Outline and compare frequentist view of probability and subjective Essay

Outline and compare frequentist view of probability and subjective view of probability - Essay Example Although experts like Frank P. Ramsey have referred to the frequentist methods more specifically and directly, the topic of subjective analyses has also been an important focal point in several academic debates. Building at least outlines of the frequentist and subjective views is thus necessary before embarking on a more detailed comparative analysis. Frequentist View of Probability Frequentist view of probability is relatively more common and popular perspective o probabilistic studies. According to Professor Norman Fenton, probability theory can be regarded as the body of knowledge which facilitates formal reasoning on uncertain events. Furthermore, Fenton states: â€Å"The populist view of probability is the so-called frequentist approach whereby the probability P of an uncertain event A, written P(A), is defined by the frequency of that event based on previous observations. For example, in the UK 50.9% of all babies born are girls; suppose then that we are interested in the eve nt A: 'a randomly selected baby is a girl'. According to the frequentist approach P(A)=0.509.† (Fenton, paragraph 1) Frequentist probability is therefore generally dependent on data collection and manipulation of available sample spaces, where a number of specimens and/or trial/error events can be observed. Contextually, Ramsey has stated that probability is of essential significance not only in the sphere of logic but also in the physical and statistical sciences. Academics and researchers cannot be sure in advance that the most functional interpretation of probability in logic will help in understanding the physical sciences too. The frequentative nature of probabilistic studies can thus be assumed as to have special stress on practical trial and error methods typical to most of the scientific and statistical research works. Subjective View of Probability Subjective view pf probability can be thought of as more affiliated to the philosophical antiquity of the subject. The su bjective view takes into account even the individual perspective of the observer with relation to an array of uncertain events. According to Albert (Paragraphs 3-4): â€Å"A subjective probability reflects a person's opinion about the likelihood of an event. If our event is "Joe will get an A in this class", then my opinion about the likelihood of this event is probably different from Joe's opinion about this event. Probabilities are personal and they will differ between people.† Therefore, subjective view is aimed at exploring the theory of probability from the viewpoint of an observer. Hence, it can be regarded as to have relativistic implications rather than practical fact finding approach. Comparative Analysis Similarities As early as 1926, Frank P. Ramsey pointed out the dualistic nature of understanding the subject of probability as a whole. He pointed out that there are two interpretations, those are subjective and objective views, related to the science and art of pro babilistic enquiry. In furtherance with such an approach, Ramsey (188-189) writes: â€Å"And in a sense we may say that the two interpretations are the objective and subjective aspects of the same inner meaning, just as formal logic can be interpreted objectively as a body of tautology and subjectively as the laws of consistent thought.†

The War on Drugs Essay Example for Free

The War on Drugs Essay Despite large amounts of government funding and agencies working together the war on drugs is the most counterproductive measure the United States has launched because its main focus was to stop drug trafficking and criminal activity, but it has done nothing but increase incarceration and large amounts of spending by the U. S. One of the first bills introduced to the United States was the National Prohibition Act in 1920 and also the 18th Amendment. This bill prohibited the manufacture, transportation, and sale of alcohol on a national stage for every day consumption. The only way to get a hold of alcohol at the time was to obtain a prescription from the doctor for medical purposes. This was just another way the government can tax and control the use of alcohol consumption at the time. In 1933 the prohibition act was repealed. Because of the increase of other drug substance abuse outside the abuse of alcohol with the approval of President Franklin D. Roosevelt and the Department of the Treasury the Federal Bureau of Narcotics was introduced and the adoption of the Uniform State Narcotics Drug Act was established and created. First the war on drugs has been a long and expensive campaign the United States has invested in, to include resources, and manpower. President Johnson was the first president to focus illegal drug use. He be believed half of the crime committed in the U. S. was in drug relation and grow by 90 percent over the next decade. The Johnson Administration was the true beginning on the War of Drugs. President Johnson created the Reorganization Plan of 1968 which merged the Bureau of Narcotics and the Bureau of Drug Abuse to form the Bureau of Narcotics and Dangerous Drugs within the Department of Justice. The belief during this time about drug use was summarized by journalist Max Lerner in his celebrated work America as a Civilization: As a case in point we may take the known fact of the prevalence of reefer and dope addiction in Negro areas. This is essentially explained in terms of poverty, slum living, and broken families, yet it would be easy to show the lack of drug addiction among other ethnic groups where the same conditions apply. (Inciardi The War on Drugs IV, 248) The use of term War on Drug was first used by President Richard Nixon in 1971. President Nixon was also wanting to continue the anti- war precedent set by Johnson. The start of the U. S. to counteract the war, was to implement the Comprehensive Drug Abuse Prevention and Control Act of 1970. When President Nixon and Admistration declared the end the war on drugs it was manly stated for laws and acts that was made from earlier prohibitation act and laws not for the new era of drugs to sweep the United States . The actual term war on drugs was coined when in 1971 Congress of the United States released a report that there was a growing trend among the United States serve members from Vietnam that were addicted to heroin and other control substances. The Bureau of Narcotics was replace with the Drug Enforcement Administration in 1973. As early as 1982, with the intense epic of drug use sweeping the nation the United States increased aid and more involvement, tasking the help of the CIA and military indirection efforts national and international levels. Nixons drug force agencies practice illegal acts to make arrest to meet demands of the public, this put a widely held of the arrested made was of African-American personal. The following two presidents Ford and Carter, kept the tradition of continuing to respond with programs of their predecessors. In 1982, Ronald Regan became President with a radical bias within the War on Drugs received a new revitalization. In a speech delivered soon after taking office, Reagan announced, â€Å"We’re taking down the surrender flag that has flown over so many drug efforts; we’re running up a battle flag. Within his first five years of being president he strengthened drug enforcement. He created mandatory sentencing, forfeiture of cash and real estate. In 1986 Reagan was able to pass the Anti-Drug Abuse Act through Congress. This legislation cost the tax payers a additional $1. 7 million to fund, established 29 mandatory minimum sentences for drug offenses. Reagans former Vice-President George H. W. Bush was the next in the oval office. He shared the same political views and background as past presidents. Intensifying narcotics regulation when the First National Drug Control Strategy was issued by the Office of National Drug Control in 1989 and doing nothing to reduce sentencing disparities and racial bias carrying over from the Reagan administration. The following three presidents Clinton, Bush and Obama continued with the trend and maintaining the promise to overcome the epidemic of drugs that will not be tolerated and over come during taking office. There are over one million people every year in the United States incarcerated due to drug law violations. With the increase of the youth involvement of drug violation, this has had a everlasting effect of them to include permanent removal of education opportunities, the ability to vote, obtaining employment become far more difficult because of violations of their youth. Studies show that the War on Drugs has made a permanent underclass of people who have few educational or job opportunities, often as a result of being punished for drug offenses which in turn have resulted from attempts to earn a living in spite of having no education or job opportunities. The drug was is said to have wasted billions of wasted tax dollars and misallocated spending. The government has spent more money on the drug war then it was spent of the wars in Iraq and Afghanistan combined. Due to the over whelming account of people being incarnated it has put a financial drain and a puts a stain on the legal and law enforcement resources. Due to prohibition in the United States, criminal organization have found other means of transportation, growing and distribution causing a lost of many lives. Drug cartels are the only organizations that gain profit from prohibition which is regenerated for smuggling, violence and corruption in government networks. The next generation on fighting the war of drugs is coming. The question is to ask are selves to spend are tax payer money on prevention or treatment. The US funded a research study that showed that all of the Governments effects to stop drug trafficking coming into the United States all little to no effect. From the RAND Corporation the study, Sealing the Borders: The Effects of Increased Military Participation in Drug Interdiction, was prepared by seven researchers, mathematicians and economists at the National Defense Research Institute, a branch of the RAND, and was released in 1988. (R. Reuter 1988) There have been similar conclusions conducted by seven on organizations. The RAND corporation has also included that budget money for drug enforcement should be spent on treatment other then prevention. In 2008 a declaration was announced to balance a drug policy to the prevention, research, education and treatment. Many people are in favor of treatment and prevention instead of punishment sue to the high amounts of financing for law enforcement and court cost of the tax payers. In conclusion, the measure the United States have implemented to combat drugs, smuggling and drug abuse have been at best unsuccessful, and at worst counterproducvtive. If the United States truly desires to curb drug abuse, new forward thinking methods such treatment and rehabilitation would have to be implemented.

