in the Picardy region of northern France (Arras, France). Within this essay, I shall disc uss some of Adam de la Halles major artistic accomplishments:, e.g., within the 13th century French secular theater he founded; in poetry and musical composition, and will also explore various other highlights and key events of his life. According to the article Adam de la Halle (Wikipedia), Halles father, Henri de le Hale, one of the city of Arrass notables, intended that his son join the church. However, Adam de la Halle himself did not ever in fact do so. Obviously, he much preferred an active, even peripatetic life filled with artistic creativity (and quite secular creativity, at that). Nowhere is this medieval French musical artists essentially non-religious, personal orientation better reflected than within his creative works, especially the music and poems Halle composed for the French secular theater he founded. In this same ...

A Swot Analysis Of American Airlines Tourism Essays

A Swot Analysis Of American Airlines Tourism Essays A Swot Analysis Of American Airlines Tourism Essay A Swot Analysis Of American Airlines Tourism Essay Introduction: American Airlines was the U.S. s largest bearer in 1992. It had a fleet of 622 jet aircraft, winging 2,450 flights daily to 182 locations. It besides had advanced engineering and plans. They were the first to present a computerized air hose reserve system called Sabre, Super Saver menus and frequent- flyer plans. Despite these inventions, American Airlines and the air hose industry as a whole was still non runing as profitably or supplying client satisfaction the manner it should in 1992. There were two chief grounds. First, the air hose industry was enduring from the economic downswings in 1990 and 1991. In 1991 entirely, the industry s cumulative losingss were $ 1.87 billion, which exceeded the entire sum of net incomes the industry had of all time earned throughout its 60-year history. American Airlines itself reported losingss of $ 77 million in 1990 and $ 165 million in 1991. In footings of client s flight, the dollar volume of pleasance travel grew merely 8 % in the 1989-91 pe riod compared to 19 % for 1987-89. The comparable figures for concern travel were a 9 % addition for 1989-91 in contrast to 28 % growing experiences in 1987-89. April 9th, 1992 American Airlines announced that their outputs were excessively low and they were traveling to convey value back to air travel through a new pricing scheme termed, Value Pricing . SWOT Analysis: Strengths Market leader: American Airlines is the largest U.S. air hose in 1992 with a 19.15 market portion in 2001. Strong Invention Technology: American Airlines created the first and largest Computer Reservation Service, SABRE, which was a valuable resource for output direction and excess net incomes. It was such an effectual technological invention that in 1992, 92 % of domestic reserves were made through Computer Reservation Systems in the United States. Marketing Promotions: American Airlines were the first to make a frequent flyer plan aimed to increase trade name trueness with concern clients in 1981. Distribution: The usage of hubs meant replacing non-stop flights with a set of linking flights, and this benefited both bearers and consumers. Airlines could function more locations with fewer planes. American Airlines benefited by holding six hubs in 1992, two of which are ranked as the largest airdromes in America: Chicago and Dallas. Market Growth: Between 1981 and 1991, rider volume grew by about 80 % , the equivalent of a compound one-year growing rate of 6 % . There are still chance spreads to farther addition demand. Strong Brand Image: A study that generated the evaluations of domestic air hoses on service quality, American Airlines had the joint highest satisfaction index of 76. This implies that American Airlines has a stronger image of high quality service, comparative to rivals. Problems: There are high hazards of holds and inward flight holds of even a few will necessarily detain linking flights and so impact big parts of the web thenceforth. Enormous dealing costs from the utmost complexness of capacity planning, crew roistering, flight programming, land handling and menu constructions. High hazard of lost connexions and lost baggage with linking flights Opportunity Increase the demand for air travel through making more clients and increasing the frequence of travel per client: There is already a turning per centum of Americans is utilizing air travel. In 1991, 76 % of American Adults reported that they had flown at some clip in their lives and 32 % had flown in the past twelvemonth. The addition in American air travel can be seen in the tabular array below: Percentage of American grownups who have: 1981 1989 1990 1991 of all time flown? 65 % 78 % 74 % 76 % flown in the last 12 months 24 % 34 % 31 % 32 % The tabular array implies that American s are progressively accommodating to air travel and this means that their is an chance for American Airline s to go on their enlargement. Price favoritism theoretical accounts: Price favoritism theoretical accounts provide an chance for American Airlines to capture the two chief client sections, concern and pleasance travellers in the most profitable manner. Using monetary value favoritism theoretical accounts provides an increasing chance. Percentage of American Adults going on: 1989 1990 1999 2001 Business 52 51 42 41 Pleasure 47 49 53 57 This provides an chance for American Airlines because the two sections have different demand fluctuations and purchasing features and if American Airlines can capture both markets through different pricing menus so it will increase their output per client, smooth out overall demand fluctuations and achieve net income maximization. The differences can be distinguished by demand and purchasing values. Buying differences: Business travellers are more loyal to one peculiar air hose because they have the ability to construct up frequent flyer stat mis. They are less pricing sensitive due to being more clip sensitive. On the other manus, leisure travellers are less loyal, more monetary value sensitive and more flexible in footings of clip, day of the month etc. On-line Reservations: Like low cost air hoses and follow on-line reserves, which mean less demand for travel agents, no paper tickets and convenient engagement. American Airlines presently merely serves 80 finishs worldwide, compared to 182 locations in the U.S. mainland and Hawaii. Therefore, there is a strong chance to concentrate on increasing long draw, international flights as opposed to short draw flights. Menaces: After the deregulating of the air hose, industry competition intensified as national and regional air hoses grew or merged and became fixated on net income maximization. American Airlines major domestic rivals are United Airlines and Delta Airlines as they both operate with similar range and service to American. American Airlines chief competition from regional air hoses includes US Air, America West, Southwest, TWA, Northwest and Continental. US Air serves chiefly eastern and southwesterly markets. American West and Southwest are price reduction bearers functioning the Southwest and California countries. TWA that offered chiefly coast-to-coast service, Northwest that served the Northern grade of the U.S. and Continental that served the southern grade. Furthermore, amalgamations meant that the combined market portion of the four largest air hoses rose from 54.2 % in 1982 to 64.8 % in 1987. Growth of low cost air hoses: Low cost air hoses are spread outing quickly. Southwest in peculiar is successfully advancing its deal menus, low cost and no-frills attack to service and are the 7th largest U.S. bearer, though merely runing in 15 provinces for local, and short draw markets. The low cost air hoses are able to bear down highly low price reduction monetary values because: Distribution costs are reduced utilizing direct merchandising through the cyberspace or call centres and holding no tickets Pricing cleavage merely occurs on two variables: the day of the month of engagement and the effectual demand of that specific flight so there are less complex menus and less limitations imposed to increase client satisfaction The operating outgo rider and their operating border are besides significantly higher. American Airlines does non hold the ability to vie straight through fiting such low monetary values because they could neer accomplish such low costs, nor does the trade name image of American Airlines compliment this scheme. Airline Industry is vulnerable to monetary value wars: Industries that have excess capacity, high fixed costs, and low distinction and are monetary value rubber bands are the most vulnerable to monetary value wars. High Fixed costs and excess capacity are profit-damaging combinations because it means that air hoses must hold high outputs through output direction in order to keep profitableness, which is really complex. Low Differentiation means clients see air hose travel as a commodity- like concern. In general, they merely want to acquire from one metropolis to another in the shortest sum of clip, at a convenient clip that fits their agenda, and at a sensible monetary value. High Price Elasticity: Due to the combination of the above, air hose travel is typically monetary value elastic. Therefore, air hose companies are going more inclined to take down monetary values in order to excite demand. Sensitive to economic downswings due to high fixed costs construction, for illustration in 1991 the industry s cumulative losingss were $ 2.67 billion The dominant distribution channel is the travel agent. Therefore, the cooperation of travel agents with the Airline is necessary. Airlines get the agents cooperation through giving them committees from ticket gross revenues. Key Issues Develop a pricing scheme that will increase the demand of air travel and the long term profitableness of the air hose industry. Identify and measure options by sing rivals reactions, client impact on output, costs and long term profitableness. 