Shattering of Illusion Essay Example For Students

Breaking of Illusion Essay Reality and figment, two separate universes bound together according to individuals. As individuals, we utilize this dream to cover our world, spread it from the haziness of reality, to deny whatever may restrict our standards, along these lines making sure about our lives by shutting out what we dread. Be that as it may, while lifting this cover of fantasy from our eyes, we see our actual exposed mankind. The plays, Waiting for Godot, by Samuel Beckett, The House of Bernada Alba, by Lorca, and The Cherry Orchard, by Anton Chekhov, all show that through the breaking of ones figment, the genuine embodiment of ones soul is uncovered. Samuel Becketts, Waiting for Godot centers around two men, Vladimir and Estragon, having a similar fantasy that a man named Godot will show up to meet them. They hold up with one another, speaking consistently about whatever will help them in spending the time.(Beckett 29) Even when another character, Pozzo, is introduced to them, they excuse his following way out with the expression, That spent the time(Beckett 29) as though their entire reason in life is to pause and anticipate that something should happen and change things, Godot. This is their figment. The futile discussion that they share among one another all through the story is an instrument of fantasy they use to occupy themselves from the current truth of their circumstance. In any case, similar to all deceptions, this one begins to vanish in the brain of Vladimir. I sat tight for Godot? In any case, in all that what truth will there be? of me too somebody is stating, he is dozing, he knows nothing, let him rest on. (delay) I cannot go on! (delay) What have I said?(Beckett 64) Vladimir questions the circumstance, the deception that he has lived with. At the point when this deception is broken, we see the genuine character of Vladimir. He fears reality, yet he has a fearlessness that breaks the fantasy for a second and sees reality, the tedious garbage of the real world. We have the opportunity to develop old. The air is loaded up with our cries. (he tunes in) But propensity is an extraordinary deadener.(Beckett 64)After saying this, a kid sent by Godot enters. Because of his new sensible discernment, Vladimir answers the kid in a dull tone and converses with the kid as though definitely realizing what the kid is going to state. Vladimir: He wont come tonight. Kid: No sir. Vladimir: But damnation come tomorrow. Kid: Yes sir. Vladimir: Without Fail. (Beckett 64) His dull and tainted tone shows of his insight into the real world and the circumstance he is in. Be that as it may, being a piece of his character, Vladimir decides to return back to his old self, deny reality, and cover up under the umbrella of dream. This happens when he begins interrogating the kid concerning Godot. Has he a whiskers, Mr. Godot?Fair or black?(Beckett 65) His inquiries show his recapture in interest and confidence in the fantasy. Vladimir restores his previous self and to the conviction of the illusive Godot. In Lorcas, The House of Bernada Alba, Bernada decides to see a similar sort of deception. Her five little girls have been living, caught, in the familys house their entire lives. As energy, desire, and love, develops between the five sisters, their feelings crash into Bernadas standards. In spite of this enthusiastic strain between the sisters, Bernada decides not to see the undeniable pressure, utilizing fantasy to change her impression of the real world and deny the current clash. Despite the fact that something exceptionally grave is happening,(Lorca 191)Bernada demands that her girls regard and have never conflicted with will.(Lorca 191) Nonetheless, like Vladimirs breaking of figment, Bernada before long faces reality. This happens in the occurrence of Adels passing. At the point when this happens, Bernada is compelled to observe the aftereffect of her own forswearing and numbness. When loosens up and fly, Bernada eventually carries down with stones.(Lorca 191) It is Bernardas fantasy and refusal of reality which were the stones that executed Adel. Presently with her little girl dead, Bernarda is compelled to encounter reality. In light of this breaking of hallucination, she answers peacefully. Her quietness presents a ghostly climate inside the setting, as it is the first run through Bernada has nothing to state, to respond in due order regarding her blame. .u4cb73e3b8566849f3feb7c02b7b952a4 , .u4cb73e3b8566849f3feb7c02b7b952a4 .postImageUrl , .u4cb73e3b8566849f3feb7c02b7b952a4 .focused content region { min-tallness: 80px; position: relative; } .u4cb73e3b8566849f3feb7c02b7b952a4 , .u4cb73e3b8566849f3feb7c02b7b952a4:hover , .u4cb73e3b8566849f3feb7c02b7b952a4:visited , .u4cb73e3b8566849f3feb7c02b7b952a4:active { border:0!important; } .u4cb73e3b8566849f3feb7c02b7b952a4 .clearfix:after { content: ; show: table; clear: both; } .u4cb73e3b8566849f3feb7c02b7b952a4 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; mistiness: 1; change: darkness 250ms; webkit-progress: murkiness 250ms; foundation shading: #95A5A6; } .u4cb73e3b8566849f3feb7c02b7b952a4:active , .u4cb73e3b8566849f3feb7c02b7b952a4:hover { obscurity: 1; change: haziness 250ms; webkit-change: mistiness 250ms; foundation shading: #2C3E50; } .u4cb73e3b8566849f3feb7c02b7b952a4 .focused content zone { width: 100%; position: relative; } .u4cb73e3b8566849f3feb7c02b7b952a4 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-enrichment: underline; } .u4cb73e3b8566849f3feb7c02b7b952a4 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u4cb73e3b8566849f3feb7c02b7b952a4 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt sweep: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-stature: 26px; moz-outskirt range: 3px; text-adjust: focus; text-embellishment: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u4cb73e3b8566849f3feb7c02b7b952a4:hover .ctaButton { foundation shading: #34495E!important; } .u4cb73e3b85668 49f3feb7c02b7b952a4 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u4cb73e3b8566849f3feb7c02b7b952a4-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u4cb73e3b8566849f3feb7c02b7b952a4:after { content: ; show: square; clear: both; } READ: Autobiographical Note EssayHer dream has broken and the embodiment of Bernadas soul is demonstrated just by the vacancy of quietness. Without her fantasy she is frail, cold, and void. Furthermore, with this vacancy, she attempts by and by to recapture her fantasy and top off her unfilled heart with the disavowal of the real world and the holds of power. She modifies her existence by denying reality, and expressing that her girl kicked the bucket a virginNo one will say anything regarding this! She passed on a virgin And I need no sobbing. Demise must be taken a gander at face to facesilence, quietness, I said. Silence!(Lorca 211 ) The figment and disavowal that executed Adel is currently turning out to be alive once more. Bernada utilizes the cover of hallucination to cover her girls demise and deny the current reality.