The Crucible - Important Character Analysis :: Arthur Miller

In The Crucible, Arthur Miller establishes the universal theme that good does not always prevail over evil. It shows that fear and suspicion can produce a mass hysteria that destroys public order and rationality. This theme is clearly identified through the character's actions throughout the play. Three characters in the play demonstrate different types of human condition through the decisions they make. Reverend Hale and John Proctor represent the human condition to choose rationally while Danforth advocates a more traditional side. All but Danforth have a change of heart from the given situation. The Crucible argues that even when a society is corrupt, a person with high moral character can follow their conscience to make a good decision. Reverend Hale is called to Salem to help solve the witchcraft chaos. At first he is confident in doing his job as a reverend by following the church standards. He agrees with the court?s tactics, which involves searching for confessions to aid the trial in sentencing people to death. Over the course of the play he experiences a huge transformation. As he listens to both sides of the trial, he realizes that the church and court standards may be wrong, and he begins to question these standards within himself. He stops supporting the court because he can no longer accept the false prosecutions that Danforth continues to make. His final decision in going against the church and following his heart shows the true side of his character. He goes through the rest of the play trying to save people?s lives. When someone asks why he has come back he states, ?Why, it is all simple. I come to do the devil?s work? (986). This shows he feels that doing what may seem wrong to others is actually the right thing to do. His efforts are in vain, however, because in the end the Puritan Court overrules all other opinion. Danforth is the judge of the witch trials and is very stubborn in his ways. His handling of the trials is overbearing and intolerant. He is shocked when Francis Nurse dares to judge his authority and states, ?Peace, Judge Hawthorne, do you know who I am, Mr. Nurse (959). He thinks that he is superior to everyone else and he believes he has the best judgment of all. Because of his job he is feeling pressured to please the majority of the people.

Nsci 280 Week 4 Quiz

Week Four Quiz Chapter 9 Muscular System: Histology and Physiology ________________________________________ 1. Which of the following is NOT a function of skeletal muscle? a. body movement b. maintenance of posture c. respiration d. constriction of organs e. production of heat 2. Which of the following is true? a. Skeletal muscle is capable of spontaneous contraction. b. Smooth muscle is found in the walls of hollow organs. c. Cardiac muscle cells have multiple nuclei. d. Smooth muscle cells are long and cylindrical. e. There is a small amount of smooth muscle in the heart. 3.Which type of muscle tissue has cells that branch? a. skeletal muscle b. smooth muscle c. cardiac muscle d. both skeletal and cardiac muscle e. both cardiac and smooth muscle 4. Hypertrophy of skeletal muscles from weight lifting is caused by an increase in the a. number of muscle fibers. b. size of muscle fibers. c. number of striations. d. number of nuclei within the muscle fibers. e. number of muscle cells. 5 . Actin myofilaments a. resemble bundles of minute golf clubs. b. contain both myosin and tropomyosin. c. are held in place by the M line. d. contain strands of fibrous actin. . are the thickest proteins in muscle. 6. When an action potential reaches the presynaptic terminal, a. calcium ions diffuse into the presynaptic terminal through voltage-gated ion channels. b. acetylcholine moves into the presynaptic terminal. c. a local potential is generated in the presynaptic terminal. d. ligand-gated ion channels in the presynaptic terminal are opened. e. nothing else happens. 7. In excitation-contraction coupling, a. calcium ions must bind with myosin to expose active sites on actin. b. myosin heads bind to exposed active sites on actin. . cross-bridges form between myosin heads and calcium ions. d. movement of the troponin-tropomyosin complex causes actin myofilaments to slide. e. ATP binds to actin myofilaments. 8. Which of the following helps explain the increased tension seen in mult iple wave summation? a. increased motor unit recruitment b. increased concentration of calcium ions around the myofibrils c. exposure of more active sites on myosin myofilaments d. the breakdown of elastic elements in the cell e. decreased stimulus frequency 9. An isotonic contraction is described as a. ction potential frequency is high enough that no relaxation of muscle fibers occurs. b. a muscle produces constant tension during contraction. c. a muscle produces an increasing tension during contraction. d. a muscle produces increasing tension as it shortens. e. a muscle produces tension, but the length of the muscle is increasing. 10. Which type of respiration occurs in the mitochondria? a. anaerobic respiration b. aerobic respiration c. both anaerobic and aerobic respiration Chapter 10 Muscular System: Gross Anatomy ________________________________________ 1.The sternocleidomastoid muscle extends from the mastoid process of the temporal bone to the sternum and medial clavicle. Wh en both sternocleidomastoid muscles contract, the head is flexed. The end of the muscle that connects to the sternum is the a. origin. b. belly. c. body. d. insertion. e. fixator. 2. Which of the following represents a class I lever system? a. crossing your legs b. hyperextension of the head c. standing on your tiptoes d. flexion of the elbow to elevate the hand e. lifting weight with your arm 3. In order to stabilize the hyoid so that the larynx can be elevated in swallowing, the _____ muscle group is used. . Pterygoid b. Infrahyoid c. Auricularis d. Suprahyoid e. hyoglossus 4. If abdominal muscles are contracted while the vertebral column is fixed this will aid in a. vomiting. b. childbirth. c. urination. d. defecation. e. All of these choices are correct. 5. Which muscle will depress the scapula or elevate the ribs? a. levator scapulae b. serratus anterior c. pectoralis minor d. subclavius e. rhomboideus major 6. Which of the following muscles extends the forearm and has its inse rtion on the ulna? a. Deltoid b. biceps brachii c. triceps brachii d. brachialis e. coracobrachialis . The gluteus maximus a. does most of the work in â€Å"sit-ups. † b. accounts for a sprinter's stance. c. allows one to sit cross-legged. d. is used in the knee-jerk reflex. e. is a common site for injections. 8. Label muscle â€Å"A† on the diagram. a. orbicularis oculi b. temporalis c. trapezius d. sternocleidomastoid e. masseter 9. Label muscle â€Å"A† on the diagram. a. linea alba b. serratus anterior c. rectus abdominis d. external oblique e. internal oblique 10. What does â€Å"A† represent? a. Coracobrachialis b. Deltoid c. pectoralis major d. biceps brachii e. serratus anterior

