Computers and Ethics in the Workplace - 1919 Words

Computers and Ethics in the Workplace Executive Summary This paper discusses issues with ethics that have derived in the workplace as a result of the use of business computers. The definition of computer ethics is simple; they are a set of moral principles that intend to help with the regulation of the use of computers. Some common problems with computer ethics consist of privacy concerns, intellectual property rights, and the way computers have an effect on people. In other words, computer ethics refers to the ways people take ethical traditions and test, stretch, apply, negotiate and break in the realm of computer technology. As technology continues to evolve, there are a great deal of ethical issues and principles of behavior†¦show more content†¦Corporations, management and employees have to be able to keep up with the changing times in order to be competitive in their profession. The Internet creates an interesting predicament, with many employees utilizing it at work on a daily. The main concern is whether communication and information by way of the Internet should be monitored; this concerns both business and personal communications at work. This issue of employees and the Internet at work is a concern of many employers and managers, because in most cases it affects productivity. These days some employees have taken the use of Internet at work to an even more unethical level of viewing explicit content on work computers and this raises even more red flags for work computers to be monitored and have restrictions. The United States Congress created the Communications Decency Act of 1996 to help with regulating pornographic things on the Internet. In 1997, changes were made to the Act and Title V of the Communications Decency Act affected the Internet and online communications. The most notorious portions of this Act were the ones that related to unsuitable content online. The significant part of the Act was initiated in reply to worries that Internet pornography was becoming an issue to society. If the government could find a way to really enforce inappropriate material on the Internet like pornography, would definitely help to decreaseShow MoreRelatedThe Legal, Ethical and Managerial Concerns of Employee Monitoring1395 Words   |  6 Pageslegalities of employee monitoring. It states that the employer can monitor your employees actions on your computers. Employers should have an Acceptable Use Policy (AUP) in place that is made known to all their employees and they should be made aware that their computers and Internet activity are being monitored. Basically the law states that you can do whatever you want because the computers and the work done on them is your property. An AUP is a written agreement, signed by employees, outliningRead MoreWorkplace Ethical Dilemmas931 Words   |  4 PagesWorkplace Ethical Dilemmas Workplace Ethical Dilemmas Ethical dilemmas are what happen when a person is faced with a decision that may press against their personal values or beliefs. At one of my previous jobs, there was a problem with employees conducting their personal business, errands, or hobbies all while on the company’s time. There were many times that people were caught shopping on company computers, playing games or accessing social networking sites, checking personal email accountsRead MoreThe Rights and Ethics of Employees with Respect to Privacy at Work788 Words   |  4 PagesEl-Achmar The Rights and Ethics of Employees with Respect to Privacy at Work Widespread use of electronic communications media such as e-mail and information resources such as the Internet has prompted many employers to engage in electronic surveillance of their employees. Employers are monitoring—and even recording—employees’ personal phone calls, e-mails, and workplace conversations. Video cameras are trained on employee parking lots, break areas, and other parts of the workplace. Today’s employers haveRead MoreThe Code Of Conduct At The Forgotten Employees1716 Words   |  7 Pagesthe beauty industry because we set the bar for excellent service and outreach in our community. Our business values go way beyond the average spa. Every employee is expected to review and comply with the Glam for the Forgotten Conduct and Code of Ethics. The code of conduct presented to you defines our standards and procedures to help you understand our business practices and your responsibilities as an employee. We encourage everyone to read the code of conduct carefully. All Glam for theRead MoreDiversity And Public Administration By Harvey L. White And Rice1254 Words   |  6 Pagesincreasing, public organizations have a more diverse work environment. In the workplace, diversity can be a benefit. According to the article entitled , â€Å"Advantages and Disadvantages of Diversity in the Workplace† by David Ingram, Ingram(2015) stated that by have a diverse workplace allows the company to utilize their employees’ cultural difference to strengthen the organizations’ productivity. Another advantage of diverse workplace is that it increase employee’s personal growth. By employees being exposeRead MoreThe Effects Of Technology On The Ethics Of Organizational Communications1213 Words   |  5 PagesD iscuss the effects of technology on the ethics of organizational communications. How have the internet, e-mail, social media, etc., changed the landscape and associated practices and strategies? Technology moves at a pace that can easily outrun ethical standards surrounding its use. Sometimes it is very easy to outrun the ethical side of the communication process. This has led to courtroom battles, quick job terminations and complaints filed with the National Labor Relations Board. ThereRead MoreEst1 Task21159 Words   |  5 PagesWGU EST1 Task 2 Company X Ethics Program Standards and Procedures: Company X expects all employees to conduct themselves with integrity, professional and responsible actions at all times. An employee’s actions in both personal life and professional life should avoid any situations that (A) could be construed as harmful to the company or its employees or (B) cause negative public reactions that could impact Company X customers or customer relations in adverse ways. You are a Company X representativeRead MoreThe Ethics Of Care, And Virtue Ethics955 Words   |  4 Pagescurrently a computer science major and plan on becoming a computer programmer. My love for technology including video games is unique along with my morals. Through the course we covered five moral philosophies which can fit into my life. There is not a perfect moral philosophy, which is why I will be taking bits and parts from the five different one to make one which fits my life style and morals. The five I will be dissecting are, Utilitarianism, Social Contract Theory, Kant, The Ethics of Care, andRead MoreComputer Ethics : Basic Concepts And Historical Overview1266 Words   |  6 PagesTopics in Computer Ethics (edited and adapted from the article: Computer Ethics: Basic Concepts and Historical Overview, Stanford Encyclopedia of Philosophy, full version available at: http://plato.stanford.edu/entries/ethics-computer/ ) No matter which re-definition of computer ethics one chooses, the best way to understand the nature of the field is through some representative examples of the issues and problems that have attracted research and scholarship. Consider, for example, the followingRead MoreComputer Ethics Awareness Among University Students Essay895 Words   |  4 PagesIntroduction 1.1 Background Computers are the core technology of our times and apparently, the most important technology to be invented and used by man . Without computers and computer networks, especially, the Internet, activities of most organizations, such as banks, schools, government agencies would simply grind to a halt. Modern societys dependence on the use of information technology, make it more vulnerable to computer malfunction caused by unreliable software and to computer misuse (Forrester and

