Saturday, August 31, 2019

The Role of Youth in Realizing Dreams of Abdulkalam

A computer network is a telecommunications network that allows computers to exchange data. The physical connection between networked computing devices is established using either cable media or wireless media. The best-known computer network is the Internet. Network devices that originate, route and terminate the data are called network nodes. [1] Nodes can include hostssuch as servers and personal computers, as well as networking hardware. Two devices are said to be networked when a process in one device is able to exchange information with a process in another device. Computer networks support applications such as access to the World Wide Web, shared use of application and storage servers, printers, and fax machines, and use of email and instant messaging applications. The remainder of this article discusses local area network technologies and classifies them according to the following characteristics: the physical media used to transmit signals, the communications protocols used to organize network traffic, along with the network's size, its topology and its organizational intent. The communication media used to connect devices to form a computer network include electrical cable (HomePNA, power line communication, G. hn),optical fiber (fiber-optic communication), and radio waves (wireless networking). In the OSI model, these are defined at layers 1 and 2 — the physical layer and the data link layer. A widely-adopted family of communication media used in local area network (LAN) technology is collectively known as Ethernet. The media and protocol standards that enable communication between networked devices over Ethernet is defined by IEEE 802. Ethernet encompasses both wired and wireless LAN technologies. Wired LAN devices transmit signals over cable media. Wireless LAN devices use radio waves or infrared signals as a transmission medium. Wired technologies[edit] The order of the following wired technologies are, roughly, from slowest to fastest transmission speed. Twisted pair wire is the most widely used medium for all telecommunication. Twisted-pair cabling consist of copper wires that are twisted into pairs. Ordinary telephone wires consist of two insulated copper wires twisted into pairs. Computer network cabling (wired Ethernet as defined by IEEE 802. ) consists of 4 pairs of copper cabling that can be utilized for both voice and data transmission. The use of two wires twisted together helps to reducecrosstalk and electromagnetic induction. The transmission speed ranges from 2 million bits per second to 10 billion bits per second. Twisted pair cabling comes in two forms: unshielded twisted pair (UTP) and shielded twi sted-pair (STP). Each form comes in several category ratings, designed for use in various scenarios. Coaxial cable is widely used for cable television systems, office buildings, and other work-sites for local area networks. The cables consist of copper or aluminum wire surrounded by an insulating layer (typically a flexible material with a high dielectric constant), which itself is surrounded by a conductive layer. The insulation helps minimize interference and distortion. Transmission speed ranges from 200 million bits per second to more than 500 million bits per second. ITU-T G. hn technology uses existing home wiring (coaxial cable, phone lines and power lines) to create a high-speed (up to 1 Gigabit/s) local area network. An optical fiber is a glass fiber. It uses pulses of light to transmit data. Some advantages of optical fibers over metal wires are less transmission loss, immunity from electromagnetic radiation, and very fast transmission speeds of up to trillions of bits per second. One can use different colors of lights to increase the number of messages being sent over a fiber optic cable. Wireless technologies[edit] Main article: Wireless network Terrestrial microwave – Terrestrial microwave communication uses Earth-based transmitters and receivers resembling satellite dishes. Terrestrial microwaves are in the low-gigahertz range, which limits all communications to line-of-sight. Relay stations are spaced approximately 48 km (30 mi) apart. Communications satellites – Satellites communicate via microwave radio waves, which are not deflected by the Earth's atmosphere. The satellites are stationed in space, typically in geosynchronous orbit 35,400 km (22,000 mi) above the equator. These Earth-orbiting systems are capable of receiving and relaying voice, data, and TV signals. Cellular and PCS systems use several radio communications technologies. The systems divide the region covered into multiple geographic areas. Each area has a low-power transmitter or radio relay antenna device to relay calls from one area to the next area. Radio and spread spectrum technologies – Wireless local area networks use a high-frequency radio technology similar to digital cellular and a low-frequency radio technology. Wireless LANs use spread spectrum technology to enable communication between multiple devices in a limited area. IEEE 802. 11 defines a common flavor of open-standards wireless radio-wave technology. Infrared communication can transmit signals for small distances, typically no more than 10 meters. In most cases, line-of-sight propagation is used, which limits the physical positioning of communicating devices. A global area network (GAN) is a network used for supporting mobile across an arbitrary number of wireless LANs, satellite coverage areas, etc. The key challenge in mobile communications is handing off user communications from one local coverage area to the next. In IEEE Project 802, this involves a succession of terrestrial wireless LANs. [6] Bluetooth is managed by the Bluetooth Special Interest Group, which has more than 18,000 member companies in the areas of telecommunication, computing, networking, and consumer electronics. 3]Bluetooth was standardized as IEEE 802. 15. 1, but the standard is no longer maintained. The SIG oversees the development of the specification, manages the qualification program, and protects the trademarks. [4]To be marketed as a Bluetooth device, it must be qualified to standards defined by the SIG. [citation needed]A network of patents is re quired to implement the technology and are licensed only for those qualifying devices. Coaxial cable, or coax (pronounced ‘ko. ?ks), is a type of cable that has an inner conductor surrounded by a tubular insulating layer, surrounded by a tubular conducting shield. Many coaxial cables also have an insulating outer sheath or jacket. The term coaxial comes from the inner conductor and the outer shield sharing a geometric axis. Coaxial cable was invented by English engineer and mathematician Oliver Heaviside, who patented the design in 1880. [1] Coaxial cable differs from other shielded cable used for carrying lower-frequency signals, such as audio signals, in that the dimensions of the cable are controlled to give a precise, constant conductor spacing, which is needed for it to function efficiently as a radio frequency transmission line. Coaxial cable is used as a transmission line for radio frequency signals. Its applications include feedlines connecting radio transmitters and receivers with their antennas, computer network (Internet) connections, and distributing cable television signals. One advantage of coax over other types of radiotransmission line is that in an ideal coaxial cable the electromagnetic field carrying the signal exists only in the space between the inner and outerconductors. This allows coaxial cable runs to be installed next to metal objects such as gutters without the power losses that occur in other types of transmission lines. Coaxial cable also provides protection of the signal from external electromagnetic interference. Twisted pair cabling is a type of wiring in which two conductors of a single circuit are twisted together for the purposes of canceling out electromagnetic interference (EMI) from external sources; for instance,electromagnetic radiation from unshielded twisted pair (UTP) cables, and crosstalk between neighboring pairs. It was invented by Alexander Graham Bell. An optical fiber (or optical fibre) is a flexible, transparent fiber made of high quality extruded glass (silica) or plastic, slightly thicker than a human hair. It can function as a waveguide, or â€Å"light pipe†,[1] to transmit light between the two ends of the fiber. [2] The field of applied science and engineering concerned with the design and application of optical fibers is known as fiber optics. Optical fibers are widely used in fiber-optic communications, which permits transmission over longer distances and at higher bandwidths (data rates) than other forms of communication. Fibers are used instead of metal wires because signals travel along them with less loss and are also immune to electromagnetic interference. Fibers are also used for illumination, and are wrapped in bundles so that they may be used to carry images, thus allowing viewing in confined spaces. Specially designed fibers are used for a variety of other applications, including sensors and fiber lasers. Microwave transmission refers to the technology of transmitting information or energy by the use of radio waves whose wavelengths are conveniently measured in small numbers of centimetre; these are calledmicrowaves. This part of the radio spectrum ranges across frequencies of roughly 1. gigahertz (GHz) to 30 GHz. TMicrowaves are widely used for point-to-point communications because their small wavelength allows conveniently-sized antennas to direct them in narrow beams, which can be pointed directly at the receiving antenna. This allows nearby microwave equipment to use the same frequencies without interfering with each other, as lower frequency radio waves do. Another advantage is that the high frequency of microwaves gives the m icrowave band a very large nformation-carrying capacity; the microwave band has a bandwidth 30 times that of all the rest of the radio spectrum below it. A disadvantage is that microwaves are limited to line of sight propagation; they cannot pass around hills or mountains as lower frequency radio waves can. Microwave radio transmission is commonly used in point-to-point communication systems on the surface of the Earth, in satellite communications, and indeep space radio communications. Other parts of the microwave radio band are used for radars, radio navigation systems, sensor systems, and radio astronomy. ese correspond to wavelengths from 30 centimeters down to 1. 0 cm. Wireless network refers to any type of computer network that uses wireless (usually, but not always radio waves) for network connections. It is a method by which homes, telecommunications networks and enterprise (business) installations avoid the costly process of introducing cables into a building, or as a connection between various equipment locations. [1] Wirelesstelecommunications networks are generally implemented and administered using radio communication. This implementation takes place at the physical level (layer) of the OSI model network structure. [2] Bluetooth is a wireless technology standard for exchanging data over short distances (using short-wavelength radio transmissions in the ISM band from 2400–2480 MHz) from fixed and mobile devices, creating personal area networks (PANs) with high levels of security. Created by telecom vendor Ericssonin 1994,[2] it was originally conceived as a wireless alternative to RS-232 data cables. It can connect several devices, overcoming problems of synchronization. Wi-Fi, also spelled Wifi or WiFi, is a popular technology that allows an electronic device to exchange data or connect to the internet wirelessly using radio waves. The Wi-Fi Alliance defines Wi-Fi as any â€Å"wireless local area network (WLAN) products that are based on the Institute of Electrical and Electronics Engineers' (IEEE)802. 11 standards†. [1] However, since most modern WLANs are based on these standards, the term â€Å"Wi-Fi† is used in general English as a synonym for â€Å"WLAN†. Only Wi-Fi products that complete Wi-Fi Allianceinteroperability certification testing successfully may use the â€Å"Wi-Fi CERTIFIED† trademark. A device that can use Wi-Fi (such as a personal computer, video-game console, smartphone, digital camera,tablet or digital audio player) can connect to a network resource such as the Internet via a wireless network access point. Such an access point (or hotspot) has a range of about 20 meters (65 feet) indoors and a greater range outdoors. Hotspot coverage can comprise an area as small as a single room with walls that block radio waves or as large as many square miles — this is achieved by using multiple overlapping access points.

