Communication in Health Social Care Essay

Communication between care workers and service users is essential for promoting and maximising the rights of users of health and social care services. All patients and users of our service should be kept informed about their treatment. They should be able to talk to you or the workers making decisions about their treatment. It is your responsibility to overcome any problems with communication that may arise, not just in giving users information in a format that they can understand, but also in giving them sufficient opportunity to discuss their situation with the relevant people. The expected level of communication may not always be plausible; for example, some patients do not open up easily or may not be in the mood to have a conversation. Try to understand do not force them to talk. If the service user does not have the capacity to participate in decision making about their treatment, or an emergency situation this might signify that urgent treatment is required. The Health and social care sector is a vast sector and it constitutes of different aspect of care to different types of service users. There are many relevant theories which is applicable in the Health and Social care sector. Abraham Maslow defined some of these theories as humanistic, behaviourist, cognitive and psychodynamic. In this report I will be explaining the humanistic theory of communication and its relevance to communication in health and social care. I will also cover its strengths and weaknesses. Humanistic Theory is achieved whereby you approach an individual positively. In health and social care service users are considered to be vulnerable and the way to approach them should be in a well positively way by using humanistic manner, thoughts, actions, love, respect and dignity by providing the relevant care according to the philosophy of care as per legislation. Strengths of Humanistic Theory Person centred Care Worker is non-intrusive Meets service user as equal in process and not expert Does not label service user Follows care value base Unconditional regard, empathy and genuineness required, qualities many care workers already have. Can be applied to many situations Very positive view Focuses on the short term nature of therapy It provides power to individuals by emphasising free will and the ability to change. The therapy provides great insight into what any experiences have meant to the individual. Weaknesses of Humanistic Theory Short term Service user needs good communication skills Difficult to show effectiveness Care worker has to be non-judgmental of all people which can be hard to maintain It does not pay sufficient attention to unconscious thoughts.

Ratio Analysis †Yum! Brands Essay

Yum! Brands’ consolidated net profit margin lies within the industry average and for 2 years have shown slow yet steady growth. While sales from US operations declined by 5%, the company continued to gain momentum in China, where operating profit increased at an average of 26% year-on-year. Meanwhile, their Return on Assets fairs better than competitors such as McDonald’s and Domino’s Pizza, showing that management efficiently manages its asset base. The company’s efficiency can be seen in its Cash Conversion Cycle, with -49. 2 in 2009. This number is much lower from its competitors, which suggests a liquid working capital position. Yum generates sales from its inventory and cash from its sales at a faster rate than the time its pays its suppliers. This means that it utilizes the average 60-day period before it has to fully purchases with suppliers, giving them â€Å"free cash† in principle. However, while this suggests less need to borrow, the comp any still received cash by issuing long-term debt in 2008 and 2009. Due to the nature of the business, on average, 56% of its total assets are fixed. And as Yum ventures into Asian countries, especially China and India, it allocates part of its cash to capital spending. However, in utilizing its fixed assets to generate sales, Yum scores lower compared to Wendy’s and McDonald’s. This may be due to its focus on aggressively adding new stores, with 2008 and 2009 serving as introduction years, before sales can fully pick up. One could also note, however, that sales in the US and International Divisions (ex-China) have decreased from 2007 to 2009. The company’s solvency, however, provides another story. As mentioned, Yum reported negative equity in 2008 mainly due to repurchase of sales. The company used its cash surplus to repurchase sales at a time when its stock price decreased, making it gain economic profits. This may also show the company’s belief and commitment that the stock price will increase again, especially because of the surge in opportunities in China. In addition, it reported accumulated other comprehensive loss in 2008 and 2009. As stated in its 2008 annual report, this loss was attributable to a decline in the â€Å"unrecognized funded status† of U. S. pension plans and foreign currency translation adjustments brought by the strengthened position of the U. S. Dollar. What is alarming in this situation is that the company is riding on a debt level that is 30% higher than its competitors. Majority of its liabilities are long-term debt, with some maturing in 30 years. Moreover, its current ratio appears to be very much lower than its peers, due to its massive use of cash for buybacks, and which suggests increasing risks to the company. It is hence surprising to note that despite this, the company still continues to distribute dividends with an average payout ratio of 36% year-on-year. This then hints at a possibility that Yum is inflating its dividends to continue attracting investors, at the expense of paying their debt position. Source: YUM! Brands Annual Report 2008 & 2009