Nursing Theory From A Self Care Perspective - 1536 Words

Nursing Theory: From a Self-Care Perspective Nursing theory has become vital aspect of health promotion and health restoration to not only nurses, but people in many areas of healthcare. Nursing theory gives nurses and other healthcare professionals a background on how nursing was preformed when our ancestors, like Florence Nightingale, first began nursing. Nursing theories also help healthcare professionals to see how nursing and other areas in health care will progress further into the future. Although most theories are quite old, they are still relevant and used in everyday nursing to ensure quality care to each individual. Types of theories range from practice based theories, to needs theories, to interactional theories, and others. Each theory has one thing in common: they are important to people for different reasons. How significant each of them are, will depend on your individual view of what is most essential to nursing. One theory which I believe to be crucial to nursing i n particular, is Dorothea Orem’s theory of self-care. With this paper, my goal is to thoroughly describe Orem’s theory; to show why it is important in order to progress nursing and all other healthcare practices further. Then I will describe how I as a student nurse plan on using the theory in my future practices as an RN, and what goals I hope to achieve in doing so. Part One: The Theory Dorothea Orem was born in 1914, Baltimore, Maryland, United States. Dorothea Orem achieved her M.S. inShow MoreRelatedDorothea Orem635 Words   |  3 PagesHistorical Perspective Essay: Dorothea Orem Historical Perspective Essay: Dorothea Orem Introduction The foundation for the nursing profession that provides principles to generate knowledge defines nursing theory. Successful nurses must be rooted in theory and understand the philosophy that drives their actions. Dorothea Orem is a nurse with a vision that studied human behavior, with the core concept of self-care in the patient/nurse relationship. This paper seeksRead MoreConcept Comparison and Analysis1416 Words   |  6 Pagesbasis for a theory or model; concepts help in the development of theories.  Theorists have developed different models or  theories but have common core concepts.  This paper will identify the core concept of ‘the role of nursing,’ which two theorists, Dorothea Orem and Virginia Henderson both utilized. We will compare and  analyze the concept definitions among both theorists, and discuss the practical use of Orem’s self care theory. Core Concept The core concept of ‘The role of nursing’ was used inRead MorePersonal Nursing Philosophy1432 Words   |  6 PagesPersonal Philosophy Nursing and Application of Orem’s Theory to Practice A typical nursing philosophy includes the concepts of patient, environment, health and nursing. Likewise, examining theory is part of the doctoral prepared nurse’s journey into practice. In this preparation, theory plays an important role in guiding and exploring the advanced practice nurse’s role with respect to practice. The following paper will discuss a personal nursing philosophy, including if and how it has changedRead MoreTreating the Patient is Treating the Family: Using Orems Theory of Self-Care in Family Nursing Practice1049 Words   |  4 PagesOrems theory of self-care in family nursing practice Introduction The nursing process does not merely treat the patient as a physical body, but rather treats the patient holistically. The central philosophy of Dorothea Orems self-care deficit nursing theory is that all patients want to care for themselves, and they are able to recover more quickly and holistically by performing their own self-care as much as theyre able (Dorothea Orem, 2012, Nursing Theory). However, although self-care may beRead MoreComparison and Analysis Across Theories1142 Words   |  5 PagesComparison and Analysis Across Theories Comparison and Analysis across Theories The purpose of the nursing theories is to provide an interrelating framework focusing on the nursing practice. The defined nursing theories promote better patient care, improve the status of nursing profession, and improve the communication between the nurses, and provide guidance to the researches and education (Keefe, 2011). Not all nursing theories have the same meanings; however, they play the important role ofRead MoreComparison and Analysis Across Theories1142 Words   |  5 PagesComparison and Analysis Across Theories Comparison and Analysis across Theories The purpose of the nursing theories is to provide an interrelating framework focusing on the nursing practice. The defined nursing theories promote better patient care, improve the status of nursing profession, and improve the communication between the nurses, and provide guidance to the researches and education (Keefe, 2011). Not all nursing theories have the same meanings; however, they play the important role of explainingRead MoreComparison and Analysis Across Theories1145 Words   |  5 Pagesacross Theories The purpose of the nursing theories is to provide an interrelating framework focusing on the nursing practice. The defined nursing theories promote better patient care, improve the status of nursing profession, and improve the communication between the nurses, and provide guidance to the researches and education (Keefe, 2011). Not all nursing theories have the same meanings; however, they play the important role of explaining the key concepts and principles of nursing practiceRead MoreNursing Theory And The Field Of Nursing923 Words   |  4 Pages Nursing theory is a vital part in the field of nursing to aid nurses in the practice of their profession by guiding them with an implementation of structure and a process for organizing and explaining nursing actions. As a person embarks in a career as a nurse, they will bring with them their views, values, ideas, and experiences which all help in the development of their philosophy. It is this philosophy that will guide them in thei r nursing care. It is not enough to just have a philosophy asRead MoreJean Watson s Caring And Nursing1578 Words   |  7 Pagesand nursing are extremely intertwined likewise Jean Watson’s caring theory is well known in nursing. Caring is about feeling and displaying concern and empathy for others; showing or having compassion. The three major elements of her theory are the 10 carative factors, the transpersonal caring relationship, and the caring occasion (Alligood, 2014). Her carative factors have phenomenological components that are comparative to the individual involved in the relationship as encompassed by nursing (AlligoodRead MorePersonal History And Career : Dorothea Orem1713 Words   |  7 PagesPersonal History and Career Dorothea Orem is known as one of the foremost nursing theorists. She is credited with the development of a nursing grand theory, the self-care deficit nursing theory (SCDNT). The beginning of her career can be traced back to Washington, D.C. in the mid 1930’s. Though she was a Baltimore, Maryland native, Orem pursued her nursing education at Catholic University of America (CUA) in Washington, D.C., graduating with baccalaureate and Master’s degrees in 1939 and 1945 respectively

Morphophonemics Types free essay sample

Morphemes may have more than one variant in different environments, we can have another definition of morpheme, i. e. a morpheme is a group of allomorphs which have similar meaning or show semantic similarity, and are in complementary distribution. The change in form from the base into other allomorphs is called ‘morphophonemic’ change or alternation, while the study of morphophonemic change of morphemes in different environment is called, as mentioned before, ‘morphophonemic’. Morphophonemic can be change, that is, change of the base of morphemes into the other allomorphs can be classified into the following types : 1. Assimilation Assimilation is process by which a sound of a morpheme is made similar to that of another morphemes to which the former is added, for instance : Assimilation is the influence of a sound on a neighboring sound so that the two become similar or the same. For example, the Latin prefix in- not, non-, un- appears in English as il-, im-. We will write a custom essay sample on Morphophonemics Types or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page nd ir- in the words illegal, immoral, impossible (both m and p are bilabial consonants), and irresponsible as well as the unassimilated original form in- in indecent and incompetent. Although the assimilation of the n of in- to the following consonant in the preceding examples was inherited from Latin, English examples that would be considered native are also plentiful. In rapid speech native speakers of English tend to pronounce ten bucks as though it was written tembucks, and in anticipation of the voiceless s in son the final consonant of his in his son is not as fully voiced as the s in his daughter, where it clearly is [z]. From the base of the Indonesian activating morpheme

Make your university time memorable

Make your university time memorable All of us will have had the conversation. The conversation with those a little further advanced in years than yourself, telling you to make the most of the carefree years of young adulthood. It may not seem so at the time, what with burying yourself under a mountain of books and attending lectures each day but, university is a time to that should be filled with laugher and enjoyment, as well as working towards your future vocation. Three years may seem like a long time, especially on that first orientation day, but the reality is that it's not. Before you know it you'll be thrust into the big wide world armed with a piece of paper. Gone will be the days of spending hours in the student bar, paying for your weekly food with coins from your pocket and trying not to fall asleep in lectures. This time should be cherished. Life at university isn't complicated. In fact it's very simple. The trick is to be as disciplined in your approach to your studies as possible whilst devoting the time to relaxing and enjoying yourself. With that being said a considerable amount of maturity is needed to make sure that you achieve the degree and look back on your time with fond memories. One of the key factors to success in university life is to understand that further education serves to prepare you for the workplace and to mould you into a responsible and productive person. Lecturer's aren't babysitters, nor is their role to hold your hand through a degree. University helps you identify and hone your goals, put the polish on an, almost fully developed, personality so you can face the world with confidence. Parents invest considerable faith, and in the majority of cases, finance not to mention trust in a university institution feeling that their children are in the right place for future success. Today, it's understood that students will sow their wild oats, but emotional intelligence is just as important as academic capability. For many, university provides the perfect stage for a young adult to blossom. Now, this hardly gives us licence to indulge the wildest innermost desires but when going for a job interview impressions count. A confident and well-rounded person is far more likely to be awarded a position than a shrinking violet shrugged in a chair. University can teach you this. It's important to make the most of your time at university. You won't be able to get the time back, and when looking back in years to come, you'll have fond memories to treasure – and a qualification that will set your career off in the right direction.