Friday, August 30, 2019

Chinese Modernist fiction Essay

Chinese Modernist fiction is very complicated in terms of imagery and literary expression used by the author, as well as in terms of dual or multiple meanings of the works, but in general they express the mood of the epoch. Mu’s stories are to great extent experimental and vary between purely proletarian fiction and ‘dialect’ writings that express really deep thoughts through internal monologues and the use of dialogue as a tool of changing the characters’ self-perception or their impressions about their environment (MacDonald, 2004). Mu Shiying’s prose is often called â€Å"New Sensationist† (Xin ganjuepai) style of writing short stories whose plot often develops rapidly, whereas the picture the author has drawn at first remains unchengeable(MacDonald, 2004). â€Å"The name â€Å"New Sensationist† was derived from the Shinkankahu ha, a group of Japanese avant-garde writers from the 1920s and 1930s. However, the evidence is against the actual existence of a group of writers who called themselves â€Å"New Sensationist† in China† (MacDonald, 2004, p. 797). Nevertheless, Mu’s short story entitled â€Å"Five in a Nightclub† gives a number of sensational experiences, which this essay is designed to discuss. The first scene of the short story describes the intrinsic human need for material resources, the main drive of the business world: â€Å"Men with blood-shot eyes milled about the gold exchange. [†¦] The speculators devolved into brutes. The wind blew the reason from their minds and the steel from their nerves† (Shiying, 1992, p. 5), so that the first perception of Shanghai refers to the psychological tension between the people, who have suffered a lot from the adversities, brought about by life. The first episode represents the pace of Shanghai life: a person can lose their fortune or become rich in one moment, so the description of instability and nervousness refers to the lack of control over the situation, as if the participants were obedient marionettes in the hands of the powerful and malicious force. The second scene, depicting a young man, scornfully rejected by the girl he loves, also refers to the whims of fortune and more precisely –explains the sensation of hope; this feeling appears hovering or hanging over the place where Zheng Ping is waiting for his darling. The words he sent to the girl yesterday are, as he realizes, written to describe his today’s situation: â€Å"Stranger, O stranger! / Yesterday I was your slave. Today you say I’m a stranger†¦Ã¢â‚¬  (Shiying, 1992, p. 6). Importantly, there is a notable contrast between the first paragraphs, in which the author describes the character’s romantic thought, his illusionary closeness to the object of his strong feeling, and his disappointment and sorrow at the end, when â€Å"Zheng Ping’s hair turned white† (Shiying, 1992, p. 7). Fragments rapidly change one another. The short passage about a young woman, who has lost her beauty over the recent years, points to the perception of human body as machine that can be used: â€Å"Youth A – â€Å"Isn’t it Daisy Huang? She was the toast of the town five years ago! † Youth B – â€Å"Amen. She was quite a dish! †Ã¢â‚¬  (Shiying, 1992, p. 8). Accordingly, human beings do not belong completely to themselves, as they should always try hard to meet the requirements, imposed by society, especially those related to appearance and beauty. Ji Jie, the character, described in the next episode, is also lost in his self-identity and self-perception, so that he even fails to comprehend his real nature and the sense of his being in this world. Another character, battered cruelly by life, is Miao Zongdan, a clerk, who has been working hard for his career development and who receives a letter of dismissal. This episode is very similar to the first one, in which the sudden turning-point can ultimately change the individual’s life, destroy their desires, aspirations, ambitions – just like a high wave of tsunami that covers the person’s life. The first chapter of the short story therefore provides an overview of the psychological lives of certain dwellers of Shanghai, whereas the other people, surrounding them, remain indifferent, so that the average inhabitant of Shanghai is a ‘small person’, incapable of managing their fate. On the other hand, they should cope with their problems without any support from outside. The second chapter narrates about a typical Saturday night in Shanghai, or the bright underground life, heated by neon, alcohol and cigarettes: â€Å"Red streets, green streets, blue streets, purple streets†¦ City clad in strong colours! Dancing neon light – multi-coloured waves, scintillating waves, colourless waves – a sky filled with colour. The sky now had everything: wine, cigarettes, high-heels, clock-towers†¦Ã¢â‚¬  (Shiying, 1992, p. 10). Human mores become increasingly more relaxed at this time, and people are about to do unusual things, as such conducts are not likely to happen in the daylight. In the third chapter, Shanghai is described in merely two colors: black and white, that symbolize purity and dust, but flow together into a single glamour of the night club. In addition, one can note a mixture of different cultures in nightclub settings: the club itself is designed in European style, as the idea of night amusements in such settings derives from this continent, whereas the customers are Chinese; and the dancers who entertain the visitors are â€Å"Russian princesses† (Shiying, 1992, p. 11). This pre-arranged chaos influences the characters almost magically: their dreams seem to come true. The idea of saving night resembles the fairy tale theme: at daytime, the characters remain ugly beasts, whereas at night they turn into young and attractive princes and princesses, who become rich and are as a result surrounded by their admirers. In this sense, night is remedy against all daily troubles, as they all are resolved or fixed very quickly and naturally, as if the natural force that throws the characters into the depth of adversity and misfortune calms down at night – this magic conversion can be compared to black and white colors, which seem to be the major imagery in this place: â€Å"By the white tablecloths sit men dressed in formal evening attire: layers of black and white: black hair, white faces, black eyes, white collars, black ties, white starched shirts, black jackets, white waistcoats, black pants†¦black and white†¦Ã¢â‚¬  (Shiying, 1992, p. 10). The author seems to recognize only extremes, rather than the â€Å"golden middle† that balances the positive and negative forces and protects human psyche from excessively strong feelings and emotions. The city, in turn, also experiences a kind of transformation: whereas at daytime it looks like a huge technocratic monster that has only concrete and asphalt inside and is inhabited by people, who hurt each other with their apathy and indifference; at night it alters into a real paradise, filled with the radiance of happiness, kindness and friendliness. Noticeably, the characters in the night club interact with one another very dynamically and seem united by this atmosphere of common joy and relaxation. Nevertheless, this illusion of amusement seems unrealistic after the events, which took place in the afternoon; in spite of the miraculous healing of all human hardships, it contains the after-pains, which give the idea of the possible return of all daily problems once this wonderful night comes to its logical end. The depiction of the common excitement only reinforces the reader’s expectation of the future negative events, which will take place in the following morning or afternoon and shatter this positive emotional atmosphere. As for the characters in the nightclub settings, they are described as fragments, successfully integrated in an entity, as all of them manifest their self-confidence in almost the same way. For instance, Daisy re-gains her youth and beauty, so that nobody recognizes her, except her companion, Junyi, a gold baron: â€Å"†I’ve never been more sane in my life! † said Daisy, who had regained her composure. Suddenly she laughed again: â€Å"I will always be young. Oh, Junyi, let’s make a real night of it! † Daisy pulled Hu Junyi out onto the dance floor† (Shiying, 1992, p. 12). Later, Zheng Ping enters the club, looking drunk and happy because this time he has another girlfriend and therefore seems protected from the negative remembrances, which can be caused by Nina’s presence. Similarly to Daisy’s case, Zheng experiences a very short loss of nerves, but finally retakes self-control and focuses on his new girlfriend. Although Miao’s problem is not solved yet, he also joins the party and soon becomes drunk and happy. Whereas at first, Daisy and Hu’s joy seems natural, later the company is gradually falling into absolutely inhuman and unexplainable ecstasy that can be caused only by the overuse of spirits: â€Å"Everyone laughed with her – open mouths, open mouths, open mouth†¦ gaping holes that with every passing moment seemed less human† ((Shiying, 1992, p. 14). The characters have already joined to the nightclub atmosphere, primarily – because all of them have come with partners, so that they are no loner lonely and miserable. Ji Jie, despite the demonstrative happiness of the other four persons, is slowly sinking in the marsh of his own thoughts, in his hard mental work. Nevertheless, he is no longer depressed, as his visit to the club will probably allows him to find his identity and understand himself better. Moreover, he is described by the customers as a happy person: â€Å"Customer D – â€Å"He who has nothing to do after dinner and who can come here to break matchsticks is a happy man†. Customer C – â€Å" Even the drunkard with him is happy! He’s the guy who spilled the drink after badging in here. A while ago he was picking fights, now he’s telling jokes! † (Shiying, 1992, p. 18). Towards the end of the night the delight of the five characters begins to disappear, and the sensation of this night never seems to come again, as the problems, experienced by the five persons at daytime, are becoming more real. The sixth character, Jonny, later gets to know that her wife and newborn son are dead, but he is not allowed to leave the work and must continue entertaining the visitors with his music. The five personalities, who seemed cheerful to craze in the evening, are now described as â€Å"popped balloons† (Shiying, 1992, p. 20). All the characters later reconcile themselves to the fact that they are losers in this life, only Hu Junyi kills himself. His death is a milestone, after which the other characters open their true faces and confess to their tiredness of living. The night was nothing more than an attempt to repair the shattered lives, whose pieces turned out so small that it was impossible to paste them together. To sum up, the new perception of Shanghai is presented as never-ending rolling down, a journey through the severe daily reality and exaggeratedly euphoric night parties, which, however, quicken human degradation. Whiteness and blackness are never to mix together in Shanghai, so that its dwellers are fated to swinging between the two extremes, which are pain and delight. Either sooner, or later, the life of this small person will be shattered by the large city, as the short story narrates. Works cited MacDonald, S. The Shanghai Foxtrot by: Introduction. Modernism/modernity, Vol. 11 (4): pp. 797-807 Shiying, Mu. Five in a Nightclub, Renditions Spring 1992, pp. 5-22.

Thursday, August 29, 2019

Nutrition questions Essay Example | Topics and Well Written Essays - 250 words

Nutrition questions - Essay Example l as maintain his health because imbalances in the diet with inappropriate amount of nutrients might result in health problems(Insel et al 2007 and Caldwell et al 1981). 2. Suggest the dietary amounts (in grams) of carbohydrates, proteins, and fats a person will need on a balanced diet if he/she requires 2500 kcalories per day . Explain the reasons for the values that you have chosen to use in solving this problem and show your work. Explain why this is considered a balanced diet for a normal individual. Answer: The acceptable range of carbohydrates, proteins and fats that are allowed in the diet is 50 %, 30% and 20 % percent respectively. These values fall in the normal recommended range according to the Acceptable Macro Nutrient Distribution Ranges (AMDRs). This is considered to be a part of a normal diet because these constituents are all present in the right amounts which are necessary to be consumed by an individual (Insel et al 2007 and Caldwell et al

Wednesday, August 28, 2019

Operations and Quality MBA TMA Essay Example | Topics and Well Written Essays - 4000 words

Operations and Quality MBA TMA - Essay Example n, including engine test cells, two foundries in Worchester 50 miles west of Northampton and a low volume engine plant at Wellingborough (Kimbereley, 2000). The Company has occupied the Northampton base since 1964, with a staff of about 425 and offers technologically advanced engine design, manufacture and test equipment (Ciber, 2005). The Company’s rich and varied history is set to continue, with activities as diverse as Racing, Aerospace, Medical equipment design and Confidential Consultancy work as part of the company profile. (Cosworth, 2007). Cosworth Ltd has introduced CIBER SAP’s All-in-one solutions in order to enhance the efficiency of their business operations. The Company was operating earlier with a disparate MRP system that contained a plethora of bespoke products and several old fashioned proprietary applications, which were not dynamic and did not provide real time data (Ciber, 2005). The goals of the new SAP implementation process that has been carried out at Cosworth is to reduce costs, cut down on wastes, establish best practices and improve the overall system performance (Ciber 2005). The SAP system will also allow for increased flexibility and improvements in reporting and planning. According to Jeremy Hill, the Head of business systems at Cosworth, the biggest advantage offered by the introduction of SAP systems at Cosworth is the facility to share documents, since earlier, there was no coordinated policy and facility to share documents with documents and designs being faxed and needing reassembly at the other end or being sent around on CDs, while the new e-service has helped in the delivery of an efficient and responsive customer service (Clark, 2006). The All-in-one SAP application also allows for the establishment of cross company synergies and an end to end data supply system, ensuring that there is improved reporting and decision making across the organization. (CIBER, 2005). This report will examine the Sales processes at

Tuesday, August 27, 2019

None Essay Example | Topics and Well Written Essays - 250 words - 13

None - Essay Example The third factor as seen in the movie, appeal to pity takes place when an individual tries to endorse a conclusion by evoking sympathy or pity from the listener or reader (Damer 19). From the movie, twelve angry men; characteristics of critical thinking are diverse. Critical thinking process entails a deep thought process that requires a person to remain attentive to the issue at hand by focusing on the process from argumentation to summary. A person needs to exercise self-reflection so that they question and test their own thinking ability or process. Any form of critical thinking aims to tackle the issue at hand and remains attentive to a specific topic. In turn, the process focuses on identifying biases, strengths, weaknesses, personal opinion, and their influence on concepts or ideas (Damer 32). After careful evaluation of the issues, an individual gives his or her perception about what they think. Therefore, features of critical thinking

Monday, August 26, 2019

English Law Equity and Trust Coursework Essay Example | Topics and Well Written Essays - 2500 words - 1

English Law Equity and Trust Coursework - Essay Example tion behind the creation of trust is that the devisee or grantee shall convey it, or dispose of the profits, at the will, or for the benefit, of another; an estate held for the use of another; a confidence respecting property reposed in one person, who is termed the trustee, for the benefit of another, who is called the cestui que trust. Generally the beneficiary gets interest and dividends on the trust assets for a set number of years. Law of equity and trust confers the provision regarding the trust. It laid down several duties and responsibilities for the trustees. Trust can be raised from either trust deed/covenant as said before or by the Will, i.e. a testamentary trust is a trust created by a Will or a codicil to a Will. A testament is a Will. Here the trust instrument is the Will/Codicil. A testamentary trust can not be by inter vivos i.e it can not be exist between living persons. Generally there can be two types of disputes raised from this type of the trust established by the law. a) Dispute concerning property left in Wills which are over the capacity of a testator b) dispute regarding whether the testator made the Will under undue influence. Here there is a rule that he/she must dispose of that property personally and may not delegate that power of disposition to another. Tatham v Huxtable(1950) 81 CLR 639 where the Court insisted to keep up the rule â€Å"Will directed the executor to distribute the residuary property â€Å"to others not otherwise provided for who, , have rendered service In our case, Brain has appointed Tony and Nathan as executors and trustees under his Will (testament) over the trust deed which he (the testator) had made earlier where his children Pat and Richard are the trustees. Before we render the service of tackled conclusions to Tony and Nathan, it is inevitable to have a look upon the rules, provisions, scope of trustees of trust deed and trustees of testamentary trust. There will always be some testators who draft their own

Sunday, August 25, 2019

Compare & contrast 4 countries using the majority and proportional Essay

Compare & contrast 4 countries using the majority and proportional system including their advantages and disadvantages - Essay Example Next is the proportional system this involves matching the share of seats which have been won with the share of votes won with an exemption of few parties according to LeDuc, Niemi, and Norris (2010). In comparing the majority system for both United Kingdom and United States of America, for one, they both apply single-member plurality. To win a certain seat a candidate should have more votes compared to others. The main idea here is plurality of votes. In both countries as far as the system is concerned, there is particular share of the vote needed to win under single-member district. The election is usually a series of personal races no matter how many districts there are. In the proportional electoral system in both United Kingdom and United States, there is matching of the share of seats that have been won. In both countries proportional system rewards diverse preferences. Also groups of different opinions are able to combine forces to get the pluralism required for victory. In th e United Kingdom the legislature which is elected through the majority system is unicameral with the House of Lords having little power while in United States it is bicameral. In the United Kingdom, the constitution can be amended by a simple majority who are in the House of Commons while in United States of America amendments are done by majority in the legislature. In the United Kingdom there are no judicial reviews while in the USA, there is a judicial review which separates the court from the president and the congress. In UK there is concentration of power in the upper house while in the US, there is power separation with the executive being independent from the legislature. As noted by LeDuc, Niemi, and Norris (2010), majority systems are highly used in Australia and France. In both cases, the electoral system uses the majority electoral formula. In both countries the system is based on the single member districts, hereby the successful candidate is one with the majority numbe r of votes. The two countries also use the dual ballot which is a used for presidential elections. There are two main types of majority electoral system that is, runoff system and as well the alternative vote. Australia usually uses the alternative vote option. The alternative vote requires voters to rank all the candidates who were running in the election and then the one with highest average score wins. The system requires a lot of thinking on the part of the voters as they have to develop an opinion about each and every candidate. In contrast, France employs the runoff-plurality system which allows more than two candidates in the second round during the dual balloting. In proportional representation, there is an attempt to convert parties’ share of vote to almost a proportional share of the seats in the legislature. Both Australia and France use the party list system whereby political parties prepare a list of candidates well ranked with as many of the candidates as there are seats in the legislature. The advantages of the majority system One advantage of the majority system is that small parties do not get chance to win unless some constituencies have population with different views from the rest of the country. The advantage here is that those with different views are represented. Furthermore, the majority system leads to parties forming blocks until there remain two major players in the