1. Value Pricing The chief aim of this pricing scheme was to supply simplicity, equity, and value for air travel, compared to the bing system with a battalion of of all time altering menus and price reductions. Value Pricing: Segmented Pricing: On any given flight, there would be merely four different menus: First Class, Regular Coach, Discount Coach ( booked seven yearss in progress ) and Discount Coach ( booked 21 yearss in progress ) . Each menu had different limitations and offerings. E.g. , Discount manager involved Saturday dark stay over, advanced purchases ( 21 yearss ) , non refundable but they could be re-issued for another flight and priced 49 % below the regular manager menus. New menus will be 38 % below the degrees of comparable bing menus and will be the same for everyone, intending no demand for particular trades. Ad: American Airlines would pass $ 20 million on media clip and infinite over two hebdomads. They anticipated that gross would increase to boot by $ 300-350 million yearly and be nest eggs of $ 25 million per twelvemonth. Professionals  · Business travellers will profit from value pricing . The advantages for concern travellers is that, they no longer necessitate to worry about inflexible limitations attached to cut down menus, coercing them to pay higher monetary values. Now they can acquire the advantage of being able to book at short notice but guaranting that they will still have the same 38 % off full Coach with no limitations with any clip menus. Furthermore, if they can book in progress they can pay even less. Reduced Costss: American Airlines forecasts cost nest eggs of $ 25 million per twelvemonth through the decrease in the figure of menus offered, as it will cut down its CRS from 500,000 to merely 70,000. Second, as all flights will be priced based on the distance of the flight way, so the variable costs really find the monetary values, in theory supplying higher gross. Cons Price snap: Air travel has rather high monetary value snap as a reappraisal found that the bulk of estimations were between the scope of -.8 and -.2, with the snap for concern travel by and large being less than integrity, while that for pleasance travel typically transcending integrity. Therefore, leisure travel demand changes with alterations in monetary value more than concern travel because of a monetary value alteration. American Airlines, the monetary value sensitive clients will be extremely dissatisfied by the new value pricing and they will be encouraged to exchange to low cost air hoses. American Airlines will no longer profit from the concern travellers that were typically monetary value insensitive but clip sensitive and so prepared to pay the higher costs. This will hold incremental affects on output and profitableness as the high fixed costs of air hoses antecedently depended upon concern travellers to purchase higher priced tickets. Rivals Chemical reactions: For air travel demand, which in bend creates the deficiency of client trade name trueness to air hoses, a 38 % decrease in American Airline monetary values in theory would do clients to exchange to American Airlines. However, American Airlines has failed to see rivals reactions in their value pricing . Lower their monetary values to fit American Airline monetary values to vouch the consumer the lowest menu without perpetrating to a lower monetary value but finally maintaining their clients and directing the message to American Airlines that they should increase their monetary values. In bend, this will cut down the profitableness of the Airline industry, as air hoses will necessitate to maintain take downing monetary values in order to stay competitory, taking to a lessening in net income borders and economic growing. Competitor s reactions will finally forestall American Airlines from making their forecasted gross for 1992. Promotion jobs: The travel agents are less likely to advance this reduced menu platform and the CEO merely plans a erstwhile $ 20 million advertisement attempt. High Fixed Costs of Airlines: American Airlines has a high cost construction and as a consequence, they rely on high-yield and high traffic. Therefore, it is non executable and it will be black for them to take down costs in the long term without cut downing their fixed costs. They expect market portion to increase by an extra one-half of 1 % of the entire U.S. market. They believe that in the 2nd one-fourth of 1992, grosss could diminish by $ 100 million, but that grosss will increase by $ 300- A ; lb ; 350 million for the full twelvemonth. They assume that the demand for air travel as a method of transit will increase by 3-4 % with the new pricing construction. American Airline s output and gross premises are flawed because the value pricing is presuming that all present factors in the industry will stay the same but in world rivals will fit monetary values and travel agents will non be so concerted. Break Even alterations: American Airlines would necessitate to increase their gross revenues dramatically in order to interrupt even, which will be really hard. Regular Coach 1990 1992 1992 Path: New York- Chicago Old New New ( including $ 20m advertisement ) Selling Monetary value $ 854 $ 500 $ 500 Entire Revenue ( presume sell 1000 ) $ 854000 $ 500000 500000 % Variable Cost as a per centum of the sum costs 3.60 % 3.60 % 3.60 % Variable Costss per individual $ 40 $ 40 $ 40 Entire Variable Costss $ 40000 $ 40000 $ 40000 Unit Contribution= selling price- variable cost $ 814 $ 460 $ 460 Fixed Costss as a per centum of the sum costs 96.40 % 96.40 % 96.4 % + A ; lb ; 20m Fixed Costss ( 96.4/3.6=26.77740000= 1071111.111 ) 1071111.111 1071111.111 21071111.11 Break Even= fixed cost/ unit part 1315.861316 $ 2328.502415 45806.76328 Break Even gross revenues alteration 1012.641099 44490.90196 Break Even Point % gross revenues alteration 176 % 3481 % Professionals Product Differentiation will be valued: On long draw flights added frills are valued because riders are on the plane for longer so they will necessitate more services in order to experience comfy. There are a scope of services and merchandises that American Airlines has the chance to offer clients to distinguish their menu prices.. Reduce the hazard of a monetary value war. Through concentrating on long draw flights and keeping low but profitable monetary values, rivals will be less likely to cut down their costs because American Airlines is the market leader and every rival wants to hold net income maximization. Furthermore, it will increase the long-run profitableness of the industry as demand and profitableness will increase. Increase client trade name trueness: American Airlines are distinguishing their merchandises from rivals and if these differences are valued so clients will be encouraged to be loyal to American Airlines, as they will have the excess benefits from the merchandises on top of their frequent flyer plan. Opportunity spread in the market: Expanding into new markets will increase their client base and market portion as long haul flights e.g. 15-18 hr will go more and more popular through increasing international concern communications. It is impossible for American Airlines to fit the taking low cost air hose menus while at the same clip runing at a net income due to their higher cost per place stat mi. The current trade name is image of a high quality service air hose. Simplifies pricing without the demand to monetary value excessively low and curbs demand, so clients will be willing to pay more and besides they will better maximise flight capacity through controling demand and so they will non endure from chance costs found in value pricing . Cons Increasing the figure of services will increase their variable costs per client. Fixed costs will lift dramatically from initial enlargement. Hazard of International Business Problems: As American Airlines expand they must guarantee that they maintain good communicating or else their costs could increase Foreign markets will convey more challenges when confronting new rivals Currency differences American Airlines does non respond to the turning figure of low cost air hoses by fiting their low monetary values so they will spread out further, increase their market portion within America with monetary value sensitive clients and decrease American Airlines competitory advantage. This could cut down the profitableness of the U.S. air travel industry in the long term. Require heavy investing, support, planning and advertisement in order to implement and pass on the difference of services between flight menus to clients and acquire clients to value these differences. Recommendation: Recommended that Value Pricing be adjusted and combined with alternate three, to concentrate on long draw flights and segmented pricing through service distinction as despite Value Pricing being a really advanced pricing scheme it has many defects. The value pricing must be embedded in a broader and consistent selling scheme. The value pricing purpose to simplify menus through offering four menu constructions should be implemented as this will cut down CRS costs and increase client apprehension of menu monetary values. However, the limitations imposed should be reduced on the price reduction menus, otherwise clients will travel to low cost air hoses. Alternatively, it is recommended that fencings be built between the different menus to forestall clients from exchanging from higher menus to price reduction menus through service distinction, non merely the transit and a few fringy limitations. Furthermore, American Airlines should concentrate on long draw flights as opposed to short-medium draw flights within America because it is within these flights that service distinction is extremely valued. In add-on, if American Airlines can spread out into more markets it will increase their market portion and long-run profitableness. This will besides forestall the eroding of profitableness in the air hose industr y because it will forestall a monetary value war.