Philosophy What Is Justice Essays - Medical Ethics, Euthanasia

Philosophy: What Is Justice? What Justice? Can there be justice for all? To answer this question I must first define what justice is. Justice is the quality of being just, impartial or fair in your dealings with others according to Merriam Websters Collegiate Dictionary. Keeping that definition in mind, I now must turn to the Voices of Wisdom in order to find an example of a situation in which all parties feel that they are being treated justly. After examining examples such as: Euthanasia, discrimination based on sexual orientation, and equal opportunity offered within the book, it becomes clear to me that there is in fact no possible way for there to be justice for all because everyones judgement is in some way or another clouded by their own self interests. Euthanasia, people can decide exactly how they want to live but should we as a society allow them the right to decide exactly how they want to die? On the one hand you have the question is it just to kill someone or allow them to die when help is available? The obvious answer is no of course not. This is a prime example of why there can be no justice for all, because on the other hand you have the question is it fair to force someone to live through unbearable pain in anticipation of an agonizing death? The obvious answer to that question is also no. This is where our self-interests come into play. It is in the patients own self interests to die because it will ease her pain, but is not in mine to alleviate her of her life because death is final and irreversible, and because euthanasia contains within it the possibility that [I] will work against [my] own interest if [I] practice it or allow it to be practiced on [others]. (J. Gay-Williams, pp.185). This is why our own self-interests unavoidably will not allow us to have a just society. A society is only as equitable as the treatment accorded its most vulnerable members. Therefore, discrimination against anyone based on his or her sexual orientation is a clear and incurable symptom of an unjust society. For example, should someones sexual orientation be grounds for restricting their rights? (Daniel C. Palm) The impartial answer would of course be no, everyone should be treated the same. But we still hear the chant No gays or lesbians in the military. This is because it is in the self interests of the heterosexual people in the military have homosexuals in the military. The injustice of this idea becomes crystal clear when we examine the opposite statement of No heterosexuals in the military an idea that is equally ludicrous. (Kessler, pp.174) As a result of the way we instinctively treat those that are different because they are seen as a threat, our society is will remain perpetually unjust. (Richard E. Mohr) Because of widespread discrimination based not only on race, but also on sex, religion and sexual preference it is impossible for society to offer each and every individual a perfectly equal chance at opportunities such as hiring, promotion, housing, and educational practices that should be within their reach; as a consequence, it is impossible for society to be just for all. According to the formal principle of justice, it is required that benefits and burdens be distributed fairly according to relevant differences and similarities. (Kessler, pp.175) Using this principle it would seem that affirmative action programs of preferential treatment are in truth unjust to white males in that such programs require that all things being equal preferential treatment should be given to minorities and females which violates the formal principle of justice by not treating equal people equally. On the other hand, such preferential treatment programs are often justified by appeal to the principle of compensatory justice, which states that whenever an injustice has happened a just compensation must be made to those who have been injured. (Kessler, pp.194) According to that principle affirmative action should be considered just in relationship to minorities. As a result, because equal opportunity legislation is not in accordance with the best self-interests of most white males but it is in accordance with those of most minorities, this

The United States

The United States Introduction The cold war emerges as significantly distinctive in U.S. relations with Latin America because ideological considerations acquired a primacy over U.S. policy in the region that they had lacked in earlier moments. From the late 1940s until about 1960, ideology was just one of the important factors in the design of U.S. policy towards Latin America. In its subsequent conduct of the key aspect of its policy towards Latin America, the U.S. government often behaved as if it were under the spell of ideological demons.Advertising We will write a custom essay sample on The United States-Latin America Relations specifically for you for only $16.05 $11/page Learn More Since the end of the cold war, U.S. presidents have all placed Latin America at the center of their foreign policies arguing that the region is integral to the role of the U.S. interests (Smith 2). However, the truth of the matter is that the U.S. gestures towards Latin America have been a c ontinuity of its Cold War ideologies in the region (Stokes 2). In order to understand the nature of U.S. relations with Latin America in a better way, it is important to first understand what really caused the Cold War. In his book titled Talons of the Eagle, Peter Smith observes that the Cold War was an ideological struggle and not just a contest between superpowers. To that end, the U.S. was prepared to pay any price and bear any burden to deal with what it perceived to be an evil empire. Actually, most U.S. elites and much of the public believed profoundly in the righteousness of their cause and deeply feared and loathed what they understood as communism. This ideology explains U.S. military intervention, direct and indirect, and other belligerent U.S. actions during the Cold war. Actually, the Cold War as Smith (8) explains did not give birth to the significance of ideological themes either in U.S. foreign policy generally or in U.S. relations with Latin America specifically. Sm ith says that this was all a part of the Monroe Doctrine, which had sought to quash any attempt by the surrounding powers to â€Å"extend their system to any portion of this hemisphere† thus posing danger to the peace and safety of the U.S (Smith 8). Actually, Smith notes that it was not just their power but also their system, which was essentially different that Monroe sought to keep in check (Smith 9). From these facts, it now becomes easy to see how the U.S. has continued its policies in the Latin region. After the Cold War, Latin American politics quickly became ideological as dictators wrapped themselves in the cloak of anti-communism to be accepted by a Washington, which was at that time more concerned with carrying out its ideologies than promoting democracy.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More This conflicted expediency is crystallized in John F. Ken nedy’s assessment of the situation of the Dominican Republic in 1961. In trying to access the situation, President Kennedy observed that â€Å"there are three possibilities in descending order of preference: a descent democratic regime, a continuation of the Trujillo regime, or a Castro regime. We ought to aim at the first but we cannot renounce the second until we are sure we can avoid the third† (Smith 142). What this means is that no matter the actions taken by the Dominican State, America was willing to do anything within its power to restore what it believed to be a functional government. Indeed, the range of dynamic interaction between the United States and what Smith would call collaborationist regimes is as broad as between the United States and regimes of resistance. According to Smith (194), President Kennedy approved the Bay of Pigs operation in 1961 even before Castro had declared his revolution to be Socialist and admitted his own Marxism. In fact, Smith i s not alone in his claim that the U.S. is continuing its Cold War ideologies in the Latin American region. In her book titled Predatory States: Operation Condor and Covert War in Latin America, American author Patrice McSherry argues that the invasion on Condor was an organization of â€Å"paramilitary and parapolice groups operating in the nebulous zone between military command and partial autonomy, creating terror, eliminating democratic rights, and keeping the population fearful and politically inert† (McSherry 243). McSherry’s story compellingly relates how the Latin American paramilitary operations of the mid-to-late-1970s represented a shadowy covert war, significantly aided by U.S. military assistance to fight individuals or groups deemed to be a threat to the United States (McSherry 18). As the global realities around the globe have been changing, America has also changed its mode of operation in dealing with Latin American countries (McSherry 2). In December 1 989, President Bush ordered a military invasion of Panama to overthrow its government accused of participating in drug trafficking. The ‘restoration’ of democracy to Panama was also cited as a goal of the U.S. invasion. In the years that followed, not much progress was made towards ending Panama’s role in international money laundering-the main role Panama had long had in this international trade.Advertising We will write a custom essay sample on The United States-Latin America Relations specifically for you for only $16.05 $11/page Learn More However, the U.S. destruction of the Panamanian military did make a direct and powerful contribution to setting a sounder basis for democracy in Panama. The same scenario was replicated in September 1994 when President Clinton ordered the U.S. invasion to occupy Haiti and overthrow its government (Smith 130). Apart from using direct military invasions, America has also been trying other means to en sure that it keeps the Latin American region under subordination. In his book titled America’s Other War, author Doug Stokes notes the case of Colombia, which is used by the U.S. to carry out its foreign policies in the region. Over the years, Colombia has been receiving financial assistance and military assistance from the U.S. Although this might be a welcome move, the motivation behind it has not been lost to critics like Stoke. Currently, Colombia finds itself in the precipice of civil war entrenched in a model of neoliberal economics and general subordination to the United States. According to Stoke, 3% of the wealthiest Colombians own over 70% of the farming land, while 57% subsist on less than 3% of the same land (129). Stoke notes that the ratio of income between the wealthiest and poorest 10% was 40:1 in 1990 and rose to 80:1 a decade later. In this manner, Stoke (130) concludes that America has succeeded in shelving all political and legal events in Colombia and all that the people now think of is the economy. Conclusion U.S. relations with Latin America during the Cold War exhibited important continuities with preceding U.S. policies. The Cold War years proved distinctive, however, because anti-communist ideological objectives overwhelmed other U.S. foreign policy goals towards Latin America in each case when the United States chose to deploy its military or chose to overthrow a Latin American government through some other means. When the ideological fear of communism was absent, the United States did not deploy its military forces but used other covert means to destabilize Latin American governments with a view of ensuring that they have the upper hand in the region, as it is currently the case in Colombia. Indeed, America took the Cold War so seriously such that its gestures towards Latin America are a continuity of its Cold War ideologies in the region. The only difference in these ideologies is that the latter is currently being turned i nto constructive ways due to the changing global realities. As McSherry rightly puts it in her book, if the American government is not in the battle front line, then it is behind the scenes with the Latin American military and intelligence forces providing resources, administrative assistance, intelligence and financing.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More McSherry, Patrice. Predatory  States: Operation Condor and Covert War in Latin America. Roman and Littlefield, 2005. 18-243. Print. Smith, Peter. Talons of the Eagle: Latin America, the United States, and the World. Oxford University Press, 2007. 2-194. Print. Stokes, Doug. America’s Other War: Terrorizing Colombia. Zed Books, 2005. 2-130. Print.