Saturday, August 24, 2019

Dress Code in School Research Paper Example | Topics and Well Written Essays - 1000 words

Dress Code in School - Research Paper Example in Kraft, 2003). Are you a liberal? Are you a conservative? Whatever be your political leaning, or personal belief, I am sure every one of you will agree with me that school safety is of paramount importance to society. The provision of a safe study environment takes precedence over self-expression. In these days of unequivocal liberalism, when the least hint of curtailment of individual rights is immediately condemned as authoritarianism, I defiantly stand here before you in support of a uniform dress code in schools. I am aware that many of you will equate a uniform dress code with the stifling of creativity and the freedom to self-expression. But this is a very simplistic way of looking at the issue. The school is the primary and most crucial factor in the educational process of an individual. It is here that the moral foundation and intellectual capabilities of the child are built up. Schools must be differentiated from society at large, and special rules applied here. In this co ntext, it is crucial that the school environment is totally focused on learning, and all extraneous factors are eliminated. ... This factor is of great significance in keeping students under secure supervision. Conversely, uniforms make is easy to identify any trespassers on school property. This is a very effective safeguard against the entry of anti-social elements into the school campus and the disruption of discipline. School uniforms eliminate the possibility of ignorant students inadvertently wearing gang colors, or other gang related items of clothing, and being exposed to attacks by opposite gangs as a result of this. The use of gang attire is completely eliminated on campus. The uniform does away with badges of gang identity, such as aggressively painted jackets, bandannas, or chunky jewelry. Expensive and fashionable clothes are often the cause of inciting less privileged children to resort to theft and violence. In the same way, emphasis on fashionable dressing may lead to competition among students and result in violence. School uniforms as unequivocally â€Å"competition reducing† (Kraft, 2003). In some cases, fashion accessories and clothes are used as weapons or as a means to conceal weapons. (Paliokas, n.d.). The use of hooded sweatshirts, as a deliberate way to avoid detection after acts of vandalism in school, is a pointer in this direction. It is clear that school safety justifies the implementation of a uniform dress code. Self-esteem is a major issue for all school-going children. American school reports show that â€Å"students base the worth of peers on the kinds of clothes that are worn but distinctions in worth were not noted when the entire school population was dressed in uniforms† (King, 2002. qtd. in Kraft, 2003). The major link between self-esteem and clothes is the fact that clothes emphatically proclaim income disparities, and become the basis

Imperialism Essay Example | Topics and Well Written Essays - 500 words

Imperialism - Essay Example Indeed, a critical analysis of available facts indicates that imperial expansion was initially motivated by economic considerations but soon assumed a political rationale. Imperialism was initiated by economic imperatives. By the seventeenth and eighteenth centuries, a number of British and European companies had begun to expand abroad, chief amongst which was the East India Company (Penrose, 1975). These companies, all of whom represented the economic interest of the British and European elite and ruling classes, were eventually confronted by local and national resistance to their interests. In order to secure the interests of these companies and, in turn, that of the governing elite, Britain initiated the phenomenon of colonialism (Penrose, 1975). Through the economic, political and military domination of foreign territories, Britain position itself to secure and promote the interests of the companies in question. Just as imperialism was instigated by economic imperatives, expansion into Africa was motivated by the bid for economic growth and the accumulation of wealth.

Friday, August 23, 2019

Contract Administration and Management -Contracting Officers Essay

Contract Administration and Management -Contracting Officers - Essay Example A PCOs value comes from identifying the best contractor for the job in consideration and ensuring that their compensation matches the work that they will provide. The second is the Administrative Contracting Officer (ACO), whose responsibilities include the administrative aspects of the contract, such as, monitoring the performance of contractors, inspecting and, subsequently, accepting supplies and services from contractors, and ensuring the payment of contractors occurs accordingly. The value of the ACO comes from the contract implementation in that s/he has to ensure that it occurs according to the predetermined terms and conditions (Stanberry, 2012). The third is the Contracting Officer’s Representatives (COR), also known as Contracting Officer’s Technical Representatives, whose responsibilities include assisting the contracting officer in ensuring that the performance of contractors reflects the terms and conditions of the contract. The value of the COR (or COTR) comes from providing guidance, as well as, technical advice with regard to the contract specifications, especially when dealing with service contractors. The fourth is the Termination Contracting Officer (TCO) whose responsibilities include ensuring that the termination of a government contract benefits the government or minimizes losses regardless of whether it is because of the contractor’s default or for government convenience. The value of a TCO comes from ensuring that the losses to the government from the termination are minimal (Stanberry,

Thursday, August 22, 2019

Feasts of Israel - Redemption Celebrated Essay Example for Free

Feasts of Israel Redemption Celebrated Essay The Feasts of Israel written by Victor Buksbazen describes the reverent and celebratory tenets, which encompass the Jewish faith. A most interesting aspect of this book is how Buksbazen compares and contrasts Jewish feasts with Christianity. Not only does The Feasts of Israel describe the significance of each feast, it also proves the divinity of Christ in a plain comprehensible way. For example, in his introduction Mr. Bukzaben explains the logistical relationship between Christianity and Judaism in one sentence. When he said, Biblical Christianity is not a continuation of Judaism, but it is the logical outgrowth and consequence of adherence to Moses and the prophets (ii). Bukzabens first example of Christian / Judean reconciliation is apparent in his discussion of the Passover. Of course, many of us know what this feast symbolizes for the Jewish people, but how many of us realize the Christian aspect of it? To avoid the death angel, we know that the Israelites were told to prepare a lamb sacrifice, and then paint the doorposts and lentils with the blood. Those who followed this instruction are spared, their faith is proven, and they are worthy to be taken out from under the bondage of Egypt. Similarly, Christians are released from bondage and delivered to glory through faith in Jesus Christ the Lord. And, as the Lamb of God, Jesus blood pays the debt for those who believe in Him. Moreover, Bukzaben says, The deliverance of Israel from Egypt is the central point in Jewish history and worship, even as Calvary is the central point in the Christian faith (2). I found the Feast of Weeks especially interesting in how it is identified by differing titles and too, how each title was derived. Until reading this book, I didnt realize the significance of the Greek word Pentecost or that it meant fifty. According to Bukzaben, It was so designated because it was observed on the fiftieth day after the Passover Sabbath (14). Again, Bukzaben makes clear the relationship of Judaism and Christianity with this feast. This feast is also called Pentecost, because it was observed fifty days after the Passover. As Christians, we too celebrate the great feast of Pentecost, although, we can celebrate ours every Sunday. Pentecost for Christians began 50 days after Jesus resurrection, when God stamped his Commandments in the heart of each Christian with the power of His Holy Spirit. Jewish Pentecost celebrates the reception of Gods Law, and Christian Pentecost celebrates the provisional gift of knowing Jesus Christ. In short, Pentecost is the official beginning of the Church of Christ (Act.2, Joel 2:28-32, Jer.31: 33-34, Heb.8: 8-12). Therefore, as Christians, we too celebrate Pentecost; as believers we are baptized in the Holy Spirit, and it can speak to us directlyHe resides within us. Buksbazen makes further discovery of Pentecost in regard to the historical bond between Judaism and Christianity. With Ruth, he points out the ancestral connection she has to our Lord Jesus Christ. Moreover, Buksbazen explains just how reverently the Jewish people consider Ruth to be. On the Day of Pentecost the Jews even until the present day read the book of Ruth (18). Likewise, Christians love Ruth, her example of kindness, compassion, and love is a model of how we hope to fashion our lives. This mutual aspect is yet another binding feature between Jews and Christians. According to Buksbazen, They look to the day when Jew and Gentile shall worship God together through the kinsman Redeemer, Christ, typified by Boaz, the friend and husband of Ruth, his Gentile bride (19). As Christians we maintain hope that someday all of Gods children will come together as one to worship Him, our Lord and Savior Jesus Christ. The book of Ruth and the example she shows to both Jews and Christians gives us this hope. Probably the most familiar of all Jewish feasts is Hanukkah. I have been aware of this Jewish feast for most of my life; however, not until reading Mr. Buksbazens commentary did I realize the richness of this tradition. The story behind this feast fascinated me, and praise God that the Israelites overcame their Greek attackers. For example, the candelabrum burning continuously for eight days, which may be regarded as a miracle, evidences God. More importantly, had the Greeks been allowed to defeat the Israelites, there wouldnt have been Jewish Apostles to bring the good news of our Messiah to us, the Gentiles. For that matter, we might not even have a New Testament or Christianity in the purest biblical sense of the word. Sure, the blessed traditions of Hanukkah and Christmas brighten our winter, but the significance is much greater than that. For me this feast represents the difference between life and death. Appropriately, Mr. Baksbazen titles the final topic with a discussion of Sabbath The Queen. For Christians, and Jews alike the Sabbath is probably the most comprehensive of all feasts. According to Buksbazen, The Sabbath is exclusively Israels heritage, given under the law to the people of the law (79). Moreover, a weekly Sabbath of worship is vital for both religions. Not only is Sabbath necessary for spiritual renewal, but it also lends to the survival of each respective religion. Mr. Baksbazen makes clear the distinctions between the Jewish Sabbath and the Lords day. For Jews the Sabbath is a memorial of their Exodus from Egypt. In general, Baksbazen explains that for Jews the observance of the Sabbath is law, but the Genesis story (Genesis 2:1-3) and the fourth commandment by God Himself (Exodus 20:11) show us that the Sabbath is a memorial to creation. Baksbazen summarizes the difference between these two religious aspects nicely. He states, The Sabbath is the crowning day of the week which rewards man for his toil. The Lords Day emphasizes what God has done for man through His only begotten Son (92). This means, if I accept Jesus as my Lord and Savior I most certainly would worship Him. However, just like accepting Him, worshiping Him is a choice I make voluntarily. In addressing the first Christians and the Sabbath question, Mr. Bukszaben explains what must have been heart wrenching for Jewish Christians back then. For that matter this situation exists even today. I see two tragedys occurring here, a split amongst one people, and a separation from God for non-believers. This is implied in Bukszabens introductory sentence, At first Jewish believers apparently continued for some time in the voluntary observance of the Sabbath, not because they felt their salvation rested upon this, but rather out of regard for the sensibilities of their own people (95). This practice during the early days of the church is evidenced in scripture (Acts 2:1; 3:1; 15:5; 21:20). I couldnt help but imagine the pain and sorrow new Jewish Christians must feel. Those who know the truth are torn between a steeped history of dogmatic law and worship toward the one true Lord. Mr. Bakszaben properly explains this situation, but it should be noted that Jesus himself did not break the Jewish Sabbath. Jesus activity may have broken Pharisaic rules, but not the law of God. Moreover, since Jesus was born under the law He lived under the old covenant requirements (Gal 4:4; Heb 4:15). In summary, the feasts are a representation of things to come, and Victor Buksbazens scriptural references provide the proof. I was enlightened, even surprised to see how the most important events in Jewish and Christian history commingled, and what the corresponding feast was originally a sign of. In addition, the way Buksbazen treated each topic (feast) with respect and contrasting each aspect with truth was refreshing. What I take away from this assignment is newfound knowledge and a better understanding of how Jewish people think. Finally, Buksbazen shows by example how we should be compassionate and loving toward nonbelievers. He treats each Jewish tradition with respect, but makes clear the true meaning of Salvation. We see this in the last few sentences of his book where Buksbazen writes, The Law of Moses has led us by the hand to Christ. Only one who has lived under the Law and has come to know the liberating power of grace, may sing (102).