Basic Teleological Assumptions of Classical Design Theory Essay

The Old School of Intelligence Design presupposes the existence of an intellectual being behind the creation of the universe. Through inference, it often acts as a proof in support of a theistic God. The Design theory is usually supported on two major points – the complexity of the universe and the teleological nature of all natural organisms that constitute the universe. Traditionally, the old design theory resorts to an analogy of the machine, which is complex with an absolutely immaculate correspondence between the parts and the whole and has a ‘purpose’ or ‘telos’, thus teleological. Using Paley’s now legendary example of a mechanical watch that begins its ‘Natural Theology’, one can say that a watch in good condition comprises a number of devices that are intricately connected to each other in such a way, that if one part moves, it in turn set the other parts into movement, thus making the clock work. The watch is thus a ‘complex’ machine. At a second or higher level, there is a ‘purpose’ behind this entire operation, i. e. the ‘purpose’ of the watch – to tell what time of the day it is to its user. Thus, all parts contribute to the whole leading to a well defined ‘purpose’, thereby making the device ‘teleological’. Paley’s inference, which he extends to include all kinds of being and is developed into the central argument of the Old Design theory, is that ‘there must have existed, at some time, and at some place or other, an artificer or artificers who formed it for the purpose which we find it actually to answer; who comprehended its construction, and designed its use’. (Paley) Old Design theory, following Paley’s formulation, goes on to extend the analogy to include all natural beings to argue that the universe, being so well organized and infinitely more complex, thus presupposes the existence of a much higher intelligence, or a being with a much higher intelligence, who must have created this teleological universe. The general logic that establishes the thesis is: 1. Machines are produced by intelligent design 2. The universe resembles a machine Therefore, 1. Probably the universe was produced by intelligent design. (Rowe, p. 59) As a proof of this line of logical conclusion, we can look at anything of the natural world around us, both animate and inanimate, although the animate makes us understand the logic better. A tree, for example, is sustained by the nourishment that is produced by the leaf. The leaf works like a machine, with its every constituent carefully designed, arranged and contrived in such a manner so as to serve its exact purpose – carrying out photosynthesis and providing the tree, of which it is a part, with the necessary succor. It is thus a teleological unit within a bigger ‘machine’ – the tree. The tree, in its part, has all its constituent parts built and organized in such a way so as to make it serve its purpose – to exist and reproduce by creating more of its like. In order to understand this analogy, we can derive on the example of a car. A car, in itself, is a teleological unit serving the purpose of commuting people from one place to another. However, it is a combination of many smaller teleological units – the carburetor, for example, with parts to suit its express purpose – of providing the necessary combustion for the car to move. (Rowe, p. 57) Thus, a purposeful machine can be a combination of many constituent purposeful machines, which add up to carrying out the purpose of the whole. Any part of the human anatomy (like Paley’s example of the eye), and its relation to the human body in general can be counted as an example of teleological design in the natural world. Furthermore, Sartre’s existentialism can be taken as a normative school of thought elaborating on teleological renditions. As an existentialist belonging to atheistic principles, Sartre viewed subjectivity as the underlying source of inspiration behind creation. In other words, it is only the subjective understanding of things that he thought to be the fundamental purpose of beginning. The example of a paper-cutter can be aptly suited here to the context of explicating Sartre’s philosophical doctrine. The postulate that Existence precedes essence, as he came upon, can be justified by reasoning with the purpose behind the making of a paper-cutter. As is obvious, there are two sides to it. Firstly, the person who makes a paper-cutter knows what he is doing and what a paper-cutter is. So it directly involves the utility of a thing being made or created. Secondly, the process of making is also known to the maker. Hence, a logical inference can be drawn from these two interconnected preconditions that help assigning a teleological meaning to the whole. Needless to mention, it is unlikely that the person making the paper-cutter should be ignorant of its end-use (Sartre, p. 2) Arguments Old and New Till the end of the nineteenth century, the Design Theory, with certain qualifications, was thought to be adequate as an explanation behind creation and its unsurpassed complexity, through the presence of a super-intelligent being. However, right from the beginning of its existence and even before, serious questions and fallacies have been raised in the logical reasoning that draw correspondence between the mechanical and the natural world, leading to Intelligent Design theory. These criticisms are in fact older than even when the Old design was laid down as a philosophical foundation. Hume was one of the earliest critics, and Darwinism was one of the last and most potent criticisms of intelligent design – almost forcing the point of view to refashion and re-present itself into the New Design theory. The foremost accusation against the Design theory is that it is ultimately an analogy. Although Rowe proves in his article that analogy is necessary to reach the truth, yet he proves the significance of analogy only through another analogy, and thus laying the base of his logical inference weak. However, even if we take, for the sake of argument, Rowe’s formulation to be true and believe in analogy to be a way to reach the truth, there can be serious complaints raised against the way the analogy works itself out. One of the first problems to be thrown up by the machine analogy is that the creator of the watch is himself created by something external to his own self, and therefore the creator, an intelligent agency capable of action, needs to be created. Design theory often quite consciously avoids delving into the nature of the creator, just as it does about the ‘purpose’ behind the universal design. ‘Does intelligent-design theory provide explanatory power? ’ asks Young and Edis, ‘If so, it must provide information about the details of the design and, to this end, about the nature of the designer. ID theory, however, deliberately avoids the answers to this question’. (Young and Edis, p. 193) Even if we take into account the theological connotations of the theory that establishes the creator as a self-created, self-creating being, there are other problems that are foregrounded by Rowe. First, does a universe comprising teleological components itself become teleological? To prove that all natural objects that comprise the universe have a ‘purpose’ does not necessarily prove that the universe itself has a ‘purpose’. All that remains is transference that if the constituent objects have a purpose, then the world itself must have a ‘purpose’ where being constructed by a being that transcends ordinary intelligence, it is impossible to grasp that overarching ‘purpose’ behind creation. Such an argument runs into a danger of fallacy, because if ‘Design Theory’ is propounded to prove the presence of a God (or an intelligent being) behind creation, then we cannot take the presence of the being as a presumption. In that case we take to be proven what we are out to prove. Secondly, we can take into account Hume’s classical criticism of the Old Design theory, which says that it is presumptuous to take the teleology and the machine-like orderliness as the very pattern of the whole universe. Here we run into the danger of taking our argumentative basis as only that small section of the universe that is apparent to our sensory perception as the general model of the universe itself, something that we would never know. There may be, and probably are, other parts of the universe located outside the ken of our knowledge where chaos reigns. The greatest criticism of the Old Design theory comes in the form of Darwinian Theory of ‘Natural Selection’. Darwin started off as a believer in Paley’s theological model of Design theory, but as a result of his experience, defected and put forward his own theory of ‘Natural Selection’. It states that in order to be machine-like in teleology and perfect in construct, nature does not necessarily need a divine and intellectual being. Nature works in spite of such a presence or an absence in order to make its organisms best suited to the environment, whereby only the organisms that manage to suit themselves to the changing environment exist while the other perish. The survivors manage to make anatomical adjustments to survive in the environment, thus combining the part to the whole and carry on the acts of existence and procreation. Darwin’s locating the question of Intelligent Design within the question of the implicit ‘anthropomorphism’ of classical ID, is obvious when he talks about ‘Man’ and ‘Nature’ and their roles as agencies of creation: â€Å"As man can produce and certainly has produced a great result by his methodical and unconscious means of selection what may not Nature effect? Man can act only on external and visible character: Nature cares nothing for appearances, except in so far as they may be useful to any being. She can act on every internal organ, on every shade of constitutional difference, on the whole machinery of life†. (Darwin, p. 53) Till the beginning of the twentieth century, the Darwinian theory of Natural Selection reigned supreme in the field of scientific enquiry, while Design theory was more or less relegated to the recesses of religious and spiritual thought. However, the beginning of the twentieth century saw a resurgence of the Design theory, as Darwinian Evolution was made subject to questions and doubts. One of the most common attacks on Darwinism from the proponents of ID theorists has been from the lines of what is known as the mousetrap theory. The mousetrap is one of the most common and yet one of the most complex devices of our everyday life. However, if any of its component parts: the spring, the hammer or the platform is missing, it would fail to achieve its ‘purpose’, its ‘telos’: that is catching mice. Similarly, the immense complexity of even the most basic molecular organisms is so self sufficient and so ‘teleological’ that it cannot be explained by the theory of natural selection, since they do not appear as the result of any earlier form adapting to suit to the changing environment. It appears created out of an intelligent design. Michael J. Behe criticizes Darwin from precisely this position. New Design Theory: In Search for a Philosophic Co-existence However, Behe’s criticism that Darwinism does not account for the immense complexity of molecular organisms is not the same thing as to say that there is a supremely intelligent, benevolent and perfect being who has designed the universe. In fact, Natural selection can be made to account for the immense complexity of even molecular organisms. Neither does Dempski, who otherwise supports the ID theory, speak about the real nature of the intelligent being in question. Under such a situation where nothing could be proven conclusively, the design theory re-formulated itself in what is now known as the New Design Theory. One of the most significant positions of modern proponents of the intelligent design theorists is to dissociate and distance themselves from the earlier theological imports of the argument. As Manson states ‘the fact that modern ID theory is a minimalist argument for design itself, not an argument for the existence of God, relives it of much of the baggage that weighed down Paley’s argument’. (Manson, p. 277) Thus, much in response to earlier loopholes of ID arguments, a section of modern theorists is looking for a co-existence of Darwinism and ID, stating that they are not necessarily exclusive. The big-bang theory of creation is used very commonly as a point of departure. It states that the conditions conducive to life and existence required too many factors to act in too perfect a combination, and hence they do not look like an accident. Therefore, the presence of an intelligent being is needed in order to present the conditions from where nature could take its own course and get on with its act of existence and procreation. The presence of an intelligent being, whether in the form of a single theistic God or otherwise, is thus established, albeit through a new formulation. Religion, Meaninglessness and the Old Design Theory Questions of decaying morality and faith often encroach upon the spheres of religion. A man’s existence can grossly be measured on two parameters: his belief in the system of religion and other ethical means; and his actual loyalty to what he believes. If a man, out of compulsion or faith, remains loyal to what he regards as the most singular religious creed, he ought to have some degree of propensity to it. So he can be adjudged credible enough to be an individual who does not sway from his internal notions. But in reality, things turn out to be markedly different from the nature of our interaction with the world. Even the sternest believers are compelled to choose a life that hardly conforms to what he believes in and of itself about religion. Religion acts almost as an external element which is unplugged from the course of life and does not have anything to do with controlling man’s destiny (Tolstoy, p. 2). In relation to the Old Design Theory, it can be stated that God’s presence is rather nonessential with regards to the actual ordeal man has to live through in this life. As Rachels (293) argues, the ancient myth of Sisyphus is correspondent to conveying the ultimate meaninglessness of life. Contrary to the seep-seated Christian faiths of Tolstoy, this philosophy is more akin to Sartre’s doctrine of atheistic and nihilistic existence. Even if we go by the conjecture that there is in fact a supremely intelligent being at the heart of every phenomenon in the universe, the scope of redemption in mortal life is nearly impossible and therefore, the influence of a single entity, however powerful it is, is negated. References Manson, Neil A. (2003). God and Design. New York: Routledge. Young M. , and Edis, T. (2006). Why Intelligent Design Fails: A Scientific Critique of the New Creationism. Piscataway: Rutgers University Press. Paley W. (1837). Natural theology: or Evidences of the existence and attributes of the Deity†¦ With additions & notes. London: W. & R. Chambers. Darwin, C. (2007). On the Origin of Species: By Means of Natural Selection Or the Preservation of Favored Races in the Struggle for Life. New York: Cosimo, Inc. Rowe. The Design Argument: Old and New. Sartre, Jean-Paul. Existentialism Is a Humanism. Tolstoy, Leo N. A Confession. Grand Rapids: Christian Classics Ethereal Library. Rachels, J. (2005). The Truth About the World: Basic Readings in Philosophy.