Modern greek literature Essay Example | Topics and Well Written Essays - 1000 words

Modern greek literature - Essay Example scribes the change of thoughtfulness and rebellious attitude of the poets and writers in the wake of French Revolution of 1789, and nineteenth century drama narrates the country life of Victorian era. The same is the case with the Modern Greek literature of 19th and 20th centuries, where the utmost longings, of the Greek masses, for seeking freedom from the domination of the Ottoman Empire, appears as the most prominent feature of the literature of that era. Greece had been the center of civilization for centuries, which produced exceptional and outstanding philosophers, poets and writers, including the Seven Sages, Homer, Sophocles, Socrates, Plato, Euripides, Aristotle and others in ancient times, who determined the path of knowledge and wisdom to the world at large for the future centuries to come. But the Roman invasion during the second century C.E. onwards, eclipsed the intellectual productivity of the Greece to some extent, and the country remained under the clutches of foreign control and alien influence for many centuries, which brought imperative changes in the subject-matter of both poetry and prose of the Greek authors. But the aftereffects of the foreign rule over Greece were not only negative ones; rather, the uneven and untoward political and cultural scenario gave birth to many wonderful works, which serve as the precious asset of the modern Greeks at large. Modern Greek literature is the amalgamation of divergent cultural identities and different time spans; it is therefore, the poems and prose of that period narrate the story of variety of genres and attitude in them. The works created by different Greek authors of modern times including Solomos, Cavafy, Kalvos, maintain divergent characteristics, though they have some similarities too. Dionysios Solomos is one of the greatest poets of Modern Greece, who produced his masterpiece Hymn to Liberty in 1823 in the aftermath of the Greek revolution of 1821. Each and every word of the poem reveals the

Marketing Plan for Ellens Stardust Essay Example | Topics and Well Written Essays - 4000 words

Marketing Plan for Ellens Stardust - Essay Example Other aspects of the marketing mix have been discussed in details in this section. This coupled with the offering of traditional American delicacies and retro music is likely to boost performance of the business. The section covering action budget plans has shown that nearly $5 million can be spent by the business as marketing expenses. The detailed break-up of the components has also been provided. The section on the contingencies plan discussed the additional measures that can be adopted if the original planning is not realized. Finally, the section on evaluation and monitoring elaborates on various steps that can be adopted by Ellen’s Stardust Diner so as to monitor the marketing plan. Few techniques that has been pointed out includes return on investment, market share analysis, customer attitude tracking, market expense to sales ratio and last but not the least, analysis of sales figures. Ellen’s Stardust Diner is among one of the best themed dining restaurants based in New York City, which appeals to customers of all age groups. The business has come a long way since being established 27 years ago (Ellen’s Stardust Diner, 2013). The analysis of macro environment of the business has revealed that healthy eating habits promoted by the UK government and commitment towards reduction of waste products of the industry might entail greater operational costs. UK is slowly recovering from the recession; and as fast food restaurants perform better during sluggish economic performance, the business gets to experience greater opportunities. London West End has a similar cultural taste to that of New York and this improves the scope of opportunities for the restaurant (Petusevsky and Whole Foods, Inc, 2010). As the population in this place has a tendency of eating outside, the diner can afford to capitalize on it. London West End houses health

Tony Kushner's Angels in America Essay Example | Topics and Well Written Essays - 1000 words

Tony Kushner's Angels in America - Essay Example play who has been infected by AIDS and this thinking is reflected when he "feels dirty" as if his heart is "pumping polluted blood." as he is seen to be hallucinating in his struggle with the "angels" as to the reason Earth has been cursed by Aids.(Kushner,P.34) and his deteriorating condition finds him being drawn to "cosmologieswith no judgment, no guilt, or responsibility" (p,42).The play has heavy undertones of Angelic symbolism originating from the traditional religious systems which is so characteristic of the sociological magnum opuses of the likes of Emile Durkheim and Peter Berger. The play demonstrates the rise and re-rise of Angel Imagery in the America of the nineties. In "Angels in America, Roy Cohn ,another character of the play who says the classic dialogue just after being told by his doctor that he too has AIDS (Cadden, 1995). when he states ,'Homosexuals are not men who sleep with other men,' Cohn says. 'Homosexuals are men who in fifteen years of trying cannot get a pissant antidiscrimination bill through City Council. Homosexuals are men who know nobody and who nobody knows. Who have zero clout. Does this sound like me'" (Kushner: 2003:45). This dialogue shows the how the irrational hatred, disapproval, or fear of homosexuality, gay and lesbian people, or their culture manifests itself in an internalized way especially with in the ideals of people like Cohn as he blasts the minority for their lack of power and marginalization in the society and ends of hating them as a whole. Yet another of Kushner' endlessly provocative and rich thematic concerns manifest themselves in one of the main relationships in the play between Joe Pitt and his wife, Harper. As a young Republican Mormon he is a close friend of Roy Cohn, who is also Joe's surrogate father. And their conversations about the changing American culture reflect the events post 9/11 showing the heaving political over tones of this drama. All in all Kushner's highest achievement in this play is his success in dramatizing the difference of opinion within America's so called "melting pot culture" and ability to juggle comedy and tragedy up till the point when Cohn dies in agony; and Joe and Harper are left alone showing some home for their future. The Play has not however always received a positive response, and had to go through varying amounts of political and literary attack and people has objected the play's portrayal of Gay people as "martyrs" and largely condemned as an attack on American Value's particularly by the religious community. Although the supporters of the play were not just amongst the gay community but the admirers came from all sections of the community based upon its moving depiction of the pain suffered by AIDS victims. The last scene of the play (Part 1-Millenium Approaches) shows an Angel which breaks through the ceiling of Prior Walter's room in the hospital and there is a message which says