Understanding The Principles Of Developing Postive Relationships Free Essays

1. 1:1 Why compelling correspondence is significant We are bound to impart data to each other in the event that we have positive connections. Guardians and different grown-ups who come into the school are bound to give helpful help if correspondence is solid and viable †this, thus, benefits understudies. We will compose a custom article test on Understanding The Principles Of Developing Postive Relationships or on the other hand any comparative theme just for you Request Now It is likewise significant for understudies that we model compelling relational abilities. This implies checking what we are stating here and there in snapshots of stress or fervor, with the goal that they can comprehend what our desires are in school. In the event that we request that understudies carry on with a specific goal in mind when imparting and afterward neglect to do so ourselves, they will think that its harder to comprehend the limits of what is worthy. Viable correspondence and positive connections don't occur by some coincidence. You should consider the manner in which you identify with others and the messages this conveys. In circumstances where correspondence separates, errors can prompt awful inclination. 1. 1:2 The standards of relationship building The standards of relationship working with childrenâ and grown-ups in any setting are that on the off chance that others are agreeable in our organization, they will be bound to convey viably. Where individuals don't get along or are dubious of each other, they are probably going to maintain a strategic distance from each other at every possible opportunity. Positive connections are not something which ought to be left_ to possibility and it is critical to consider the manners by which we can create them. We construct associations with others in school regularly in various ways. Despite the fact that you may do a portion of these without essentially thinkingâ about it, it merits taking effort to consider whether you do the entirety of the accompanying. ? Viable correspondence †this is the key region for creating associations with others and furthermore covers a wide range of types of correspondence (see beneath). ? Indicating regard †so as to create positive associations with others, it is critical to be considerate and aware, and to tune in to their perspectives. Grown-ups and students with whom you work may likewise be from various societies and have various convictions or qualities from your own. Youâ should guarantee that you recognize and regard the perspectives on others consistently and set aside effort to recall names and favored types of address. ? Being obliging †set aside the effort to think about the places of others. You might be working with a kid or grown-up who is feeling the squeeze at a given time and need to comprehend why they may have carried on or responded with a specific goal in mind or unusual. ? Recalling issues which are close to home to them †it will consistently assist with building constructive connections on the off chance that you enquire a_er specific aspectsâ of another person’s life †for instance, on the off chance that you realize that an associate is worried about their kid getting into a specific optional school, or on the off chance that you know that it is a child’s birthday. ? Setting aside effort to tune in to others †ensure that you set aside some effort to tune in to others, specifically on the off chance that they are requesting counsel or help, or in the event that they have to trust in you. You ought to consistently show that you are keen on what they need to state and react properly. ? Being sure about key focuses †when you have discussions with others in which you are givingâ them data, you ought to consistently guarantee that they are clear what you have said toward the finish of the conversation. This is on the grounds that it very well may be anything but difficult to be diverted from the central matter of the discussion. When conversing with kids, consistently request that they rehash back to you what they have to do. ? Keeping up a comical inclination †in spite of the fact that the idea of our work in school is significant, we ought to likewise at times set aside effort to see the entertaining side of various circumstances. Gig gling can be a decent icebreaker and is additionally an incredible method of unwinding and diminishing pressure. The most effective method to refer to Understanding The Principles Of Developing Postive Relationships, Papers