An Evaluation of the Personalisation Agenda and the effect on Adults Literature review

An Evaluation of the Personalisation Agenda and the effect on Adults with Learning Disabilities - Literature review Example The author of the essay "An Evaluation of the Personalisation Agenda and the Effect on Adults with Learning Disabilities" begins with that in order to understand personalisation, it is important to understand that there are two different models of disability that we are currently recognizing. The medical model of disability concentrates on the idea that if an individual's body is 'fixed' that they will be able to better fit into society. The medical model does not benefit the individual because there are many conditions that an individual is born with that cannot be 'fixed' in this way. The social model of disability is a more accurate depiction of the person with disability because it is concerned with the barriers that are in place to prevent a person with disabilities to access society. These barriers can be due to the environment, which keeps people from being able to access buildings and services because of physical barriers. The barrier can be due to people's attitudes when the y stereotype certain abilities with people or discriminate against them. The barrier can also be due to organizations with inflexible policies, practices or procedures that exclude people with disabilities (Office for Disability Issues 2010). The Personalisation Agenda leans more towards the social model of disability because it emphasizes the challenges and/or barriers for people with disabilities. It was created in order to eliminate some of the barriers that individuals currently are exposed to when attempting to access services. 2. The Problem for Adults with Learning Disabilities According to the Learning Disability Coalition (2010) it is important for people with learning disabilities to have the same choices for care as other people have who do not have disabilities. This is one of the provisions that this new legislation has created. The challenge is that although this legislation has gone through and is attempting to be enforced, there are still challenges for some agencies in getting the resources needed for people with l

Persuasive Paper---The E-Sport professionals players should be Essay

Persuasive Paper---The E-Sport professionals players should be accepted and acknowledged authenticly by the public - Essay Example They involve use of computers and in most cases, the use of the internet. Players in these games are referred to as the e-sport professionals. However, over the years, the game has not been recognized as an authentic occupation or career like other games like football do. This paper explores the benefits that can be drawn from e-sport, such as earning of revenues, better health and better productivity of the player that warranty the reason for it been made a career. An e-sport game is conducted in a similar way like an athletic sporting event; the players are guided by a set of rules and regulations that guide them, the actions are commentated by a sportscaster just like other games, they have an audience and they have a referee who officiates the game. However, these games only require only one commentator unlike other games. E-sports can be dated back to 1980s when gaming tournaments would be conducted in arcades. In the 1990s, the video game competitions started been held in large auditoriums. Between the years 2000 and 2013, e-sports became even more popular as a competition game. Over the years, the sport has become very popular, especially with the rise of access to the internet, as it enables players to be able to compete in the game remotely and the game can be broadcasted online. The rise of the e-sport game has also witnessed the rise of professional video game players and provided platforms where they can participate at international levels in the game for cash prizes. They are commonly sponsored by technology companies though they generate a lot of money from selling tickets and online viewing subscriptions. E-Sport generally involves numerous genres of video games. The most common real-time strategy (RTS) games include Dota, Starcraft 2 and the League of Legends. Popular first-person shooters games include Half Life and Call of Duty: Modern Warfare. Other games played in e-sports competitions