Laser Hair Removal: Strategies, Types and Uses

Laser Hair Removal: Strategies, Types and Uses Test patch: [10, 19] A test patch is performed by many physicians before performing the actual fist sitting of the procedure. A test patch is usually done on two or three different spots using different parameters. This helps in physician’s evaluation of the ideal treatment parameters and pain threshold for an individual case and also gives an idea to the patient about the procedure and the associated discomfort. This helps in reassuring the patient about the procedure. The patient is called after 72-96 hrs to assess the development of any delayed adverse effects and if there is no adverse sequel, the procedure can be started immediately. The energy density that is required in the first sitting is the one that caused a perifollicuar erythema and edema in the test spot.[ 30] However, a test patch may not always be feasible and is as such not recommended in all cases. It may be considered important in difficult to treat areas and in patients who are apprehensive. Laser safety It is paramount to observe safety precautions in all cases. This includes laser safety precautions and personnel safety precautions. These have been listed in box 3 Box3: Laser Safety Guidelines [19] Treatment Protocol [19,21] Pat should be asked to wash the treatment area with soap and water to remove any grease, dust or make up. Pre treatment photograph should be taken. The area to be lased should be marked with a white skin marking pencil. [Figure 38.8] Topical anaesthesia or ice cubes can be used to make the patient more comfortable during the procedure especially, if the patient is apprehensive or experienced pain during the test patch. The hair on the treatment area should be trimmed to the skin with the help of an electric trimmer or shaved with a disposable laser just prior to the procedure. The residual hair growth should not be more than 1mm -3mm. If the hair is stuck on the skin surface after shaving, these can be removed with the help of a micropore tape. The exact parameters to be used should be determined based on the test patch result or on basis of the skin and hair type of the patient. Prior to starting the procedure, it is important to recheck the parameters fed in to the system. Make a f inal check on the safety measures prior to starting the procedure as mentioned in box 3. It is especially important to confirm that all personnel in the treatment zone are wearing safety goggles. The patient should be informed before firing the laser. The hand piece should be kept perpendicular to the skin surface with firm but gentle pressure and there should be complete contact of the hand piece with skin. In case of areas such the mandibular edge, where complete contact in not possible the skin should be pulled towards the flat surface, e.g. cheek, to effect a complete contact. The pressure should be enough to reduce the capillary blood flow and push the hair follicles towards the skin surface. All areas should be treated in a single sitting. The complete area should be covered by proper placing of the handpeice with not more than 10% overlap of the treatment area. Care should be taken that the same area is not lased more than once which can lead to development of adverse effects . Care should also be taken to lase the entire treatment area and not leave behind untreated spots . This can lead to development of patchy hair growth. A treatment grid may be used to prevent these errors. Adequate cooling during the procedures can be achieved by using cool air sources or immediate application of ice packs on the treated area by an assistant. The recent equipments come equipped with cryosprays or precooled sapphire tips for intraprocedure cooling. Development of dusky discolouration or blister formation indicates incorrect parameters and these should be immediately rectified or the procedure should be stopped. Certain difficult to treat areas require special care. These are mentioned in box 4. After completing the procedure the patient should be asked to apply ice packs to reduce pain and edema. At the end of procedure a sunblock cream is applied on the treated area. The procedure details should be immediately noted and this should include the patient details and s kin and hair type, procedure details including date/ time, photograph record, fluence, pulse width and cooling method used and lastly the record of any untoward incident should be noted. Post procedure care at home should be explained and this should include avoidance of heat or hot water bags on the area for at least 24-48 hours, using mild soap and pat drying the treated area and in case if there is a blister formation or any other adverse effect, patient should be advised to apply an antibiotic ointment and inform the treating physician. Box 4: Laser hair removal in difficult to treat areas Adverse effects with Laser hair removal [30] Most complications are mild and transient such as pain erythema and edema. Sometimes superficial thermal burns may be seen. [Figure 38.9 and 38.10] These are generally caused due to wrong parameter settings, physician error during procedures, lack of adequate safety measures and inadequate sun protection by the patient. Table 6 lists the complications during a laser hair removal procedure and its management. Apart from these certain uncommon adverse effects are possible which the clinician should be aware of. Paradoxical hair growth is seen in 0.6% to 10% of patients treated as per data available from different studies. [30]. The possible etiology is the stimulation of vellus hair to form terminal hairs by the low fluences in the areas near to the treatment zones. Another theory is the synchronisation of the hair growth cycle to form terminal anagen hair from the dormant hair follicles. [ 57] Darker skin types [III-VI skin types] and patients with Hirsutism seem to be more prone to d evelop paradoxical hair growth. Continued laser treatment of the affected area is the treatment for the paradoxical hair growth. Persistent severe urticaria has been reported in a number of patients after laser epilation. Some authors believe it to be due to the delayed hypersensitivity reaction to the ruptured hair follicular antigen. [58]. Nd: YAG Laser treatment of axillary hair has been reported to cause persistent hyperhidrosis. This is possibly due to the stimulatory effect of laser on the hair follicle. [59]. Premature hair greying and ingrowing hair are some other complications reported. [30] Table 6: complications and its management during laser removal What’s New in Laser Hair removal? Newer devices are focussing on faster treatments with better patient experience. Devices with pneumatic skin flattening (PSF) help in reducing pain by working on the ‘gate theory’ of pain reduction. This theory states that on stimulation of the non-nociceptive nerves, signal transmission of pain is reduced. The device suction in the skin that has to be treated and this suction pressure on the skin stimulates the tactile nerve endings that reduces pain sensation transmission. This also helps in bringing the target chromophore closer to the laser window and reduces capillary flow which helps in optimising the treatment as has been explained above [illustration 38.4]. [30] SHRâ„ ¢ technology is another improvement that uses low fluence with rapidly delivered pulses (5-10Hz) and higher average energy. This necessitates the use of multiple passes to build the necessary energy but is faster and has a better patient experience. Another development for performing rapid treatm ents is computer controlled laser scanner mirrors. These help in automatically placing the laser beam in a perfect non-sequential pattern over a larger skin area. [60]. The technology helps in treating larger areas of various sizes by automatically addressing the issues of correct beam placement. Miscellaneous pearls in laser hair removal procedure The procedure of laser hair removal can be optimised by matching the patient and his correct parameters. Table 7 describes the ideal parameters for various skin and hair types Table 7: Laser parameters based on skin and hair characteristics As the hair structure changes from thick terminal hair to thin vellus hair, the laser parameters need to be changed to a smaller spot size. Hence a different laser may be needed as the therapy proceeds. Concurrent use of multiple laser wavelengths could have a synergistic effect and this needs to be probed further. Treatment grids are very helpful to prevent skip areas especially when a large area needs to be lased. Some patients may not respond to the therapy. In these cases, changing the wavelength may be helpful. Conclusion Laser hair removal remains one of the most commonly availed laser populations. The results post therapy are very gratifying. The learning curve with lasers for hair removal is not as steep as with some other indications. It is important not to be very aggressive, since that can lead to adverse effects. Newer technologies minimize pain and the treatment duration time. Home hair removal systems may prove to be a an essential aid in every house hold in the near future especially since the price are reducing and the newer technologies have made these equipments significantly effective. It is important to keep a standard operating protocol and following it diligently to reduce iatrogenic complications. Summary Hair has a lot of aesthetic value irrespective of age and gender. There is a decreased quality of life in hirsute patients. The laser equipments work in the wavelength range of 600-1100nm. Lasers act through the principle of selective photothermolysis and target the melanin but hair reduction occurs by the transfer of heat to the stem cells which are located in the bulge and the hair papillae. This works on the extended theory of selective photothermolysis. The parameters that have to be monitored for optimal therapy are the wavelength, fluence and the pulse width. Multiple equipments are available for hair reduction such as diode, alexandrite, Long pulse Nd YAG and IPL Home use laser hair removal devices are now available but are expensive at present. The commonest indication for hair removal is hypertrichosis in a female, however multiple other indications can be corrected by laser hair removal. Patient assessment includes detailed history and examination. An informed consent shoul d be taken prior to the procedure. The actual procedure is nearly the same with all machines with few subtle differences. Most adverse effects are iatrogenic and following a strict protocol helps in ameliorating these complications. Newer technologies are making the procedure faster and pain free.