Native American Dance Regalia in the Powwow

Native American Dance Regalia in the Powwow The making of dance regalia is for Native American people a tradition. It is a distinctly indigenous activity that is illustrative of the reality that for indigenous people there is no separation between art and everyday life, between culture and creativity, or the sacred from secular. All styles of regalia are remarkably elaborate, and while the degree of beauty of an outfit doesnt necessarily equate to dancing talent, it does say something about a persons commitment to dancing. They all have stories as historical categories and as individual creations. The making of powwow dance outfits is an art form all its own. Powwow History Powwows are intertribal social gatherings that began roughly in the 1880s. This was at a time when Indians were experiencing great upheavals in their communities. Those were the years of the assimilation era when tribes were being forced onto reservations, into more sedentary lifestyles, and families were being broken up due to the boarding school policy. By the 1960s the federal governments relocation policy led to large populations of Native Americans in urban centers, and powwows became an important way for Indians to stay connected to their tribal cultures and identities. Native American Beliefs For Native people, everything is imbued with spiritual meaning even in the context of the modern world, and especially when it comes to the expression of culture and identity. For dancers, not only is the act of dancing that expression, but the wearing of dance regalia is the visible manifestation of ones heritage. A dancers regalia is one of the most powerful symbols of her Native identity and in that regard, it can be considered sacred. This is one reason why it is incorrect to refer to dance regalia as a costume. Many of the elements that make up a dance outfit are items often associated with the ceremonial function, such as eagle feathers and parts, animal hides, items that have been handed down through generations, as well as designs that may have been handed down or were given in dreams and visions. How Outfits are Acquired In todays world not everybody in Native societies possesses the skills required to construct dance regalia, and, in fact, most simply do not. Often dance outfits or elements of outfits are passed down; grandmas moccasins, dads dance fan or bustle, or moms buckskin and beadwork. More often outfits are made by family members, purchased in the marketplace, or custom made by professional artists. Far less commonly are outfits actually made by the dancer her or himself. No matter which way a dancer acquires their dance regalia, it typically takes many years to build a wardrobe of dance outfits (most dancers own more than one outfit) and is very expensive. Skills It takes a variety of skills to put together a dance outfit. First, it takes the knowledge of different dance styles which will guide the vision for an outfits design. An eye for design is imperative so that all elements of the outfit will be consistent. Sewing is one necessary skill, but not just the ability to sew fabric. The ability to sew leather is also necessary which means a person must have leather smithing skills as well. They must also have certain crafting abilities, like knowledge about how to make feather fans, moccasins, and beadwork. This is such a wide variety of skills and because very few people possess all of them, most dance outfits come from several different sources. Dance Styles There are a number of different dance techniques that are divided into mens and womens in the categories of northern and southern styles. Men and women both have a style of fancy dancing (which is considered a northern style), and both have styles of traditional dance within the northern and southern genre. Other styles include grass dancing, the chicken dance, southern straight, jingle dress, and gourd dancing.

BIOCHEMISTRY CRITICAL REVIEW Essay Example | Topics and Well Written Essays - 750 words

BIOCHEMISTRY CRITICAL REVIEW - Essay Example The merit of RNA lies in its rapidity of expression (Kim and Eberwine, 2010).The main demerit of RNA is its transient nature; however, this may be controlled using stabilizers like StabiLizingUtr (Hayashi et al, 2010) but no such controlling factor was seen in the experimental protocol of Jankowska et al (2008) risking the expression period and genome integration (Kim and Eberwine, 2010). The transfection efficiency reported by Jankowska et al (2008) was about 30% using Lipofectamine 2000 transfection cationic liposome based reagent which is considered a highly efficient reagent (Dalby et al,2004) and has the capability of enhancing transfection efficiency in even poorly infectable cells such as CD34 (Byk et al,1998). Substitution of Lipofectamine2000 could have been done with 7.5% pegylated Lipofectamine which also produces high levels of expression (Decastro et al, 2006). The efficiency of transfection in the HeLa cells could have been increased using novel microfluidic sonoporation system which gives an efficiency of about 68.9% with 77% cell viability post insonication (Rodamporn et al, 2011). Verification of presence of hCG was done my immunohistochemical analyses using primary antibodies since immunohistochemistry is an important tool for biomarker detection (Luongo de Matos et al, 2010). Primary antibodies are used today for various analyses (Lipman, 2005). Detection was done in this experiment by using primary antibodies against hCG and the antigen-antibody complex was detected using flurophore, Cy3-conjugated antibodies. Primary rabbit polyclonal antibodies were used in the experimental protocol which was not absolutely specific for hCGÃŽ ² thereby increasing chances of non-specific binding. Polyclonal antibodies leads to cross-reactivity between divergent antigens (Frank, 2002).In the experimental protocol blocking buffer was used to reduce the non-specific binding and was