Wednesday, August 21, 2019

Strategies of Inventory Administration

Strategies of Inventory Administration AQuestion 1: Answer: INTRODUCTION Inventory management is a characteristic piece of your business that you certainly would prefer not to mess around with. The accompanying are some normal inventory management methods conveyed by associations along with their inventory   holding expenses and potential benefits. Youd most likely require a mix of various strategies for the best approach for your business This inventory management method dispenses with the cost of holding inventory   inside and out. When you have a dropshipping agreement, you can specifically exchange client requests and shipment points of interest to your maker or distributer, who then ships the merchandise straightforwardly to your clients. Along these lines you dont need to keep products in inventory , get the chance to save money on forthright inventory   expenses, and advantage from a positive income cycle. A procedure like dropshipping where both techniques rule out the requirement for distribution centers or work expenses and dangers required with inventory   taking care of, cross-docking is a practice where approaching semi-trailer trucks or railroad autos empty materials specifically onto outbound trucks, trailers, or rail autos with next to zero inventory piling in the middle. (inventory-management) Types of inventory Management Every business includes of their inventory   of company, the material that they offer for sale and any other important material that is realy important for running their business. For maintaining small business there is less need of inventory than large business. Coming up short on products implies you will be unable to take care of demand, while having excessively numerous merchandise implies your cash is tied up in inventory   that you can not offer. Raw Materials This sort of inventory   consists any merchandise utilized as a part of the assembling procedure, for example, components use to assemble a completed item. Raw materials may consist completed merchandise or materials. For instance, for a orange juice organization, oranges, sugar and additives are raw materials; while for a PC producer, chips, circuit sheets and diodes are raw materials. Inventory things might be named raw materials if the association has bought them from an outside organization, or if they are utilized to make components. Work-in-Process Work-in-process inventory   things are those materials and parts that are holding up to be made into something else. These may consist halfway collected things that are holding up to be finished. Work-in-process inventory   things may consist completed merchandise that have not yet been packed and reviewed, and in addition raw materials that have moved from capacity to a preassembly area. For instance, in a orange juice organization, the oranges may come into a capacity zone, where they are raw products, but once they have been moved out of the capacity range and onto the sequential construction system for squeezing, they get to be work-in-process inventory . In a little organization, work-in-process goods might be put away in in the same area as raw materials and completed products. Finished Goods Finished goods   are any items that are prepared to be transported out or sold specifically to clients, including to wholesalers and retailers. Completed products might hold up in a capacity zone or on a shop floor. In the event that the measure of inventory   of Finished goods increase quicker that the measure of raw products and work-in-process products, then creation may need to back off until more completed merchandise are sold. In a few organizations, merchandise are excluded in the completed products inventory   until they are sold. For instance, in organizations where products are made to arrange.(types-inventory-organization) Ordering, holding, and lack costs make up the three principle classifications of inventory related expenses. These groupings broadly separate the a wide range of inventory   costs that exist, and below we will identify and describe a few cases of the different sorts of cost in every class. (-inventory-ordering-holding-and-shortage-costs) Ordering costs Ordering costs, also   called setup expenses, are basically costs acquired each time you submit a request. Illustrations include: Clerical expenses of preparing buy orders There are so many type of clerical costs, for example, receipt preparing, bookkeeping, and correspondence costs. Cost of finding providers and assisting orders Costs spent on these will probably inconsistent, but they are vital costs for the business. Transportation costs The expenses of moving the merchandise to the distribution center or store. These expenses are highly variable across different industries and items. Accepting expenses These include expenses of unloading goods at the distribution center, and reviewing the merchandise to ensure they are the right things and free of defectss. Cost of electronic information exchange   These are systems used by large organizations and particularly retailers, which permit requesting process expenses to be altogether  reduced. Holding costs As known called carrying costs, these are costs required with putting away inventory   before it is sold. Inventory   financing costs This consists everything identified with the investment made in inventory , including costs like interest on working capital. Financing expenses can be complex relying upon the business. Opportunity cost of the cash invested into inventory   This is found by figuring in the lost options of tying cash up in inventory , for example, putting resources into term stores or common assets. Storage space costs These are costs identified with where the inventory   is stored, and will change by area. There will be the cost of the storeroom itself, or rent installments if it is not claimed. At that point there are office preservation costs like lighting, warming, and ventilation. Inventory   services costs This consists the cost of the physical handling of the products, and protection, security, and IT equipment, and applications if these are utilized. Costs identified with inventory   control and cycle counting are further cases. Inventory   risk costs A major cost is shrinkage, which is the loss of items between buying from the provider and last deal because of any number of reasons: burglary, seller extortion, shipping mistakes, harm in travel or capacity. The other fundamental case is out of date quality, which is the cost of products going past their utilization by dates, or generally getting to be distinctly obsolete. (inventory-costs) Shortage Costs These costs, additionally got inventory -out expenses, happen when organizations get to be distinctly out of inventory   for reasons unknown. Disrupted production When the business includes delivering merchandise and in addition offering them, a deficiency will mean the business should pay for things like sit still specialists and industrial facility overhead, notwithstanding when nothing is being created. Emergency   shipments For retailers, inventory -outs could mean paying additional to get a shipment on time, or evolving providers. Client faithfulness and notoriety These expenses are difficult to pinpoint, yet there are positively losses to these when clients can not get their wanted item or administration on time. (inventory-cost) Economic Order Quantity:   Economic order quantity is the level of inventory that limits the level inventory holding expenses and requesting costs. It is one of the most seasoned traditional generation planning models. The structure used to decide this request amount is otherwise called Wilson EOQ Model or Wilson Formula. The model was produced by F. W. Harris in 1913. Yet at the same time R. H. Wilson, an expert who connected it widely, is given acknowledgment for his right on time top to bottom investigation of the model. EOQ is basically a bookkeeping equation that decides the time when the mix of request expenses and inventory conveying expenses are the slightest. The outcome is the most practical amount to arrange. In acquiring this is known as the request amount, in assembling it is known as the generation part estimate. The essential Economic Order Quantity (EOQ) recipe is as per the following: EOQ can be determined by applying the following commonly used formula:(models-of-inventory-management) Q = 2UxP/S Where: Q = Economic Ordering Quantity (EOQ) U = Quantity purchased in a year or month P = Cost of placing an order S = Annual or monthly cost of storage of one unit known as carrying cost. Let us illustrate this with an imaginary example: Let us assume the following data for a firm: Annual requirements 800 units Ordering Cost (per order) Rs. 50 Carrying Cost (per unit) Rs. 100 Now, using the EOQ formula, EOQ quantity will be as follows: EOQ = 2 x 800 x 50/2 = 80,000/2 = 40,000 = 200 Units Yearly USAGE Expressed in units, this is for the most part the simplest piece of the condition. Firm can just utilize its guage yearly use information for computational purposes. CARRYING COST Also called Holding Cost, carrying cost is the cost related with having inventory available. It is basically made up of the expenses related with the inventory investment and storage cost. With the end goal of the EOQ computation, if the cost does not change based upon the amount of inventory available it ought not be included in carrying cost. In the EOQ recipe, conveying expense is spoken to as the yearly cost per normal close by inventory unit. Minimum-Maximum Technique: The minimum maximum framework is regularly utilized as a part of association with manual inventory control frameworks. The base amount in addition to the ideal parcel measure., a demand is started when a withdrawal diminishes the inventory beneath the base level; the request amount is the most extreme short the inventory status after the withdrawal. In the event that the last withdrawal lessens the inventory level significantly beneath the base level, the request amount will be longer than the computed EOQ.The adequacy of a base most extreme framework is controlled by the strategy and accuracy with which the base and greatest parameters are built up. In the event that these parameters are based upon self-assertive judgments with a constrained premise, the framework will be restricted in its viability. In the event that the base depend on a target balanced premise, the framework can be extremely compelling. Two-bin Technique: One of the oldest systems of inventory control is the two bin system which is adopted to control C group inventories. In the two bin system, inventory   of each item is separated into two bins. One bin includess inventory , just sufficient to last from the date a new order is placed until it is received in inventory. The other bin contains a amount of inventory   enough to assure possible demand through the time of replenishment. CONCLUSION Inventory means inventory . It consists raw material, work in advance, completed items, spares in order to meet unexpected demand of clients. It additionally consists upkeep , repairs and working gadgets. There are a few strategies of inventory administration control like EOQ investigation, perpectual inventory, two receptacle procedure, GOLF, SOS methods and so on. Be that as it may, the best method is without a moment to spare examination and EOQ procedure which knows how much amount is required in future. Task B   Question 2: Question 2: 8 0.18 Question 2: 8 0.18 y=a+b b=Æ ©xy-nxyÃÅ'†¦/Æ ©x ²-nxÃÅ'†¦Ã‚ ² b= 38.60-12(144/12)(2.77/12)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2072-(12/2072) 3.86-33.24     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2071.99   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   = 5.36/2071.99 = 0.002586 a=yÃÅ'†¦-bxÃÅ'†¦ y/n b(x/n) = 2.77/12 0.002586 (144/12) = 2.77/12 0.031032 = 0.1998 Y = a+bx So, here x is = 10 million Y = 0.1998 + (0.002586)(10)   Ã‚  Ã‚   = 0.1998 + 0.02586 = 0.2256 million. Q.3) a) weighted average forecast weight= .40 = (43*.1)+(44*.2)+(42*03)+41*.1) =4.3+8.8+12.6+16.4 =42.1 Weight= .30 = (44*.1)+( 42*.2) +(41*.3)+ (45*.4) = 4.4+8.4+12.3+18 =43.1 Weight =.20 = (42*.1)+ (41*.2)+ (45*.3)+ 39*.4) = 4.2+ 8.2+ 13.5+15.6 =41.5 b) if actual demand for stage 6 is 39 then demand for stage 7 will 41.5 =(42*.1)+ (41*.2) +(45*.3)+(39*.4) =4.2+8.2+13.5+15.6 =41.5 Q.4   When ÃŽ ±=0.10 When ÃŽ ±=0.30 Solution: Ft+1 = Ft + a(At Ft) inventory-cost. (n.d.). Retrieved from http://www.businessdictionary.com/definition/inventory-cost.html inventory-costs. (n.d.). Retrieved from http://www.managementstudyguide.com/inventory-costs.htm inventory-management. (n.d.). Retrieved from https://www.tradegecko.com/inventory-management-techniques -inventory-ordering-holding-and-shortage-costs. (n.d.). Retrieved from https://www.unleashedsoftware.com/blog/what-are-inventory-ordering-holding-and-shortage-costs models-of-inventory-management. (n.d.). Retrieved from http://www.yourarticlelibrary.com/production-management/inventory-control-forms-and-models-of-inventory-management-explained/41081/ types-inventory-organization. (n.d.). Retrieved from http://smallbusiness.chron.com/types-inventory-organization-14109.html