Heroic Virtue in Othello Essay -- Othello essays

Heroic Virtue in Othello  Ã‚        Ã‚  Ã‚   William Shakespeare’s tragedy Othello puts on exhibit an obvious hero and other not-so-obvious heroes. Let us examine them all in this essay.    The supreme type of hero in this play did not occur overnight to the playwright. Rather he slowly built upon one hero after another in his plays until his work culminated in the Moor. A. C. Bradley, in his book of literary criticism, Shakespearean Tragedy, describes the development of the Shakespearean super-hero in Othello:    And with this change goes another, an enlargement in the stature of the hero. There is in most of the later heroes something colossal, something which reminds us of Michelangelo’s figures. They are not merely exceptional men, they are huge men; as it were, survivors of the heroic age living in a later and smaller world. [. . .] Othello is the first of these men, a being essentially large and grand, towering above his fellows, holding a volume of force which in repose ensures pre-eminence without an effort, and in commotion reminds us rather of the fury of the elements than of the tumult of common human passion. (168)    The character’s attitude toward life is certainly a criterion for heroism. Is he heroic in what he does? H. S. Wilson in his book of literary criticism, On the Design of Shakespearean Tragedy, discusses the general’s heroic attitude in the final scene of the play:    In the final scene of Othello, the hero, with that utter lack of self-consciousness of self-criticism which is the height of human vanity, strikes a heroic attitude, makes an eloquent plea for himself, at the height of his eloquence stabs himself – and the innocent spectator feels a lump in his throat or dissolves in te... ... of the play is a pleasant surprise.    Despondent Othello, grief-stricken by remorse for the tragic mistake he has made, acts heroically, following the example of Emilia. He stabs himself and dies on the bed next to the one he has wronged.    WORKS CITED    Bradley, A. C.. Shakespearean Tragedy. New York: Penguin, 1991.    Gardner, Helen. â€Å"Othello: A Tragedy of Beauty and Fortune.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from â€Å"The Noble Moor.† British Academy Lectures, no. 9, 1955.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Wilson, H. S. On the Design of Shakespearean Tragedy. Canada: University of Toronto Press, 1957.               

What Is Practical Work In Science Education Essay

Practical work is viewed by the huge bulk of scientific discipline instructors, as an indispensable and built-in portion of scientific discipline instruction. In fact, many regard it as an indispensable facet of being a ‘science instructor ‘ ( Donnolly 1998 from reappraisal Practical work effectivity in primary/sec schools Abraham ) . Practical work can embrace many different constituents, which can be divided into two chief groups as described in Woodley E, ( 2009 ) , as follows: 1 ) Core activities: These include ‘hands-on ‘ activities such as different probes, research lab techniques and processs, every bit good as fieldwork. These types of activities can assist heighten the development of pupils ‘ practical research lab accomplishments, every bit good as assisting them to understand cardinal scientific constructs and phenomena. 2 ) Directly related activities: These are closely connected to the above nucleus activities, and include practical presentations performed by the instructor, planning and planing scientific probes and analysis of informations. In add-on, some argue that other activities such as usage of computing machine simulations, modeling, usage of studies, presentations, group treatment and function dramas can besides represent what is meant by the term practical activity ( SCORE, 2008 ) . However, others would differ, and believe these activities would non come under the practical activity ‘umbrella ‘ , and instead that they should be used complementarily alongside other practical activities, instead than be a replacement for them ( Woodley, E ) . Millar described a practical activity as ‘Any scientific discipline instruction and acquisition activity which at some point involves the pupils, working separately or in little groups, in detecting or pull stringsing objects to develop understanding ‘ . ( Millar ( 2009 ) ) . It is described in The National Strategies as: ‘Any activity that enables students to hold direct, frequently hands-on, experience of the phenomena they are analyzing ‘ . ( The National Strategies ( 2008 ) ) . In fact the undermentioned citation from SCORE underpins what many believe about the importance of practical work in scientific discipline: ‘Science without practical is like swimming without H2O ‘ . ( SCORE, 2008 ) . Therefore, irrespective of how practical work is defined, or what activities are thought to represent it, it can be seen as a cardinal portion of how scientific discipline should be taught in schoolsWhat is the Purpose of Practical Work?The chief intents of practical work are to prosecute pupils, helping them to develop many of import accomplishments. In fact, practical work can back up larning in a battalion of ways runing from ‘Personal acquisition and believing accomplishments ‘ to ‘How scientific discipline plants ‘ ( E Woodley ) -See Figure 1. The overruling rule, nevertheless is ‘to make links between the concrete and abstract universes ‘ . ( Reflecting on practical work ) . Figure 1. Different ways practical work can back up acquisition: Figure taken from E.Woodley ( original = Figure 1 How practical work supports scientific discipline ( From Geting practical: a model for practical scientific discipline in schools ( SCORE, 2009a ) p. 7 )From reading the literature, it is clear that the different grounds and principles for transporting out practical work in scientific discipline can be classified into three chief countries ( see below ) , as discussed in ( Practical Work in School Science: Which Way Now? Jerry Wellington ) :Arguments for and against the usage of practical work in scientific discipline:1 ) . Cognitive statements: It is thought that practical activities can associate to knowledge and understanding ( the cognitive sphere ) by assisting to beef up pupils ‘ conceptual apprehension of scientific discipline by enabling them to visualize and do sense of different scientific Torahs and theories, frequently back uping learnt theory work.2 ) . Affectional spheres: This relates to the enjoyment and motivational facets of practical work. Practical work is frequently used to bring forth involvement and enthusiasm amongst pupils, and is thought to help pupils in retrieving thing s ; ‘making things stick ‘ . In fact, reports show that in footings of how pupils rate the enjoyability of school scientific discipline activities, the three top rated were: ‘going on a scientific discipline trip ( 85 % ) , looking at pictures ( 75 % ) and making a scientific discipline experiment ( 71 % ) , back uping the position that practical work is so extremely motivational ( Dillion J ) . 3 ) . Skills statement: The last of the three chief principles for practical work is that it can assist develop many movable accomplishments, as illustrated in Figure 1 above. However, characterizing the existent value and intent of practical work is a really hard undertaking and divides sentiment across the scientific discipline instruction profession. In fact there are many statements and counter statements for and against practical work in scientific discipline. Counter responses to the cognitive statement include the thought that practical work can frequently confound instead than better pupils ‘ apprehension ( particularly if the practical does non travel to program ) . In add-on Scott and Leach propose that practical work is non a good attack to learn theory, proposing that theories comprise abstract thoughts which can non be demonstrated physically: ‘ In the context of the school research lab it is clear that pupils can non develop an apprehension through their ain observations, as the theoretical entities of scientific discipline are non at that place to be seen ‘ . ( Taken from Wellington book- Leach and Scott 1995:48 ) Arguments against the affectional statement include the impression that many pupils are merely turned off at the thought and chance of making practicals. There is besides grounds bespeaking that boys bask practical work more so than misss, and therefore misss can frequently be less enthusiastic and motivated compared to boys making the same practical undertaking. ( Wellington ) . Counter statements to the proposal that practical work can develop many movable accomplishments besides exist. These include the statement that group work within practical scientific discipline frequently does non better cardinal accomplishments such as communicating and interaction, as widely believed, but when studied more closely, frequently consequences in more forceful pupils ‘ ruling the undertaking, ensuing in deficiency of enjoyment and battle for some and the demotion of some pupils to simple median undertakings, such as pulling out tabular arraies or entering consequences without any existent engagement in the practical activity themselves. ( Wellington ) . Many other scientific discipline instruction professionals make claims of the ‘overselling ‘ of the scientific discipline instruction in footings of construct that scientific discipline practical work can develop many movable accomplishments. The thought that these accomplishments can add value to pupils and help them on their chosen calling waies have been discredited by some. In fact, Ausubel in the 1960 ‘s argued that any practical undertaking that can give rise to the application of accomplishments required for many subjects, is merely non specific plenty to turn to the peculiar scientific probe being addressed: ‘Grand schemes of find do non look to be movable across disciplines..it barely seems plausible that a scheme of enquiry, which must needfully be wide adequate to be applicable to a broad scope of subjects and jobs, can of all time hold sufficient peculiar relevancy to be helpful in the solution of the particular job at manus ‘ . ( Wellington, Ausubel 1964:298 ) . Therefore, there is much argument sing the usage of practical work within the instruction and acquisition of scientific discipline in schools. The cardinal inquiry here truly is to make with knowledge and how we get cognition. i.e. : How do we understand the universe and do sense of it in our caputs? ( Miller R, 2004 ) . One important reply to this came from Jean Piaget, who is credited as the innovator of the constructivist theory of cognizing. He argued that we construct of all time more complicated and sophisticated representations of the universe. This is through modifying our bing apprehensions ( or scheme ; a structured bunch of constructs ) through our actions on the universe around us. If Piaget is right, so the usage of practical work in detecting and step ining in the universe must be critical for our apprehension of scientific discipline ( R Miller 2004 ) .The effectivity of practical work in scientific disciplineAs discussed above, many scientific discipline instructors a nd other scientific discipline instruction professionals believe that practical work in the instruction of scientific discipline in schools is critical for assisting pupils learn and retrieve things more clearly. However, as besides noted there are statements proposing that practical work is really non all that effectual at accomplishing these purposes. A outstanding citation from Osborne ( 1998 ) inquiries the effectivity of practical work in the acquisition of scientific discipline, stating that practical work: ‘ has merely a limited function to play in larning scientific discipline and that much of it is of small educational value ‘ ( p. 156. from Miller 2004 reappraisal ) . Much of the decisions of research into the effectivity of practical work remain slightly equivocal. Research carried out in the 1980 ‘s by Hewson and Hewson ( 1983 ) , in which In add-on, others have argued that the manner in which practical work is practised is frequently the cause of its ineffectualness, and possibly, therefore the type of practical work used, and the manner it is used should be analysed, instead than merely stating that all practical work is uneffective. Hence if we are interested in looking at the effectivity of practical work in scientific discipline, the specific practical work used, or planning to be used need to be really carefully planned and thought out. A cardinal consideration here is really what is meant by the term ‘effectiveness ‘ .A model for judging the effectivity of practical workTheobald in the 1960 ‘s argued that scientific theory must ever be taught first and is required in order to visualize: ‘Experience does non give constructs intending, if anything constructs give experience significance ‘ ( J Wellington ) .

