A Stereotypical Teenager Essay

Loud, obnoxious, rebellious, out of control, and up to no good†¦ these are just a few of a wide number of stereotypes that are attributed to American teenagers. What is it about teenagers that make the rest of society seem to turn against them? I believe that there are many misconceptions about teenagers. Many people in different generations sincerely believe that all teenagers are up to no good, and are guaranteed trouble no matter where they are. I am not arguing that teenagers like that don’t exist, because there are plenty of them out there, but it bothers me that one type of teenager has been able to spoil the image of all other teenagers. Personally I think that these stereotypes apply more to me because I am a male. In addition to being a male teenager, I also have noticed that people think negatively of me because I wear a longer hair style than what is typically expected in society. Some people grow long hair to show rebellion, or to be unique, but I wouldn’t classify myself into either of those categories, I simply enjoy having it more than short hair. But because of that, many members of society link certain stereotypes of male teenagers to me because I show long hair. I could be considered many different things including: rebellious, troubled, angry, arrogant, or any other sort of stereotype out there. How could anyone possibly claim to know all of these false accusations simply based on my age, and my gender? At times it can be bothersome when people take certain precautions around teenagers, because they believe that we are all reckless, and dangerous. Parents will cross to the opposite side of the street with their kids, people clear sidewalks when walking, other drivers tense up on the road, and all while this is happening, other people will keep one eye carefully watching, just to make sure that all of the rotten teenagers don’t do anything dangerous. I sometimes think that people see me and other teenagers as giant, shiny explosives that are about to detonate, so everyone else needs to distance themselves as much and as quickly as possible. Just because a teenager happens to be walking around outside, that should in no way trigger a response where people feel that it isn’t safe to be near  teenagers. Although it does bother me, I can also see a point of view where I would do the same thing. If I saw someone outside that looked a little bit off-beat to me, I would most likely go a different path as well. However, that raises the question, why does society take in all of these stereotypes and live all of their lives believing false statements? All of it is ridiculous I believe. Anyone that knows me will be able to explain that I am the exact opposite of a stereotypical teenager, so no one should need to take precautions if they see me out somewhere. A stereotypical teenager would most likely be thought of being connected to alcohol, tobacco, and drugs in some way, shape, or form; I on the other hand do not do any of those things, and am strongly against them. Because I do not consider myself anywhere close to a stereotypical teenager, it does bother me when people mistake me for doing those types of activities. All of these common stereotypes don’t do any good for the people who actually work hard, and try to do something with their lives. For many people, stereotyping does more than just become a bothersome hassle. For a handful of teenagers, the effect of stereotyping makes them feel pressured into behaving like a stereotypical teenager. For example, some people do drugs and alcohol because they are expected to by society’s stereotypes, so someone may think, â€Å"Oh, I am a teenager now, I guess because other people are drinking then I have to as well.† I don’t even see peer pressure as that much of an issue here, people tend to start drinking or doing drugs voluntarily; more often than not, there isn’t peer pressure that is forcing them into doing something. And that creates an entire roundabout of madness. To simplify this; many people start acting like stereotypical teenagers, because they feel that they need to in order to be a â€Å"normal† teenager. But that in turn makes society cast out teenagers, when it is actually those same members of society who created these stereotypes for teenagers to follow. In reality, there are several statistics that illustrate a decline in teenage drug abuse, alcoholism, and teenage pregnancy, yet stereotypes still exist (Poole). Are all teenagers loud, obnoxious, rebellious, out of control, and up to no good? Obviously not, there is no way that every single teenager in the world  could fit that description. And yet, society still labels every teenager in the world by a description very similar to that. The few teenagers that live a life similar to that have managed to destroy the image of every teenager that happens to be a good kid. It seems that hardworking, determined, and honest teenagers don’t have a place in the world anymore. They are out there, and ready to be noticed, but the rest of society has chosen to view them in the same manner as the bad crowds that exist in the teenage population. Quite strange, that the model teenager that is acceptable in society is not taken seriously. Why does society view superior teenagers that way? It is not only teenagers; it is everybody in the world. No person will ever be right in prejudicing someone, no matter who they are.

Mutual Defense Alliance Essay

* Russia and Serbia (Russia joined in first after war started between Austria-hungary and serbi, Russia was Serbias alliance, we can say Serbia triggererd the chain reaction) * Germany and Austria-Hungary * France and Russia * Britain and France and Belgium * Japan and Britain Imperialism – Imperialism is when a country increases their power and wealth by bringing additional territories under their control. Before World War 1, Africa and parts of Asia were points of contention amongst the European countries for their resources. Tension caused by this because France and Britain had colonies-Germany was trying to get in on the action-wanted more land Nationalism- Serbian black hand/Gavrilo princip Militarism-Germany and Britain were both increasing their navy power=more tension and in german and russa particularly, militarism was having an influence on public policy Immediate Causes- Theres only one immediate cause, the assassination of Franz Ferdinand :P. This one event made all the aforementioned items come into play. This was in protest to Austria-Hungary having control of this region. Serbia wanted to take over Bosnia and Herzegovina. This assassination led to Austria-Hungary declaring war on Serbia. Once that was declared Russia declared war on Austria-hungary due to their alliance which led to Germany declaring war etc etc. If we look at the causes, it seems Serbia was the main cause. Sure imperialism and militarism were part of the reason, but they didn’t start the war. Serbian nationalism and its alliance system along with the assassination from a serban nationalist are what triggered the start of World War 1. It was the significance of this particular crime for Austro-Serbian relations that mattered. Guys Important thing to know, when your talking about nationalism don’t say that the black hand was acting on behalf of the government, we’ll get slapped. â€Å"There is no evidence to suggest that Pasic planned the crime. It is unlikely that the Black Hand officers were acting on behalf of the government, because the military and the Radical Party in fact were engaged in a bitter competition to control the state.† BUT if someone does say this quote we can respond with â€Å"Pasic’s responsibility revolves around reports that he was warned of the intended crime, and took inadequate steps to warn Austrian authorities. Despite Pasic’s denials, there is substantial testimony that someone alerted him to the plot, and that Pasic ordered the Serbian ambassador in Vienna to tell the Austrians that an attempt would be made on the life of the heir during his visit to Bosnia† Instead of Pasic saying that he knew of an actual plot, he spoke in terms of a hypothetical assassination attempt, and suggested that a state visit by Franz Ferdinand on the day of Kosovo (June 28) was too provocative. Austrian diplomats failed to read between the lines of this vague comment. By the time the warning reached the Habsburg joint finance minister (the man in charge of Bosnian affairs) any sense of urgency had been lost, and he did nothing to increase security or cancel the heir’s planned visit. After the murders, the Serbian government was even more reluctant to compromise itself by admitting any prior knowledge, hence Pasic’s later denials. This is like the ultimate historiography When Serbia first received the ultimatum, Pasic indicated that he could accept its terms, with a few reservations and requests for clarification. As time passed, however, it became clear that Russia would support Serbia regardless of the situation. After that, Pasic gave up seeking peace. While a long reply was written and sent, Serbia rejected the key points about Austrian interference in domestic judicial and police work. Pasic knew that this meant war, and the Serbian army began to mobilize even before the reply was complete. ^– The Balkans in the Age of Nationalism Steven W. Sowards