Tuesday, August 20, 2019

Economy and political factors in Mexico

Economy and political factors in Mexico Mexico located in the southern portion o f North America, covers a period of more than two millennia. It covers area of 1,972,550 sq. km. (761,600 sq. mi.). Its estimated population is 112,468,855. Its language is Spanish and ethnic languages.   According to some estimates, the population of the area around Mexico City is nearly 22 million, which would make it the largest concentration of population in the Western Hemisphere. Its capital is Mexico City(Distrito Federal). Mexico is known for its fashion, socializing, sports and recreation, eating and recipies. PESTLE ANALYSIS FOR MEXICO: The PESTLE Analysis report provides a holistic view of the country from historical, current and future perspectives. Insightful analysis on critical current and future issues are presented through detailed SCPT (strengths, challenges, prospects and threats/risks) analysis for each of the PESTLE segments. In addition, the PESTLE segments are supplemented with relevant quantitative data to support trend analysis.   POLITICAL FACTORS: Political section provides understanding about the political system and key figures relevant to business in the country and governance indicators. Here The government as referring to the federal government. It is the federal government that passes and enforces legislation concerning the entire country. Actions by the federal government affect a large number of firms and are consistent across state boundaries. Environmental analysis, however, should not overlook actions by both state and local governments. Regulations concerning many business practices differ between states. Tax rates vary widely. Laws regarding unionization (e.g., right-to-work states) and treatment of homosexual workers differ between states. Local governments have the potential to affect business practices significantly. Some local governments may be willing to provide incentives to attract business to the area. Some may build industrial parks, service roads, and provide low-interest bonds to encourage a desirable business to move into the community. President Calderons National Action Party currently is the largest party in the Senate but lost its majority in the Chamber of Deputies in the July 2009 elections. The next national elections-for the president, all 128 seats in the Senate, and all 500 seats in the Chamber of Deputies-will take place in July 2012. In 2010, elections were held in 14 of Mexicos 31 states.   Poverty in Mexico is caused by individual, geographic and political factors. Main cause of poverty is due to political economy of the country. The International Monetary Fund and World Bank-prescribed structural adjustment policies have been applied in Mexico because the government doesnt carry out enough policies to encourage successful development. They cannot, for these international institutions lend money to Mexico on the condition that the nation open up its economy and cut social expenditures to repay the loans. The IMF and World Bank programs are supposed to reduce poverty, but actually they are increasing it. Therefore, Mexico needs a new political economy designed by Mexican economists and politicians, people who are committed to Mexico and to the future of its society.WTO Membership of trading partners increases the political costs of supplying administered protection. ECONOMIC FACTORS: GDP (official exchange rate): $1 trillion (2010 est.); $876 billion (2009); $1.088 trillion (2008). Per capita GDP (PPP method): $13,542 (2009 est.); $14,534 (2008). Annual real GDP growth: 4.5% (2010 est.); -6.5% (2009); 1.3% (2008); 3.3% (2007); 5.1% (2006); 3.2% (2005). Inflation rate: 4.6% (2010 est.); 3.57% (2009); 6.5% (2008); 3.8% (2007); 3.4% (2006); 3.3% (2005). Natural resources: Petroleum, silver, copper, gold, lead, zinc, natural gas, timber. Agriculture (4% of GDP):  Productscorn, wheat, soybeans, rice, beans, cotton, coffee, fruit, tomatoes, beef, poultry, dairy products, wood products. Industry (31% of GDP):  Typesfood and beverages, tobacco, chemicals, iron and steel, petroleum, mining, textiles, clothing, motor vehicles, consumer durables. Services (64% of GDP):  Typescommerce and tourism, financial services, transportation and communications. Trade (goods):  Exports  (2009)$230 billion f.o.b.  Imports  (2009)$234 billion f.o.b.  Exports to U.S.  (2009)$185 billion (80% of total).  Imports from U.S.  (2009)$112 billion (48% of total).  Major marketsU.S., EU (5% of total), Canada (3.6% of total). Economic section deals with the economic story of a country that provides a balanced assessment of significant macro-economic issues. Economic factors refer to the character and direction of the economic system within which the firm operates. Economic factors include the balance of payments, the state of the business cycle, the distribution of income within the population, and governmental monetary and fiscal policies. The impact of economic factors may also differ between industries. Foreign direct investment (FDI) in Mexico for 2009 was $14.4 billion, down 51% from the previous year.  The Mexican Government estimate of FDI for 2010 is $15 billion to $20 billion. Mexico is classified by the World Bank as an upper-middle-income country. Poverty is widespread around 44% of the population lives below the poverty line and high rates of economic growth are needed to create legitimate economic opportunities for new entrants to the work force. The Mexican economy in 2009 experienced its deepest recession since the 1930s. Gross domestic product (GDP) contracted by 6.5%, driven by weaker exports to the United States; lower remittances and investment from abroad; a decline in oil revenues; and the impact of H1N1 influenza on tourism. Mexico is a major recipient of remittances, sent mostly from Mexicans in the United States. Remittances average around U.S. $21 billion per year, and are the countrys second-largest source of foreign currency, after oil. Most remittances are used for immediate consumptionfood, housing, health care, educationbut some collective remittances, sent from a U.S. community of migrants to their community of origin, are used for shared projects and infrastructure improvements. Mexico has grown with an annual average rate of 4%, even with the changes from an inward-looking developing economic strategy towards a more open economy with a far-reaching trade liberalization program. Mexico is the United States second-largest export market and third-largest trading partner. Top U.S. exports to Mexico include electronic equipment, motor vehicle parts, and chemicals. Trade matters are generally settled through direct negotiations between the two countries or addressed via World Trade Organization (WTO) or North American Free Trade Agreement (NAFTA) formal dispute settlement procedures. The most significant areas of friction involve agricultural products as well as cross-border trucking. Mexico is an active and constructive member of the World Trade Organization, the G-20, and the Organization for Economic Cooperation and Development. The Mexican Government and many businesses support a Free Trade Area of the Americas. SOCIAL FACTORS: Social section enables understanding of customer demographics through income distribution, rural-urban segmentation and centres of affluence, healthcare and educational scenario. Mexico is the most populous Spanish-speaking country in the world and the second most-populous country in Latin America after Portuguese-speaking Brazil. About 76% of the people live in urban areas. Many Mexicans emigrate from rural areas that lack job opportunitiessuch as the underdeveloped southern states and the crowded central plateauto the industrialized urban centers and the developing areas along the U.S.-Mexico border. According to some estimates, the population of the area around Mexico City is nearly 22 million, which would make it the largest concentration of population in the Western Hemisphere. Cities bordering on the United Statessuch as Tijuana and Ciudad Juarezand cities in the interiorsuch as Guadalajara, Monterrey, and Pueblahave undergone sharp rises in population in recent years. The sociocultural dimensions of the environment consist of customs, lifestyles, and values that characterize the society in which the firm operates. Socio-cultural components of the environment influence the ability of the firm to obtain resources, make its goods and services, and function within the society. Sociocultural factors include anything within the context of society that has the potential to affect an organization. Population demographics, rising educational levels, norms and values, and attitudes toward social responsibility are examples of sociocultural variables. Mexico has made great strides in improving access to education and literacy rates over the past few decades. According to a 2006 World Bank report, enrollment at the primary level is nearly universal, and more children are completing primary education. The average number of years of schooling for the population 15 years old and over was around 8 years during the 2004-2005 school year, a marked improvement on a decade earlierwhen it was 6.8 yearsbut low compared with other Organization for Economic Cooperation and Development (OECD) countries. TECHNOLOGICAL FACTORS: Technological section provides strategic information on technology and telecom, technological laws and policies, technological gaps, patents and opportunity sectors in the country. Cooperation between the United States and Mexico along the 2,000-mile common border includes state and local problem-solving mechanisms; transportation planning; and institutions to address resource, environment, and health issues. Technology can change the lifestyle and buying patterns of consumers. Recent developments in the field of microcomputers have dramatically expanded the potential customer base and created innumerable opportunities for businesses to engage in business via Internet. Whereas computers were traditionally used only by large organizations to handle data processing needs, personal computers are commonly used by smaller firms and individuals for uses not even imagined fifteen years ago. Similarly, new developments in technology led to a reduction in prices for computers and expanded the potential market. Lower prices allow computers to be marketed to the general public rather than to business, scientific, and professional users-the initial market. Technology also changes production processes. The introduction of products based on new technology often requires new production techniques. New production technology may alter production processes. There is little doubt that technology represents both potential threats and potential opportunities for established products. Products with relatively complex or new technology are often introduced while the technology is being refined, making it hard for firms to assess their market potential. When ballpoint pens were first introduced, they leaked, skipped, and left large blotches of ink on the writing surface. Fountain pen manufacturers believed that the new technology was not a threat to existing products and did not attempt to produce ball-point pens until substantial market share had been lost. Another technology, the electric razor, has yet to totally replace the blade for shaving purposes. Perhaps the difference is that the manufacturers of blades have innovated by adding new features to retain customers. Manufacturers of fountain pens did not attempt to innovate until the ballpoint pen was well established. It is quite difficult to predict the impact of a new technology on an existing product. Still, the need to monitor the environment for new technological developments is obvious. Attention must also be given to developments in industries that are not direct competitors, since new technology developed in one industry may impact companies and organizations in others. LEGAL FACTORS: Legal section provides information about the legal structure, corporate laws, laws to start a new business and the tax regime. Legal dimension of the general environment also affects business activity. The philosophy of the political parties in power influences business practices. The legal environment serves to define what organizations can and cannot do at a particular point in time. The legal environment facing organizations is becoming more complex and affecting businesses more directly. It has become increasingly difficult for businesses to take action without encountering a law, regulation, or legal problem. A very brief listing of significant laws that affect business would include legislation in the areas of consumerism, employee relations, the environment, and competitive practices. Many of the laws also have an associated regulatory agency. Powerful U.S. regulatory agencies include the Environmental Protection Agency (EPA), the Occupational Safety and Health Administration (OSHA), the Equal Employment Opportunity Commission (EEOC), and the Securities and Exchange Commission (SEC). The 1917 constitution provides for a federal republic with powers separated into independent executive, legislative, and judicial branches. The president is elected by universal adult suffrage for a 6-year term and may not hold office a second time. There is no vice president; in the event of the removal or death of the president, a provisional president is elected by the Congress. The Congress is comprised of a Senate and a Chamber of Deputies. Consecutive re-election are prohibited in this economy. Senators are elected to 6-year terms, and deputies serve 3-year terms. The Senates 128 seats are filled by a mixture of direct-election and proportional representation. Supreme Court justices are appointed by the president and approved by the Senate. Estimates of the cost of compliance vary widely, but could well exceed $100 billion annually. Many of these costs are passed to consumers. However, costs of legal expenses and settlements may not be incurred for years and are not likely to be paid by consumers of the product or owners of the company when the violation occurred. Still, potential legal action often results in higher prices for consumers and a more conservative attitude by business executives. ENVIRONMENTAL FACTORS: Environmental section provides information on the countrys performance on environmental indicators and policies.  Mexico have a history of cooperation on environmental and natural resource issues, particularly in the border area, where there are serious environmental problems caused by rapid population growth, urbanization, and industrialization. There have been several studies of the relationships between environmental factors, particularly air pollution, and attacks of asthma. Most of these studies have ignored the potential confounding effects of aeroallergens such as pollens and fungal spores. We report a statistical analysis of the relationships between emergency admissions for asthma to a hospital in Mexico City and daily average airborne concentrations of pollen, fungal spores, air pollutants (O3, NO2, SO2, and particulates) and weather factors. Asthma admissions had a seasonal pattern with more during the wet season (May-October) than the dry season (November-April). There were few statistical associations between asthma admissions and air pollutants for the three age groups studied (children under 15 years, adults, and seniors [adults over 59 years]) in either season. Grass pollen was associated with child and adult admissions for both the wet and dry seasons, and fungal spores were associated with child admissions d uring both the wet and dry seasons. The analysis was done with environmental data averaged over the day of admission and the 2 previous days. Our results suggest that aeroallergens may be statistically associated more strongly with asthma hospital admissions than air pollutants and may act as confounding factors in epidemiologic studies. COMPETITIVE ADVANTAGE FOR MEXICO USING PORTAR DIAMOND: Factor conditions  are human resources, physical resources, knowledge resources, capital resources and infrastructure. Specialized resources are often specific for an industry and important for its competitiveness. Mexico generates significant revenue from the production of beef, poultry, pork, and dairy products. Although private investment in natural gas transportation, distribution, and storage is permitted, Pemex remains in sole control of natural gas exploration and production. Despite substantial reserves, Mexico is a net natural gas importer. Demand conditions  in the home market can help companies create a competitive advantage, when sophisticated home market buyers pressure firms to innovate faster and to create more advanced products that those of competitors. Technology can change the lifestyle and buying patterns of consumers. Many new developments in technology led to a reduction in prices for computers and expanded the potential market. Lower prices allow computers to be marketed to the general public rather than to business, scientific, and professional users-the initial market. Related and supporting industries  can produce inputs which are important for innovation and internationalization. One of the most recent joint efforts by governments to influence business practices was NAFTA. The agreement between the United States, Canada, and Mexico was intended to facilitate free trade between the three countries. Firm strategy, structure and rivalry  constitute the fourth determinant of competitiveness. The way in which companies are created, set goals and are managed is important for success. U.S.A. Vs Mexico greatest rivalry in sports. The numerous joint ventures between U.S. and Japanese automobile manufacturers could have been termed anticompetitive by a less pro-business administration. Changing relationships between the United States and other countries may alter the ability of firms to enter foreign markets. The United States establishment of trade relations with China in the 1970s created opportunities for many firms to begin marketing their products in China. The rise of Ayatollah Ruhollah Khomeini to power in Iran altered the lives of many Iranian citizens. Wine, vodka, music, and other forms of entertainment were prohibited. Black markets provided certain restricted items. Other products, such as wine, began to be produced at home. Anti-American sentiments throughout the country showed the hostility of many citizens. Non-American firms thus had an opportunity to capitalize on the anti-American sentiments and to provide goods and services formerly provided by U.S. firms. Government  can influence each of the above four determinants of competitiveness. Regulations concerning many business practices differ between states. Tax rates vary widely. Laws regarding unionization (e.g., right-to-work states) and treatment of homosexual workers differ between states. Local governments have the potential to affect business practices significantly. Some local governments may be willing to provide incentives to attract business to the area. Some may build industrial parks, service roads, and provide low-interest bonds to encourage a desirable business to move into the community.

Monday, August 19, 2019

Medea a Mad Bitter Woman in Medea :: essays research papers

Medea is a story about love, passion, fear, and most importantly revenge. Throughout the story the reader witnesses a odd connection between Medea and Jason, they are both quarrelsome, surreptitious, and vigilantes. The characters, Medea and Jason, share many similar traits that they do not even notice mainly because they are both so egotistical. These connection are what really makes the story prominent. In the story, Medea and Jason are seen fighting in numerous occasions. This quarrelsomeness starts when Jason states, ?You could have stayed in Corinth, still lived in this house,/ if you had quietly accepted the decisions? (p.854 lines 406-407). Jason obviously could have stated the obvious in a more pleasant manner, but due to his inability to reason he unflinchingly states the situation extremely blunt. Jason's quarrelsome side is also seen numerous times later in the story, especially when he is talking to Medea. Jason remarks one time to Medea that she has ?everything to gain? if she just ?give up this rage?, this too, like the other comment, is unnecessary and only stated to invoke anger and create more drama. (p.858 line 561). Although Jason is seen, to many people, as the evil villain, Medea also has a little quarrel side to herself as well. After being verbally suppressed Medea is seen telling Jason that he has a ?disease? but not just any one ?The worst man can have, pure shamelessness?(p.855 line 427). Although Medea's comment was not as hurtful, it was still directed to Jason for the main purpose of creating a squabble. The altercations in the story make the story very enjoyable to read. Readers like drama and unexpected outcomes and when a character is pushed far enough and verbally abused enough the unexpected is expected. Arguments generally lead to other mischievous and surreptitious actions by characters, this is true for both Jason and Medea. Although Jason's actions were before the story when he ?betrayed/ his own sons, and my [the nurse's] mistress? by sleeping with, and later marrying, princess Glauce. Medea's actions are seen through the story (p.845 lines 16-17). Medea states, ?I'll carry out/ this murder cunningly and quietly? when referencing the future subtle killings of her children and Jason's new wife (p. 853 lines 353-354). Medea is later seen setting her plans up by tricking Jason into believing that she is fine with his decision by stating, ? Medea a Mad Bitter Woman in Medea :: essays research papers Medea is a story about love, passion, fear, and most importantly revenge. Throughout the story the reader witnesses a odd connection between Medea and Jason, they are both quarrelsome, surreptitious, and vigilantes. The characters, Medea and Jason, share many similar traits that they do not even notice mainly because they are both so egotistical. These connection are what really makes the story prominent. In the story, Medea and Jason are seen fighting in numerous occasions. This quarrelsomeness starts when Jason states, ?You could have stayed in Corinth, still lived in this house,/ if you had quietly accepted the decisions? (p.854 lines 406-407). Jason obviously could have stated the obvious in a more pleasant manner, but due to his inability to reason he unflinchingly states the situation extremely blunt. Jason's quarrelsome side is also seen numerous times later in the story, especially when he is talking to Medea. Jason remarks one time to Medea that she has ?everything to gain? if she just ?give up this rage?, this too, like the other comment, is unnecessary and only stated to invoke anger and create more drama. (p.858 line 561). Although Jason is seen, to many people, as the evil villain, Medea also has a little quarrel side to herself as well. After being verbally suppressed Medea is seen telling Jason that he has a ?disease? but not just any one ?The worst man can have, pure shamelessness?(p.855 line 427). Although Medea's comment was not as hurtful, it was still directed to Jason for the main purpose of creating a squabble. The altercations in the story make the story very enjoyable to read. Readers like drama and unexpected outcomes and when a character is pushed far enough and verbally abused enough the unexpected is expected. Arguments generally lead to other mischievous and surreptitious actions by characters, this is true for both Jason and Medea. Although Jason's actions were before the story when he ?betrayed/ his own sons, and my [the nurse's] mistress? by sleeping with, and later marrying, princess Glauce. Medea's actions are seen through the story (p.845 lines 16-17). Medea states, ?I'll carry out/ this murder cunningly and quietly? when referencing the future subtle killings of her children and Jason's new wife (p. 853 lines 353-354). Medea is later seen setting her plans up by tricking Jason into believing that she is fine with his decision by stating, ?