The Case For The Defence InDepth Review essays

The Case For The Defence InDepth Review essays My fascination with the Judicial System Structure of today's society was furthered and strengthened after reading and analyzing the works of Edward Greenspan. This superbly written biography recollecting past cases and important events in Greenspan's life allowed myself, the reader, to learn more about Jurisprudence and the Criminal Code. The entire casebook revolves around several main themes including the balance of Positive & Natural influences in the courtroom, whether a lawyer's consience intervenes with his duty as a counsellor, and the alarming rate of perjury occuring in front of the juries. To be more concise and clear to the point, Greenspan's book is a diary of controversial and beneficial issues which have hovered around our criminal courts and will continue to plague and pester them for years to come. By observing and understanding certain issues presented in his book, I was able to comprehend what type of person Greenspan is, what he believes in, what he represents and what he would do for his profession. The wheels of Jurisprudence are always turning, and I came to realise how Greenspan worked and bargained for his status in the country to be solidified. This book also flourished with innovative situations pertaining to the most diversified of criminal charges, to the most uncanny regions of law ever dealt. It was this thorough look at Greenspan's life which impressed this reviewer the most. It was quite clear that after the fourth page, I came upon the conclusion that this casebook would create a most influential reaction to anyone who had displayed any interest towards our Law system in general. Part One of the novel, No Little Clients, presents the reader with the author's proposed thesis. His ambition is to defend innocent people accused of crimes. Whether they are innocent or guilty without being proven guilty is irrelevant to Mr. Greenspan. A lawyer's consience must not be his deciding factor when advising or couns...

The Golden Thread Essay Example

The Golden Thread Essay Example The Golden Thread Essay The Golden Thread Essay Essay Topic: Tale Of Two Cities A Tale of Two Cities is separated into three different books, Book one: Recalled to Life and Book two: The Golden Thread and Book three: The Track of a Storm, Which is one of the things that i like about the book. The first part of the book is explaining the era in which the novel takes place, England and France in 1775. The age is marked by competing and contradictory attitudes- â€Å"It was the best of times, it was the worst of times. I like that the Dickens wants the reader to understand what is going on in the time period in which the story is told so we can understand the story better. Anoter reason why I like A Tale of Two Cities is how the story was told in 3rd person point of view. He switching his focus between cities and among several characters. The narrator is also omniscient, not only revealing the thoughts, emotions, and motives of the characters, but also supplying historical context to the events that occur, commenting confidently upon them. The narrator doesnt make the story so boring. The final reason why i liked A Tale of Two Cities is its not your typical heroic rebellion of a wronged people who bring peace to their society, but a bloodthirsty revolution of a desperate, starved peasantry. It wasnt just some made up story either. It was based upon a time period in which things where bad in France and England and Charles Dickens shows you that through this novel. Even though i did like some things in this book there where things about the book in which i did not like. For example how detailed the novel was. It was just too wordy for me. I like a novel that explains whats going on but not to the extent that Dickens does. He gives you just a little to much to grasp all at one time and at points in the book it is really hard to understand the what he is trying to tell. Another reason why I dislike the novel is some of the characters, for example I think Lucie Manette is a pathetic character. She adds a stereotype into the novel, being that women are weak and are unable to handle hard situations. She is too perfect and almost reaches the point of annoyance. One of the other reasons why I dislike the novel is the old style writting. I am a reader that has to be able to relate to the characters and the story line and if I cant. I dont stay interested for long and it makes the story boring for me. It has to have something I can understand what the characters are going through to make me want to read more. Even though i did like some things in this book the things I disliked out number the things I did. I wouldnt recomend this story to anybody enless you wanted to learn about France and England during the 1775 time period. The novel is just way too long and wouldnt keep intrest to many people. As i already told you i just couldnt relate to the story and the characters. I think Dickens spends way to much time describing unimportant details and events. I also didnt like that there were two page long sentences it was just to hard to grasp.

Comparitive Report Research Proposal Example | Topics and Well Written Essays - 1000 words

Comparitive Report - Research Proposal Example As human beings are evolving into a very technologically advanced being, the fields of Engineering are getting more and more specialized. The most popular choice however remains the fields of Electrical and Mechanical engineering. The students who wish to pursue their career in either of these fields however, remain confused as to which fields to choose solely because they do not have the required knowledge to make such an important decision. As a result, many students end up taking the wrong decision and by the time they realize it, it is too late and their future becomes dark. In this report, this question has been discussed at length. A through research has been undertaken to find out just what exactly the two fields require from a person, and crucially, how the two differ in terms of coursework and future career opportunities. This section covers the two fields from three different perspectives. Firstly how these two fields differ and what they focus on will be discussed. Then in terms of education and knowledge required of the field will be discussed. Lastly both fields will be analyzed to find the future career opportunities. As the term suggests, the mechanical engineering program focuses highly in mechanics and motion of objects. It applies the principles of Physics in a very constructive way to bring about new equipment and technology to help make our lives easier. (Johnson & Sherwi, 1996) Mechanical Engineering involves the analysis of design, manufacture, and the maintenance of all types of mechanical systems. These can be automobiles, aircraft, and miscellaneous systems, manufacturing plants, industrial equipment and machinery. (Johnson & Sherwi, 1996) Being such a wide and very broad field, a student is required to study all sorts of courses relating to all types of scientific phenomenon. The general courses that students have to take up are the following: (Johnson & Sherwi, 1996) The courses specified above mean that the student will be

Advanced Computer Architecture Assignment Example | Topics and Well Written Essays - 2500 words