Nature of Tragedy

For many centuries the tragedy holds to continue to be perceived as the most ardently gratifying arrangement of drama because it encompasses the capability of transporting the spectator into the drama as well as allowing them to empathize with the characters, particularly the tragic hero. The study noted above regarding tragedy was shaped by the Greek philosopher, Aristotle. Aristotle also noted that the tragic flaw is imperative in the characteristic of the protagonist and the proceedings that transpire in the piece are a manifestation of that flaw (â€Å"The Poetics by Aristotle: XIII. ). This philosophy of the tragic hero can be located in both Charles Van Doren in Quiz Show and Shakespeare’s character, Othello, in his play Othello. It is the characters’ prominence and faults as well as their ability to acquire their audiences pity in which label them tragic heroes. Charles Van Doren in Robert Redford’s Quiz Show possesses an existence in which numerous souls would envy. His affiliation with being one of the country's highly knowledgeable and esteemed families (his father labeled an eminent professor at Columbia University as well as a Pulitzer-prize awarded poet, his uncle defined as a renowned historian, and his mother being a recognized author possessing multiple acknowledged works of literature) is the first step to his being a tragic hero. Charles attempts to shadow his father's achievements as he labors as a mentor at Columbia training to conquest for his father when he retires. Alas, Van Doren believes that he falls short in character in comparison to his family in terms of success. At this moment in time, he judges that he should have achieved a sufficient amount to the extent that people would not seek to refer to him as â€Å"the son† but rather refer to him by his own identity. Van Doren evidently does not recognize how privileged his existence is in contrast to the majority of America’s citizens; that he remains far more triumphant than any of them could ever achieve. It is this self-doubt and catastrophic fault that will eventually direct him to his expiration as an icon throughout the progression of the film. When the ability to become a possible contender on Twenty-One displays itself, Van Doren observes it as a chance for him to finally receive recognition in his family; this opportunity puts him into a situation where he is forced to evaluate his ethics. Enright and Freedman shatter Van Doren’s moral standards by stating that they should place him in the show and provide him with the questions that he previously knows. Van Doren mechanically recognizes that this suggestion is immoral: that it is ultimately dishonourable. A significant defining moment of the film is when Van Doren encounters a crisis; whether to state the answer to a question he was arranged to be asked or to answer the question inaccurately and preserve his veracity. Though Van Doren clearly faces a struggle within himself, he ultimately chooses the recognition and fortune that will derive from his victory on the show. The awareness he acquires from his presence on the Today Show causes it to become effortless for him to validate his verdict. The fall of Van Doren becomes apparent when Congressional investigator, Dick Goodwin, comes to New York City to investigate the quiz show after reading a piece about how Stempel attempted to acquire a trial regarding the cheating taking place on the show. After much investigation, Van Doren’s fraud is discovered causing his divine facade to perish along with the name he has created for himself. The enthralled audiences around the country, once desiring to be a part of the marvel Twenty One deceitfully was, now see Van Doren’s infamy and view him as nothing but a deceitful human being. His name, as well as his honour, is demolished because of his disillusionments and his desire to create an identity for himself. Aristotle’s analysis of what makes a tragic hero is greatly demonstrated in Charles Van Doren’s story represented in Quiz Show because he was of such a high rank in society and it was his tragic flaw of insecurity and lust for fame that initiated his downfall. Othello can be qualified to be one of Shakespeare’s supreme tragedies because it shadows the procedures established by Aristotle’s Poetics. Othello’s prestige (that of a dark, tall, African Moor), joined with his particular charisma, aids him in achieving the admiration and loyalty of the Venetian people and senators. Othello, subsisting as a soldier for a large interval of his life, is viewed as an exceptionally honourable gentleman. His status as a governor-general itself displays an aura of aristocracy, poise, and potency. The identity portrays someone who is sustained in tremendously high reverence by the people of Venice. In addition to him exhibiting pronounced characteristics and courage, Othello also exhibits pride. He retains his composure during the initial confrontation with the senators when he is accused of witchcraft when Desdemona's father faces Othello about his courting his daughter: â€Å"Most potent, grave, and reverend signiors,/ My very noble and approved good masters,/ That I have ta'en away this old man’s daughter,/ It is most true. True, I have married her. / The very head and front of my offending/ Hath this extent, no more,† ( I. iii. 76-81). Though Iago is the venomous serpent of the play, it is Othello’s tragic faults of gullibility and jealously that convert him from an aristocrat into a venomous creature himself, which inescapably carriages him to his demise. Although Iago fuels the fire that is Othello’s jealously through his tactics of manipulation, Othello’s unfeasible train of thought must be analyzed to substantiate Aristotle’s definition of a tragic hero. This defect ultimately directs him to his disgrace; the murder of his devoted wife, Desdemona, and himself. Before Othello kills himself, he acknowledges his fault in murdering his beloved wife: â€Å"†¦besides that in Aleppo once,/ Where a malignant and a turbaned Turk/ Beat a Venetian and traduced the state,/ I took by the throat the circumcised dog,/ And smote him, thus,† (V. ii. 352-56). his also entails of his assassination of the monstrosity that he was bred to be. Othello’s monologue proclaims that it is not the real Othello who is dying, but rather the â€Å"turbanned Turk† in which he was spawned. As the play unravels the viewer’s resonant benevolence towards the tragic hero, as well as distress for their own lives, as the final scene the incidents leaves its mark on the stage just as Aristotle predicted. Defined, a tragedy illustrates a tale that features the collapse of a protagonist. Customarily, the protagonist demonstrates upper class attributes or derives form an upper class institute and is encountered with an antagonizing episode, whether it is external or internal, which thus causes the protagonist’s downfall. This fall, according to Aristotle, â€Å"should come about as the result, not of vice, but of some great error or frailty in a character. † A plot such as this is liable to breed empathy and apprehension into the audience, for â€Å"pity is aroused by unmerited misfortune, fear by the misfortune of a man like ourselves,† (â€Å"The Poetics by Aristotle: XIII†). This notion exemplifies an aspect of tragedy in which several productions are centered, including Robert Redford’s film Quiz Show based on the fall of Charles Van Doren and Shakespeare’s Othello. It is Charles’s lust for fame to seek his father’s approval in which triggers his downfall, and it is Othello’s gullibility and jealousy in which initiates his. Allied with the characters’ individual incentives, the cause-and-effect sequence of proceedings is crafted, generating pity and anxiety in the audience.

Silent dancing by judith ortiz cofer Essay Example | Topics and Well Written Essays - 2000 words

Silent dancing by judith ortiz cofer - Essay Example It was during this time that her father moved to the States. He got assigned to duty on a ship in Brooklyn yard. She narrates on how her father moved to the United States, and Brooklyn became his permanent home base until his retirement. This happens more than twenty years later. He went and tracked his uncle who stayed in New Jersey, and that is where he found an apartment which hosted Jewish families. A year later they followed their dad when her mother was still twenty years old (Starvans 12). The narrative then moves from the past to the present when she enters into a living room. The room is filled with people dressed up; the men had dark suits and the women had red dresses. She is here for a party where her cousin had bought a camera, and they wanted to make a movie. At the place, she meets a lot of people originating from Puerto Rico. There, she finds traditional food like kidney beans, and she felt surrounded by her language. The narrator then moves to the future where she se es herself being a secretary for a prominent lawyer as she could type the fastest in her class. She sees herself getting married to an American and doing away with the outdated Puerto Rican culture and belief system. The narrative continues in the same manner where she continues to have memories about the past and narrates about how it was like when they used to have their Christmas. The narrative moves to the present where she narrates about her future plans again. This sequence goes on till the end of the narrative as it keeps on shifting from present to past to future. Ortiz also uses the projection technique where she projects her future in a manner that makes it seem so real and certain. She projects herself and sees herself being a secretary of a lawyer because she was the fastest in typing. She projects her cousin’s girlfriend to being a good wife from the way she sat on the couch and the way she got dressed. Ortiz narrates that her cousin’s girlfriend had wore a full skirt dress, which she had tacked around her carefully. She sat on the couch formally, and her dress got pulled over and past her knees. These qualities project the girl as a humble future wife. Also, when she approached the camera she faced down as she was supposed to by her culture; this shows her humility in her actions hence depicting her as a humble future wife for her cousin. Ortiz projects herself to be an independent American girl and not a naive cultured girl from Puerto Rico. She sees herself marrying her American boyfriend whom she sneaks out on some nights to be with him. Ortiz narrates how she will have an American name, and she is so sure of it (Starvans 134). The narrative also employs the technique of different time frame and structure. The narrative moves the reader from present to past and present to the future and vice versa. The narrative begins with the narrator telling about her past, she remembers about her life when she was young in Puerto Rico. She re members about the birth of her brother and how her father moved to the United States as a navy officer. She then narrates how they moved with their mother to follow her dad in the U.S. She remembers how the dad struggled to make them adopt and become assimilated into the American culture (Starvans 101). She narrates how her dad had a difficult time in getting a house because of his origin. She remembers of their life in their first house and how the heater pipes rattled and made a lot