Cloud Computing Research Paper Example | Topics and Well Written Essays - 5000 words

Cloud Computing - Research Paper Example Cloud computing services address these issues and provide a source for using computing resources without purchasing them. The computing resources can be attained dynamically as per the needs of the company. The computing resources can be released when the need for greater IT infrastructure ceases to exist, therefore the resources do not have to be actually bought. Cloud computing environments offer almost unlimited levels of scalability and mobility. The attainment and release of the resources are convenient and fast processes. Computing resources consist of a diverse range of virtual devices and applications, like virtual servers, data storage, operating systems, software applications and virtual platforms. Along with the major success and acceptance of the concept of cloud computing, a significant portion of users feel threatened in trusting the service providers with their intellectual assets. Therefore, the prevailing security and privacy issues related to cloud computing have be en discussed in the paper, along with its advantages as compared to the traditional form of computing and data centers. The paper also includes few recommendations for improving the protection of the intellectual assets of the users. Table of Contents 1. Introduction 1 2. Cloud Computing 1 3. Success of Cloud Computing 5 4. Comparison of Traditional Computing and Cloud Computing Data Centers 7 4.1 Advantages of Cloud Computing 8 4.1.1 Level of Scalability 8 4.1.2 Level of Mobility 8 4.1.3 Level of Maintenance and Updates 10 4.1.4 Disaster Recovery 11 4.2 Disadvantages of Cloud Computing 11 4.2.1 Level of Control and Privacy 11 5. Factors to Evaluate the Effectiveness of Data Centers 13 6. Physical Aspects of Cloud Computing Data Centers 13 6.1 Issues with Traditional Data Centers 13 6.2 Innovative Solutions in Cloud Computing Data Centers 14 7. Challenges in Cloud Computing Systems 17 8. Recommendations 18 9. Conclusions 19 Bibliography 22 Table of Figures 1 Figure 1: Different fact ors related to Cloud Computing Systems 4 2 Figure 2: Comparison between traditional data center and cloud computing data center 7 3 Figure 3: PUE of Microsoft from the year 2004 to 2007 16 Table of Tables 1 Table 1: Top 10 Technologies of the year 2011 6 1. Introduction Computer technology has seen remarkable development and continuous improvement ever since it has been invented. The mode of life has been changed by the respective invention. Every field and industry has been revolutionized by the integration of computers. The field of education has been improved by the advent of e-learning management systems, whereas the field of medicine has witnessed greater accuracy and reliability due to the usage of more efficient medical equipments. In the same manner, the field of business has been given a more formalized structure due to the incorporation of enterprise data centers and information management systems. Enterprise data centers supported the needs of organizations for many years . A change was felt necessary when the needs of the customers began increasing at an exponential rate. The advent of internet has broken geographical barriers, due to which the whole world is considered to be a single platform. Consumer has access to global products and services, which makes it vital for companies to provide commendable and uninterrupted services to their clients. The increasing competition in the markets has urged the companies to adopt innovative ways to meet the increasing needs of the cust

Do countries really benefit from international trade Essay

Do countries really benefit from international trade - Essay Example One example of this would be Jamaica and Great Britain. Whilst it is very easy for Jamaica to produce pineapples, it is very difficult for Great Britain to do so. By exchanging goods that are in demand in Jamaica, Britain could receive something they might not otherwise have. Building on this argument is the idea that certain products could be traded that meet different specifications. One example of this would be steel. Whilst Europe and the United States both produce steel it may be that they are able to independently produce steel to different specifications, as such the countries are able to focus their operations to producing the product in which they specialize. What this translates to is better resource allocation, which ultimately encourages countries to produce products in which they have a comparative advantage. By extension it could be said that nations are less wasteful with their resources, for example Great Britain could grow tropical fruit in giant, heated greenhouses but that would represent an inefficient allocation of resources. A second advantage to international trade is that nations may capitalize on proximity advantages. What this means is that even though a country may be able to produce a good domestically there may be a foreign producer that can more efficiently supply a product by nature of them being able to save on logistics costs. An example of this would be Canada and the United States wherein Western Canada is a major producer of timer however if Eastern Canada needs timber they may turn to American suppliers that are only a few hundred kilometers away rather than on the opposite side of their own domestic country. The third advantage of international trade is the associated increased competition that comes with said trade. When a domestically produced product faces no real international competition it is often argued that stagnation occurs, insofar as there is no real need to innovate because consumers have no other option

Death penalty should not exist as a punishment for murder or terrorism Essay

Death penalty should not exist as a punishment for murder or terrorism - Essay Example Countries like the United States have retained the death penalty punishment for murder and terrorism convicts in the country. Though the categories of murder may differ, cold blood murder or homicides suspects are faced with death penalty in the United States. Though the death penalty continues to become unpopular in different parts of the world including Europe and even the United States itself, some countries have retained it. The united states, for example, continue to send murder convicts to the gallows through various ways as captured in the country’s penal code (Barner 2014). Human rights activists across the globe have continually argued that the death penalty is illegal and against the universal bill of rights and should be abandoned. Such discussions have created different opinions towards this emotive topic as opponents and proponents argue against and for the death penalty. Though some states in the United States have shown intentions of abandoning the death penalty, others have stick to the tradition, arguing that murder convicts have no right to life. To fully understand and develop a common position on this topic, there is need for a deep research on the topic (Fletcher 2014).