Sunday, August 18, 2019

The Details of Human Sexuality and Society Essay -- Sexuality, gender,

This is a definition of from someone who has studied human sexuality †human sexuality is the way in which we experience and express ourselves as sexual beings (Rathus et al., 1993). There are many factors that help develop our sexuality, arguably one of the most important, is our actual gender. Whether, I am a male or female will likely have a major influence on the development of my individual sexuality. Furthermore, sexuality is an integral part of our personalities whether we are aware of it or not.† Ludwin Molina. Here is my definition to me it is just the attraction to someone. The way you feel towards them mainly sexual feelings. Every culture has a different belief or value when it comes to making sexual decisions. I would say it mainly depends on how you are raised. For me and my family we have been taught to wait until marriage, although sometimes things may not work out that way it is still how we have been raised Also I think it depends on the generation. The generation now is a lot more accepting to sex before marriage. Kids think of it as â€Å"it’s going to happen anyway†. There for sexual attraction is shown a lot more often at a younger age. Now if you’re talking about older generations it is not as accepted. You were looked down upon if you had a child before marriage in some generations. This caused people to not be as affection and show there attraction for each other in the public eye because they didn’t want people to assume things and be looked down upon. Human Sexuality is a tough topic to talk about because it is so general. It is basically what attracts one to another and how they show there feelings. What brings them together and keeps them together. It also related to sexual attraction because it is ho... ...th anthropology because anthropology relates to genetics. Human sexuality works very closely with genetics and how you are made and what you consist of as well as personality and culture traits. It also relates to parents because your parents are what make you and raise you how to act. This relates to genetics because it makes you part of your parents. Which we are learning about in class. In conclusion human sexuality just depends on how comfortable you are with your self, how you were raised and what you believe. It is not really just pushed on you. You develop it your self with your own opinions and views. As long as help with the ones around you. For example the way kids I know and I am friends with show there human sexuality is very different then the way our parents did because it is our culture, as well as how we rate situations and how we look at things.

Social Inequality Essay -- Sociology

Social inequality is a topic that has been debated for 1000’s of years, and remains a very fluid topic today. It’s fair to assume that there isn’t a defining reason as to why certain societies have progressed faster than others, as we can inly give theory as to why we see advanced, industrialized states; while other societies have failed to establish the technology often assumed with modernized nations. Jared Diamond, professor of geography and physiology at the University of California, Los Angeles has dedicated much of his adult life researching why social inequality exists. What Diamond has theorized, through his extensive study of hunter and gatherer societies of tribal Papua New Guinea, and his subsequent study of ancient Eurasian societies, was the environment which bound these cultures was the sole reason as to whether or not they advanced to a modern state. Opponents to Diamond’s theory have proposed differing theories, ranging from the societies r eligious beliefs, to whether or not the society practiced an egalitarian way of living, all of which can be debated as to justifiable causes of social inequality. Others believe Diamond’s theory is to obscure, citing that the ability of a society to adapt and make use of its natural environment is an over simplistic explanation to an issue for which there isn’t a definitive answer. So the question remains, why have certain societies progressed faster than others? Agreeing with Diamond’s theory, I believe the answer lies solely in the ability of a given society to farm, and of equal importance the type of farming each culture’s environment provides them. Nutritional resources are of great importance in Diamond’s theory as to why certain societies progressed more rapidly than oth... ...ffort or innovation, the environment that surrounds your culture, and many other societies still experiencing social inequality, is not suitable for proper expansion. References Cooper, Zarine. â€Å"Archaeology and History: Early Settlements in the Andaman Islands.† Journal of Asian Studies 63.3 (2004): 820-822. JSTOR. Web. 25 Apr. 2012. . Diamond, Jared. Guns, Germs, and Steel. Tim Lambert James Gold. Pbs. youtube. Web. 22 Apr. 2012. . Harris, Marvin, and Orna Johnson. Cultural Anthroplogy. 7th ed. 2000. Boston: Pearson, 2007. N. pag. Print. Nanda, Serena, and Richard Warms. â€Å"Tribal Warfare.† Cultural Anthroplogy. 10th ed. 2010. N.p.: n.p., 2010. 245. books.com. Web. 2 May 2012. Richerson. â€Å"Horticultural Societies.† booksonline. N.p., n.d. Web. 2 May 2012. .