Research for Health Professionals Essay Example | Topics and Well Written Essays - 2000 words

Research for Health Professionals - Essay Example Therefore, basic research is undertaken to extend the base of knowledge in a discipline that helps to refine and redefine a theory (Pope & Mays, 2004). Critical Analysis Skills: Critical analysis is a multidimensional skill, a cognitive or mental process or set of procedures (Timmins, 2006). It involves reasoning and purposeful, systematic, reflective, rational, outcome-directed thinking based on a body of knowledge, as well as examination and analysis of all available information and ideas. Nursing practice mandates the use of high-level, systematic and organized critical thinking skills within the nursing process since it enhances clinical decision making, helping to identify patient needs and to determine the best nursing actions that will assist the patient in meeting those needs (Evans, 2003). Evidence-Based Practice: Nursing practice is increasingly dependent on evidence-based practice, where patient care decisions are made on the basis of the most updated and best clinical evidence. It is generally agreed that research findings from rigorous and relevant studies comprise the best type of evidence for modifying and reinforcing the nurses' decision-making processes, actions in the practice area, and interactions with clients. This indicates that nursing actions would increasingly be based on research evidences that would lead to clinically appropriate, cost-effective nursing actions with intent to producing more positive outcomes for the clients (Goldenberg, 2006). Research and Advancement in Nursing Practice: The advancement of the nursing profession would be heavily reliant on the integration of research, research outcomes, and education into the practice setting. Clinical nursing is and is expected to be enhanced by the products of research activities, development of theory and validation, identification of problems, and resolution of those based on science that is the derivative of research. This would, as expected, lead to the desired development of new nursing knowledge, advancement of health policies, and ultimately would culminate into enhancement of nursing profession (Sackett, Straus, , & Richardson, 2000). Key Elements of Literature Review: The "evidence" in the evidence-based practice is gained by systemically searching and analyzing reports of studies and research that are accessed through databases and libraries. In fact, the systemic review process is also a form of research where the reviewer develops a protocol for the review, asks legitimate questions, endeavors to glean the evidence, appraises it, and takes decisions whether the evidence is applicable in practice. In that sense, a research or literature review is not a summary of the study, rather it is a careful appraisal of its merits and flaws. A good critique objectively identifies both adequacy and inadequacy, and virtues as well as faults. This task involves a background literature review, formulating objectives and questions and describing inclusion criteria, a search strategy for the literature, assessment criteria, extraction and synthesis of data (Paterson, Thorne, Canam, & Jillings, 2001). Critical Analysis of the Literature Review In the paper, The Study of Nursing Documentation Complexities, published in

Germany's Holocaust Memorial Term Paper Example | Topics and Well Written Essays - 250 words

Germany's Holocaust Memorial - Term Paper Example (BBC News). One of the controversies that dog the memorial is the criticism that it exclusively commemorates only the extermination of Jews, disregarding the countless other victims of Nazi oppression, including homosexuals and gypsies. A later monument to Nazi homosexual victims stands opposite the Jewish memorial. The visitors’ information center constructed under the stele is a compromise against the criticism that the entire implications of Holocaust and its history are not appropriately represented by the public sculpture aboveground. The information center ensures that the memorial combines the aims of memory and pedagogy. The accusation of unjust exclusivity also dogs the United States’ Holocaust Memorial Museum in Washington D.C. in the context of the absence of national memorials to the victims of slavery or the genocide of the Indians. While the unmatched horror of the Holocaust cannot be denied, I believe that slavery and the massacre of the Indians are ethnic events which require commemoration in the nation of their occurrence. In my opinion, memorials to such atrocities serve a vital need in society. They are not just contemporary symbols of regret for the horrors of the past, but serve as documentations of history, and living gate-keepers to the conscience of the

Public Health Nursing Assignment Example | Topics and Well Written Essays - 250 words

Public Health Nursing - Assignment Example The important health status indicators include infant mortality rate, life expectancy at birth, maternal mortality ratio, neonatal mortality rate, under five mortality rate (child mortality rate). Good health indicator should show positive outcomes based on quantity and quality of people’s health status. Life expectancy at birth is the most vital health status indicator of any country which directly focuses on economic condition of the country. Life expectancy at birth refers to the mean number of years that a newborn baby can expect to live, if current mortality conditions are prevailed throughout the person’s life. This indicator focuses on age-specific probability of death of an individual by considering the present rate of death for people of varying ages in a country. Health status of a country is positively influenced by increase in life expectancy at birth. In economically sound countries like United States, life expectancy at birth is around 77 years. The countries having medium financial status like Jordan, life expectancy at birth is around 72 years. While in poor countries like Mali, life expectancy at birth is around 48 years. Thus, financial status of the country is directly proportional to the life expectancy at birth of that country. To address the major health concerns in poor countries various prevalent health problems should be attended to enhance the life expectancy at birth of the specific country. Thus, based on need of the country adequate and equal access to health care services could be delivered to enhance the life expectancy at birth. The enhanced life expectancy at birth could definitely achieve physical, mental and social well-being of the poor income country (Skolnik,

Review of the Separation of Powers Section of the Federalist Papers Essay

Review of the Separation of Powers Section of the Federalist Papers 47, 48, 49, 50, 51 - Essay Example This paper seeks to focus on sections federalist paper. Federalist Papers #47 In this essay, the principle of separation of power is addressed. At the time, the constitution was opposed, as it was perceived to breach separation of power. Those against asserted that the three arms of government are not adequately distinct and independent and power was irregularly distributed. Their worry was that the government would fail, and that freedom would be affected. Madison concurs with this notion on separation of power, mainly on the threat posed by unequal distribution of power. He claims that excessive authority in one branch is a recipe for authoritarian rule and it did not matter the number of men in authority. He claims that no further argument was needed if claims were objective. In contrast, he asserts that these claims lacked basis. He relies on Montesquieu, French in supporting his argument. Montesquieu relied on British constitution as his model. Montesquieu points out that the go vernment branches in constitution are not absolutely separate or distinct. British king could intervene in legislative function when signing treaties. On the other hand, the king has authority of hiring and firing judges. ... Federalist Papers #48 This essay propounds that the three branches needed not be absolutely separate and independent. It argues that each branch of government required minimum power to control the other two. Each branch is given some power by the constitution; however, it was to be controlled to avoid overexploitation of the power. He wrote that it was essential to differentiate between the three branches to be able to protect legal power vested on each branch of government. Madison concurs that conflict of interest are likely to arise due to power overlap. He states that theoretical checks expounded by the constitution are not adequate. He argues that the original drafters of republican government failed to draft laws that could check legislature. This created ways for legislature to abuse its power. He concurs that in hereditary monarchy the king is feared, likewise in direct democracies executive is feared, as legislature is ineffective in controlling powers of executive. This is because in direct democracies, the size of legislature is enormous, and power is scattered hence solving conflict is a challenge. In their envisaged government, the legislature was more likely to abuse the power as more power had been granted to it. On the other hand, legislature controlled a huge chunk of the money and controlled salaries paid to government employees. This was a recipe for corrupt dealing. In comparison presidential and judicial power was just simple and under extreme regulation. There existed no chance for the two branches to breach authority vested on the congress and any attempt was easy to detect (Project Gutenberg, 1992). Federalist Papers #49 Jefferson highlighted the