Why the government should not cut schools budget Research Paper

Why the government should not cut schools budget - Research Paper Example Education makes a person perfect. The differences between an educated person and an uneducated person can be witnessed in the behaviors. The educated person may get better social acceptance because of his better behavior and superior abilities in tackling life problems The main purpose of education is to develop good citizens. In other words, lack of education may result in the development of antisocial elements of unhealthy citizens. Moreover, education is one of the essential requirements for achieving a better profession. In the current world, only the educated person will be capable of meeting the professional challenges. A person who does not have ideas about the changing trends in the world may not be a success in his profession. In short, the importance of education in human life cannot be underestimated at any circumstances. However, there are tendencies to cut down the educational budgets by the governments. Government often cites lack of funds for cutting down the education al budgets. In a heavily globalized current world, governments are trying to cut down their expenses in public services or stay away from public utility services. Privatization of educational sector may result in increased educational costs which may prevent people from attending schools and colleges.This paper argues that the government should never cut down the educational budget or stay away from executing their basic responsibilities of giving proper education to its citizens. One of the toughest blows and most shocking hypocrisies of the Bush education budget is his plan to entirely end the Perkins Loan Program, which historically has forgiven student loans for qualified teachers as inducement for them to teach in schools serving students from low-income families, students with disabilities, or in the fields of mathematics, science, foreign languages, or bilingual education (White) It should be noted that Bush had no hesitation in spending trillions of dollars for wars. He unde restimated the values of education and the social changes education can bring to the society. Education drives a person from a known to unknown world. Current world is a mysterious one and our knowledge about the current world is limited when we consider the hidden things in this world. Better knowledge about the world is essential for better living. This knowledge can be provided to the children only through education. Cutting down of educational budgets may increase the chances of intrusion of private institutions in educational sector. Intrusion of private people in educational sector may further commercialize the educational world. Education should be considered as a divine process and commercialization of education should be prevented as much as possible. Cutting down of educational budgets will prevent proper interference of government in the educational sector and the private business people may exploit the possibilities. Knowledge is exploding from all corners and the advanc ements in science and technology are immense. However, educationalists all over the world have strong doubts about how well the governments able to deliver this knowledge explosion to the students. In other words, the quality or standards of education at present is questionable. Some people believe that the standards of the education improved a lot with the introduction of new curriculum strategies like problem solving methods rather than lecture based methods.

Labour Economics Essay Example | Topics and Well Written Essays - 3000 words

Labour Economics - Essay Example Aside from biological and cultural factors, industrialization has been pointed as the main cause of inequality which started between the agriculture and the industrial sectors. According to Williamson and Lindert (1980), the movements of the skilled and unskilled pay ratios clearly reflect the unequal distribution of wealth particularly between men and women. (Williamson and Lindert, 1980) Industrialization resulted to a lesser demand for human resources. This causes the increase in competition among the workers. The unequal resources such as the access to education between the rich and the less fortunate people resulted to a wider gap on the distribution of wealth between the two sectors of the society. This paper will discuss in details the effects of the inequality in the distribution of earnings, income, and wealth among men and women as a family in comparison to the case of single mothers as well as other factors such as the economic performance of the country and the UK tax reform. These factors could greatly affect the income-leisure time of women. On the other hand, the use of ‘Income-Leisure Choice Theory model’ could give us a better outlook on how working women or single mothers often end up working for longer hours The constantly changing working environment has resulted in the changes of employment patterns among men and women over the past decades. According to OEDC – Employment Outlook, the number of women participation in the corporate world has constantly increasing; while the men continuously declining. Specifically, the gender wage gaps between men and women in terms of their median earnings are wide. (See Table I – Gender Gap in Median Earnings of Full-time Employees in 2004 below and Graph I – Gender Wage Gaps on page 5) Since the earning gaps between men and women are quite big, women especially those who are single

Comparison of the Two Artists Matisse and Picasso Essay

Comparison of the Two Artists Matisse and Picasso - Essay Example The essay "Comparison of the Two Artists Matisse and Picasso" compares two important figures in the context of contemporary art Pablo Picasso and Henri Matisse. In the world of art, perhaps there are no two names that are more revered than that of Picasso and Matisse. Both famous in their own sense, these two artist offered a breathe of fresh air into their time periods, and offered inspiration for generations to come. Their artwork can speak across the lapse of time, and offer a doorway into their innermost feelings and their emotion. Picasso once said that â€Å"No one has ever looked at Matisse's painting more carefully than I; and no one has looked at mine more carefully than he†, and this statement just demonstrates the closeness between the two artists styles, as well as their respect for each other. The two artists â€Å"represent a unique example in the history of arts by being a rival and getting inspiration from the art of one another with their intimate friendship of highest caliber over fifty years†. Often respectful relationship between the two artists helped develop them into the painters that they came to be. When observing the two artist’s work, one can seen similarities, as well as places where they drew on each other for support and help, but at the same time keeping up with the rivalry that kept them working against each other. Two of their paintings, Picasso’s portrait of Sebastian Juner Vidal and Matisse’s Tea offer a good point of comparison at the works of these two artists.

Overview of eZediaMX Essay Example for Free

Overview of eZediaMX Essay The main objective of eZediaMX is to allow both Windows and Micorsoft users to author, edit and publish multimedia content with a UI that caters without discrimination to general and expert users. The development of the program is considered as another indication of the market’s demand of ease in migrating and publishing between platforms. The UI of eZediaMX tries to create a common ground for both Windows and Mac users by combining functions and commands and at the same time functioning as an independent interface between the two operating systems. The setup of the buttons and layout of the workspace borrows elements arbitrarily and at the same time, there is use of elements or functions unique to the eZediaMX either as means or resolving conflicts between sytems or to establish features unique to the program. Mersereau (2002) points out that eZediaMX do not require any significant technology literacy and is very flexible. However, Hanno (2003) implies that there should the need for familiarity in media production and interface distinctions between platforms available. Figure modeling for example can be done through time sequence or the use coding and macros. According to the company’s website, the objective is not to position eZediaMX as a substitute programs for franchise media programs but allow users the opportunity publish arbitrarily between operating systems. Thus, the focus is on the media produced rather than the process (eZedia, 2007). In the review done by Roy (2003), there may still be conflicts regarding language both of the media produced and the program itself because of macro and security issues, there has not been any significant issues raised by users.