Ethical and Socially Responsive Business Essay

Some of the key areas of Chipotle’s code of conduct that are of significant importance to the business is the integrity statement and the anti-discrimination, harassment and sexual harassment policy. In the Chipotle’s Ethics and Conflicts of Interest Policy of the Integrity Statement, integrity is about being real and being honest. It means doing the right thing even when no one is watching. That means that you should do the same thing when your manager or co-workers is around or if they aren’t around. No matter what, each of them must accept personal responsibility for doing the right thing. Whether that means when someone is around or not. It also states that they should not accept gifts from competitors, suppliers, vendors, potential vendors, or business entities with which they are conducting business on behalf of Chipotle. When accepting gifts: they should never accept a gift unless it meets all of the following criteria: (1) it is not a cash gift; (2) it is consistent with customary business practices; (3) it is not excessive in value (i.e., is under $150); (4) it cannot be construed as a bribe or payoff; and (5) it does not violate any law or regulation. If you are not sure whether a gift or proposed gift is appropriate, please discuss it with your Manager/Director, who may, in isolated cases, approve your acceptance of a gift that may otherwise have violated criteria (2) or (3). Each year, employees in management positions should be prepared to submit a statement disclosing any entertainment, gifts, or services that they or members of their staff have accepted. Any items that have been accepted must be reported at that time, regardless of whether they were previously discussed with your Manager/Director. Your Manager/ Director will determine if you may keep the gift, return it, or whether it should more appropriately become Company property. You should never offer, give, or provide a gift unless it meets the following criteria: (1) it is not a cash gift; (2) it is consistent with customary business practices; (3) it is not excessive in value (i.e., is under $150); (4) it cannot be constructed as a bribe or payoff; and (5) it does no t violate any  law or regulation. Just like when receiving gifts, if you are not sure whether a gift or proposed gift is appropriate, discuss it with your Manager/Director, who may, in isolated cases, approve your giving of a gift that may otherwise have violated criteria (2) or (3). I think that this is important when receiving or giving gifts because you don’t want to lose your job over something so small. It is also a good idea to have something like this written down because for someone who doesn’t know any better, it will help them out a lot. You may accept entertainment invitations, such as business meals, if they are in line with accepted business practices, could not be constructed as potentially influencing your business judgment or creating an obligation on your part, and if public knowledge of your participation would not embarrass you or Chipotle. When such business activities occur frequently, such costs should be shared or paid for on reciprocal basis. You should always be professional. Act professionally and conscientiously when making business decisions. Personal relationships should never interfere, or give the appearance of interfering, with business actions, judgments, or decisions. When making decisions, weigh all factors impartially and without prejudice and make all decisions solely based on merit. You should honor your agreements and do not encourage or interfere with other parties’ contracts or agreements. Avoid legal speculation or conclusions in your communications. And you should not discuss areas beyond your knowledge or expertise. This is really important because I think that you should act and be professional on any job that is out here. The Anti-Discrimination, Harassment and Sexual Harassment Policy states; Chipotle believes in the value of a diverse workforce, equal opportunity, and a workplace free of discrimination and all forms of unlawful harassment. Chipotle prohibits unlawful discrimination, harassment, and sexual harassment. Employees who violate this policy may be disciplined up to and including termination. Chipotle strongly believes that employees and applicants for employment should be treated without regard to race, color, religion, national origin, gender, age, marital status, sexual orientation, gender identity, disability, veteran status, genetic information, or any other prohibited basis. This applies to all employment practices. At Chipotle, no form of harassment is acceptable. This includes joking remarks or other abusive conduct (including verbal, non-verbal, or physical conduct)  that demeans or shows hostility. Sexual harassment is also prohibited because it may be intimidating or an abuse of power and it is inconsistent with their policies, practices, and management philosophy. Discrimination or harassment of an employee-whether by another employee, supplier, vendor, or customer-is strictly prohibited. This policy I think is the most important because without this policy, so many people can harassed and scared to tell someone about it. Also the anti-discrimination policy is important because of the fact that a lot of women are discriminated against a lot of jobs out here because the mangers think that they aren’t fit for them. Some of the key steps that Chipotle should take to ensure that employees follow the code of conduct would be to have them read it when they are first hired. And then every 2 or 4 months they could give them tests on it to make sure they know and understand it. They can also make sure the managers are up to date on the code of conduct as well. Some ways in which Chipotle can engage in socially responsive activities in the community within it is operated. They can donate all their unused food to homeless shelters. They can do special deals for the senior citizens and for veterans other than Veterans Day. They can build customer relationships. They can do that by having loyalty programs. They must have good customer service or their customer’s will not return. Resources (1) Chipotle Code of Conduct (2) http://www.grouponworks.com/merchant-blog/marketing/four-easy-ways-to-build-customer-relationships-resturant/ (3) http://smallbusiness.chron.com/rules-conduct-resturant-employees-18671.html

The first 15mins of basic instinct essays

The first 15mins of basic instinct essays I have chosen to talk about a film called Basic Instinct, which I have analysed the first 15mins of. Reasons for deciding on analysing the first 15 minutes is because I think this is the part where it is the main purpose of the film as it gives you the question that needs to be answered later on in the film. A film doesnt just start: it begins. The opening provides us with a basis for what is to come; it integrates us into the film causes of subsequent narrative events, significant motifs, and important features of the initial plot situation are all laid out in the opening...the opening sets up a certain range of possibilities, raising our expectations about what is to come (Bordwell film Art) It first opens up with a mix of colours of red and black, which, conotates evil and danger. This happens at the background of the subtitles as they are coming up so this gets us ready that something dangerous is expected of. Also very creepy and mystifying music is playing gently setting us in the mood of what is to come. Then we go into the first scene, which opens up in equilibrium where a mysterious blond woman is having sex with a man. The woman seems to be very powerful, and seductive and you can see this by the way she is taking control of the man whilst having sex. At this point the director is giving us an enigma on who the woman is, as we cannot see her face, but we can see that her hair is blond. The director does this to add tension and mystery. Suddenly there is disequilibrium as the woman gets out an ice pick and starts to stab him, killing him. Then there is a new equilibrium when it switches to the detectives looking around for clues; this synopsis is a perfect example of a film noir narrative. From watching the opening scene, we can tell the film has a lot of darkness, which symbolises the film noir genre. The reasons we have noticed that this is film noir becaus...

Ethics in the Workplace Essay Sample

Ethics in the Workplace Essay Sample Ethics in the Workplace Essay In order for a workplace to continue existing in harmony and have and a good dose of productivity, rules must exist. Ideally, these rules in itself must maintain the peace and are supposed to give the most optimal results possible. However, because the human factor is added to the equation, then additional systems must be put into place. Some of these systems are either encoded (or written) while others are simply understood without the need to be posted at all. All in all, these things which humans are supposed to observe and maintain in the workplace are called workplace ethics. An example of a written workplace ethic is dress code. In workplaces, corporate attires are usually considered â€Å"ethical† while your regular pajamas are not. However, as could be deduced from the statement above, some issues of â€Å"unethical behaviors† vary from workplace to workplace, since while others consider wearing corporate attires to be the ethical way of dressing when on company grounds, other companies would prefer their employees working in pajamas, or at least, in their t-shirts. Because some of the rules that guide human behaviors in the workplace vary from one to the other, most of these varying rules are coded in order for the employees to be constantly reminded of. However, there are also other workplace ethics which does not vary in between companies or workplaces. These ethical rules include respect, integrity, and honesty among others. Unlike the previous examples stated above, these ideas are what everyone inside of the workplace must imbibe an d not constantly reminded of. These ideas are essential not only for everyone, not only because they are required and expected to do so, but because it creates a better environment for everyone to produce the most optimal results without fearing that something unexpected is happening, or is coming up. To narrow down to these examples let me give one of each and describe them in a more specific manner. Honesty is one of the foremost examples of a workplace ethics. Without honesty, the workplace would simply not exist since information, data, and results should always be reported to the right channels in order to mitigate any risks or resolve any problems that might arise. Another example of an unwritten work ethic is integrity. Integrity refers to the having strong moral principles. What makes this important in understanding work ethics is that morality and ethics are very tightly knitted. Both of them came from mores (or rights) and therefore having one of these traits also means having the other one. Lastly, we have openness. This is also an important work ethics because openness also leads to better interaction and dynamics between every individual. Openness means being open to criticisms (constructive) and other ideas without prejudice which could affect ones objectivity. Following from these statements, a strong argument could be made about what constitutes a strong workplace. In order for the workplace to continually grow and succeed in reaching its goals, one could say that establishing operating rules and laws is not enough. Rules are usually for the technical and operational aspects of the company (e.g. delivery system) but are not enough to address human variable that exists in between the expected process. In line with this, it could easily be argued that an ideal workplace is one where the operating rules established are just coinciding perfectly with one’s workplaces ethics (both written and unwritten). A community where people know what to do both in their jobs as well as how to help others progresses and gains the most optimal results possible.