Governments Balance Law and Order with Individual Freedom Essay

Governments Balance Law and Order with Individual Freedom - Essay Example The Government outlines the individual rights and freedoms in the constitution, which comprise a set of guidelines to govern the people. Thus, individual liberty needs a basis in law, but additionally, it must integrate the requirements of social order. This means that maintenance of law and order balances with individual freedom to guard and define the sphere of liberty of the individual and promote order in the society. Despite, democratic governments supporting the importance of freedom, they must put limits on individual freedoms. In this regard, provisions should forbid those deeds that would cause panic or harm for the general good. By this, the government ensure that it maintains law and order and at the same time offering individual freedom. In the United States, there is limitation of individual liberty to guard citizens from one another, to guarantee order in society and to uphold the common interests of the society. Therefore, the law must permit the sensible exercise of f reedoms.The Government can also strike this balance by supporting the social systems in the society that realize the goals of freedom and order. Fagin (2007) asserts that the society uses numerous strategies to attain these goals, including social standards imposed through the social forces of the family, government, religion and school. Through these social institutions, people learn the principles and requirements for good behavior and receive punishment when they infringe these social standards.

The increasing use of social media has dramatically changed the way Essay

The increasing use of social media has dramatically changed the way how young consumers behave prior to their purchase decision and consumption - Essay Example The most common forms of social media are the websites that have been established on the Internet such as Facebook, Reddit and Twitter which enables users to post their thoughts onto the Internet for all or a chosen few to see. The introduction of social media to the world has affected almost every sector and the business world is not different and can be pronounced to be one of the sectors that have been highly affected by this advancement in technology (Khosla, 2010). Consumers no longer behave in a similar manner than before the advent of this new discovery, and as a result, it has also forced the business world to adapt to it. There are a number of ways that the consumer does not act similarly as before the introduction of social media during their shopping experience, these include: The consumer’s behavior prior to the purchase of a product has been influenced by the founding of the social media as the buyers have learnt to adapt and use it to their advantage when considering an item. In the past, a consumer would, for example, buy their products based on the adverts that they saw on the TV, or other media trusting that information that they were receiving on the product was true. If one needed to be entirely sure, there were instances where they were able to take the product through a trial run or could ask for a demonstration at the store (Kardes, Cronley & Cline, 2011). Individuals would have been obliged to go to the store to see how a product actually worked if they were determined to erase any doubts that they may have had, but all this has changed due to the founding of the social media to the public. An individual no longer has to make the physical trip down to the store, since he can easily get them on the Internet and research the customer revi ews that are present on a number of websites on the product they have in mind. Using this method, the consumer is able to determine whether the product is satisfactory depending on the number

The Organizational Development Practices Research Paper

The Organizational Development Practices - Research Paper Example The purpose of this paper to analyze the organizational development (OD) practices that can be implemented in Company A in order to turn the corporation around and help the company to begin earning profits again. Company A is a conglomerate multinational corporation in the retail industry that has been operating in the marketplace for over 50 years. The company prides itself in being a store that offers quality merchandise at reasonable prices that provide value to the customer base. The company has grown a lot during the last decade and has achieved international penetration in many locations including Hong Kong, London, and Paris among other prestigious locations. By choosing spots of high consumer traffic the firm’s sales have been very good during the last couple of years. The firm employees over 20,000 direct workers worldwide. The company’s rapid expansion created a series of new issues and problems that must be attended in order to ensure the company continues to run a profitable operation for many years to come. The mission of the company is to provide its customer a great shopping experience in which they're able to select from a large variety of consumer goods at a price point that will attract interest from the customers while at the same time allowing the company to meet its sales quotas and revenue expectation and reaching their annual projected goals. Company A operates under a bureaucratic system due to a centralized decision making philosophy. The corporate headquarter of the company located in Los Angeles California is responsible for all strategic decisions the company implements. It also controls the internal functionality of the firm subsidiaries which results in the creation of a business entity that is slow to react to market changes. The corporate offices also have control over the internal human resources practices of all the independent firms.

Judging Lines Between Imagination and Reality in Attonment Essay Example for Free