Advanced Computer Architecture - Assignment Example Multiprocessing tasks carry two simultaneous steps, one being performing the task of editing and the other is the handling of the data processing. A multiprocessor device over a single semiconductor chips a plurality of processors including a first group of processors and the second group of processors. The first bus is one to which first group of processors is coupled while the second external bus is the one to which the second bus is coupled. This term is also used to refer to a computer that has many independent processing elements. Processing elements are nearly full computers in their own right. The main contrast is that they have been freed from the encumbrance of communication with peripherals (El-Rewini and Abd-El-Barr, 2005). The processors are made of small and medium scale ICs which usually contains a less or large number of transistors. The multiprocessors involve computer architecture most common multiprocessor systems today use SMP architecture. In this scenario of multicore processors, the SMP architecture applies to the nuclei, handling them as separate processors. SMP systems permit any processor to labour on any task no matter where the data for the task are located in memory; with proper operating systems can easily move tasks between processors to balance the work load efficiently (Stallings, 2013). Multiprocessing in terms of architecture has some benefits like increased processing power, scale resource use of application requirements and also some additional operating system responsibilities such as, all processors remain busy, they work on consistent copies of shared data, execution of related processes synchronized and mutual exclusion is enforced. Multiprocessing is a processing type in which two or more processors work together to process more than one program simultaneously. Multiprocessor systems have more than one processor and that’s

A comparative Review of Drinking age laws and behaviors in Canada and Research Paper - 1

A comparative Review of Drinking age laws and behaviors in Canada and the U.S - Research Paper Example That is why the governments of the USA and Canada have implemented certain regulations in order to avoid negative consequences of alcohol abuse: age restrictions for alcohol consumption, strict penalties for drunk driving, and liability for serving alcohol to the intoxicated people. This essay looks at different approaches of governments and nations to the act of drinking from historical, social, and economic perspectives. Drinking alcohol is not only individual`s act but also a tradition, and a behavioral pattern of society. Since people socialize within different social layers, the meaning of drinking can be different from one group to another (Houghton & Roche, 2001). Alcohol consumption may greatly depend on traditions, ideologies, and customs (Houghton & Roche, 2001). Alcohol drinking is a common social experience in most human cultures and societies; nevertheless, the motives and functions for every separate individual are different. The ways in which individuals consume alcohol vary as much as cultural traditions of drinking. Alcohol has played important role in the life of the American society from the very first days of the republic. In Europe of the 16th century, drinking alcohol beverages was a daily routine due to high risk of water contamination. The first colonists brought alcohol on ships because it was easier to preserve it unspoiled. The beverages varied from rum received from West Indian sugar and homemade beer to wine brought from Europe (Tracy, 2005). However, drinking attracted public attention in the end of the 18th century due to numerous reasons. Firstly, alcohol consumption was connected to the salon culture, involving such additional negative social issues as gambling, fighting, and prostitution. Moreover, huge manufactures and factories wanted their workers to remain sober in the working

In the Dream of the Man that was Dreaming, the Dreamt Man Woke Essay Example for Free

In the Dream of the Man that was Dreaming, the Dreamt Man Woke Essay By traditional definition, perception is anything that can be known through the five senses. However, this quote adds another dimension to the idea about perception. It implies that perception is not dictated by the five senses, but by the brain. If a man perceives something, he has either seen it, heard it, felt it, smelt it, tasted it, or any combination of those. A man knows that a car has crashed because he saw the collision and heard the loud noise. He knows that he likes steak through enjoying its pleasant smell and satisfying taste. In addition, he knows that fire is hot because the nervous system allows him to feel its warmth. However, one usually forgets that it is impossible to use these senses without the brain, which controls each of these perceptions. The quote serves as a supporting reminder of this idea. Arguably, the dreaming man is able to perceive a dreamt man waking up. Yet, he does not necessarily see the man with his own eyes, because his eyelids are shut. He does not hear the dreamt man with his ears; he does not feel the man with his hands, and he certainly doesnt taste or smell the man. So how is he able to perceive him? He is able to perceive him because his brain still functions, creating the image of the dreamt man waking. Now, the reason why the brain creates the image of the dreamt man is for another paper, about dream interpreting. The quote simply implies that we perceive only what our brain wants us to, and that our brain may even make us perceive what is not reality. It may be possible that we do not always know what is reality even if it is right in front of us. For example, today might feel like a cold day, yet it is still about 50-60 degrees F. However, in the winter months of January and February, a 60 degree day may not feel so cold. In fact, it would even feel warm compared to the usual freezing temperature. This is because the brain interprets what messages are sent through the nervous system, and it tells the body to feel warm because it is used to a colder temperature. Recently, due to the sniper shootings, Americas Most Wanted conducted a study which proved that the brain can affect what a witness may have seen with his or her own eyes. This is a major cause of the inconsistent eyewitness accounts of the shootings. These are just a few examples that prove that perception is under the complete control of the brain. Perception is much more than what the body is able to sense; it is how the brain interprets the information it receives through those senses. Even while the body is in slumber, the brain continues to interpret and create perceptions. Does the brain have a mind of its own?

Simple Voltage and Current Measurement :: essays research papers

Experiment I Simple Voltage and Current Measurement Objective The objective of this experiment was to measure the Voltage and Current. Upon completion of this experiment I was able to: 1)  Ã‚  Ã‚  Ã‚  Ã‚  Set the DC power supply to a specific voltage. 2)  Ã‚  Ã‚  Ã‚  Ã‚  Properly connect the voltmeter to measure voltage. 3)  Ã‚  Ã‚  Ã‚  Ã‚  Measure current with the ammeter. 4)  Ã‚  Ã‚  Ã‚  Ã‚  Measure resistance with the ohmmeter. 5)  Ã‚  Ã‚  Ã‚  Ã‚  Determine the accuracy of a given meter reading. Theory The theory required for this experiment was an understanding of Ohm’s Law. Ohm’s Law is the algebraic relationship between voltage and current for a resistor. Resistance is the capacity of materials to impede the flow of current or electric charge. Ohm’s Law expresses the voltage as a function of the current. It was also necessary that the concept of measurement accuracy be understood. This is discussed below. Accuracy is of primary importance in an experimental work. The tolerance quoted by the meter manufacturer allows us to calculate the accuracy of any reading taken with that particular meter. For example, assume that the dc voltage scale on a particular multimeter is rated at  ± 3% of full scale. This means that a reading on the 10V scale is accurate to ( ± 0.03%)(10) =  ± 0.3V. Thus, a reading of 9V on the10V scale indicates a true voltage, which lies between 8.7 and 9.3 V. A reading of 1V on the scale would indicate a true voltage between 0.7 and 1.3 V. At this point, the error is  ± 30%! Any reading less than 10% of full scale should be viewed with suspicion since most meters are very inaccurate n this range. Circuit Diagrams For this experiment we used a Power supply source, voltmeter/ammeter/ohmmeter. Fig 1.1 Power Supply and voltmeter in parallel Power Supply  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Voltmeter - Fig 1.2 Simple voltage measurement circuit. a  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a b  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   a  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   b  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a a d   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   c  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   c  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   d c  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   d   Ã‚  Ã‚  Ã‚  Ã‚  Fig 1.3 Simple current measurement circuit Power Supply (Be sure current   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I control is at maximum setting)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fig 1.4 Circuit to measure resistance   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Procedure To measure the voltage output of the power supply, we connected the voltmeter as shown in Fig. 1.1. We made sure that the voltmeter is always connected in parallel with the voltage being measured. Before turning on the power, we set the voltmeter voltage range to a DC value higher than the highest voltage we expected to measure. This precaution must be observed with all meters in order to avoid the possibility of burning out an expensive instrument. We then set the current control to maximum current and adjust the output voltage of the supply to values of 2.5, 10, and 15.

Literature Marking Scheme Essay

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