Saturday, August 17, 2019

Literature Marking Scheme

SYLLABUS Cambridge IGCSE ® Literature (English) 0486 For examination in June and November 2014 Cambridge International Certificate Literature (English)* 0476 For examination in June and November 2014 *This syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. University of Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use.However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre.  ® IGCSE is the registered trademark of University of Cambridge International Examinations  © University of Cambridge International Examinations 2011 Contents 1. Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 1. 1 1. 2 1. 3 1. 4 1. 5 1. 6 Why choose Cambridge? Why choose Cambridge IGCSE? Why choose Cambridge IGCSE Literature (English)? Cambridge International Certificate of Education (ICE)Schools in England, Wales and Northern Ireland How can I find out more? 2. Assessment at a glance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Cambridge IGCSE Literature (English) Syllabus code 0486 Cambridge International Level 1/Level 2 Certificate Literature (English) Syllabus code 0476 3. Syllabus aims and objectives †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 3. 1 Aims 3. 2 Assessment objectives 4. Description of papers (syllabus 0486) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 4. 1 4. 2 4. 3 4. 4 . 5 Paper 1: Set Texts – Open books Paper 2: Coursework portfolio (syllabus 0486 only) Paper 3: Unseen Paper 4: Set texts – Closed books A (syllabus 0486 only) Paper 5: Set texts – Closed books B (syllabus 0486 only) 5. Description of papers (syllabus 0476) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 5. 1 Paper 1: Set Texts – Open books 5. 2 Paper 2: Unseen 6. Set texts (syllabus 0486)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 7. Set texts (syllabus 0476) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 0 8. Grade descriptions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 22 9. Coursework guidance (syllabus 0486) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 23 9. 1 Coursework portfolio (Paper 2) (syllabus 0486): guidance notes 9. 2 Marking and moderating Coursework 9. 3 Assessment criteria for Coursework 10. Appendix A †¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 26 10. 1 Resources: set text editions 11.Appendix B: Additional information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 31 12. Appendix C: Additional information – Cambridge International Level 1/Level 2 Certificates†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 33 Introduction 1. Introduction 1. 1 Why choose Cambridge? University of Cambridge International Examinati ons is the world’s largest provider of international education programmes and qualifications for 5 to 19 year olds. We are part of the University of Cambridge, trusted for excellence in education.Our qualifications are recognised by the world’s universities and employers. Recognition Every year, thousands of learners gain the Cambridge qualifications they need to enter the world’s universities. Cambridge IGCSE ® (International General Certificate of Secondary Education) is internationally recognised by schools, universities and employers as equivalent to UK GCSE. Learn more at w ww. cie. org. uk/recognition Excellence in education We understand education. We work with over 9000 schools in over 160 countries who offer our programmes and qualifications.Understanding learners’ needs around the world means listening carefully to our community of schools, and we are pleased that 98% of Cambridge schools say they would recommend us to other schools. Our missi on is to provide excellence in education, and our vision is that Cambridge learners become confident, responsible, innovative and engaged. Cambridge programmes and qualifications help Cambridge learners to become: †¢ confident in working with information and ideas – their own and those of others †¢ responsible for themselves, responsive to and respectful of others †¢ nnovative and equipped for new and future challenges †¢ engaged intellectually and socially, ready to make a difference. Support in the classroom We provide a world-class support service for Cambridge teachers and exams officers. We offer a wide range of teacher materials to Cambridge schools, plus teacher training (online and face-to-face), expert advice and learner-support materials. Exams officers can trust in reliable, efficient administration of exams entry and excellent, personal support from our customer services. Learn more at w ww. cie. org. uk/teachers Not-for-profit, part of the Uni versity of CambridgeWe are a part of Cambridge Assessment, a department of the University of Cambridge and a not-for-profit organisation. We invest constantly in research and development to improve our programmes and qualifications. 2 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Introduction 1. 2 Why choose Cambridge IGCSE? Cambridge IGCSE helps your school improve learners’ performance. Learners develop not only knowledge and understanding, but also skills in creative thinking, enquiry and problem solving, helping them to perform well and prepare for the next stage of their education.Cambridge IGCSE is the world’s most popular international curriculum for 14 to 16 year olds, leading to globally recognised and valued Cambridge IGCSE qualifications. It is part of the Cambridge Secondary 2 stage. Schools worldwide have helped develop Cambridge IGCSE, which provides an excellent preparation for Cambridge Internati onal AS and A Levels, Cambridge Pre-U, Cambridge AICE (Advanced International Certificate of Education) and other education programmes, such as the US Advanced Placement Program and the International Baccalaureate Diploma. Cambridge IGCSE incorporates the best in international education for learners at this level.It develops in line with changing needs, and we update and extend it regularly. 1. 3 Why choose Cambridge IGCSE Literature (English)? Cambridge IGCSE Literature (English) is accepted by universities and employers as proof of real knowledge and understanding. Successful candidates gain lifelong skills, including the ability to: †¢ Read, interpret and evaluate texts through the study of literature in English; †¢ Develop an understanding of literal and implicit meaning, relevant contexts and of the deeper themes or attitudes that may be expressed; †¢ Recognise and appreciate the ways in which writers use English to achieve a range of effects; Present an informed , personal response to materials they have studied; †¢ Explore wider and universal issues, promoting students’ better understanding of themselves and of the world around them. 1. 4 Cambridge International Certificate of Education (ICE) Cambridge ICE is the group award of Cambridge IGCSE. It gives schools the opportunity to benefit from offering a broad and balanced curriculum by recognising the achievements of learners who pass examinations in at least seven subjects. Learners draw subjects from five subject groups, including two languages, and one subject from each of the other subject groups.The seventh subject can be taken from any of the five subject groups. Literature (English) falls into Group II, Humanities and Social Sciences. Learn more about Cambridge IGCSE and Cambridge ICE at w ww. cie. org. uk/cambridgesecondary2 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 3 Introduction 1. 5 Schools in England, Wal es and Northern Ireland This Cambridge IGCSE is approved for regulation in England, Wales and Northern Ireland. It appears on the Register of Regulated Qualifications http://register. ofqual. gov. uk as a Cambridge International Level 1/Level 2 Certificate.There is more information for schools in England, Wales and Northern Ireland in Appendix C to this syllabus. School and college performance tables Cambridge IGCSEs which are approved by Ofqual are eligible for inclusion in school and college performance tables. For up-to-date information on the performance tables, including the list of qualifications which count towards the English Baccalaureate, please go to the Department for Education website (www. education. gov. uk/performancetables). All approved Cambridge IGCSEs are listed as Cambridge International Level 1/Level 2 Certificates. 1. How can I find out more? If you are already a Cambridge school You can make entries for this qualification through your usual channels. If you h ave any questions, please contact us at [email  protected] org. uk If you are not yet a Cambridge school Learn about the benefits of becoming a Cambridge school at w ww. cie. org. uk/startcambridge. Email us at [email  protected] org. uk to find out how your organisation can become a Cambridge school. 4 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Assessment at a glance 2. Assessment at a glanceCambridge IGCSE Literature (English) Syllabus code 0486 Candidates take one of the following options: Component Paper 1: Set Texts – Open books Paper 2: Coursework portfolio Duration 2 hours 15 minutes Assessed by the Centre; externally moderated by Cambridge Weighting 75% 25% OR Component Paper 1: Set Texts – Open books Paper 3: Unseen Duration 2 hours 15 minutes 1 hour 15 minutes Weighting 75% 25% OR Component Paper 4: Set Texts – Closed books: A Paper 5: Set Texts – Closed books: B Duration 2 hours 1 5 minutes 45 minutes Weighting 75% 25% The full range of grades (A*–G) is available in each option. AvailabilityThis syllabus is examined in the May/June examination series and the October/November examination series. This syllabus is available to private candidates (for the non-coursework options). Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 5 Assessment at a glance Cambridge International Level 1/Level 2 Certificate* Literature (English) Syllabus code 0476 All candidates take the following: Paper 1 2 hours 15 minutes Set Texts – Open Books Three sections – drama, prose and poetry with a mix of passage-based, essay questions and (on prose and drama texts) empathic questions.There is a choice of three questions on each set text. Paper 2 1 hour 15 minutes Unseen From a choice of two question, each requiring critical commentary, candidates must choose one. One question is based on a literary prose passage and the other on a poem or extract of a poem. Candidates answer one question from each section and must choose at least one passagebased and one essay question. No set texts for this component. All Assessment Objectives are tested All Assessment Objectives are tested. Weighting: 75% of total marks. Weighting: 25% of total marks. The full range of grades (A*–G) is available. AvailabilityThis syllabus is examined in the May/June examination series and the October/November examination series. It is available in the UK only. This syllabus is available to private candidates. Combining these syllabuses with other syllabuses Candidates can combine either of these syllabuses in an examination series with any other Cambridge syllabus, except: †¢ syllabuses with the same title at the same level †¢ 2010 Cambridge O Level Literature in English †¢ 0408 Cambridge IGCSE World Literature Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificates an d Cambridge O Level syllabuses are at the same level. * 6This syllabus is accredited for use in England, Wales and Northern Ireland as Cambridge International Level 1/Level 2 Certificate. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Syllabus aims and objectives 3. Syllabus aims and objectives 3. 1 Aims The syllabus aims, which are not listed in order of priority, are to encourage and develop candidates’ ability to: †¢ enjoy the experience of reading literature; †¢ understand and respond to literary texts in different forms and from different periods and cultures; †¢ communicate an informed personal response appropriately and effectively; appreciate different ways in which writers achieve their effects; †¢ experience literature’s contribution to aesthetic, imaginative and intellectual growth; †¢ explore the contribution of literature to an understanding of areas of human concern. 3. 2 As sessment objectives There are four Assessment Objectives (AOs) and candidates are assessed on their ability to: AO1: Show detailed knowledge of the content of literary texts in the three main forms (Drama, Poetry, and Prose); AO2: Understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes;AO3: Recognise and appreciate ways in which writers use language, structure, and form to create and shape meanings and effects; AO4: Communicate a sensitive and informed personal response to literary texts. Each of the assessment objectives is present in each of the papers, with the following weighting: Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 7 Syllabus aims and objectives Syllabus 0486 Paper 1 Paper 2 Paper 3 Paper 4 Paper 5 AO1 25% 25% 25% 25% 25% AO2 25% 25% 25% 25% 25% AO3 25% 25% 25% 25% 25% AO4 25% 25% 25% 25% 25%Paper 1 Paper 2 AO1 25% 2 5% AO2 25% 25% AO3 25% 25% AO4 25% 25% Syllabus 0476 8 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Description of papers (syllabus 0486) 4. Description of papers (syllabus 0486) 4. 1 Paper 1: Set Texts – Open books 2 hours 15 minutes This paper has three sections: Drama, Prose and Poetry. Candidates answer one question from each section. All questions carry equal marks. Candidates may take their set texts into the exam, but these texts must not contain personal annotations, highlighting or underlining.On each set text, candidates have a choice of three questions as follows: †¢ Poetry – one passage-based question and two essay questions. †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). †¢ Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more details ). Candidates must answer at least one passage-based question and at least one essay question. On the Question Paper, passage-based questions are indicated by an asterisk (*) and essay questions are indicated by a dagger symbol († ). Empathic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i. e. a manner of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poem from the set text before answering. The passage/poem is printed on the exam paper. All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate: †¢ heir personal response, sometimes directly (answering questions such as ‘What do you think? â⠂¬â„¢, ‘What are your feelings about†¦? ’) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ their knowledge of the text through the use of close reference to detail and use of quotations from the text; †¢ their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 9 Description of papers (syllabus 0486) . 2 Paper 2: Coursework portfolio (syllabus 0486 only) Candidates submit a portfolio of t wo assignments. †¢ Each assignment should be between 600–1000 words and should be based on the study of one complete text, equivalent in scope and demand to a set text on Paper 1. †¢ The assignments must be on different texts. †¢ One of the assignments (but not two ) may be on a text prepared for Paper 1. (There is no requirement to include work on a Paper 1 text. ) Assignments can be handwritten, typed or word processed. The phrasing of each assignment’s title must allow for assessment in relation to all the Assessment Objectives.Coursework is assessed and marked by the Centre, and a sample is submitted for external moderation by Cambridge. Teachers responsible for assessing Coursework must be accredited by Cambridge; accreditation is usually awarded after the teacher has successfully completed the Coursework Training Handbook. For more information and guidance on creating, presenting and marking the Coursework, see Section 9. 4. 3 Paper 3: Unseen 1 hour 15 minutes Paper 3 comprises two questions, each asking candidates for a critical commentary on (and appreciation of) previously unseen writing printed on the question paper.Candidates answer one question only. One question is based on a passage of literary prose (such as an extract fr om a novel or a short story); the other question is based on a poem, or extract of a poem. Candidates are advised to spend around 20 minutes reading their selected question and planning their answer before starting to write. There are no set texts for this paper. 10 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Description of papers (syllabus 0486) 4. 4 Paper 4: Set texts – Closed books A (syllabus 0486 only) 2 hours 15 minutesThe paper has three sections: Drama, Poetry, and Prose. Candidates answer one question from each section. All questions carry equal marks. This is a ‘Closed books’ paper: candidates may not take their set texts into the exam room. On each text, candidates have a choice of three questions: †¢ Poetry – one passage-based question, and two essay questions; †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below fo r more detail); †¢ Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more detail).Candidates must answer at least one passage-based question and at least one essay question. On the Question Paper, passage-based questions are indicated by an asterisk (*) and essay questions are indicated by a dagger symbol († ). ‘Empathic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i. e. a manner of speaking for a specific character).Passage-based questions ask candidates to re-read a specific passage or poem from the set text. The passage/poem is printed on the exam paper. All questions encourage an informed personal response and test all assessment objectives. This means that candidat es will have to demonstrate: †¢ their personal response, sometimes directly (answering questions such as ‘What do you think? ’, ‘What are your feelings about†¦? ’) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ their knowledge of the text through the use of close reference to detail and use of quotations from the text; their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and their response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 11 Description of papers (syllabus 0486) 4. 5 Paper 5: Set texts – Closed books B (syllabus 0486 only) 45 minutes In this paper, candidates answer one question on one set text. All questions carry equal marks. This a ‘Closed books’ paper: candidates may not ta ke their set texts into the exam room.On each set text, candidates have a choice of three questions as follows: †¢ Poetry – one passage-based question and two essay questions. †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). †¢ Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). ‘Empathic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i. . a manner of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poem from the set text before answering. The chapter, scene or page reference will be given on the exam paper (references to several available editions will be provided if necessary). All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate: †¢ their personal response, sometimes directly (answering questions such as ‘What do you think? ’, ‘What are your feelings about†¦? ) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ their knowledge of the text through the use of close reference to detail and use of quotations from the text; †¢ 12 their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and their response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Description of papers (syllabus 0476) 5. Description of papers (syllabus 0476) 5. Paper 1: Set Texts – Open books 2 hours 15 minutes This paper has three sections: Drama, Prose and Poetry. Candidates answer one question from each section. All questions carry equal marks. Candidates may take their set texts into the exam, but these texts must not contain personal annotations, highlighting or underlining. On each set text, candidates have a choice of three questions as follows: †¢ Poetry – one passage-based question and two essay questions. †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). †¢Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). Candidates must answer at least one passage-based question and at least one essay question. On the Question Paper, passage-based questions are indicated by an asterisk (*) and essay questions are indicated by a dagger symbol († ). ‘Emp athic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i. . a manner of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poems (or a part of a longer poem) from the set text before answering. Passages/poems are printed on the exam paper. All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate: †¢ their personal response, sometimes directly (answering questions such as ‘What do you think? ’, ‘What are your feelings about†¦? ’) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ heir knowledge of the text through the use of close refe rence to detail and use of quotations from the text; †¢ their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 13 Description of papers (syllabus 0476) 5. 