Judging Lines Between Imagination and Reality in Attonment Essay As I read Atonement, by Ian McEwan, on the beach in Long Beach Island I was confronted with a somewhat new style of writing that I did not recognize. The splitting of the novel into three main parts only made sense to me after I had finished it; the account of the crime that took place at the Tallis household, Robbie Turner’s adventures at war, and Briony’s tales as a nurse were all connected and ended up â€Å"coming together† much more smoothly than I had anticipated. The characters Briony, Robbie, Cecilia, and Lola are all faced with very different problems which all have the same fundamental root: the attacks on Lola and the â€Å"attack† on Cecilia. Briony is only 13 when the novel begins. She is desperate for attention and lives in her own, dramatic world through writing. â€Å"Nothing in her life was sufficiently interesting or shameful to merit hiding; no one knew about the squirrel’s skull beneath her bed, but no one wanted to know† (5). Briony’s need for attention is not helped by the fact that her mother is usually unavailable due to acute migraines. She does not have the constant love and attention of a mother and both her siblings are grown up and lead their own lives. This leaves Briony as somewhat of an only child and certainly fuels her love for writing and creating her own fantasy worlds. Briony is â€Å"one of those children possessed by a desire to have the world just so† (4). She is an innocent pre-adolescent which later creates a huge catastrophe in the lives of Robbie Turner, her long-time family friend, and Cecilia Tallis, her sister. I feel that Briony at times felt homesick, but not in the typical way a person would feel homesick. I thought that Briony feels homesick for her imaginative life when something real life happens. When a real life situation strikes she is forced to live in the real world away from her imagination and the world she created for herself. The accidental letter Robbie sends to Cecilia spawns the bulk of the problem of Briony, Robbie, and Cecilia’s characters. It is the culminated with their first intimate encounter, his return from jail and his first adventures as a soldier. Briony’s innocence as a child is first revealed in her take on the encounter between Robbie and Cecilia by the fountain. The rising tension between Robbie and Cecilia due to repressed feelings was taken as Robbie asserting authority over Cecilia. â€Å"It was extraordinary that [Cecilia] was unable to resist him. At his insistence she was removing her clothes, and at such speed. What strange power did he have over her? Blackmail? Threats? † (36). Briony recognizes that â€Å"she did not understand, and that she must simply watch. Unseen, from two stories up, with the benefit of unambiguous sunlight, she had privileged access across the years to adult behavior, to rites and conventions she knew nothing about, as yet† (37). McEwan then inserts a little passage that seemed to me to contain a bit of foreshadowing. Briony had her first, weak intimation that for her now it could no longer be fairy-tale castles and princesses, but the strangeness of the here and now, of what passed between people, the ordinary people that she knew, and what power one could have over the other, and how easy it was to get everything wrong, completely wrong. (37) This passage is foreshadowing the events that take place next and Briony’s misinterpretations of those events. This passage also demonstrates my point that at times Briony wishes that she could always be in her â€Å"fairy-tale† like world where everything was perfect. She finds that when she is confronted by reality she does not know what do with it and wishes she was living in her imagination. Briony is disgusted by what the letter contains. â€Å"With the letter, something elemental, brutal, perhaps even criminal had been introduced, some principle of darkness, and even in her excitement over the possibilities, she did not doubt that her sister was in some way threatened and would need her help† (106). Briony is clearly deeply affected by the contents of this letter. â€Å"That the word had been written by a man confessing to an image in his mind, confiding a lonely preoccupation, disgusted her profoundly† (107). Briony felt there was â€Å"danger contained by such crudity† and that it â€Å"threatened the order of their household† (107). This leap from crudity to evil that Briony makes in her head is a sign of her ignorance to adult feelings. After reading the letter, Briony speaks to Lola about it. Lola labels Robbie a â€Å"maniac. † â€Å"A maniac. The word had refinement, and the weight of a medical diagnosis† (112). Her ignorance is proved even further when she walks in on Robbie and Cecilia in the library. Her confusion, as a child, is understandable, however. She misinterprets the situation to be an attack rather than an encounter of lovers. â€Å"Though they were immobile, her immediate understanding was that she had interrupted an attack, a hand-to-hand fight† (116). Briony, of course, sees Robbie as a maniac rather than a lover. â€Å"He held her forearm which was raised in protest, or self-defense† (116). Briony became the self-proclaimed protector of Cecilia and when the twins Jackson and Pierrot go missing and everyone goes out looking for them in the night, Briony resolves to protect Cecilia from Robbie. She goes out alone, â€Å"conscious that she was sharing the night expanse with a maniac† (146). When Briony sees two figures in the distance and then is called out to by Lola, she immediately assumes it was Robbie attacking her. â€Å"She had no doubt. She could describe him. There was nothing she could not describe† (155). Briony asks Lola, â€Å"‘Who was it? ’ and before that could be answered, she added, with all the calm she was capable of, ‘I saw him. I saw him’† (155). Lola â€Å"couldn’t say for sure. † Briony replies with, â€Å"Well I can. And I will† (157). Briony’s conviction that it was Robbie who attacked Lola grew stronger by the minute. â€Å"Briony’s certainty rose whenever her cousin appeared to doubt herself† (157). Lola just went along with everything Briony was claiming. Briony’s â€Å"certainty† ultimately sends Robbie to jail. Briony went off of her first instinct of what she thought she had a quick glimpse of. This was a mistake, which demonstrates her immaturity and ignorance to the real world. She based her thoughts on Robbie over a misconstrued letter, and it led her to misjudge a situation. And at the end of the novel we discover that Briony was wrong in accusing Robbie for the attack of Lola. Briony is a very immature character. She failed to recognize that what she caught a quick glimpse of, may not actually have looked as it seemed. She used prejudgments she had on people to determine what she saw. I think this has to do with her strong imagination, because I feel at times throughout Atonement Briony was confused on the lines between reality and fiction. Sometimes she did not consider the outcomes to her actions and made mistakes because of them. Her strong imagination you could say persuaded her actions in reality. The events that occur in reality have much stronger repercussions then those in an imagination. As a 13 year old Briony had trouble understanding this, and mad many mistakes. Briony’s opinions as a young girl were very frustrating for me to read. As a whole, Atonement was frustrating to read. Its only redeeming characteristic was that Robbie and Cecilia ended up together. While reading I definitely lost sight of Briony’s predicament being real. I sometimes started thinking that she was purposely out to get Robbie, forgetting that, in her childish innocence, she really would find something wrong with him. Briony was a very confusing character because she had a tough time judging the difference between reality and imagination at her premature age. She was conniving towards Robbie and I felt as though she was trying to make her life dramatic in hopes of creating a better story. Most of the issues presented in this novel were not even solved by the end of the book. Robbie was not rid of blame, Briony could not undo her mistakes from the past, and Lola ended up marrying her rapist. That is probably one of the reasons that it was such a frustrating novel to me; everything was made just so that it could not be fixed. I felt at times that the title of, â€Å"Atonement,† was a poor choice because I did not think that this book ended up fixing a wrongdoing. However while writing this journal one thing proved me wrong, fixing something. Briony started the novel as a character that felt homesick at times when dealing with the real world, and found refuge in her imagination. This led her to sometimes lose the distinction between fantasy and reality. But by the end of Atonement Briony realized that there were strict lines between actuality and imagination, and that when that line is blurred the results can be disastrous.