Equality for animals Essay Example | Topics and Well Written Essays - 3000 words

Equality for animals - Essay Example The principle of equality can be considered as one of the major concepts used by Singer in his article i.e. ‘equality for animals’. The concept was supported with different notions which define that the term equality should encompass the practice of a clear understanding of the nature along with its principles concerning equal consideration of interests. Moreover, Singer has also mentioned that the concept of principle of equality denotes that individual concerns for others should be prioritized equally irrespective of their ability or what they are like. Singer has also used the concept of ‘speciesism’ which significantly depicts the notion of different values and rights to each individual in accordance with their species membership. The concept generally is termed by the advocates who are intended to protect animal rights. According to the author, the concept of speciesism is often referred as similar to prejudice which is certainly akin to the term racism . Therefore, the argument concerning speciesism mentioned by Singer has been found to be somewhat vague or ambiguous. This is because the author did not explicitly highlight the appropriate meaning of the term. In relation to euphemisms and code words and double-speak, the author used the phrase â€Å"a matter for old ladies in tennis shoes to worry about† which concealed his feeling in terms of the need for the welfare of animals. With regard to emotive language, the author used the word ‘horrifying’ to express his feelings. In relation to hypostatization, the author has highlighted that the animals are generally treated as distinct beings. Additionally, the author has also observed to use other terms including self-consciousness and human ethics that significantly portray the principle of equality in the nonhuman animals’ perspective. In this regard, the concept of self-consciousness was focused on the article to promote the equality for nonhuman animals through arguing that they also possess adequate rights to independently accomplish their interests. In the context of ethics, it has been observed that the author has focused on significant principles of equally by prioritizing each living creature. According to Singer, the origin of ethics significantly involves a tacit relation between the human beings on behalf of their mutual benefits which is certainly reasonable (Singer 55-69). 1.2 Portray the Basic Argument Structure in the Passage: With reference to the article, it is often observed that the article intended to reflect the brutal scenario faced by the nonhuman animals in the present globalized world. In this regard, Singer had mentioned various arguments with different types of examples from dissimilar grounds. However, the articles have also been witnessed to portray improper justification of the principles associated with equality of each living creature. The integration of dissimilar examples from different scenarios has also been witnessed within the passage which represented various unclear demonstrations relating to the main concept of the topic. Accordingly the concept of defending the equality for nonhuman animals, it has further been observed to include various dissimilar demonstrations which significantly concealed the actual theme of the issue. Although the author has further recognized to integrate undeniable

Library Information studies- Research evaluation-Evaluation of sample Assignment

Library Information studies- Research evaluation-Evaluation of sample library questionnaire - Assignment Example re can not only effectively be used to gauge how to improve services and keep customers happy but it may also be used to provide powerful insights for the Library on how to keep their client base growing. Although there is no theoretical base for developing a good questionnaire, the success of any user survey can not be achieved without a properly well designed questionnaire. In this regard, the effectiveness of the survey questionnaires largely depends on how well they are designed, whether they have met the goals of the research, their appropriateness as well as their effectiveness in meeting the demands of the particular organization. This paper evaluates a user survey questionnaire that was designed used by Example Library during their user survey. The primary research goal of the user satisfaction survey used by the Example library is to collect data which will enable the library to evaluate how they would improve the quality of their Library services. With regard to the methods used, the researchers primarily used a set of customer satisfaction survey questionnaire that sought to determine the demographics, needs, interests as well as the expectations of their Library users. On the other hand, the expected outcome was that the user survey will be able to effectively measure the perceived customer satisfaction as well as their experience with the services and offerings of Example library. The appropriateness of questionnaire wording is critically important because it helps minimize bias in the results obtained from the respondents during the user survey. According to Grunlund (1993), poorly structured questions may lead respondents to answer the questions in a specific way. The questionnaire used by Example Library is appropriately worded and the authors have avoided the use of technical terms and jargons that may confuse the respondents. Similarly the researchers have effectively begun with a brief statement that was intended to explain the purpose of the

Financing Health Information Technology in Health Services Research Paper

Financing Health Information Technology in Health Services Organization - Research Paper Example The paper also examines the cost-effectiveness and cost efficiencies together with outcomes of implementing health information technology. According to Clarke (2009), health information technology (HIT) has emerged as a critical aid to the transformation of health care service provision. It serves as an electronic health record, a platform for information sharing and a data warehouse. It is also a clinical decision-making support system and a physician practice management system. It also serves the critical functions of scheduling and billing. Organizations considering implementing a HIT system have to critically consider the possible Return on Investment in the chosen system. Returns vary in timing, value, certainty and in recipient. These returns may be either financial or non-financial like better health outcomes, safety owing to legible records and better quality of life. There are also other returns that accrue to other parties rather than the one making the investment. These include patients who get to avoid hospitalizations, and networking benefits that accrue to other actors in the system. Some of the key HIT system functions include decision support for health care providers, electronic health records, computerized data entry, results management and administrative functions. To determine the Return on Investment, one has to look at the different components of the health information technology system and examine their effects. According to Kolodner, Cohn and Friedman (2008), paper-based information management has very limited capacity given the large volume and complexity of transactions in health care, the need to integrate new scientific approaches and technologies and other aspects of information management. Systems such as the Computerized Physician Order Entry (CPOE) simplify the management of information and seamlessly integrate co-related data for easy information access. The RIO of

Determination of the California Bearing Ratio CBR of an Engineering Lab Report

Determination of the California Bearing Ratio CBR of an Engineering Soil sample - Lab Report Example This value serves as a recommendation for the usage of the engineering soil in subgrades and base courses in pavements. The CBR value is a Rating or percentage which is calculated by comparing the measured pressure with the standard pressure. Then compared with the recommendation given by different engineering practicing bodies and authorities. The test is carried according to BS 1377: Part 4: 1990. As the procedure is already discussed in detail in the Laboratory Manual and the BSI Standard. Whereas the brief outline is that the first step is to prepare the sample to be tested, then the soil sample is compacted using the standard method. Then the sample is placed in the compression machine and after applying the seating load, the test is initiated and reading is taken for every 0.25 mm interval. Lastly the value of 2.5 mm and 5.0 mm penetration is recorded, and finally, the CBR value is calculated. But the results our test show that the curve for the bottom is above the curve of the standard this is not correct. Hence there is some source of error. These errors can be due to any reason; this could be due to the faulty apparatus, and there might be a permanent error in the dial gauges. There might be some initial reading that could have been considered and not eliminated later. There is a large error seen in the readings of the bottom of the CBR test, the result shows that the CBR value is more than 100% that is not possible. So these reading are not considered and discarded. Therefore the CBR value of 5% is found as an appropriate value. Then there are certain considerations to be taken while the experiment to have accurate readings. Firstly the face of the plunger must be leveled onto the sample face and no kern should be there. Then the surcharge plate must also be placed which will restrict from the heaving of the soil.