2 Paper 2: Unseen 1 hour 15 minutes Paper 2 comprises two questions, each asking candidates for a critical commentary on (and appreciation of) previously unseen writing printed on the question paper.Candidates answer one question only. One question is based on a passage of literary prose (such as an extract from a novel or a short story); the other question is based on a poem, or extract of a poem. Candidates are advised to spend around 20 minutes reading their selected question and planning their answer before starting to write. There are no set texts for this paper. 14 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0486) 6. Set texts (syllabus 0486)Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 1 (syllabus 0486) Candidates must answer on three different set texts: i. e. one set text in each section. Section A: DRAMA Candidates must answer on one set text from this section: ** Arthur Miller All My Sons William Shakespeare Julius Caesar * William Shakespeare The Tempest * Oscar Wilde The Importance of Being Earnest Section B: POETRYCandidates must answer on one set text from this section: ** Thomas Hardy The following fourteen poems: Neutral Tones ‘I Look into My Glass’ Drummer Hodge The Darkling Thrush On the Departure Platform The Pine Planters The Convergence of the Twain The Going The Voice At the Word ‘Farewell’ During Wind and Rain In Time of ‘The Breaking of Nations’ No Buyers: A Street Scene Nobody Comes These may be found in Selected Poems, ed. Harry Thomas (Penguin). Poems printed in the paper will follow this text. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 5 Set texts (syllabus 0486) * from Songs of Ourselves from Part 4 (Poems from the Nineteenth and Twentieth Centuries): Poems 110 to 123 inclusive, i. e. the following fourteen poems: Sujata Bhatt, ‘A Different History’ Gerard Manley Hopkins, ‘Pied Beauty’ Allen Curnow, ‘Continuum’ Edwin Muir, ‘Horses’ Judith Wright, ‘Hunting Snake’ Ted Hughes, ‘Pike’ Christina Rossetti, ‘A Birthday’ Dante Gabriel Rossetti, ‘The Woodspurge’ Kevin Halligan, ‘The Cockroach’ Marga ret Atwood, ‘The City Planners’ Boey Kim Cheng, ‘The Planners’ Norman MacCaig, ‘Summer Farm’ Elizabeth Brewster, ‘Where I Come From’William Wordsworth, ‘Sonnet Composed Upon Westminster Bridge’ Songs of Ourselves: The University of Cambridge International Examinations Anthology of Poetry in English (Cambridge University Press ISBN-10: 8175962488 ISBN-13: 978-8175962484) Section C: PROSE Candidates must answer on one set text from this section: * Tsitsi Dangarembga Nervous Conditions * Anita Desai Fasting, Feasting Kiran Desai Hullabaloo in the Guava Orchard ** George Eliot Silas Marner ** Susan Hill I’m the King of the Castle * The following ten stories: no. 6 Thomas Hardy, ‘The Son’s Veto’ no. 12 Katherine Mansfield, ‘Her First Ball’ o. 14 V. S. Pritchett, ‘The Fly in the Ointment’ no. 15 P. G. Wodehouse, ‘The Custody of the Pumpkin’ no. 20 Graham Green e, ‘The Destructors’ no. 27 R. K. Narayan, ‘A Horse and Two Goats’ no. 29 Ted Hughes, ‘The Rain Horse’ no. 38 Morris Lurie, ‘My Greatest Ambition’ no. 42 Ahdaf Soueif, ‘Sandpiper’ no. 46 Penelope Fitzgerald, ‘At Hiruhamara’ from Stories of Ourselves Stories of Ourselves: The University of Cambridge International Examinations Anthology of Short Stories in English (Cambridge University Press: ISBN-10: 052172791X ISBN-13: 978-0521727914) 16 Cambridge IGCSE Literature (English) 0486Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0486) Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 4 (syllabus 0486) Candidates must answer on three different set texts: i. e. one set text in each section. The text list for Paper 4 is identical to the text list for Paper 1. Candidates who are taking Paper 4 will answer on one text in Paper 5.Section A: DRAMA Candidates must answer on one set text from this section: ** Arthur Miller All My Sons William Shakespeare Julius Caesar * William Shakespeare The Tempest * Oscar Wilde The Importance of Being Earnest Section B: POETRY Candidates must answer on one set text from this section: ** Thomas Hardy The following fourteen poems: Neutral Tones ‘I Look into My Glass’ Drummer Hodge The Darkling Thrush On the Departure Platform The Pine Planters The Convergence of the Twain The Going The Voice At the Word ‘Farewell’ During Wind and Rain In Time of ‘The Breaking of Nations’ No Buyers: A Street SceneNobody Comes These may be found in Selected Poems, ed. Harry Thomas (Penguin). Poems printed in the paper will follow this text. Cambridge IGCSE Literature (English) 0486 Cambr idge International Certificate Literature (English) 0476 17 Set texts (syllabus 0486) * from Songs of Ourselves from Part 4 (Poems from the Nineteenth and Twentieth Centuries): Poems 110 to 123 inclusive, i. e. the following fourteen poems: Sujata Bhatt, ‘A Different History’ Gerard Manley Hopkins, ‘Pied Beauty’ Allen Curnow, ‘Continuum’ Edwin Muir, ‘Horses’ Judith Wright, ‘Hunting Snake’ Ted Hughes, ‘Pike’ Christina Rossetti, ‘A Birthday’Dante Gabriel Rossetti, ‘The Woodspurge’ Kevin Halligan, ‘The Cockroach’ Margaret Atwood, ‘The City Planners’ Boey Kim Cheng, ‘The Planners’ Norman MacCaig, ‘Summer Farm’ Elizabeth Brewster, ‘Where I Come From’ William Wordsworth, ‘Sonnet Composed Upon Westminster Bridge’ Songs of Ourselves: The University of Cambridge International Examinations Anthology of Poetry in E nglish (Cambridge University Press ISBN-10: 8175962488 ISBN-13: 978-8175962484) Section C: PROSE Candidates must answer on one set text from this section: * Tsitsi Dangarembga Nervous Conditions * Anita Desai Fasting, FeastingKiran Desai Hullabaloo in the Guava Orchard ** George Eliot Silas Marner ** Susan Hill I’m the King of the Castle * 18 from Stories of Ourselves The following ten stories: no. 6 Thomas Hardy, ‘The Son’s Veto’ no. 12 Katherine Mansfield, ‘Her First Ball’ no. 14 V. S. Pritchett, ‘The Fly in the Ointment’ no. 15 P. G. Wodehouse, ‘The Custody of the Pumpkin’ no. 20 Graham Greene, ‘The Destructors’ no. 27 R. K. Narayan, ‘A Horse and Two Goats’ no. 29 Ted Hughes, ‘The Rain Horse’ no. 38 Morris Lurie, ‘My Greatest Ambition’ no. 42 Ahdaf Soueif, ‘Sandpiper’ no. 46 Penelope Fitzgerald, ‘At Hiruhamara’Stories of Ourselves: The Un iversity of Cambridge International Examinations Anthology of Short Stories in English (Cambridge University Press: ISBN-10: 052172791X ISBN-13: 978-0521727914) Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0486) Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 5 (syllabus 0486)Candidates who are taking this paper answer on one text from the following: ** Jane Austen Northanger Abbey Carol Ann Duffy The following fourteen poems: ‘Head of English’ ‘The Dolphins’ ‘Stealing’ ‘Foreign’ ‘Miles Away’ ‘Originally’ ‘In Mrs Tilscher’s Class’ ‘Who Loves You’ ‘Nostalgia’ â €˜The Good Teachers’ ‘Moments of Grace’ ‘Valentine’ ‘Mean Time’ ‘Prayer’ These are contained in Selected Poems (Penguin Books, in association with Anvil Press, ISBN 978-0-14-102512-4/ISBN 9780141 025124) * Helen Dunmore The Siege ** from Jo Philips, ed. , Poems Deep & Dangerous (Cambridge University Press)The following fourteen poems (from Section 4 ‘One Another’): John Clare, ‘First Love’ Matthew Arnold, ‘To Marguerite’ Elizabeth Jennings, ‘One Flesh’ Christina Rossetti, ‘Sonnet’ (‘I wish I could remember that first day’) William Shakespeare, ‘Shall I Compare Thee†¦? ’ Elma Mitchell, ‘People Etcetera’ Simon Armitage, ‘In Our Tenth Year’ William Shakespeare, ‘The Marriage of True Minds’ Seamus Heaney, ‘Follower’ Michael Laskey, ‘Registers’ Chris Banks, ‘The Gift’ Liz Lochhead, ‘Laundrette’ Liz Lochhead, ‘Poem for My Sister’ Patricia McCarthy, ‘Football After School’ * A Midsummer Night’s Dream William Shakespeare * Robert Louis Stevenson Tennessee Williams The Strange Case of Dr Jekyll and Mr Hyde Cat on a Hot Tin Roof Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 19 Set texts (syllabus 0476) 7. Set texts (syllabus 0476) Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 1 (syllabus 0476) Section A: DRAMA Candidates must answer on one set text from this section:William Shakespeare * Julius Caesar William Shakespeare The Tempest Section B: POETRY Candidates must answer on one set text from this section: ** T homas Hardy The following fourteen poems: Neutral Tones ‘I Look into My Glass’ Drummer Hodge The Darkling Thrush On the Departure Platform The Pine Planters The Convergence of the Twain The Going The Voice At the Word ‘Farewell’ During Wind and Rain In Time of ‘The Breaking of Nations’ No Buyers: A Street Scene Nobody Comes These may be found in Selected Poems, ed. Harry Thomas (Penguin). Poems printed in the paper will follow this text. 20 Cambridge IGCSE Literature (English) 0486Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0476) * from Songs of Ourselves from Part 4 (Poems from the Nineteenth and Twentieth Centuries): Poems 110 to 123 inclusive, i. e. the following fourteen poems: Sujata Bhatt, ‘A Different History’ Gerard Manley Hopkins, ‘Pied Beauty’ Allen Curnow, ‘Continuum’ Edwin Muir, ‘Horses’ Judith Wright, ‘Hunting Snake’ Ted Hughes, à ¢â‚¬ËœPike’ Christina Rossetti, ‘A Birthday’ Dante Gabriel Rossetti, ‘The Woodspurge’ Kevin Halligan, ‘The Cockroach’ Margaret Atwood, ‘The City Planners’ Boey Kim Cheng, ‘The Planners’ Norman MacCaig, ‘Summer Farm’Elizabeth Brewster, ‘Where I Come From’ William Wordsworth, ‘Sonnet Composed Upon Westminster Bridge’ Songs of Ourselves: The University of Cambridge International Examinations Anthology of Poetry in English (Cambridge University Press ISBN-10: 8175962488 ISBN-13: 978-8175962484) Section C: PROSE Candidates must answer on one set text from this section: * Tsitsi Dangarembga Nervous Conditions * Anita Desai Fasting, Feasting Kiran Desai Hullabaloo in the Guava Orchard ** George Eliot Silas Marner ** Susan Hill I’m the King of the Castle * The following ten stories: no. 6 Thomas Hardy, ‘The Son’s Veto’ no. 2 Katherine Mansfield, ‘He r First Ball’ no. 14 V. S. Pritchett, ‘The Fly in the Ointment’ no. 15 P. G. Wodehouse, ‘The Custody of the Pumpkin’ no. 20 Graham Greene, ‘The Destructors’ no. 27 R. K. Narayan, ‘A Horse and Two Goats’ no. 29 Ted Hughes, ‘The Rain Horse’ no. 38 Morris Lurie, ‘My Greatest Ambition’ no. 42 Ahdaf Soueif, ‘Sandpiper’ no. 46 Penelope Fitzgerald, ‘At Hiruhamara’ from Stories of Ourselves Stories of Ourselves: The University of Cambridge International Examinations Anthology of Short Stories in English (Cambridge University Press: ISBN-10: 052172791X ISBN-13: 978-0521727914) Cambridge IGCSE Literature (English) 0486Cambridge International Certificate Literature (English) 0476 21 Grade descriptions 8. Grade descriptions Grade descriptions Grade A A Grade A candidate will have demonstrated the ability to: †¢ †¢ demonstrate clear critical/analytical understanding of the aut hor’s intentions and the text’s deeper implications and the attitudes it displays; †¢ make much well-selected reference to the text; †¢ respond sensitively and in detail to the way language works in the text; †¢ Grade C sustain a perceptive and convincing response with well-chosen detail of narrative and situation; communicate a considered and reflective personal response to the text.A Grade C candidate will have demonstrated the ability to: †¢ †¢ show understanding of the author’s intentions and some of the text’s deeper implications and the attitudes it displays; †¢ show some thoroughness in use of the text for support; †¢ make some response to the way language works in the text; †¢ Grade F make a reasonably sustained/extended response with detail of narrative and situation; communicate an informed personal response to the text. A Grade F candidate will have demonstrated the ability to: †¢ †¢ show a few signs of understanding of the author’s intentions and the surface meanings of the text; make a little reference to the text; †¢ 22 make a few straightforward points in terms of narrative and situation; show evidence of a simple personal response to the text. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Coursework guidance (syllabus 0486) 9. Coursework guidance (syllabus 0486) 9. 1 Coursework portfolio (Paper 2) (syllabus 0486): guidance notes Teachers may not undertake Centre-based assessment until they have been accredited by Cambridge; accreditation usually follows the successful completion of the Coursework Training Handbook.Contact Cambridge for more information. For further guidance and for the general regulations concerning school-based Coursework assessment, see the Cambridge Handbook. General guidance Portfolio format †¢ The portfolio will contain t wo assignments, each on a different text. †¢ T he assignments must be securely fastened and clearly marked with the candidate’s name, number and the Centre number. †¢ Work sent to Cambridge for external moderation must not be sent in clear plastic folders or ring binders. A completed Candidate Record Card must be included with each portfolio (see forms at rear of this syllabus). Assignments: general issues †¢Assignments usually follow a programme of study undertaken by a teaching group. The best assignments usually follow a shared learning experience, but are selected by the candidate. It is recommended that the teacher and the candidate discuss which are the best assignments to submit. †¢ Candidates do not have to produce assignments under timed examination-type conditions. †¢ Assignments may be completed at any stage during the course. Candidates should undertake more than two assignments to provide a choice of assignments for their portfolio. Assignments: texts †¢ Assignment texts can be chosen by teachers or by candidates and teachers together.They must be originally written in English, and of a quality appropriate for study at Cambridge IGCSE. †¢ Candidates within a Centre do not have to submit assignments on the same texts. †¢ Assignments should show that the candidate has studied the whole text. †¢ If poetry or short stories are used for an assignment, candidates should cover a minimum of two poems or stories. Candidates are not required to compare poems or stories within the assignment, as it is assumed that the assignment is based on the study of a wider selection of poems or stories broadly equivalent to a poetry or short stories set text. Drafting assignments †¢A general discussion on the progress of assignments is a natural part of the teacher/candidate relationship, as it is for other parts of the exam. In addition, if plans and first drafts are completed under teacher supervision, then teachers can be reassured of the authenticity of the fin al assignment. †¢ Teachers should not, however, mark, correct or edit draft assignment material; candidates can certainly draft and redraft work, but teachers should give only general guidance during this phase. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 23 Coursework guidance (syllabus 0486)Length of assignments †¢ Assignments should be between 600 and 1000 words. This is a guideline. Candidates must not confuse length with quality. Although no assignment is penalised per se because of its length, assignments significantly under or over this word count guidance may be self-penalising. Presenting assignments †¢ Candidates may use typewriters or word processors, or can write their assignments by hand. Candidates should remember to carefully proofread their work. Checking portfolios for authenticity †¢ It is the Centre’s responsibility to make sure all Coursework is the candidate’s original work.Where appropriate, candidates should provide references to secondary source material, listing these at the end of the assignment. Feedback following external moderation †¢ Centres receive a brief report from the external moderator following the assessment of their candidates’ portfolios, usually at the same time as the final exam results. 9. 2 Marking and moderating Coursework As well as commenting on the overall quality of the portfolio, recorded on the Individual Candidate Record Card, teachers must mark each assignment by indicating the strengths and errors and by providing a final comment.Each assignment is to be marked out of a total of 25, in accordance with the criteria which follow. Assessment usually involves balancing strengths and weaknesses in the candidate’s work. If a candidate submits no assignment, a mark of zero must be recorded. Internal Moderation If several teachers in a Centre are involved in internal assessment, then the Centre must make sure that all candidates are assessed to a common standard in order to produce a reliable order of rank. Centre assessments will then be subject to external moderation. External ModerationExternal moderation of internal assessment is carried out by Cambridge. Centres must submit candidates’ internally assessed marks to Cambridge. The deadlines and methods for submitting internally assessed marks are in the Cambridge Administrative Guide available on our website. 24 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Coursework guidance (syllabus 0486) 9. 3 Assessment criteria for Coursework 0 / 0–1 Band 8 Band 7 No answer / Insufficient to meet the criteria for Band 8. 2 3 4 Limited attempt to respond 6 7 Some evidence of simple personal response †¢ shows some limited understanding of simple/literal meaning 8 9 10 makes a few straightforward comments †¢ shows a few signs of understanding the surface meaning of the text †¢ Band 6 †¢ makes a little reference to the text Attempts to communicate a basic personal response 11 12 13 makes some relevant comments †¢ shows a basic understanding of surface meaning of the text †¢ Band 5 †¢ makes a little supporting reference to the text Begins to develop a personal response 14 15 16 shows some understanding of meaning †¢ akes a little reference to the language of the text (beginning to assume a voice in an empathic task) †¢ Band 4 †¢ uses some supporting textual detail Makes a reasonably developed personal response 17 18 19 shows understanding of the text and some of its deeper implications †¢ makes some response to the way the writer uses language (using suitable features of expression in an empathic task) †¢ Band 3 †¢ shows some thoroughness in the use of supporting evidence from the text Makes a well-developed and detailed personal response 20 21 22 shows a clear understanding of the text and some of its deeper implications †¢ akes a developed response to the way the writer achieves her/his effects (sustaining an appropriate voice in an empathic task) †¢ Band 2 †¢ supports with careful and relevant reference to the text Sustains a perceptive and convincing personal response 23 24 25 shows a clear critical understanding of the text †¢ responds sensitively and in detail to the way the writer achieves her/his effects (sustaining a convincing voice in an empathic task) †¢ Band 1 †¢ integrates much well-selected reference to the text Answers in this band have all the qualities of Band 2 work, with further insight, sensitivity, individuality and flair.They show complete and sustained engagement with both text and task. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 25 Appendix A 10. Appendix A 10. 1 Resources: set text editions Unless otherwise stated, candidates may use any edition of t he set text, as long as it is not an abridged or simplified version. There are many editions of set texts available, with newer editions sometimes including notes (often displayed on facing pages), illustrations, activities and further resources which make these texts particularly useful and user-friendly.Any of these texts may be taken into the examination room for Paper 1 (Open Books), but the text must not contain any annotations made by the candidate. The edition of Shakespeare used for setting extract questions on examination papers is the Alexander Text of The Complete Works of William Shakespeare ed. Peter Alexander (Collins, 1951; new edition 2006, introduced by Peter Ackroyd). However, this complete standard one volume edition is not