Improvement Of Dual Axis Tracker Using Arduino Uno Engineering Essay

Improvement Of Dual Axis Tracker Using Arduino Uno Engineering Essay Solar power generation had been used as a renewable energy since years ago.This type of energy is very clean, environmentally friendly and reliability as secondary choice for source energy.This paper present the design and improvement of dual axis tracker using Arduino Uno kit.Futhermore,the main objective is the dual axis tracker system which will actuate solar module will keep aligned with the sunlight in order to maximize in harvesting solar power.In this project,its divided by two categories;hardware and software.In hardware part,4 light dependent resistor(LDR) has been used to trace the coordinate of sunlight by detecting brightness level of sunlight.For rotation part, two standard servo motor has been selected.In software part,the code is constructed in C programming and inserted in Arduino Uno.This project is designed for low power and portable application.Therefore, its suitable for rural area usage.Moreover,the efficiency of output power which collected by sunlight are incre ased. Keywords Dual Axis,LDR,Servo Motor,Arduino I. INTRODUCTION Renewable energy is energy which comes from natural source such as sunlight, wind rain ,tides ,wave and etc. Renewable energy provide 19% of electricity generation worldwide.Malaysia,with population of about 28 million, is one of fastest-growing economies in Asia. During the last decade, Malaysia has seen almost 20% increase in energy generating capacity from 13,000MW in 2000 to 15,500MW in 2009.Under the 8th Malaysia plan (2001-2005),the government of Malaysia changed the Four Fuel Policy(based on oil, gas, coal and hydropower) to the Five-Fuel Policy with the addition of renewable energy as fifth source of fuel. Malaysia is well endowed with abundant non-renewable and renewable source of energy, especially biomass and solar. In the last ten year,many residentals around the world used electric solar system as a sub power at their houses.this is because solar energy is an unlimited energy resource,set to become increasingly important in longer term, for providing electricity and heat energy to user[1].Solar energy is the energy derived from the sun through the form of solar radiation.The sun is most is most inexhaustible,renewable source energy known to man.The is no price and also no air pollution created by solar energy ,environmentally friendly and solar energy are interminable supplies[3].It is related with aspects as deforestation control,protection of ozone layer,reduction of CO2 emission and others[4]. The main objective of this paper is to develop solar tracker.The solar tracker can be used for several application such as solar cells,solar day-lighting system and solar thermal arrays[1].Nowadays,the highest efficiency of solar panel is 19%.So,the efficiency can be enhance by using solar tracker.Albeit,the price of various solar tracker are still expensive because solar tracker is still new and only a few countries use it as South Korean and USA[1].Futhermore,this project is designed for rural area which far from main supply and absolutely low cost. Previous researchers [1],[3] and [6] used LDR as sensor respectively.Other that,[1] ,[6]used dc motor and [3] used servo motor as the mover of their solar tracker. II. DEVELOPMENT OF SOLAR TRACKER Finding energy source to satisfy the worlds growing demand is one of society foremost challenges for next half century.The challenge in converting sunlight into electricity via photovoltaic solar cell is dramatically reducing $/Watt of delivered solar electricity.In this context the solar tracker are such devices for efficiency improvement.Solar tracker is the devices which designed automated for detect the sunlight movement from east to west.However,this automated system will stay its operational even if weather is cloudy and there is no sun visible totrack,thus spending stored energy without any gain[6]. Nowadays,many researcher from various education institution likely contribute in this topic. Based on experimental and actual result,the solar tracking can enhance by 30 to 60 percent compared to static solar array.Other that, power generated annually increase up to 40 percent.There are numbers types of solar tracker depends on cost,performance and technology[3]. This paper continues development on two axis tracking system consists Light Dependent Resistor(LDR),standard servo motor,solar module and Arduino programmer. III METHODOLOGY This project is divided into two parts,hardware development and programming development.Figure 1 show the block diagram of the project. C:UsersAlberto_TaminoDesktopDrawing1.jpg Figure 1:Block diagram of the project 2 Project Design 2.1 Hardware The main components of hardware used in this project are Arduino Board,Light Dependent Resistor,Servo Motor,Solar Panel and solar tracker stand,variable resistor. 2.1.1 Arduino Board In this project,Arduino was used as main controller.Arduino is an open-source electronic prototyping platform based on flexible,easy to use software and hardware.Arduino can sense environment by receiving input from a variety of sensors and can effect it surrounding by controlling light,motor and other actuator.The microcontroller on the board is programmed using Arduino programming language and Arduino development environment.Arduino can be stand alone or they can communicate with software running on a computer. 2.1.2 Light Dependent Resistor Light Dependent Resistor is semiconductor which sensitive with light.The main purpose is to change the brightness of light in different weather condition.Becauce of these reason,this paper choosed LDR which suitable to track the sunlight. 2.1.3 Servo Motor Servo motor is one type of various motor in electronic application.This type motor required supply 4.8V or 6V.This motor consists three wire namely signal,positive and ground wire.The motor consists several part,the motor and gearbox,a position sensor,an error amplifier and motor driver and circuit to decode the requested position.Servo motor only rotate in 180 degree. http://t0.gstatic.com/images?q=tbn:ANd9GcQmkuTWaXtVnqH1pvD1XfCAoz4L-eOvUpgzLpaZTOGhzP16cFze Figure 2:Servo Motor 2.1.4 Solar Panel Solar panel is a device to receive sunlight and convert it into electricity.Nowadays,many type solar panel in the market but the efficiency still low.Other that,the price still expensive.That reason makes this type renewable energy still second choice energy generation after fuel generation.This paper used monocrystalline solar panel for solar tracker and static mode. C:UsersCIPOXS~1AppDataLocalTempWPDNSE{ABEA16F1-1E2E-5557-6656-659DC8B5A9B6}191120121132.jpg Figure 3: 2W Solar Panel 2.1.5 Solar Tracker Stand This project designed the cheap and innovative stand.This stand also stable because the big base area makes the servo motor and solar operate as usual at the top. C:UsersCipOx StarzDesktopsolar tracker(FYP 2)181120121127.jpg Figure 4: Prototype of Solar Stand Material Unit Quantity PVC Tee  ¾ inch 3 PVC Elbow  ¾ inch 4 PVC Reducing Socket 1  ½ to  ¾ inch 1 PVC Pipe 2 meter 2 TOA Spray Light Green 1 Table 1:Prototype Material 2.1.6 Variable Resistor A variable resistor is a potentiometer with only two wires instead of three.The pots allows to control yhe potential across through the circuit.The long handle on the potentiometer/variable resistor can be turned clockwise or anti-clockwise,altering the value of resistance.The range of resistance varies,for example 0 to 1000 ohms.This paper used variable resistor for speed and tolerance for each motor;vertical and horixontal axis. C:UsersCipOx StarzDesktopdownload.jpgC:UsersCipOx StarzDesktopdownload (1).jpg C:UsersCipOx StarzDesktopimages.jpgC:UsersCipOx StarzDesktop220px-Faders.jpg Figure 5: Several of Variable Resistors 2.2 Software This paper using the C programming as programming language.The simple code constructed and inserted into Arduino Board.The Figure 6 show the flowchart of the software procedure. C:UsersAlberto_TaminoDesktopDrawing1.jpg Figure 6: Flowchart of software procedure. IV. RESULT AND DICUSSION From the result,the author selected the suitable location for solar panel placement.The best location where is not shade from building or trees shadow.The sun moves from east to west.Therefore,the author choosed for placing the solar tracker toward south east.So,the solar panel will get more sunlight in order to harvest output power.The best reading time is between 10am till 12.00pm. The data collected from 9am till 5.00pm for 5day.The highest ouput voltage for solar tracker is 3.7V and for the static is 3.4V.The data shown the reading are upward from 9.00am till 12.00pm and start downward from 1.00pm till 5.00pm.According from data,the author choosed two condition of solar panel: Static Solar Panel which face north east in 45 degree tilt. Solar Tracker which face east. From the data from figure 9,the largest output power is 587.6mW at 12.00pm for the tracker mode and the the lowest is 4.1mW. Figure 7:Output Voltage Versus Output Current Figure 8:Output Voltage Versus Time Figure 7:Ouput Power Versus Time The sunlight irradiation depends on many factor.The weather in Malaysia is hot and humid throught the year.This factor makes Malaysia receive the rain most the year.Therefore,Malaysias atmosphere covered by variety of cloud. The author research how effect the variety of cloud to solar panel reading.The data from figure 10 shown the highest ouput power harvested when no cloud in the atmosphere.Other that,the lowest reading is when the sky covered by cumulonimbus cloud.This type of cloud are bulky and associated with thunderstorm.Therefore,the sunlight irradiation not fully emitted to the solar panel. Figure 8:Output Power Versus Day V. CONCLUSSION In conclusion,the objective of solar tracker has been archieved.Based on all result,the output voltage and output power are increased compared to the the static solar panel.The solar tracker is able to track the sun movement from west to east.The cost and reability of this tracker makes it suitable for the rural usage. This paper also conclude that the clouds also the main factor for harversting more power.The purpose on renewable energy from this paper gave new and innovative idea to continue the bright future in this field . VI. RECOMMENDATION For further research on this field,the data collection can be improved by long distance monitoring especially when user far from the site or when the rain.The high quality camera can be installed for capturing the type of cloud for futher research.Other that,this paper recommend that this innovative prototype can be enhance by increased it is scale.The solar panel can be replaced by larger scale in order to capturing more solar irradiation.Other that,the selection of solar panel should be also considered.Solar panel should high in efficiency for produce more output power which can used more low power appliances. For the location of solar tracker,the best location is the higher place where is in the top building.Other that,the further user should considered the clouds.Before the installation,the user should research and identify the most area which not covered by cloud.Lastly,the user should be managed to restore the ouput power as secondary supply in an effort to preserve the invironment and ozone.Save our earth. ACKNOWLEDMENT The author would like to acknowledge University Technology Mara (UiTM) for providing the component for this project.The author also tribute to Mdm. Aida Sulinda Kusim,all the lecturer,the staff and students of UiTM who have been involved in this project for the tremendous support and enormous guide. REFRENCES [1] Asmarashid Ponniran,Ammar Hashim,Ariffuddin Joret. A Design of Low Power Single Axis Solar Tracking System Regardless of Motor Speed.Internal Journal Of Intergrated Engineering,Vol.3 No.2(2011) p 5-9. [2] Ashok Kumar Saxena,V.Dutta. A Versatile Microprocessor Based Controller For Solar Tracking.Proc.IEEE,1990,pp.1105-1109 [3] Mohd Zulkifli,M.A.;Zolkapli.M.;Al-Junid,S.A.M. High-Efficency Dual Axis Solar Tracking Developtment Using Arduino. [4] J.Beltran A.,J.L Gonzalez Rubio S.y C.D.Garcia-Beltran. Design,Manufacturing and Performance Test of a Solar Tracker Made By a Embedded Control.Fourth Congress of Electronic,Robotic and Automotive Mechanics [5] Norhazwani Abd Malek,Hasril Hasini,Adlansyah Abd Rahman,Mohd Nasharuddin Mohd Jaafar. An Improved Solar PV System for Malaysian Rural Electrification.Proceeding of 2010 IEEE Student Confrence on Research and Development(SCOREeD 2010). [6] Prabodh Bajpai,Subhash Kumar.Design,Development and Performance Test of An Automatic Two Axis Solar Tracker System.Electrical Engineering Department,IIT Kharagpur,West Bengal,India [7] Gamal M.Dousoky,Abou-Hashema M.EL-SAYED,Masahito Shoyama. Maximizing Energy-Efficency In Single Axis Solar Tracker Photovoltaic Panels.8th International Conference on Power Electronic-ECCE Asia -May 30 June ,2011,The Shila Jeju,Korea. [8] Han Wan Siew, Solar tTrackerSIM University,2008 [9] Jyotirmay Gadewadikar, Microprocessor Based Soalr tracking System Using Stepper Motor S.G.S Institute of Tech Science,Indore