The Rocking-Horse Winner Essay Example | Topics and Well Written Essays - 500 words

The Rocking-Horse Winner - Essay Example but that is not what happened, when Derrick reached age 6, just about when he was supposed to start his primary school, Alex made the worst gambling attempt in one of his games and bet on his entire house back then in town (Lawrence 44). It was a terrible time for the family as they were forced to live their rich furnished house and move to the countryside, the initial birth place for Alex. Life in the countryside was pretty rough for the growing kids as money was always issues and impeded them from enjoying their childhood (Greiff 56). When Derrick reached age 13, him being the first born, he saw he had the responsibility of taking care of his siblings as he had realized some problems in regard to care from both his parents (Lawrence 66). His father had lost hope in life and was permanently intoxicated day and night living his mother to feign for the family by working as a horse attendant in one of the ranches which held horsing occasionally. After a couple of times of accompanying her mother to the horse racing ranch, Derrick started to gather information and develop interest in the sport, despite several warnings from his mother regarding what happened to his dad. From a Latino horse attendant he had come to befriend at the ranch, Derrick started learning the art of betting from his friend (Stoltzfus 44). After seeing the condition at their home starting to get worse after some days passing without them taking night meal, due to lack of money, Derrick decided to venture into betting seriously. He approached his uncle, Sam and asked for a 100 dollars loan with an assurity of payment after 5 days. Derrick was lucky to be given despite his uncle knowing their financial status. Back in the ranch, on an on going betting game involving horse racing, Derrick managed to make his first bet and later won 2000 dollars. He later paid his uncle’s loan with a profit and the rest, used it as his capital to make more money from the game. Derrick was lucky in the game and

Determination of the California Bearing Ratio CBR of an Engineering Lab Report

Determination of the California Bearing Ratio CBR of an Engineering Soil sample - Lab Report Example This value serves as a recommendation for the usage of the engineering soil in subgrades and base courses in pavements. The CBR value is a Rating or percentage which is calculated by comparing the measured pressure with the standard pressure. Then compared with the recommendation given by different engineering practicing bodies and authorities. The test is carried according to BS 1377: Part 4: 1990. As the procedure is already discussed in detail in the Laboratory Manual and the BSI Standard. Whereas the brief outline is that the first step is to prepare the sample to be tested, then the soil sample is compacted using the standard method. Then the sample is placed in the compression machine and after applying the seating load, the test is initiated and reading is taken for every 0.25 mm interval. Lastly the value of 2.5 mm and 5.0 mm penetration is recorded, and finally, the CBR value is calculated. But the results our test show that the curve for the bottom is above the curve of the standard this is not correct. Hence there is some source of error. These errors can be due to any reason; this could be due to the faulty apparatus, and there might be a permanent error in the dial gauges. There might be some initial reading that could have been considered and not eliminated later. There is a large error seen in the readings of the bottom of the CBR test, the result shows that the CBR value is more than 100% that is not possible. So these reading are not considered and discarded. Therefore the CBR value of 5% is found as an appropriate value. Then there are certain considerations to be taken while the experiment to have accurate readings. Firstly the face of the plunger must be leveled onto the sample face and no kern should be there. Then the surcharge plate must also be placed which will restrict from the heaving of the soil.

Art History Essay Example for Free

Art History Essay 1. How does Ernst Gombrich define style and how might we understand the relationship between an object’s style and the time and place in which it was created? Ernst Gombrich defines style as â€Å"any distinctive, and therefore recognizable, way in which an act is performed or an artifact made or ought to be performed and made.† He also portrays style as distinguished event or pieces that has â€Å"desirable consistency and conspicuousness† and â€Å"stands out from a mass of ‘undistinguished’ events or objects†. In relation to time and place in which style was created, â€Å"The analysis of stylistic traditions in terms of the means peculiar to individual arts cuts across another approach, which is less interested in longitudinal study of evolution than in the synchronic characterization of all activities of a particular group, nation, or period.† 2. Based upon the readings, what is the relationship between style and form? Style is observing and seeing recognizable features in an object; form is in representing the event, portrays the idea, in which style and form come together to create pictorial representation. 3. Jacques-Louis David is often described as the leader of the Neoclassical school of painting and Oath of the Horatii is frequently described as the quintessential Neoclassical painting. Identify five elements of David’s painting that might be described as Neoclassical. 1. â€Å"Neoclassic artists and critics sought to revive the ideal of classical Greece and Rome.† The drapery and clothing worn by the figures in the drawing represent the classical Greek era, as well as; the columns in the background show a great representation of classical architecture. 4. The harsh, slanting light gives the figures their relief, and their contrasting characters are conveyed using different forms. The figures are separated by large empty spaces in a stage-like area shown head-on. The applied shade and shadow contrasted to the lighting emphasis enhanced the perception of depth. 5. â€Å"There is a sense of order, logic, and clarity in the subject matter and content, concepts† such as dedicating it to a ruler. Also there is a sense of decorum, appropriateness, and morality was emphasized. The painting isn’t styled with playful subject matter, or dreamy mythological, Greek god-like figures and bright colors, but technical approach by the artist. 6. Through the use of shade and applied shadows to representing three dimensional space on a two dimensional canvas. The 1-point perspective of the room was convincingly natural; the human figures were well proportioned and anatomically accurate. 7. The return to the Roman antiquity was the primary source of inspiration, which led to a period of resurgence in classicism and classical knowledge. It was also a period of enlightenment and rational thinking. This entire picture was a result of an imagination, drawn up with convincing realism to serve as an illustration to convince the viewers at their first glance. 8. Explain the significance of genre and narrative in the classification of David’s Oath as Neoclassical. This image is classified in the genre of history painting. This painting was based on the legend about the founding of Rome. David tells the story of three brothers that make an oath of loyalty to their father swearing defend their city ‘til death. . Most Neo-Classical paintings take their subjects from Ancient Greek and Roman history. In this painting, the Horatii brothers are swearing an oath on their swords, which their father presents to them to fight until they die for their country. David creates the ideal image to represent â€Å"greater seriousness and moral commitment,† which are the basic principles of Neo-Classicism. David achieves what most neoclassical artists and critics strive for in their art by reviving the idea of classical Greece and Rome.