30 Powerful Compare and Contrast Essay Topics Full List 2017

30 Powerful Compare and Contrast Essay Topics Full List 2017 Compare and contrast essay topics. The list is formed by our writers to help you with ideas for your own topic to compare and contrast. Compare and contrast essay is a piece of writing that requires you to analyze an object or a phenomenon and points out its similarities and/or discrepancies. A full article about compare and contrast essay might be of use to you as well. Selecting a topic for a compare and contrast essay is a relatively easy task, especially if you are not limited to a single subject or area. However as it often happens, when you are assigned a paper, you are out of ideas and/or whatever you have simply doesn’t fit your initial requirement. Murphy laws dont cease to work, do they? Buy Compare-Contrast Essay from You can find great essay ideas right on this page; you can also purchase your essay from a writing service like ours. Getting your paper written by will get you a top quality product, written from scratch to meet your academic needs. As soon as you order your paper online, everything will be done for your convenience: we will pick the best writer to work on your paper, our customer support team will be working to assist you 24/7 and we will maintain contact with you throughout the writing process. We will give you best customer service, working on your comparison and contrast essay round the clock. If you are ready to place your order, our team of professional writers is ready to assist you. HOW TO WRITE A COMPARE AND CONTRAST ESSAY Below is a great list of topics  written by our professional writers to help you with ideas for your compare and contrast essay. Top 30 Compare and Contrast Essay Topics General Topics Compare the functions of accountants of the early 19th and 20th century. Have they changed? What are the core differences in the policy of President Obama and President Bush, Jr.? Compare and contrast the teachings of Allah, Buddha, and Jesus. Would you prefer to spend a vacation somewhere in the wild or in a 5-star hotel? What makes the difference? How is your college experience different from high school? What is better – an American or a Japanese car? Biology What is the difference between a virus and a bacterium? Compare an orange to a tangerine. Compare DNA sequences of chimps and humans. What are the similarities and what are the differences? Compare cell division (mitosis) to cell replication. Which is ‘more effective’ and why? What features make humpback whales mammals and not fish? Computers IT Compare and contrast capacities of the first Apple Macintosh 1980 and modern day MacBook Air. Compare and contrast features of Apple iPad 2 and Apple iPad 3. What are the differences between Windows 7 and Windows 8? Name three basic similarities and differences between Google Android and iOS. Compare SSD hard drives to traditional hard drives. Which would you buy? Management Compare autocratic to democratic styles of management. Which is more effective to overcome a crisis? What are the differences between strategic and tactical management? What are the differences between management and leadership? Compare management by the  objective to management by exception. Compare management and administration. Marketing Compare the marketing and sales. Compare marketing techniques used in two organizations (Pepsi vs. Coca Cola, BMW vs. Mercedes, McDonalds vs KFC). Compare marketing automation vendors Compare two marketing research companies. What are their main differences and similarities? Art Compare two paintings by Pablo Picasso and Alberto Morocco. Take a poem â€Å"The Road Not Taken† by Robert Frost. Compare major themes, setting and plot to the author’s life experience. Compare the statue of David by Bernini and Michelangelo. Compare Roman and Greek architecture. Compare music of Renaissance and Baroque. In case you are still having problems looking for an effective compare and contrast essay, let us know and we will be happy to assist. We employ a big team of professional writers who are able to write at any quality level, ranging from high school to Ph.D. What’s more, they have successfully completed thousands of compare and contrast essay and know what it takes to write effectively on any topic.

Critical Thinking Questions Essay Example | Topics and Well Written Essays - 1500 words

Critical Thinking Questions - Essay Example Training for a profession subtly and overtly reinforces attitudes like trusting or not trusting. Lawyers, accountants or law-enforcement personnel are trained to detect/punish the law-breaker. So they tend to look only at the transgressions of law that people indulge in, and mistrust them for these. The social worker is trained to help and rehabilitate. Rehabilitation is done by building emotional bridges with a person, and this can be achieved only on the basis of trust. Therefore, social workers tend to trust more than those in the law-enforcing professions. People adhering to a certain value system tend to choose professions that mirror that value system. So you have a ‘policeman mentality’ person become a cop, whose mental attitudes are also reinforced by training as a cop. There are, of course, exceptions, as always, to this ‘rule’. It is possible to be both politically astute and trusting. To be a trusting boss one needs to be open, but to be politically astute one need not necessarily conceal. Assuming that the purpose for being politically astute is the achievement of success, it is possible to be successful without concealing. As a boss, trust is built among one’s employees or followers if one establishes one’s credibility. If a boss shows that she does what she does, for the organization as a whole, and keeping in mind the welfare of her people, she will always have their backing, even when she is forced to make unpleasant decisions. Political astuteness leads to success as a leader, if one works for the common good and not just for self. One of the best examples of a combination of political astuteness and openness in a leader is Mahatma Gandhi. He was a very open person with high moral principles. He was politically canny too—he used the much-touted British adherence to the principle of fairness and justice and the British

Tokyo Essay Example | Topics and Well Written Essays - 1750 words

Tokyo - Essay Example It described the future of Tokyo by predicting that Tokyo will make further strides as a big city with a population of over 12 million, a lively city characterized by mutual contacts and support for transcending generations, a comfortable city with a combination of abundant greenery and charming waterfront, and a city which will maintain a balance between residence and work place while functioning both as a domestic and international information junction and as a major base for the international economy. This is the very image of Tokyo as an attractive international city-that is, a world city-which will lead the world both in name and reality (TMG, 1987, p. 50). When examining the nature of urban policy and planning, it is impossible to ignore the context of global economic change. Many of these policies are formulated as a response to global economic pressures. The priority of urban policy in many cities is to attract inward investment and increase economic competitiveness in relation to other world cities, or similar cities in their region (Short and Kim, 214-235)-although the manner in which this is pursued can vary according to local circumstances (Hall and Hubbard, 85-99). Often these entrepreneurial approaches are adopted to stimulate revitalization after the loss of earlier economic vitality. Thus, as a hypothesis, it is reasonable to ask whether such an entrepreneurial policy emphasis has developed in Tokyo in the context of the Japanese economic crisis. Although Tokyo is nearly always bracketed with London and New York as the top three world cities, there is considerable debate over the degree of similarity between them. One criticism of the global city debate is its Anglo-American ethnocentrism and its tendency to "exaggerate... Although Tokyo is widely regarded as one of the top three ‘world cities’, the argument is supported that it retained many national characteristics, partly based on its location in a ‘developmental state’. As national fortunes have changed, so has Tokyo’s relationship with its global environment. Twenty years ago Japan was experiencing economic boom and this was reflected in dramatic development projects in Tokyo. The concept of ‘world city’ was used at this time to legitimize such development. The 1990s were viewed in Japan as ‘the lost decade’ with great uncertainty over policy direction as the boom collapsed and urban policy in Tokyo entered a phase of inertia. It is argued that the city is now entering a third phase in which a new competitive attitude is emerging regarding the role of Tokyo and this is leading to changes in strategic urban policy. However, this new approach is still embedded in old structures and conceptio ns and hence there are tensions in developing future policy. Attitudes to the role of Tokyo have been changing in national government. After a period in which the concept of world city was unfashionable, the national administration of Hashimoto announced the Japanese version of the Big Bang policy in 2003. This proposed that Tokyo should be revived as one of the world’s economic centers and be made into a free, fair and global financial market. This was the context for the election for Governor of Tokyo in 1999, which was won by Ishihara. His election manifesto was based on the idea that national recovery should start in Tokyo. He presented himself as a strong political leader who could stop the decline of both Tokyo and Japan. His dynamic approach, in which he proposed to revitalize Tokyo again as Japan’s leading city and an important world player, contrasted with the sluggish approach under Hiroshima.

Political Ideologies Essay Example | Topics and Well Written Essays - 750 words

Political Ideologies - Essay Example The purpose of communism is to have common ownership of properties. The government regulates access to labor and its produce on to what is satisfactorily needed by each individual in the society. There are different kinds and forms of communism developed by several philosophers such as Karl Marx and Vladimir Lenin. But we shall focus on the economic reforms that both Libertarianism and Communism wish to offer. Communism believes that the working class is the solution, and that giving more power to the working class, dissolving any division in the society and avoiding any possible exploitation from the capitalist class can eliminate a division in society. This is why the government chooses to regulate the economy, and abolishes private ownership. Communism sees capitalism as a mere exploitation of the working class. Rousseau's (1978) origin story of the bourgeois political order holds that the ideology of communism, evolves through a pledge by the citizenry, a social pact to establish equality among each other, that they will place themselves under the same conditions and enjoy the same rights (p. 76). Libertarianism and Communism are two opposite ideology, put it simply, the first gives importance and the sanctity of an individual’s freedom, separate from any control by society. It is the free will and independence of man and his own volition that controls his fate. On the other hand, the Communist is ruled by the society, as a working class, co-equal in everything without any other class or division. It is unity between every man, without having one man better than the other. This â€Å"one† society regulates and controls each other, making sure that no one man exploits another. The Libertarian wishes every man to love â€Å"live his life in any way he chooses so long as he respects the equal rights of others" (Boaz, p. 2). The Communist ideology on the other hand abolishes the idea of â€Å"private property† and follows common ownership. A man is viewed as one with society. It is the society and the community that holds property in order to prevent any division in society, of having one person higher or richer than the other. Economically, a very good example of this ideology of libertarianism is economic freedom through the doctrine of laissez faire, in which free enterprise between businesses is upheld without government intervention. The opposite of this would be the ideology imposed by Communism, in which the government takes economic control, to avoid the business owners or so called capitalists to exploit its working class. The defect of Communism lies on the very existence of every individual, the component of free will. In order to attain equality and fairness, the Communist removes every chance for an individual to work better for his own accomplishments. He is not allowed to go beyond his means or ability in order to have a better and improved life. The control of the mean and resources infringes the righ t of each individual to be rich and successful by his own work and self-motivation. There is hindrance to self-actualization and self-fulfillment. In a country like the United States of America, were all, if not every nationality is part of its citizenry, libertarianism is more appropriate. A free enterprise