The Electronic Voting Technology Politics Essay

The Electronic Voting Technology Politics Essay Electronic voting (also known as e-voting) is a term encompassing several different types of voting, embracing both electronic means of casting a vote and electronic means of counting votes. An electronic voting (E-Voting) system is a voting system in which the election data is recorded, stored and processed primarily as digital information. Electronic voting technology can include remote internet voting system, optical scan voting systems and specialized voting kiosk [1]. Sanjay et al (May 2011) also define e-voting as any system where voters cast their vote using an electronic system instead of paper ballot. Sanjay further explained that this electronic vote which is stored digitally is transferred from voting system to a counting system [11]. E-Voting can be seen as a better form of voting as it eliminates several drawbacks in the traditional voting system. But Randolph C (2004) explain that even though e-voting system plays important part in the general election process, there are several other important factors that will contribute to the overall success of an election and this include processes, people and technology[17]. The current method of voting during general elections in Ghana is through paper base voting which comes with a lot of problems ranging from delay in voting resulting in long queues, spoilt votes due to wrong thumb-printing and delay in declaring results. Ghana has held eight (8) successful presidential elections after independence, but always issue of vote rigging and the credibility of the results becomes an issue[13][30]. These concerns arise from the fact that people dont have trust in the current paper base voting system. The current paper base system is perceived to give room for manipulation of votes by officials at various polling stations and also at the collation centers [13]. Also other issues faced with paper-based voting in Ghana are the perception of political opponents stuffing the ballot boxes with already voted ballot papers, and delay in counting after vote has ended. These concerns are the main initiator for the investigation into a possible electronic voting system implementation for subsequent elections in Ghana. Electronic voting if well designed and tested will try to alleviate these problems and perceptions, and reduce or do away completely with spoilt votes which in most cases, the percentage of spoilt ballot papers are more that the percentage received by some of the Presidential candidates[38]. E-Voting has been attracting a lot of interest in the country and has been a subject for discussion in various media during the past years. The interest of E-Voting is spreading across many sectors of the society, notably University and Polytechnic institutions where SRC elections are mostly conducted electronically through Electronic Voting System. As stated in Aviel D. Rubin February 27, 2004 report, elections allows the citizen to select their people who they deem fit to represent them. Naturally, the integrity of the election process is fundamental to the integrity of democracy itself. He further stated that any system that is design for election must be a system that can withstand any attack, and also must be a system which the voters can accept and the various candidates can accept the election results without any dispute [2]. But most often elections are being manipulated in order to influence their outcome. The design of a good voting system, whether electronic or using traditional paper ballots must satisfy a number of sometimes competing criteria. The anonymity of a voters ballot must be preserved, both to guarantee the voters safety when voting against a malevolent candidate, and to guarantee that voters have no evidence that proves which candidates received their votes. The voting system must also be tamper-resistant to prevent a wide range of attacks, including ballot stuffing by voters and incorrect tallying by insiders. The main aim of the research is to investigate and come out with the most feasible and acceptable electronic voting system and improve upon the current design for national elections in Ghana taking into consideration our current ICT infrastructural or ICT penetration in Ghana. Problem Statement Ghana Electoral Commission (EC) has conducted six (6) elections since the fourth republic, and in each of these instances we have been faced with challenges of bloated electoral register resulting into some voters voting more than once. There have been several reforms to ensure a credible voter register [3]. But after all these reforms multiple voting still exists. Secondly, our current paper base voting comes with several challenges which include the following: Delay in vote counting after vote has ended at polling stations Voters travelling long distance to polling stations to vote Low voter turnout as a result of voters queuing for long period at polling stations Multiple Voting Tampering of voting results High percentage of spoil ballot papers due to wrong thumb printing Overall cost of electoral materials (ballot boxes, ballot papers etc) The main focus of this research is to investigate and come out with suitable electronic voting system and improve upon the existing features for our national elections to curb these challenges. The research will investigate the suitability of remote electronic voting systems like internet voting and or voting electronically at various polling stations using a Direct Recording Electronic (DRE) something called a voting kiosk. Objective of the study The main objectives of this research is to investigate and discover the various methods of e-voting system that can be implemented for national elections, give a wide overview on the potential benefits and associated challenges in implementing Electronic Voting (E-Voting) in the Countrys general elections. The study has the following specific objectives: To identify the various e-voting system that will be feasible to implement for our national elections To find out which of these methods is more acceptable by the voting populace To improve upon the accepted e-voting system To examine the potential challenges that are likely to surface for each implementation Research Questions: What are various E-Voting Systems that can be implemented for National Elections? What will be the preferred e-voting methods for voters? What improvement or enhancement can be added to the preferred e-voting system? What are the potential benefits associated in implementing Electronic Voting (E-Voting) in the Countrys general elections? What are the associated challenges in implementing Electronic Voting (E-Voting) in the Countrys general elections? Significance of the study Implementing electronic voting system for national elections will reduce drastically the amount of resources we spent on manual voting systems [11]. It will also increase voter turnouts and delays in vote counting and declaration of results. It will also eliminate multiple voting and tampering of voting results. Voters will not have to travel a longer distance to a voting center to cast his/her vote; it will not require geographical proximity of the voters. Scope of the study This research is to investigate and improve on the current E-Voting systems that can be implemented for Ghana general elections, but considering the limited time and resources available I will focus on Internet Voting system and Direct Online Voting at polling Stations (Voting Kiosk). I intend to limit the scope of the research to the voters around the regional capitals only and Internet security expert and System Developers from Expresso Telecom Organization of the study The research work is organized into five (5) chapters. Chapter 1 discusses the introduction, the background of the study, problem statement, the objectives of the study, the significance, and scope of the study and the proposed methodology of the study. Chapter 2 of this thesis is a literature reviews some of the various methods of electronic voting techniques which have been used during elections around the world. The methods I employed to collect information about various e-voting systems are described in Chapter 3, and the results of this information collection and the responses to this survey which were received is presented in Chapter 4, analysis of the Case study is presented in Chapter 5 and the conclusions drawn from those results are summarized in Chapter 5.