Eyesenck’s Personality Theory Model: Sanguine Personality

Eyesenck’s Personality Theory Model: Sanguine Personality Introduction Eysenck’s Personality Theory Model Eysencks personality of theory divided into two categories which are extraversion and introversion personality types. Extraversion type of personality person is usually relax and confident on their own while introversion type of personality person is often a quite person; focus on inner feelings and their emotional will be more negative and not stable as compared to extraversion type of person. Extrovert people are more likely to be out-going person, they like to social and attend event to meet with new people and make new friends. In contrast, introvert people keep things to their own and seldom share to people, they also less likely towards social things because of their shy personality. In this world, different types of people having different own personality, by understanding people’s personality is a key to unlock elusive human qualities. All humans are different, everyone has their own value, principles, special strengths, weakness and qualities in handling things in their life; different types of people will think and action in different ways. For instance, Eysenck’s categorize people into 4 types of human personality, which are choleric, melancholic, sanguine and phlegmatic. However, choleric and sanguine personality were fall under extraversion category while melancholic and phlegmatic were fall under introversion category. Features of Sanguine Personality Referred to Eyesenck’s Personality Theory Model, sanguine personality is playing a role as the extrovert, talker and optimist. They are emotionally stable compared to people who have melancholic and choleric personality. The characteristics of sanguine personality are sociable, outgoing, lively, easygoing, talkative, responsive, leadership and carefree. Sociable People who have sanguine personality are sociablen; they are supportive in engaging themselves in outside activities and talk to others. Sanguine people have a lot of friends and also have wide social relationship which may have friends that are from different fields or places. Besides, they can make new friends easily and adapt to the situation even in a new environment or with strangers. Outgoing People who having sanguine personality is an outgoing person; they are active in joining or participating outside activities. Sanguine people don’t like to stay at home and things that are boring. They like to join or see thing that are challenges and new and they are type of person who enjoy going out or hang out with friends and comfortable in social situation. Lively People who having sanguine personality is a lively person; they are active at most of the time and having positive energy in whatever things that they do. Besides, they bring fun and joy to people surrounded them and people will feeling comfortable and relax when with sanguine people as they less likely having negative thought compared to melancholic personality. This may one of the features of sanguine that attracted people to talk and make friends with them. Easygoing People who having sanguine personality is an easygoing person; they forgive and forgot mistake or bad thing that people done on them. They don’t hold grudges and usually behave in a relaxed and tolerate approach or manner. They have even-tempered and able to control their own emotional compared to melancholic and choleric personality. They seldom mad at people and don’t like to make things become complicated. For instance, if sanguine people commit a mistake they will readily apologize to the person. Talkative Sanguine playing roles as the talker and storyteller, they are talkative and like to repeat stories to their friends. They can talk anything with their friends; such as gossip or discuss things that from general problems until privacy with their friends without feeling tired or bored. They eager to express their own opinion or idea, wish people paid attention on them. Sometimes, due to the talkative personality they are likely to dominate the whole conversation when in a group activities. Responsive Sanguine people are responsive; they give quick and readily response to people. They are open to suggestions; accept people comment and improvement themselves from it. Besides, sanguine people usually are the type of active students in the class; they like to ask and also give response to their teacher questions. If sanguine friends are facing problems, they will response to it and always be there to listen and to give opinion or advice to their friends. Leadership Sanguine people tend to have strong leadership; they have the ability to guide a group of people and give direction to the members about actions that should taken in order to achieve a certain task. Sanguine people like to express their own opinion and ideas in group activities and sometimes they will be the dominant person throughout the whole conversation with their friends or activities. In a group, sanguine will act as opinion leader and they have the power to influence or swing people’s perception and action. Carefree People who having sanguine personality is a carefree person, they are relaxed and less worried. For instance, sanguine people behaving in a happy-go-lucky attitude, when everyone was stressing and rushing for group assignment, sanguine may be one of the most relaxed people among the group members. They are less likely to take thing seriously, free from care and they always enjoy their time in a happy and joy mood. Communication Style The communication style of sanguine personality is talkative. People who having sanguine personality are like to talk, they can talk anything from general problems until privacy without feeling tired or bored. Sanguine people talk in confident and relaxed manners; they talk things in more casual way and always share a lot of things with their friends. They like to repeat stories, always response to people questions and give comment or opinion. Their communication style will attract people attention and people will feel comfortable when communicate and interact with sanguine people. However, due to the talkative personality, sanguine people always talk and rush for conclusion. Sometimes, they didn’t give opportunity for others people to speak or express their opinion. Responsive: â€Å"My friend, I am here listening to your problems.† Carefree: â€Å"It is okay, don’t worry so much and everything will be alright.† Each personality has their pros and cons. The strengths of sanguine personality are they are an easygoing and sociable person. In contrast, the weaknesses of sanguine personality are they have a strong leadership and talkative. Strengths: Sanguine is an easygoing person, they do not hold grudges. They forgive and forgot people mistake. They have even-temper and able to control their emotion, which make people like to make friends with them. It is because sanguine people will not mad at people easily or for a long time. People will feel relax and comfortable when with sanguine people because of their easygoing personality. For instance, even thought if a person has done something bad to sanguine people, sanguine people will readily forgive the person if they apologize or admit the fault. Besides, sanguine people do not mind share their things to their friends such as foods or ideas. They are also open in accepting people judgement, if people commented something bad about them they will not keep it in heart for a long time but will takes it as opportunity for self-improvement. Sanguine is a sociable person, by having this characteristic it will help them easy to get along with others and also help to encourage effective relationship with outsider. Sanguine people will be having a lot of advantages in their life by having sociable personality such as in workplace, school and others. Sanguine person is likely to engage themselves in outside activities, they are active in joining any events which can helps them to extend their social relationship and make new friends. When they go out and know more friends, they actually can learn extra knowledge from other persons and also enhance interaction with other people. This could be a good opportunity for their education or business to go further, the chances that they get might be a good turning point for their life. For example, sanguine person looking for a job after graduation, they might will get job more easily than their friends as they have knew different friends that worked in different fields, it is way ea sier to approach someone when good relationship is established. Weaknesses: By having strong leadership personality it might be one of the weaknesses of sanguine people. People who are having strong leadership is usually self-centred, they want people to paid attention on them and wish to be dominant in group activities. They are eager to express their ideas and opinion, they hope whatever they said can be heard or followed by members. However, this personality will cause distancing between sanguine people and their friends. It is because to some extend leader having the power to instruct members to do something, for those people who are not obedience they will surely don’t like these type of person. Sometimes, sanguine person are assertive, they might over confident on their own and like to showing off and self-promoting. They are likely to take the full responsibilities as a leader when there is any job distributed among the members, due to the strong leadership personality Another weakness of sanguine personality is talkative. Sanguine people are likely to repeat or talk about the same things to their friends without feeling bored or tired. Due to talkative personality, sometimes people that friend with sanguine people may feel they are annoying For example, when sanguine people found that they are not satisfy with what they had they will keep asking and finding until they found out the satisfy answer or result. They need response and attention from others. They talk in a casual or fun way people will think that they are not taking things seriously. Due to the talkative personality, people will feel that they are exaggerating as sanguine people will give excessive information or overselling ideas when communicating to other people. Recommendations There are several ways to overcome the weaknesses of sanguine personality. First, sanguine person should learn to listen to others people words before they speak or express their view or ideas. In doing this, they can give opportunities for other people to express their ideas and sometimes the ideas given by people may be useful in their group activities instead of dominate the whole conversation. Second, they should learn to self-effacing which is to tone down their strong approach, avoid exaggerating and overselling own idea as it may help to gain more trust from friends toward them. Third, in whatever thing that sanguine people do they should always put themselves in other people shoes, should consider about other people interest and care more about other people feeling. Besides, it is always important to consider the seriousness of the situation first but not behaving in a carefree attitude at all the time. References Coon, D Mitterner, J.O. (2010). Introduction to psychology: Gateway to mind and behaviour, 12th ed. California: Thomas Wadsworth. Pastorino, E.E. Portillo, S.M.D. (2012). What is psychology. 2nd ed. Belmont: Thomson Wadsworth. Delamater, J.D. Myers, D.J. (2010). Social psychology. 7th ed. CA: Thomson Wadsworth.