Industrial Law Essay Example | Topics and Well Written Essays - 2500 words

Industrial Law - Essay Example How can a nation with thousands of years of history out of which just a short while ago she ruled the waves draw lessons conclusively from a nation born out of Britain's own bosom only few centuries ago notwithstanding the bloody conception Nonetheless, Britain has good reason to approach and compare her performances with her staunchest ally. Just as in the case of every other issue, on a subject like trade unionism there is nothing so fulfilling as a comparison with the best, even if the lessons learnt turn out to be infeasible. (James J. Brudney) There is a strong universal feeling hitherto unexpressed, especially among business circles that the world could do without trade unions. It is felt that trade unionism, like the socialist form of governance, has been a failure. Britain's tryst with collective bargaining has been particularly phlegmatic and uneventful. It is difficult to prove with any amount of conviction that something good has come out of trade unions. On the contrary, the identity of trade union has been riddled with anti-social activities, strikes, lockouts, go-slow tactics, union rivalries and even mayhem and murders. It may be for these reasons that nobody is really keen to be in the forefront when it comes to formations of trade unions in new corporations. Nonetheless, it must be granted that the presence of trade unions has had a transforming effect on society. Thanks to the principles of collective bargaining, there is more appreciation for the working class, better salaries and working conditions, better living standards, more purchasing power, and recognition and justice for the less privileged and the exploited. Therefore, the two extreme opposites of good and evil have dogged the trade union movement for such a long, disenchanting time that it stigmatized anyone to bring it up until the time was ripe for issue-based confrontations. One cannot but regard with a sense of amusement and awe the manifestation of potentials and capabilities hidden in the portals of trade unions. Come elections and employer-employee agreements, there is a beeline of the unlikeliest visitors humming and buzzing about damp, lackadaisical enclaves of the trade unionists hangouts. The role of trade unions in Europe The activities of trade unions have witnessed sharp decline in Europe. The trade union density is worst hit in France where it is merely 10% now. It is slightly better elsewhere in the continent. The position is much better in Britain where it is 44%. This is proof that in spite of claims of deteriorating working conditions by trade unions, Britain has one of the best employment regulation policies in the world. The fall of the socialist regime in the erstwhile Soviet

Culinary Arts Research Paper Example | Topics and Well Written Essays - 250 words

Culinary Arts - Research Paper Example The experience is great because class sizes are small, technical training, and allows students to work. Culinary groups are split into two shifts, morning and afternoons. Students get a real-chance of creating these dishes as it applied to their major. Students also encouraged to think freely and question the preparation meals in order to encompass it in their food making skills. The students prepared a tofu dish for a vegetarian customer, separated duck meat, and other appetizers. The dining team also prepares a wine base to ensure that the soups are being made. The baking and pastry team cut the dough and prepared the dish along with the tiramisu. A narrative of a student along with other chefs is captured in which every meal is elaborated. Meanwhile, the service team is preparing dining tables for the guest to ensure that they are ready for serving their guests. The wine team also prepares the hierarchy of wines, which provides a comprehensive accumulation of the model restaurant. Overall, all the students did a wonderful job to provide a comprehensive dining

Industrial Law Essay Example | Topics and Well Written Essays - 2500 words

Industrial Law - Essay Example How can a nation with thousands of years of history out of which just a short while ago she ruled the waves draw lessons conclusively from a nation born out of Britain's own bosom only few centuries ago notwithstanding the bloody conception Nonetheless, Britain has good reason to approach and compare her performances with her staunchest ally. Just as in the case of every other issue, on a subject like trade unionism there is nothing so fulfilling as a comparison with the best, even if the lessons learnt turn out to be infeasible. (James J. Brudney) There is a strong universal feeling hitherto unexpressed, especially among business circles that the world could do without trade unions. It is felt that trade unionism, like the socialist form of governance, has been a failure. Britain's tryst with collective bargaining has been particularly phlegmatic and uneventful. It is difficult to prove with any amount of conviction that something good has come out of trade unions. On the contrary, the identity of trade union has been riddled with anti-social activities, strikes, lockouts, go-slow tactics, union rivalries and even mayhem and murders. It may be for these reasons that nobody is really keen to be in the forefront when it comes to formations of trade unions in new corporations. Nonetheless, it must be granted that the presence of trade unions has had a transforming effect on society. Thanks to the principles of collective bargaining, there is more appreciation for the working class, better salaries and working conditions, better living standards, more purchasing power, and recognition and justice for the less privileged and the exploited. Therefore, the two extreme opposites of good and evil have dogged the trade union movement for such a long, disenchanting time that it stigmatized anyone to bring it up until the time was ripe for issue-based confrontations. One cannot but regard with a sense of amusement and awe the manifestation of potentials and capabilities hidden in the portals of trade unions. Come elections and employer-employee agreements, there is a beeline of the unlikeliest visitors humming and buzzing about damp, lackadaisical enclaves of the trade unionists hangouts. The role of trade unions in Europe The activities of trade unions have witnessed sharp decline in Europe. The trade union density is worst hit in France where it is merely 10% now. It is slightly better elsewhere in the continent. The position is much better in Britain where it is 44%. This is proof that in spite of claims of deteriorating working conditions by trade unions, Britain has one of the best employment regulation policies in the world. The fall of the socialist regime in the erstwhile Soviet

Oil & Gas Operations Industry Research Paper Example | Topics and Well Written Essays - 3000 words

Oil & Gas Operations Industry - Research Paper Example Despite these challenges, analyst have continued to forecast positive trends in this industry, particularly because the demand of gas and oil is on the rise, coupled with more advanced technology, which has improved production processes and fundamentally reduced production cost. My choice of portfolio in this industry is majorly motivated by the need to strike a balanced diversification, with the aim of spreading risks across different companies with different risk profiles, as well as maximizing the returns. In particular, I have diversified the portfolio across different companies that have invested from different geographical background, including the United States, United Kingdom, China, and Russia. Although the 10 companies that my portfolio cuts across, deals with similar products, there are slight differences on the combination of products that they deal with, which boost my diversification profile. This report will also provide a brief summary of each company, and some key re asons why I intend to invest in them. Most of the reasons are motivated by the need to diversify and mitigate the risks from different companies. The report has identified various challenges that this industry is undergoing, which has led to a conclusion that it has a high risk profile, but one worth investing in because of its optimistic long-term prospects. A comprehensive analysis of movement of prices of the shares for four weeks that ended mid May has been undertaken. Evidently, there has been a decline of share prices for all companies, which has led to loss of value of my portfolio, but this has not significantly affected my goals of making capital gain in the long-term, because these are short-term fluctuations, which are not likely to last for long. Essentially, I have undertaken the valuation of my portfolio in terms of US Dollar, and hence had to convert the value of shares that are traded in other currencies such as Chinese Yuan. This has significantly affected the accur acy of valuation of the portfolio as the exchanges rates are mere estimates. Different trends are made clear by use of tables and graphs. At the end, I have carried out a percentage analysis and found that the shares have fundamentally lost value. I have also used the Dow Jones Industrial Average as a benchmark to assess the performance of my portfolio. Investment Analysis A brief overview of Oil & Gas Operations Industry The oil and gas industry is operating under a challenging and a dynamic global marketplace and a progressively more adamant group of participants. The regulatory demand is increasingly putting pressure on the operations, and the demand growth is becoming sluggish, while the existing reserves are more expensive and difficult to generate. As the demand to meet future demand builds up, worldwide alliances are becoming more significant. Over the recent years, oil price fluctuation has become the order of the day. In spite of this, the companies in this industry have a challenging task of ensuring they focus on the medium to long-term conditions if they are to make credible decisions and achieve their growth targets. Investing in people, technology and R&D are critical to ensuring a lasting competitive edge (Dybvig & Stephen, 1985). The industry has to contend with mounting uncertainty that is particularly typical of the current decade. With tighter regulations and new policies to adhere to, long term planning and strategy are very critical, given the uncertain environment. In a bid to balance the mounting demand with sustainable and sufficient energy, oil and gas companies are adopting new technologies to supply