Reflective Practice in Nursing Communication

Reflective Practice in Nursing Communication This assignment looks at the study of theoretical reflection in conjunction with how effective communication skills can be developed to expand our knowledge. To achieve this I will explain what reflection practice is using models of reflection; evaluate theories of personal development what they are and how they are used. Discuss how reflective practice benefits communication skills and in turn influence our knowledge of nursing care. What is reflection? In scientific terms reflection is seen as light, heat or sound striking a surface to give off a reflection (Darlene 2006). Reflection is also seen as philosophical understanding of how one can gain knowledge through experience and use different approaches to the same scenario (ref). Reflection can be described as; meditation, deep thinking and or giving careful considerations to possibilities and opinions of a given situation (Mcferran and Martin 2008). The novel idea of reflection rose from a theorist John Dewey (1859-1952); his proposed view on reflection is described as persistent, active thinking and taking into consideration the supporting evidence that forms knowledge to the given situation. This theorist suggests that the person uses their mind and emotions to facilitate reflection (Bulman and Schutz 2008). This suggests that John Dewey describes reflective individuals has being open-minded, responsible and wholehearted (Vaugn and Leblanc 2011). Deweys perception of reflection was a platform for many authors to elaborate on in terms of understanding reflective practice. Johns and Freshwater (2005) propose that health professionals should find the meaning of reflection through description rather than definition because to define reflection is to suggest the author has authority over its meaning. This in turn allows reflections models and frameworks to be used intuitively giving a more holistic approach, it can be subjective and purpose driven (Johns and Freshwater 2005). Mann et al (2007) describes Schons (1983) view that reflection can happen in two ways: reflecting upon activities whilst they are happening called reflection in action (present reflection) and reflecting upon activities once they have happened (reflecting on the past). Reflection can also be seen as the engine that facilitates superficial learning into finding a deeper understanding that enables the practitioner to transform what is known to knowledge in action (Boud et al 1985 cited in Rolfe et al 2011). Reflection (Broad overview) Describe some of the different theories and models of reflection that are available and how they are used. Explain how reflection can aid personal development. Schon, reflection on and in action Models of reflection, Driscolls, Atkins and Murphy, Gibbs, Johns, Kolb. 750 words Reflection Model and frameworks There are many different models of reflection which seem to have similar philosophical theories attached to each approach. Rolfe et al (2011) asserts models are methodologies and frameworks are methods used to understand and give guidance on how use the chosen reflective model and models therefore are ontological this mean they have formal specifications for representing ideas and concepts that aim to improve personal growth and development. Models of reflection developed by Schon and Argyris (1992) involves three elements: (1) knowing-in-action (2) reflection-in-action and (3) reflection-on-practice (Ghaye and Lillyman 2010). Ghaye and Lillyman (2010) have extrapolated Schons work to include knowing-in-action; they propose that practitioners customise and tailor their own knowledge or theories to the situation presented. Knowing in action is described further by Carper (1978) who identifies five approaches to knowing in action; empirical, personal, ethical and aesthetic knowing ( Newton and McKenna 2009). Empirical knowing is the formation of knowledge organised into general laws and theories for the describing and predicting phenomena pertaining to nursing practice (Averill and Clements 2007). Empirical means of knowledge tends to seek out theoretical explanation which can be replicated and be publicly verifiable (Newton and McKenna 2009). Newton and McKenna (2009) further suggest that empirical knowledge can only be effective when it is interpreted within the context of given clinical situation and how it is assimilated into practitioners personal knowledge. Personal knowing described by Carper (1978) is about finding out how much we know about ourselves when faced with clinical challenges and that health care professionals may not necessarily know about the self but do strive to know about the self. Newton and McKenna (2009) state that Caper (1978) does reiterate that it is difficult to master however it is an essential in understanding nursing care. Newton and McKenna (2009) suggest that personal knowing demands a deeper level of understanding and awareness to communicate and interact with ourselves and others. This type of knowing requires the nurse to be empathic, nurse attempt to do this by developing a personal yet professional relationship between the patients as opposed to viewing a patient as an object (Newton and McKenna 2009). Moral actions and ethical choices are intertwined with personal knowing to which Carper (1978) suggests presupposes personal maturity and freedom. Ethical knowing is about the moral aspect of nursing that is concerned with making choices, making justifiable actions and judging outcomes (Newton and McKenna 2009). The main focus of ethical knowing is trained towards issues of obligations that would require rationalisation and deliberate reasoning (Carper 1992). Chinn and Kramer (2004) suggest that rational can be expressed through codes, moral rules and decision-making. Newton and McKenna (2009) assert that having knowledge of moral issues is not isolated to ethical codes of nursing disciplines for example the Code of Conduct written by the NMC (2010). Newton and McKenna (2009) assert that ethical knowing is only partly learnt through applying codes and moral rules but is more through experiencing situations that initiate reflection upon what is or has happened and how this affects patient care. Gibbs( date) Driscoll(dates)and Kolb ( date)all conjured reflective models which are each similar to one another; they are all cyclical reveals that learning through reflection about what is or what has happened is continuous cycle. Gibbs et al (1988) model please see appendix 1 (a) Do you know of any other models that perhaps dont take on such a cyclical approach†¦ consider the work of Chris Johns, Mezirow, Boud et al also†¦. How do they compare and contrast with each other? Why might one model of reflection suit one situation or context better than another?Think about which models promote single loop or double loop learning if you can. Reflective practice (Specific) Give an overview of how reflection is used in nursing. Explain its relevance to nursing and how and when it is used. Explore the concepts of reflective practice and critical incident analysis. Introduce use of reflection for personal development. CPD, self regulation. Identify the different situations where reflection can be used. Skills V critical Incidents what is a critical incident. 750 words Reflective practice is seen has using reflective techniques to improve, maintain change in clinical procedures and influence guidelines to encourage greater safety of patients in all areas of health organisations (Bulman and Schutz 2008). Health care organisations in the UK have undergone and still continue to undergo changes to how it is regulated (Rolfe et al 2011). The emphasis is largely associated with increasing patient safety and risk reduction (Rolfe et al 2011). The four main bodies in the UK; Royal College of Nursing (RCN), Nursing Midwifery Council (NMC) and General Social Care Council (GSCC) and General Medical Council (GMC) which are concerned with the controlling, training and regulating of the healthcare system in UK (Rolfe et al 2011). Evidence-based studies have taught the NHS and regulatory bodies how to change practices and procedures to create better outcomes for patients, they have also encompassed further development for staff to promote a better use of resources through continuing professional development CPD (Ghaye and Lillyman 2010). An example of this could be the pressure sore nurses taking on the responsibility of giving guidance to non-specialist nurses to take care of patients with such conditions. This could not have been achieved if it was not for reflective thinking being part of the learning process (ref). How do we use reflective practice within our day to day practice? Consider the approaches that mentors take when supporting students, look at the principles involved in preceptorship and clinical supervision†¦ Communication skills (Application) Discuss and analyse how reflection can be utilised to improve your communication skills in practice. Explore how and when you would use it. What practical steps would you take and what resources would you utilise and why. Link reflection in and on action to communication situations giving information (in), breaking bad news (on), then use of journals, models, writing, peer support. 750 words Conclusion Sum up 500 words You have made a solid start at this assignment so far and have introduced many ideas which are relevant to the topic. These themes now need to be explored in greater detail . You have a slight tendency to introduce theoretical concepts ( not all of which are uncomplicated) without fully explaining their meaning†¦. Take care to avoid this as just mentioning them does not mean that you understand them and we will be looking for evidence of understanding. You also need to pay attention to your sentence construction as there are several poorly constructed sentences noted so far†¦. Make sure that when you lift them from the text you have referred to , that you do adapt them to make sense in the context that you are trying to use them. I would like to have a look at this piece when it has been developed a bit more. You are definitely heading in the right direction though and overall have made an effective start.