Othello: Is its Enduring Universality Explainable Essay example -- Oth

Othello: Is its Enduring Universality Explainable?  Ã‚        Ã‚  Ã‚   The Shakespearean drama Othello is recognized by literary critics, with few exceptions, as having a universal appeal. What are the reasons for this universality?    The universality of the play perhaps depends on the universal appeal of its main characters, for example Iago the antagonist. In the essay â€Å"Wit and Witchcraft: an Approach to Othello† Robert B. Heilman explains the universality of the antagonist:    As the spiritual have-not, Iago is universal, that is, many things at once, and of many times at once. He is our contemporary, and the special instances of his temper and style – as distinct from the Iagoism to which all men are liable – will be clear to whoever is alert to Shakespeare’s abundant formulations. Seen in limited and stereotyped form, he is the villain of all melodrama. He is Elizabethan – as Envy or Machiavel. And to go further back still, we see in how many parts of Dante’s Inferno he might appear. He could be placed among the angry and violent. But his truer place is down among those who act in fraud and malice – the lowest category of sinner who on earth had least of spiritual substance and relied most on wit. (342)    To the modern audience the play’s biggest shortcoming may be the inability of the audience to relate to the protagonist. In the volume Shakespeare and Tragedy John Bayley explains why the modern audience has difficulty identifying with the protagonist in this play:    Othello’s need to kill Cassio and Desdemona belongs only to him; not only because we know it to be deluded, but because the nature and extent of the delusion is such that we cannot imagine ourselves becoming involved in it. We cannot ju... ... Heilman, Robert B. â€Å"The Role We Give Shakespeare.† Essays on Shakespeare. Ed. Gerald Chapman. Princeton, NJ: Princeton University Press, 1965.    -- -- --.   Ã¢â‚¬Å"Wit and Witchcraft: an Approach to Othello.† Shakespeare: Modern Essays in Criticism. Ed. Leonard F. Dean. Rev. Ed. Rpt. from The Sewanee Review, LXIV, 1 (Winter 1956), 1-4, 8-10; and Arizona Quarterly (Spring 1956), pp.5-16.       Levin, Harry. General Introduction. The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton Mifflin Co., 1974.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.   

Capital Punishment Essay example -- Papers Death Penalty Argumentative

Capital Punishment Works Cited Not Included Capital Punishment was basically thought of for the good of society. The objective of Capital Punishment is to stop people from committing violent and offensive acts. Capital Punishment or the death penalty has failed however, to prevent or discourage crime. Moreover, it is cruel and gruesome. At present there are five methods of execution. The most commonly used form of execution is by lethal injection. In this method the convict is first injected with sodium thiopental, which puts him to sleep, then he is injected with pavulon, which finally kills him. The next most common method of execution used is electrocution in which the person is tied with leather straps to a chair and electric current of two thousand or more volts is passed through the body. The initial shock of the electricity causes the person’s body to surge forward. The shock burns the internal organs of the person, which leaves them dead. During this process urination, vomiting of blood, change in skin color, and even swelling or burning of the skin may occur. This method of execution is currently used by only eleven states. The third method is gas chamber execution in which hydrochloric acid and potassium is used to kill the convict. One of oldest methods of executions is hanging and last method is b y shooting (Loeb). All the five methods are inhumane and cruel. The convict dies within a few seconds. He never gets the time to realize his mistake, repent over it or to correct it. Killing that person does not kill crime. So, I do not see any purpose of the death penalty. Instead, if the convict is given the punishment of life imprisonment, he has the time to realize his mistakes and correct it in some form. It h... ...in practice. In Great Britain, it was abolished in 1971; France abolished it in 1981. Canada abolished it in 1976. The United Nations General Assembly affirmed in a formal resolution that, throughout the world, it is desirable to â€Å"progressively restrict the number of offenses for which the death penalty might be imposed, with at view to the desirability of abolishing this punishment†(57). Furthermore, the U.S is popular for its justice and respect for human life. Death Penalty does not to with this image of our country. So death penalty abolishment is necessary, to stick to our values and morals. Thus, I hope I have sufficiently tried to prove my view that Capital Punishment is not right. Because it is unfair and unjust; innocent people are executed; it is more expensive than life imprisonment. Therefore it is a highly controversial and emotional subject.