Illustrate to audiences Essay Example for Free

Illustrate to audiences Essay This is the scene in which the confrontation between Maggie and Hobson in takes place in the living room. Prior to this scene Maggie has informed Hobson that she is Going to marry Willie. Hobson does not want Maggie to get married but he doesnt mind Vickey and Alice getting married because they are of less use around the shop and home. Hobson does not want Maggie to get a husband because he is selfish. Maggie is the daughter that is the most businesslike and helps him with the shop regularly. If Maggie were to marry, Hobson would have to do some proper work in the shop. This scene starts with Maggie speaking to Hobson saying You and lull be straight with one another, father. Im not a fool and youre not a fool, and things may as well be put in their places as left untidy. Here Maggie is very direct in speaking and this is signposting to the audience that there is going to be a confrontation.  Hobson replies with indignation by saying You cant have Willie Mossop. Why, lass, his father was a workhouse brat. This is an example of the class differences again as Hobson is a shopkeeper and Willie is one of the working class. Willie had come from a poor background and the penniless poor like his father were taken to these workhouses and put to use. To this Maggie replies Its news to me were snobs in Salford. This line would have been humorous to audiences of the past and present because Salford has always been a working town. Hobson is here concerned about his image within the community and about what his friends will think of him in the Moonrakers. Hobson illustrates these thoughts when he says Id be the laughing-stock of the place if I allowed it. I wont have it, Maggie. Hobson then tries to justify his stance by adding Its hardly decent at your time of life. One aspect in which audiences of the past would react differently to audiences of the present is when Hobson says Its hardly decent at your time of life (Maggie is only 30). However, at the time this book was written people married an awful lot younger, mainly because the average life expectancy back then was a lot younger. Whereas in our days people marry at this age and older still. Therefore, audiences of past and present would react differently. An audience of the past may have thought this comment was amusing, however, an audience of the present may not think it was such a big deal and may also look on it from Maggies point of view as a demoralizing comment. However, Hobsons selfish snobbish ways would make audiences of both past and present want Maggie to marry Willie just to spite Hobson for his pathetic behaviour. An audience of the past would have found Maggies next line And now Ill tell you my terms amusing because it is an example of role reversal because in those days the man was the master and was in charge and he was the one who laid down the terms and rules.  Maggie then goes on to state her terms, telling her father how much she believes her and Willie should be paid. To this Hobson replies, Do you think Im made of brass? brass is colloquialism for money. This line would have been amusing to an audience of the past because this is how the people in the streets in that area spoke like and they would be able to associate to it. A present audience may also have found this line amusing, however, some may not have understood it. Hobson tries to reassert his authority by shouting Ill show you what I propose, Maggie. He then lifts up the trap door and shouts Will Mossop! He then unbuckles his belt and says to Maggie I cannot leather you, my lass. Youre female, and exempt, but I can leather him. Audiences of the present would be quite shocked by this behaviour as it is not a part of modern, civilized society any more. Such violence is frowned upon in our day. However, in the past, audiences would have been familiar with the term a good leathering, it would have been a regular occurrence. Therefore, they may have found this amusing rather than shocking. Hobson continues to try to assert his authority when he says to Willie Youve fallen on misfortune. Loves led you astray. He then says, I dont bear Malice, but we must beat the love from your body. However, this backfires on Hobson when Willie says Youll not beat love in me. Audiences of the past would have enjoyed this repliance because it is the little man against the boss and in those days the boss had all authority. Willie goes on to aggravate Hobson even more when he says Im none wanting thy Maggie, its her thats after me, but Ill tell you this, Mr Hobson: If you touch me with that belt, Ill take her quick, aye, and stick to her like glue. Again, audiences of the past would have enjoyed this because it is the little man against the all-powerful boss. Present audiences would have enjoyed this too because it would have illustrated Willies determination and independence. After being struck with the belt by Hobson for his remarks, Willie then says to Maggie out of rage Ive none kissed you yet. I shirked before. But, by gum, Ill kiss you now. He then kisses Maggie, not with passion but with temper. Audiences of past and present would have enjoyed this part because it is a bit of romantic comedy and Willie is standing up to Hobson, who doesnt know what to do next. Also, from this scene, audiences of past and present would have observed that Maggie and Willie are sensible, practical and have a mature way of thinking. These characters would make Hobsons anti-social behaviour more noticeable to the audiences. Finally, carrying on in his new found self-confidence, Willie adds And if Mr Hobson raises up that strap again, Ill do more. Ill walk straight out of shop with thee and us two ull set up for ourselves. Audiences of the past and present would have enjoyed this scene because not only is Hobson shocked by what Willie has said (Hobson stands in amazed indecision) but Willie is also shocked by the confidence he showed when he stood up to Hobson. Scene Four  The final section of the play I will examine is Act Three, pages 44 47.  This section follows on from a scene in which Hobson, drunk from a night in the Moonrakers, fell down a pub cellar and woke up to find he had received a fine for trespassing. Upon this charge Hobson goes to Maggies house on her wedding day, in the hope of some help from her.  In this section the roles of Maggie and Hobson are totally reversed. In this scene, Maggie is instead the one who is in charge, while Hobson has to take a more reserved, subservient stance; as he feels that his future is in her hands. This scene begins with a knock on the door and Hobson shouting Are you in, Maggie? Vickey, Maggies sister proclaims, Its father! in a terrified voice. Albert, who is Vickeys fianc, then adds Oh, Lord, whereas Maggie simply says, Whats the matter? Are you afraid of him? This would inform the audience that there may be a confrontational moment ahead.  Maggie soon takes charge of the situation by telling everybody, except Willie to go into the bedroom and that shell shout them before hes gone. To this order Vickey then says But we dont want-, to which Maggie interrupts Is this your house or mine? and Vickey answers, Its your cellar. Maggie then replies by saying And Im in charge of it. Both audiences of the past and of the present would have found Vickeys line amusing where she gets back at Maggie by illustrating the stark contrast of a house to a cellar. They also would have been amused by the fact that Maggie reasserts herself (Im in charge of it) although she says to Willie youre gaffer here whilst ordering him to sit down. Hobson is then invited in by Willie, who is now in the role of the master of the house. Audiences of the past and the present would have found it amusing when Maggie says, You can sit down for five minutes, father. That sofa ull bear your weight. This line would also illustrate to audiences that Maggie is not threatened by Hobson and makes light of his arrival.  Maggie again shows that she is in charge when Willie says to Hobson A piece of pork pie and Hobson replies groaningly Pork pie! To this reply, Maggie pulls Hobson up sharply by saying Youll be sociable now youre here, I hope. Audiences of the past would have appreciated this amusing line because Maggie is pulling her father up sharp and she is in control in a commanding authority. Maggies authority is further displayed when she says to Hobson Happen a piece of wedding cake ull do you good. Eating the cake Hobson shudders saying Its sweet to which Maggie replies Thats natural in cake. Audiences of the past and present would have found this humorous because Hobson enjoys a drink, and being an alcoholic he cannot tolerate sweet things. This is made even more amusing when Maggie pushes the cake towards him and says, Then theres your cake, and you can eat it, to which Hobson pushes the cake away but Maggie pushes it back again, giving Hobson no choice but to eat it, to which Hobson replies Youre a hard woman as he eats the cake and, as illustrated in the film Maggie watches over him as he eats it. This scene where Maggie forces Hobson to eat the cake would have been amusing to audiences past and present as well as viewed as something significant to all audiences as Maggie has already said Ive a wish to see my father sitting at my table eating my wedding cake on my wedding-day. Conclusion Harold Brighouses play Hobsons Choice is a valuable document of what English society was like in 1915 (when it was written) and 1880 (when it takes place). I believe the play provides us with an important and useful insight to what society was like in those days in Britain as it provides us with an insight into the varying classes of people, how they were treated and their attitudes towards others. In Hobsons Choice, Maggie, the daughter of Hobson, marries against her fathers wishes much to Hobsons discomfort and dismay. There are similar themes such as this in modern society today, which are in some ways related to this theme illustrated in Hobsons Choice. For example, members of families sometimes run away from home in the hope of being with someone who they would otherwise not be able to be with under their parents influence, or to simply escape from a home in which they feel much discomfort in. Also, just like in Hobsons Choice, children in modern society today marry against their parents wishes in order to be with someone. I think audiences of the past and the present would have reacted similar and would have found the play humorous as it shows the underdog or the person who had nothing, Willie winning against someone who had everything, a shop owner and a pillar of society, Hobson. In Hobsons Choice, Willie was a member of the poorer people and it was obvious that there was a barrier between him, who worked in a cellar, and those such as Hobson who owned the shop. However, today this barrier between the rich and the poor still exists more than ever, so it is clear that some things havent changed. I personally enjoyed Hobsons Choice as I found it amusing throughout and it was an interesting and enjoyable story the way it illustrated what Salford was like in those days and how people were treated according to their class. My favourite parts of the story were probably when Willie stood up to Hobson under Maggies watchful eye and walked out of the shop with her, much to Hobsons amazement, and when Maggie told Willie that he was the man for her and he sat down complete shock and amazement. If I was in the audience I would have enjoyed these parts because they are some of the most amusing parts of the play, mainly because of the way Willie acts. For example, it is amusing when Willie is shocked by the prospect of marriage and he sits down mopping his brow and says in a shocked voice, Im feeling queer-like this is highly amusing as the poor man is taken back. In the play Maggie comes across as the strongest character and somebody whom feminists within todays society would be able to identify. Although in the era when the play set Maggie would have been a very unusual character. The character I would be most sympathetic with in the play would be Willie. This is because he is controlled throughout the play and he was the one who seemed to receive the most punishment, such as when Hobson tries to strike him with a belt for taking up with Maggie, even though he did not do the taking up. However, he would be the character I admire the most because of the way he didnt give under the pressure of Hobson and stuck by Maggie.