Essay --

Over the course of a lifetime many individuals do not get the chance to reach 100 years old. There are many environmental influences as well as human behaviors that contribute to one’s expected life span. Citizens in today’s society are working towards extending their natural life. One’s personal health, well-being and overall life course are a few factors that play a major role in the aging process. This document is a biography of 100 year old Porcha Petteway’s life course. Personal data, accomplishments, professional agencies, jobs and careers held will be discussed. People she helped, her legacy, life during her senior years and daily regiments that assisted in reaching 100 will also be conversed. Finally, her end of life journey, activeness during her senior years along with contributing environmental influences and behaviors that extended her life span will also be revealed. Porcha Petteway was an African American female and devoted Christian with many accomplishments in her lifetime. An autobiography has been written detailing what life was like for her with an emphasis in her senior years. It is the year 2084 and Porcha Petteway has passed away at the age of 100. Up until the day she passed Porcha was married to her husband for 73 years. They had two children together both girls. The life event of marriage allowed her to obtain many financial resources than those of the single population. Being married allowed Porcha to participate in private pension plans due to their lifetime income being combined and much higher than usual. She was able to live a life full of greater satisfaction as an advantage of being married. As Porcha entered old age her family structure remained rich, certain, close and tight knit. She had an unp... ...self is to not stress over things beyond her control. There are many environmental influences as well as human behaviors that contribute to one’s expected life span. Health and lifestyle are two major factors that play a role in determining what life would be like during the senior years of life. There are many advantages to having a strong social support network that consists of caregivers paid and unpaid. Seniors with this tend to live longer, remain independent and stay active in their later years. Citizens in today’s society are living longer due to technology, medications and an overall healthier lifestyle. Many reach the age of 100 but the maximum human life span is 120 years old. One’s personal data, career choices, environmental influences and amount of active interactions will determine how those of the older population will experience the aging process.

National Geographic: Mysteries Underground :: essays research papers

National Geographic: Mysteries Underground   Ã‚  Ã‚  Ã‚  Ã‚  The video I reviewed was a National Geographic film called Mysteries Underground. This video was about extraordinary sites there are to see in underground caves. You traveled along with cave explorers and got to see all the beautiful untouched natural formations such as gypsum chandeliers, gnarled calcite columns, and jewel-like lakes. It showed and talked about all the careful proceders the cave explorers go through. It also talked about how the formations were made over such a long time.   Ã‚  Ã‚  Ã‚  Ã‚  I learned many interesting things that would never seem possible. In the world's new most exotic ,Lechuguilla, cave there lied water so clean and clear that the cave explorers were forced to take all there clothes off before they swam acrossed it because the littlest dirt from any clothing would contaminate the pureness of the water. All the cave explorers are very cautious as to what they touch or where they step because some of the crystal formations are so fragile that the slightest vibration from a voice or a footstep could ruin millions of years of forming. In some parts of caves there are giant and very smooth ice formations that must be slid down very carefully because if they are not taken cautiously you will pick up to much speed while sliding and finally hit some kind of stone wall or something. One lady was not careful enough and boy did she pay. She was only a mile and a half or so in the cave and she broke her leg. It took almost five days to get who to the surface of the cave where she could be attended to. Also I found out that caves were much larger then I had originally thought. The largest cave now, Mammoth Cave, is over 200 miles long. And if you are exploring a cave being miles and miles from the entrance it is very important that you be careful because if you break your leg that far from the entrance it would probably take months to get you out safely. One safety precaution I learned was that when the explorers are traveling through cold water they must make sure they don't get their upperbody wet because that will cause them to freeze and get many sicknesses that are caused by the cold. One thing that I found interesting was that with the technology today you would think that we would have all the caves discovered and explored. We aren't close at all. In fact some caves have been being explored for years and there is still no end in sight.

Nutsedge: Weedy Pest or Crop of the Future? :: Botany

Nutsedge: Weedy Pest or Crop of the Future? Yellow nutsedge (Cyperus esculentus L.) is an invasive weed in the United States. It is often regarded as a useless pest to home gardeners as well as commercial growers. Along with being a useless weed it is difficult to control. Several commercial herbicides have been labeled for use exclusively on yellow nutsedge and are available at local retailers. This, of course, indicates much research has gone into the development of chemicals to eradicate it. In a country that spends much of it's time and money on programs focusing on the advancement of crop production has the yellow nutsedge been labeled unfairly? Could the U.S. find use for Cyperus esculentus L.? A look into it's past and present might reveal a profitable future. Cyperus esculentus is in the order Commelinales and the family Cyperaceae. Cyperus esculentus can be distinguished from other species of New World nutsedge by its persistent linear brown spiklets that have closely appressed overlapping scales. This perennial plant is self-incompatible. The stem of yellow nutsedge is triangularand has a light green-yellow color. Rhizomes that terminate in tubers are the main means of reproduction, although it does produce viable seed. It is interesting to note that the name Linnaeus chose for this sedge, esculentus, means edible in latin (6). The two varieties of interest to us are Cyperus esculentus var. esculentus (weedy) and Cyperus esculentus var. sativus (cultivated). Most literature uses the name Cyperus esculentus for both the weedy and the useful sedge. The weedy variety esculentus produces many seeds although the cultivated variety sativus produces few. Yellow nutsedge (weedy) has been reported to produce 605 million seeds per hectare in Massachusetts (4). Both reproduce vegetatively in great numbers. Research indicates that a single nutsedge tuber can produce about 1900 plants and 7000 tubers in one yearly (8). The weedy nutsedge was introduced to the Dutch Netherlands in the late 1970's concealed in Gladiolus and it was so invasive that in 1984 a restriction was implemented by the government. This regulation prohibits the harvest of any root crop in a field that is infested with the yellow nutsedge (3). Cyperus esculentus var. esculentus and Cyperus esculentus var. sativus are closely related according to Moshe Negbi (6). The color of the tubers appears to be one unusual character. Variety sativus has a grey-orange color and variety esculentus has a grayed brown color according to the Royal Horticultural Society Colour Chart (3).

Literature Marking Scheme

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