Literature Marking Scheme

SYLLABUS Cambridge IGCSE ® Literature (English) 0486 For examination in June and November 2014 Cambridge International Certificate Literature (English)* 0476 For examination in June and November 2014 *This syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. University of Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use.However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre.  ® IGCSE is the registered trademark of University of Cambridge International Examinations  © University of Cambridge International Examinations 2011 Contents 1. Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 1. 1 1. 2 1. 3 1. 4 1. 5 1. 6 Why choose Cambridge? Why choose Cambridge IGCSE? Why choose Cambridge IGCSE Literature (English)? Cambridge International Certificate of Education (ICE)Schools in England, Wales and Northern Ireland How can I find out more? 2. Assessment at a glance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 Cambridge IGCSE Literature (English) Syllabus code 0486 Cambridge International Level 1/Level 2 Certificate Literature (English) Syllabus code 0476 3. Syllabus aims and objectives †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 3. 1 Aims 3. 2 Assessment objectives 4. Description of papers (syllabus 0486) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 4. 1 4. 2 4. 3 4. 4 . 5 Paper 1: Set Texts – Open books Paper 2: Coursework portfolio (syllabus 0486 only) Paper 3: Unseen Paper 4: Set texts – Closed books A (syllabus 0486 only) Paper 5: Set texts – Closed books B (syllabus 0486 only) 5. Description of papers (syllabus 0476) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 5. 1 Paper 1: Set Texts – Open books 5. 2 Paper 2: Unseen 6. Set texts (syllabus 0486)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 7. Set texts (syllabus 0476) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 0 8. Grade descriptions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 22 9. Coursework guidance (syllabus 0486) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 23 9. 1 Coursework portfolio (Paper 2) (syllabus 0486): guidance notes 9. 2 Marking and moderating Coursework 9. 3 Assessment criteria for Coursework 10. Appendix A †¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 26 10. 1 Resources: set text editions 11.Appendix B: Additional information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 31 12. Appendix C: Additional information – Cambridge International Level 1/Level 2 Certificates†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 33 Introduction 1. Introduction 1. 1 Why choose Cambridge? University of Cambridge International Examinati ons 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 missi on 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 †¢ nnovative 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 Uni versity of CambridgeWe 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 Internati onal 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, Wal es 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. 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 h ave any questions, please contact us at [email  protected] 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 [email  protected] 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 glanceCambridge 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 1 5 minutes 45 minutes Weighting 75% 25% The full range of grades (A*–G) is available in each option. AvailabilityThis 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. AvailabilityThis 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 an d Cambridge O Level syllabuses are at the same level. * 6This 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 As sessment 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% 2 5% 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: †¢ heir personal response, sometimes directly (answering questions such as ‘What do you think? â⠂¬â„¢, ‘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) . 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 fr om 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 minutesThe 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 fo r 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 candidat es 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 ta ke 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. . 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. 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 († ). ‘Emp athic’ 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. . 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„¢); †¢ heir knowledge of the text through the use of close refe rence 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: POETRYCandidates 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 5 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’ Marga ret 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’ o. 14 V. S. Pritchett, ‘The Fly in the Ointment’ no. 15 P. G. Wodehouse, ‘The Custody of the Pumpkin’ no. 20 Graham Green e, ‘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) 0486Cambridge 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 SceneNobody 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 Cambr idge 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 E nglish (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, FeastingKiran 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 Un iversity 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’ â €˜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: ** T homas 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) 0486Cambridge 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, à ¢â‚¬ËœPike’ 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. 2 Katherine Mansfield, ‘He r 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) Cambridge IGCSE Literature (English) 0486Cambridge International Certificate Literature (English) 0476 21 Grade descriptions 8. Grade descriptions Grade descriptions Grade A A Grade A candidate will have demonstrated the ability to: †¢ †¢ demonstrate clear critical/analytical understanding of the aut hor’s intentions and the text’s deeper implications and the attitudes it displays; †¢ make much well-selected reference to the text; †¢ respond sensitively and in detail to the way language works in the text; †¢ Grade C sustain a perceptive and convincing response with well-chosen detail of narrative and situation; communicate a considered and reflective personal response to the text.A Grade C candidate will have demonstrated the ability to: †¢ †¢ show understanding of the author’s intentions and some of the text’s deeper implications and the attitudes it displays; †¢ show some thoroughness in use of the text for support; †¢ make some response to the way language works in the text; †¢ Grade F make a reasonably sustained/extended response with detail of narrative and situation; communicate an informed personal response to the text. A Grade F candidate will have demonstrated the ability to: †¢ †¢ show a few signs of understanding of the author’s intentions and the surface meanings of the text; make a little reference to the text; †¢ 22 make a few straightforward points in terms of narrative and situation; show evidence of a simple personal response to the text. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Coursework guidance (syllabus 0486) 9. Coursework guidance (syllabus 0486) 9. 1 Coursework portfolio (Paper 2) (syllabus 0486): guidance notes Teachers may not undertake Centre-based assessment until they have been accredited by Cambridge; accreditation usually follows the successful completion of the Coursework Training Handbook.Contact Cambridge for more information. For further guidance and for the general regulations concerning school-based Coursework assessment, see the Cambridge Handbook. General guidance Portfolio format †¢ The portfolio will contain t wo assignments, each on a different text. †¢ T he assignments must be securely fastened and clearly marked with the candidate’s name, number and the Centre number. †¢ Work sent to Cambridge for external moderation must not be sent in clear plastic folders or ring binders. A completed Candidate Record Card must be included with each portfolio (see forms at rear of this syllabus). Assignments: general issues †¢Assignments usually follow a programme of study undertaken by a teaching group. The best assignments usually follow a shared learning experience, but are selected by the candidate. It is recommended that the teacher and the candidate discuss which are the best assignments to submit. †¢ Candidates do not have to produce assignments under timed examination-type conditions. †¢ Assignments may be completed at any stage during the course. Candidates should undertake more than two assignments to provide a choice of assignments for their portfolio. Assignments: texts †¢ Assignment texts can be chosen by teachers or by candidates and teachers together.They must be originally written in English, and of a quality appropriate for study at Cambridge IGCSE. †¢ Candidates within a Centre do not have to submit assignments on the same texts. †¢ Assignments should show that the candidate has studied the whole text. †¢ If poetry or short stories are used for an assignment, candidates should cover a minimum of two poems or stories. Candidates are not required to compare poems or stories within the assignment, as it is assumed that the assignment is based on the study of a wider selection of poems or stories broadly equivalent to a poetry or short stories set text. Drafting assignments †¢A general discussion on the progress of assignments is a natural part of the teacher/candidate relationship, as it is for other parts of the exam. In addition, if plans and first drafts are completed under teacher supervision, then teachers can be reassured of the authenticity of the fin al assignment. †¢ Teachers should not, however, mark, correct or edit draft assignment material; candidates can certainly draft and redraft work, but teachers should give only general guidance during this phase. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 23 Coursework guidance (syllabus 0486)Length of assignments †¢ Assignments should be between 600 and 1000 words. This is a guideline. Candidates must not confuse length with quality. Although no assignment is penalised per se because of its length, assignments significantly under or over this word count guidance may be self-penalising. Presenting assignments †¢ Candidates may use typewriters or word processors, or can write their assignments by hand. Candidates should remember to carefully proofread their work. Checking portfolios for authenticity †¢ It is the Centre’s responsibility to make sure all Coursework is the candidate’s original work.Where appropriate, candidates should provide references to secondary source material, listing these at the end of the assignment. Feedback following external moderation †¢ Centres receive a brief report from the external moderator following the assessment of their candidates’ portfolios, usually at the same time as the final exam results. 9. 2 Marking and moderating Coursework As well as commenting on the overall quality of the portfolio, recorded on the Individual Candidate Record Card, teachers must mark each assignment by indicating the strengths and errors and by providing a final comment.Each assignment is to be marked out of a total of 25, in accordance with the criteria which follow. Assessment usually involves balancing strengths and weaknesses in the candidate’s work. If a candidate submits no assignment, a mark of zero must be recorded. Internal Moderation If several teachers in a Centre are involved in internal assessment, then the Centre must make sure that all candidates are assessed to a common standard in order to produce a reliable order of rank. Centre assessments will then be subject to external moderation. External ModerationExternal moderation of internal assessment is carried out by Cambridge. Centres must submit candidates’ internally assessed marks to Cambridge. The deadlines and methods for submitting internally assessed marks are in the Cambridge Administrative Guide available on our website. 24 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Coursework guidance (syllabus 0486) 9. 3 Assessment criteria for Coursework 0 / 0–1 Band 8 Band 7 No answer / Insufficient to meet the criteria for Band 8. 2 3 4 Limited attempt to respond 6 7 Some evidence of simple personal response †¢ shows some limited understanding of simple/literal meaning 8 9 10 makes a few straightforward comments †¢ shows a few signs of understanding the surface meaning of the text †¢ Band 6 †¢ makes a little reference to the text Attempts to communicate a basic personal response 11 12 13 makes some relevant comments †¢ shows a basic understanding of surface meaning of the text †¢ Band 5 †¢ makes a little supporting reference to the text Begins to develop a personal response 14 15 16 shows some understanding of meaning †¢ akes a little reference to the language of the text (beginning to assume a voice in an empathic task) †¢ Band 4 †¢ uses some supporting textual detail Makes a reasonably developed personal response 17 18 19 shows understanding of the text and some of its deeper implications †¢ makes some response to the way the writer uses language (using suitable features of expression in an empathic task) †¢ Band 3 †¢ shows some thoroughness in the use of supporting evidence from the text Makes a well-developed and detailed personal response 20 21 22 shows a clear understanding of the text and some of its deeper implications †¢ akes a developed response to the way the writer achieves her/his effects (sustaining an appropriate voice in an empathic task) †¢ Band 2 †¢ supports with careful and relevant reference to the text Sustains a perceptive and convincing personal response 23 24 25 shows a clear critical understanding of the text †¢ responds sensitively and in detail to the way the writer achieves her/his effects (sustaining a convincing voice in an empathic task) †¢ Band 1 †¢ integrates much well-selected reference to the text Answers in this band have all the qualities of Band 2 work, with further insight, sensitivity, individuality and flair.They show complete and sustained engagement with both text and task. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 25 Appendix A 10. Appendix A 10. 1 Resources: set text editions Unless otherwise stated, candidates may use any edition of t he set text, as long as it is not an abridged or simplified version. There are many editions of set texts available, with newer editions sometimes including notes (often displayed on facing pages), illustrations, activities and further resources which make these texts particularly useful and user-friendly.Any of these texts may be taken into the examination room for Paper 1 (Open Books), but the text must not contain any annotations made by the candidate. The edition of Shakespeare used for setting extract questions on examination papers is the Alexander Text of The Complete Works of William Shakespeare ed. Peter Alexander (Collins, 1951; new edition 2006, introduced by Peter Ackroyd). However, this complete standard one volume edition is not