Nike Brand Analysis

Nike Brand Analysis Nike brand has been around since the 1960s. This brand has become known as one of the top brands of sports gear. This has not happened because of an accident. A lot of work has gone into making this brand what it is today. The amount of different brands that Nike makes help them reach out to every kind of person in the world today. The competition for Nike has also helped them succeed by making them try and stay ahead of their competition. Also if you take a look at their SWOT analysis you can see the different things that make Nike one of the top brands in todays world. The idea of Nike began way back in the 1950s. A track coach by the name of Bill Bowerman was at the University of Oregon training his team. Bill was always looking for a competitive edge for his runners, like most of us today look for any advantage we can get. Bill said he tried using different shoes for his runners as well as trying other things to try and make his athletes better. Bill tried to contact the shoes manufactures in attempt to try out his ideas for running shoes. This however failed. In 1955 a track runner by the name of Phil Knight enrolled at Oregon. Phil was on the track team under Bill. Phil graduated from Oregon and acquired his MBA from Stanford University. Phil went on to write a paper that talked about how quality shoes could be made over in Japan and they would be cheaper. Phil called a company in Japan and became a distributor of Tiger shoes in the United States of America. Phil sent some pairs of shoes to his old track coach trying to get Bill to buy the shoe s. Instead of buying these shoes Bill offered Phil a partnership to create better running shoes. In 1964 Bill and Phil shook hands and formed Blue Ribbon Sports. The companies first move was to order three hundred pairs of shoes from the company in Japan. While Bill examined these shoes and tried to make them better Phil was out selling the shoes. Bill had his track team at Oregon try out his new creations. This became the foundation of Nike. Due to the fact that Bill and Phil still had a full time job, they hired Jeff Johnson as their first full time employee. Jeff soon became a invaluable utility man for the company. In 1971 Jeff created brochures, marketing materials and even shot photos for a catalogue. The very first Blue Ribbon store was opened by Jeff. Meanwhile the relationship between Blue Ribbon and the company from Japan was starting to deteriorate. Bill and Phil made the jump to manufacturing and designing their own footwear. The trade marks swoosh which was introduced a t this time. The Nike line of footwear was unveiled in 1972, during the U.S. Track and Field Trials. One pair of the shoes had a huge impression on a dozen multiple runners that wore the new shoes. These shoes incorporated a new style of soles that that had nubs on them that resembled the ridges of a waffle iron. These shoes were also a lot less heavier than most running shoes at the time. With the new image Nike started looking for athletes to wear, promote and elevate the new shoes. The first athlete they found was Steve Prefontaine. Prefontaine never lost a race that was over a mile in distance in his college career between 1969 and 1973. Prefontaine challenged Bill , Phil and their new company to stretch their talents. In turn Prefontaine became an ambassador for Blur Ribbon Sports and Nike. In 1975 Prefontaine died at the age of 24, but his spirit still lives on within Nike. Prefontaine became the soul of Nike. When 1980 hit Nike entered the stock market and became a publicly t raded company. Once this happened many of the people that started the company moved on with their lives. This included Phil Knight who resigned from his president spot for over a year. In the mid-1980s Nike started to slip from top of its industry. This started to change when Michael Jordan released a new shoe through Nike. When this happened Nikes bottom line got a boost. In 1988 the slogan that we all know today Just do it was introduced as a way for Nike to build on its momentum from their Revolution campaign. The Just do it campaign included three advertisements in which a young athlete by the name of Bo Jackson was involved in. By the end of the decade Nike was at the top of their industry once again. The 90s brought a series of outreach for Nike. At this point in time Nike deepened their commitment into others sports such as soccer and golf. In 1995 Nike signed the whole World Cup wining Brazilian National Team. This also allowed Nike to create jerseys for the team. Nike also landed contracts with both the mens and womans teams for the United States. The biggest thing that Nike was criticized for was when they signed a young golfer by the name of Eldick Tiger Woods for huge deal. All of the competition said this was a dumb idea till Tiger won the 1997 Masters by a record 12 strokes. In 2000 a new shoe was introduced. This shoe went by the name of the Nike Shox. This shoe combined more than 15 years of dedication and perseverance. Nike is still the industry leader in their markets and continues to grow more and more each year around the world. This company will have much more to offer in the future. Nikes products do not just cover one area like some companies products. Nike prides itself in having a product for most every sport out there. Also they do not just stick to shoes. They also produce everything from socks and compression shorts to sunglasses and hats. Nikes first products started with track shoes. Today they still are huge into the shoe industry but Nike also makes jerseys, shorts, baselayers etc. Nikes products never stop involving. As a person who wears a lot of Nike gear, my favorite thing about the brand is that they always find a way to make the products better. Take their basketball shoe line for example. When Nike made their first pair of basketball shoes they probably had no idea what they were doing. Today Nike has one of the best lines of basketball shoes out there with the Air Jordan line. These shoes are always light weight and they feature great support and breathable leather which are both needed in a good basketball shoe. Also Nike makes their products stand out with their brilliant use of colors and unique designs. Everyone in todays society wants to be seen in the swoosh. In 2009 Nike introduced the Nike+ products and teamed up with Apple. This allows runners to sink their shoes with their IPods and it will allow them to see how far they have run, how many calories they have burned and also keeps time for them. Nike has also done this with their basketball shoes which allow players to link up through their IPods again. However this new design helps measure a players vertical, quickness, and other aspects of their game. Nikes products keep improving with the time and there is no end in sight to what Nike can do with their products. Nike has many competitors in their industry. These companies include but are not limited to Puma, Underarmor and Addidas. These competitors drive Nike to strive for new innovations every day. Nike competes with Addidas in the basketball market. Nike owns over 80% of U.S. basketball market to as where Addidas owns only about 14%. Addidas is trying to keep up with Nike in innovation but is having a really hard time in doing so. Nike and Underarmor are major competitors in the work out clothing industry. Both of these companies make very good products that will help an athlete get better in their sports. In this industry I would have to give the advantage to Underarmour because when you go to a gym you always see people working out in Underarmor clothes. Puma and Nike compete in the shoes market. They are both big in the track shoes industry. Both of these companies make extremely comfortably light weight shoes. If you watch the Track and Field events at the Olympics you will see most r unners are wearing Nike shoes or Puma shoes. In this competitive match up I would have to say Nike has the clear edge. If you look at the past Puma use to have every track athlete in a pair of their shoes. Over the past decade that has shifted towards the shoes that are produced Nike. Nike has the overall competitive advantage in their industry. The people that buy Nike brand differ immensely. The target Market for Nike clothing and other accessories are people between 18-35 years of age. Some characterists about the people that buy the Nike brand include many things. One main thing for most of the Nike customers are that they watch or play a lot of sports. This is said because Nike uses major sports icons to promote their products. These athletes include Lebron James, Tiger Woods, Mia Hamm and many more athletes from all different sports. By using these athletes it makes people want to wear the brands that their favorite athletes wear. Some more characteristics of Nike consumers are that they are into extreme sports. Nike has come out with the 6.0 line to appeal to the younger generations thrill of extreme sports. These are just a few characteristics that Nike buyers have in common. Nike is a great company in its industry and it will be a very long time till anyone ever knocks them off of the top of their industry. However Nike has had issues with violating Human rights. Their factories are under scrutiny in countries like Mexico and Vietnam. Their factories in Vietnam have been in violation of minimum wage and overtime laws. Nike states that these violations are no longer happening. In the 1990s Nikes use of faced child labor in Cambodia and Pakistanis was being closely monitored. However Nike still has factories in places where the monitoring of child labor has bad regulations.. In 2001 BBC documentary uncovered the use of child labor by Nike. The documentary was based around 6 little girls, who worked every single day and were all working over 14 hours shifts. In July 2011 Nike admitted that 66% of their factories do not meet regulations for worker treatment. I conducted a SWOT analysis on the Nike Brand. One of Nikes key strengths is their use of popular athletes to help promote their products. The idea behind this is that most individuals will remember what a star athlete is wearing. A major weakness is that the market that Nike operates in is very price sensitive. Most of Nikes income comes retailers purchasing the products they produce. This indicates that margins tend to get squeezed as retailers try to get low price competition on Nikes products. Opportunities include things such as the constant change in technology. The ability to generate more money by having a wide range of products helps Nike a lot. Nike is not just involved in sports wear they are also in regular clothing and sunglasses. Also Nike has a huge base all over the world which allows them to have a larger global market. Finally some of the threats are that the retail sector is becoming substantially price competitive. This means that shoppers are looking around for b etter deals rather than just buying the top brands. The consumer now controls the manufacturing. If a consumer wants to find the lowest price on identical products, then they will go store to store in order to find the lowest price. In conclusion Nike has a lot going for it. It started with a track coach and a track runner. This brand has become known as one of the top brands of sports gear. This has not happened because of an accident. A lot of work has gone into making this brand what it is today. The amount of different brands that Nike makes help them reach out to every kind of person in the world today. The competition for Nike has also helped them succeed by making them try and stay ahead of their competition. Also if you take a look at their SWOT analysis you can see the different things that make Nike one of the top brands in todays world. Their number one position in the world is will continue far into the future if they stick with what they know. Work Cited About NIKE, Inc.ÂÂ  NIKE, Inc. -. N.p., n.d. Web. 22 Oct. 2012. . History Heritage.ÂÂ  NIKE, Inc. -. N.p., n.d. Web. 22 Oct. 2012. . Nike, Inc.ÂÂ  Wikipedia. Wikimedia Foundation, 22 Oct. 2012. Web. 22 Oct. 2012. .