Health and Safety in Health and Social Care Workplace

Health and Safety in Health and Social Care Workplace Table of Contents (jump to) Introduction Task 1 Policies and procedures for communicating information on health and safety in the health and social care workplace Responsibilities for management of health and safety in relation to organisational structures Analyse health and safety priorities that are appropriate for a specific health and social care workplace setting Task 2 The principles of care planning Impact of Health and Safety Policy Dilemma encountered in relation to implementing systems and policies for health, safety and security may be addressed Analyse the effects of non-compliance with health and safety legislation in the health and social care workplace Task 3 How health and safety policies and practice are monitored and reviewed The effectiveness of health and safety policies and practices in the workplace in promoting a positive Own contributions to placing the health and safety needs of individuals at the centre practice Task 4: Self Evaluation Conclusion References Introduction Nowadays ensuring health and safety at the workplace is a major concern. It has become an integral part of any service. Supposedly health and safety is an important issue in the health and social care service. Both the management and workers of a health care service are accountable for ensuring health and safety in health and social care service setting. The author of this assignment has been asked to analyze the implementation of health and safety legislation in health and social care services and then to make a brief discussion about the health and safety requirements impact on customers and the work of practitioners in the health and social services, in order to contribute to health and safety in health and social care. Finally he is to analyze the monitoring and review system of health and social care workplace. TASK 1 Policies and procedures for communicating information on health and safety in the health and social care workplace There are numerous existing policies and procedures for communicating information on health and safety in the health and social care workplace. Among them the data protection act is the most pertinent. The Data Protection Act 1998 is in place to protect service user’s right to privacy, particularly of personal information such as service user’s ethnicity, political and religious beliefs, health, sexuality and criminal record. Service user’s responsibility is to ensure that information about the people someone works with remains confidential and secure. Personal information may only be disclosed to someone else if the individual concerned gives consent, if there is a life and death situation, or if people need it in order to work with the individual. Therefore, if someone is asked to disclose information about someone work with, someone must be satisfied that the person asking for the information has a right to know. Different organisations have different procedur es for checking a person’s right to know. However, as a general rule, ask for proof of ID and documentation that demonstrates their right to know. If they have no such proof or the enquiry is over the telephone, ask questions which a service worker believes only they could answer, for example the date of birth and family names of the person concerned. If you remain unconvinced, explain politely that a service worker cannot disclose any information because, under the terms of the 1998 Data Protection Act, he is unsure of their identity. Suggest that they write or return with suitable ID. If he is satisfied with their ID but unsure about making a disclosure, take their telephone number and speak with his manager. Responsibilities for management of health and safety in relation to organisational structures Different health care services require workers to carry out different responsibilities. According to the Health and Safety at Work Act 1974, each worker should think twice before carry out any task. It is his tasks those will directly affect the service users, colleagues in work place. Employee should co-operate with his colleagues since it is vital in ensuring health and safety in workplace (Sprenger 2003). It is also employee’s duty to ensure it that there is not misuse of anything given in health and safety in workplace for instances first aid equipment. Moreover service worker has a duty to tag along health and safety policies and processes, take part in and remain advanced with health and safety preparation, and not perform any duty in which he has not been trained. At the same time, other people in a specific care home like domiciliary home have a responsibility to go after course of actions. Visitors, carers and supporters have a responsibility to think about health and safety, particularly with reverence to assisting uphold security, and other general conducts. Analyse health and safety priorities that are appropriate for a specific health and social care workplace setting K was a home case-assistant on her first visit to a new client, Mr. W. She had been warned that his house was in a poor condition and that he had a large dog. She knew that he had a history of psychiatric illness and had, in the past been admitted to the hospital compulsory under the Mental Act 1983. When K arrived on her first morning, outside of the house was in a poor state-garden was overgrown, it was full of rubbish and old furniture. The front door was half open and she saw that half the floor boards in the hallway appeared to be missing-there were simply joist and a drop into the cellar below, Mr. W’s dog was at the top of the hallway growling and barking, Mr W was at the top of the stairs shouting â€Å"You won’t get me out of here- I will kill you first.† In that above scenario, it is K’s key responsibilities to keep Mr. W as safe as possible. It is also his legal responsibility. In order to health and safety in her work place- this domiciliary home, K are required to find out the hazards and possible risks factors in Mr. W’s home. Since Mr. W own a dog, K should weigh up all the possibilities of infection through this pet and what risks involve here for Mr. W. Then K should analyze all the hazardous substances of Mr. W’s home and their threats in a domiciliary home. Task 2 Principles of care planning Risks assessment is very important in care planning. If a risk assessment shows that the work cannot be done safely, other arrangements have to be put in place. Risk assessment takes account of risks to employees, the person/s being supported, and anyone else involved. The risk assessment procedure is as followed: Identify the hazards (remember, a hazard is anything that may cause harm). Decide who might be harmed and how. Evaluate the risks and decide on precautions. Record your findings and implement them. Review assessment and update if necessary. Under health and safety law you as an employee are required to: Follow the training you have received when using any work items your employer has given you; Take reasonable care of your own and other people’s health and safety; Co-operate with your employer on health and safety; Tell someone (your employer, supervisor, or health and safety representative) if you think inadequate precautions are putting anyone’s health and safety at serious risk (HSE 2014). Impact of Health and Safety Policy Health and Safety at Work etc Act (HASWA) 1974 ensures the health and safety of everyone who may be affected by work activities. Management of Health and Safety at Work Regulations (MHSWR) 1999 require employers and managers to carry out risk assessments to eliminate or minimise risks to health and safety. Workplace (Health, Safety and Welfare) Regulations 1992 minimise the risks to health and safety associated with working conditions. Manual Handling Operations Regulations (MHOR) 1992 minimise the risks to health and safety associated with moving and handling activities. Personal Protective Equipment at Work Regulations (PPE) 1992 minimise the risks to health and safety associated with cross infection. Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1995 require that certain work-related injuries, diseases and dangerous occurrences are reported to the HSE or local authority. Control of Substances Hazardous to Health Regulations (COSHH) 2002 minimise th e risks to health and safety from the use of hazardous substances. Dilemma encountered in relation to implementing systems and policies for health, safety and security may be addressed In health and social care service, workers often face dilemma while implementing systems and policies. Let’s consider a scenario where a service worker is asked by a service users’ nearest one about the progress of his diagnosis. Here service worker may face both the problem of sharing the information and not sharing it. In order to comply with the Data Protection Act he cannot share the information without service user’s consent. On the other hand this might be helpful for the diagnosis process of the service user. Another example would be a scenario where a service user in a domiciliary home and he is trying to get out of his home in order to read newspaper. Here a service worker would be in a dilemma whether to let him go to read a newspaper despite the fact that he is not aware about the traffic safety. Analyse the effects of non-compliance with health and safety legislation in the health and social care workplace Non compliances with the existing laws and regulations have serious impacts on health and social care’s safety. Some examples would be violation of patient’s privacy or confidentiality, failure to maintain the required food safety, failure to assess the risks and so on. The impacts of the failure to meet these legislations affect both the employers and employees of a health and social care seating. It could be financial fine, cancellation of license or even imprisonment. According to the section 37 of the Health and Safety Act of 1974, if anyone of health care settings found to neglect his duty voluntarily then he or she can be prosecuted. Even the directors of this work place will go through this section 37 procedure (HSE 2013). Generally a normal non-compliance is dealt with issuing warning. For more serious cases, improvement notices has been shown by the regulatory bodies. This notice indicates the violation of law and a certain period of time will be given to the o rganizations to improve the overall health and safety situation. Task 3 How health and safety policies and practice are monitored and reviewed In health and social care services, health and safety policies are strongly monitored both by national body and local body. The HSE (Health and Safety Executive) monitors all the health and safety related issues. Even the particular organization monitors whether health and safety policies are put into action or not. There has been committee for reviewing the practices to ensure health and safety standard are clearly followed. The effectiveness of health and safety policies and practices in the workplace A correctly organized health and safety policy undoubtedly mentions health and safety goals and the service’s promise to delivering better health and safety performance. Policy and procedures also admits the owner’s legitimate duties. Organizing a health and safety policy is a vital realistic move towards delivering and preserving a work place atmosphere that is protected and devoid of harms to health (Watterson 2003). An effective policy should feature the organisational actions for sorting out and regulating health and safety matters. It should also put down the foundation for worker participation, the situation of objectives, accomplishment diagrams, and policy revision. Below are the effects of health and safety policies on different perspectives: Effectiveness of policies and procedures: Service workers Enrolment of right staff Offer training concerning policies and procedures Supervise health and safety parameters Offer security in service Preserve fitting staff proportions Job narratives permit staff to be acquainted with their boundaries Premises Protected work place Safe surroundings for patients Confer relatives and friends assurance in suitable care specified Suitable locations Sufficient adjustments and admission to meet up all desires Practices Procedures and policies frequently revised and modified Ordinary emigration and urgent procedures performed Protection equipment and defensive outfits provided Brief, lucid record-keeping Own contributions to placing the health and safety needs of individuals at the centre practice When measuring the health and safety of service users, it is important to weigh up all of their desires. Needs could be intellectual, physical, social or spiritual, emotional. From time to time those desires bond together and one can influence another. For instance, Mr. H’ desires of reading newspaper is his emotional and intellectual need. This need has direct connection to his physical improvement (Sprenger and Fisher 2002). At the same time his not having any road awareness is a serious issue. For addressing this sort of dilemma, service users are required to follow legislations. Procedures, policies and legislation are built to endorse a safer environment in work place and minimize the impending for risks happening. According to the Health and Safety Executive, the Health Care Act directs service works to meet users’ needs according to some assessment. This need can be fulfilled as long as they are deemed as feasible and practicable at health and social care work pl ace. First of all a worker have to assess the risk in letting Mr. H out of home for reading newspaper. Then he should take precautionary measures like arranging a guide for him, raising awareness about road safety in him. Thus this dilemma can be solved (Boys Langridge 2007). A service worker here has a great responsibility to endorse health and safety by assisting Mr. H to realize and obey practices that minimize the risk of any danger on road. Mr. H should only be allowed to go to read newspaper after the assurance that he will adhere to road safety awareness. The best practice would be worker’s involvement here. Task 4: Self Evaluation In the passage 1.2, I discuss about numerous existing policies, regulations that can dictate the information sharing in any health and social care setting. Then in the task 1.2 in order to assess the responsibilities of management in specific health and social care settings, I talk about the employer responsibilities in relation to health and social care service. In the 1.3 passage in order to analyze the health and safety priorities in health and social care settings I bring upon some examples. In the 2.2 Para, I discuss about various impact of health and safety policy. Afterwards I discussed about dilemma in health and social care service and that is why I bring an example. Then I analyze the effect of non-compliance with health and safety legislation. Finally I discussed about how health and safety policies and practices are monitored and then make an evaluation of these policies and afterwards discuss about the importance of personal contribution. Conclusion: Since health and safety are an indispensible part of health and social care work place, it is important to follow all the rules and regulations involved here. From getting rid of financial implication to preserving organization’s reputation all depends on obeying these rules and regulations. Every service works should have a better understanding of it. References: Watterson, A. (2003) Public Health in Practice. Paperback Health and Safety Executive (2001) Health and Safety in Residential Care Homes. Morath, J. M., and Turnbull. J. E. (2004) to do no harm: Ensuring patients’ safety in Health and Social care organizations. Jossy Bass Wile Sprenger, R. (2003) Health and Safety Management. Highfield Boys, D., and Langridge, E. (2007) BTEC National Health and Social Care Book 1. Nelson Thrones Richards, J. (2003) Complete A-Z Health and Social Care Handbook. Hodder Arnold Sprenger, R. (2003) The Foundation HACCP Handbook. Highfield Sprenger, R., and Fisher, I., (2002) The Essentials of Health and Safety (Carers). Highfield HSE (2013) Health and Safety in care homes. Health and Safety executive.[online] available on: http://www.hse.gov.uk/pubns/books/hsg220.htm

How Guitars Work :: essays research papers

How Guitars Work To properly understand the principles of how a guitar works, it is essential to understand the functions of sound waves and electromagnets. They play a key role in the function of the guitar, both in the acoustic and the electric. Sound Waves For us to hear, we need ears with an important piece, the eardrum. We hear sound because when a sound is created, there is a change in air pressure. Because of this change in pressure, waves are produced, flying all over the place. On the guitar, when the string vibrates, the change in air pressure causes the air particles to move around. There are air particles all around us, so when the sound wave crashes into these particles, they all collide until they reach our eardrums. When the air particles crash into our eardrum, they will hit against all the other components of the ear and the sound will enter our brain. Electromagnets Electromagnets need a source of energy (a battery, power outlet, etc.) In the electric guitar (because in the acoustic, electromagnets are inexistent) the power source comes from the amplifier, which gets its electrical current from a power outlet. Together, the electrical flow is made by the constant flow of electrons (e-). When the plug from the amp is attached to a source of energy, the electrons will flow to and through the wire. Basically, all an electromagnet does is collect electrons and sends them into a constant flow. What the electromagnets have to do with the guitar will be explained in detail at the Electric Guitar page. The Differences Between Acoustic And Electric Guitars Both electric guitars and acoustic guitars are great instruments that are the most commonly used in music. They have many similarities.

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.