Phases :: Real Reality Philosophy Philosophical Essays

Phases Phases Reality is a difficult term to comprehend. The meaning itself is quite simple: What is real? The idea of reality is significantly more complex: What makes something real? This is the sort of question that depends greatly on the individuals interpretation of the reality that surrounds them. In the novel Blood Music, Greg Bear shares his thoughts on how people within a rapidly changing reality are affected. Bear explores several theories that help answer questions like: What if reality as we know it could be altered? How would this changing reality affect the people involved? Also the fundamental question, what is real? Bear uses quite a large assortment of actual facts in this novel. His research in the subject of biology helps to add a greater feel of realism to the story. Bear even went as far as to break the novel up into phases to help the reader further understand the happenings in the novel. The phases as a whole can be thought of as a sort of outline for the reader, a st ep-by-step guide to the transitions from one reality to another. Each phase can be thought of as a matrix. A matrix is a place in space and time that is constant and stable enough to be considered a reality. The words matrix and reality can consistently be used interchangeably since their meanings are basically the same. Bears choice in phases is no coincidence. Since Blood Music deals with the topic of developing biological change in human beings, Bear appropriately chose the five phases of cell development also known as the cell cycle. The novel follows these five phases to a tee. It is as though he resolved to create a story that was led by the predetermined phases. This discovery would lead many readers to think more likely than not, Greg Bear sat down with the phases in mind long before a single sentence of the story was ever written. The five phases or realities of the novel are: interphase, prophase, metaphase, anaphase, and telophase. In the very beginning of the book, the first and last thing the reader will come across is the interphase. Very much like this terms biological meaning, the interphase can be thought of as a state of uninterrupted being. In other words, there is no change happening in this phase. This phase appears twice in Blood Music, in the beginning and at the end, yet they only make up a total of two and a half pages.

Arthur Millers Death of a Salesman as Epic Tragedy Essay -- Death Sal

Arthur Miller's Death of a Salesman as Epic Tragedy   Ã‚  Ã‚   Aristotle's Poetics defines the making of a dramatic or epic tragedy and presents the general principles of the construction of this genre. Surprisingly, over the centuries authors have remained remarkably close to Aristotle's guidelines. Arthur Miller's twentieth century tragedy Death of a Salesman is an example of this adherence to Aristotle's prescription for tragedy. It is significant to test Aristotle's definition and requirements of tragedy by comparison and contrast, against a contemporary tragedy and to make observations with regard to what influence society and culture may have on the genre. This discussion however, will be confined to the realm of plot and the more notable aspects of the construction of the incidents in tragedy because of the complexity of this element. Aristotle's attention throughout much of Poetics is directed towards the requirements and expectations of plot.   Plot, 'the soul of tragedy', Aristotle says, must be an imitation of a noble and complete action. In Death of a Salesman, Miller does provide a complete action, that is it has what Aristotle identifies as a beginning, a middle, and an end. These divisible sections must, and do in the case of Death of a Salesman, meet the criterion of their respective placement. Whether Miller provides a nobel action, however, is an issue of culture. Willy Loman ultimately takes his own life so that his son Biff may benefit from the insurance money that he will receive. The question then, is according to our culture is his suicide noble? Since Willy's suicide is perpetrated for Biff's benefit, one could view this act as sacrifice. Sacrifice is in our culture, a pious and admirable quality, one of... ...ath of a Salesman' Twentieth Century Literature.   January, 1972. 19-24.   Rpt. in World Literary Criticism.   Ed. Frank Magill.   'Arthur Miller' Detroit: Gale Research, 1992.   2366-2368. Hayman, Ronald.   Arthur Miller.   New York: Frederick Ungar, 1972. Hoeveler, D. J.   'Ben's Influence.'   Arthur Miller?s Death of a Salesman: Modern Critical Interpretations.   Ed. Harold Blum.   Philadelphia: Chelsea House, 1988. 72-81. Magill, Frank.   'Death of a Salesman.'   Master Plots.   Englewood Cliffs: Salem, 1976.   1365-1368. Miller, Arthur.   Death of a Salesman.   New York: Penguin, 1949. ---.   Conversations With Arthur Miller.   Jackson: Mississippi UP, 1987. Parker, Brian.   'Point of View in Arthur Miller's Death of a Salesman.'   Arthur Miller: A Collection of Critical Essays.   Ed. Robert Corrigan.   Englewood Cliffs:   Prentice Hall, 1969.   98-107.

Literature Marking Scheme Essay

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