What to Know About Video Game Addiction

What to Know About Video Game Addiction Addiction Addictive Behaviors Internet Print The Signs and Effects of Video Game Addiction By Elizabeth Hartney, BSc., MSc., MA, PhD Elizabeth Hartney, BSc, MSc, MA, PhD is a psychologist, professor, and Director of the Centre for Health Leadership and Research at Royal Roads University, Canada. Learn about our editorial policy Elizabeth Hartney, BSc., MSc., MA, PhD Updated on January 19, 2020 Igor Emmerich / Getty Images More in Addiction Addictive Behaviors Internet Caffeine Shopping Sex Alcohol Use Drug Use Nicotine Use Coping and Recovery Video game addiction is compulsive or uncontrolled use of video games, in a way that causes problems in other areas of the persons life. Often considered a form of computer addiction or internet addiction, video game addiction has been an increasing concern for parents as video games have become more commonplace and are often targeted at children. Video games include computer games, console games, arcade machine games, and even cell phone, and advanced calculator games. Games can be embedded in social networking site, such as Facebook. Since the 1950s, gaming has grown into a multi-billion dollar industry. Some people are concerned about the long-term effects of video game playing, particularly in children. Concerns center on the following questions: “Are video games harmful?”“Do violent video games cause aggression?”“Are video games addictive?” While research is inconclusive, there does appear to be evidence that video games can be harmful, can increase aggression, and can be addictive.?? However, these effects are highly individual and may involve many more factors than simply the amount of time spent playing games. Signs of Video Game Addiction Research studies show that 1 to 16 percent of video gamers meet the criteria for addiction.?? However, the official definition of video game addiction varies across different organizations. Considering this, it is easy to be confused about whether your or someone else’s gaming falls in the average or heavy ranges. As with all addictions, it is important when considering the possibility of a video game addiction to not simply consider the amount of time spent gaming, but also the function it is serving the individual. Video game playing, as one of a range of recreational activities, may not be harmful or indicate an addiction. On the other hand, when game playing is addictive, it takes over as the person’s main way of coping with life, with other important areas of life being neglected or disrupted as a result. Video game addiction or video game overuse is seen most commonly in players of the persistent multiplayer gaming universe, or Massive Multiplayer Online Role-Playing Gameâ€"MMORPG games for short. MMORPGs make up 25 percent of gaming revenue worldwide.?? These games hold many attractions for gamersâ€"they are interactive, social, competitive, and happen in real-time. Research indicates that MMORPGs are more addictive in nature. As a result, they tend to have greater negative impacts on physical health, sleep habits and academic performance.?? The Controversy of Video Game Addiction Like other behavioral addictions, video game addiction is a controversial idea. While video gaming research is showing some disturbing effects, particularly in younger players, there is a lack of long-term research and insufficient evidence to definitively conclude that video game overuse is indeed an addiction. In addition, cautionary messages from groups, such as the American Medical Association, which believes that video games are potentially harmful, have to compete with the aggressive marketing of the video games industry, whose own research, unsurprisingly, shows no ill effects. Internet Gaming Disorder is currently included as a condition for further study in the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), the gold standard reference for mental health conditions.?? Therefore, although it is not yet recognized fully as a disorder but proposed criteria are published. How Is Video Game Addiction Like Other Addictions? Video game addictions are similar to other addictions in terms of the amount of time spent playing, the strong emotional attachment to the activity, and the patterns of social difficulties experienced by gaming addicts. As with other addictions, gaming addicts become preoccupied with game-playing, and it disrupts family and other areas of life, such as school. The younger that children begin playing video games, the more likely they are to develop dependence-like behaviors. As with other addictive behaviors, there is a range of different responses to the activity. While some gamers feel unable to reduce the time they spend playing, others do not experience cravings if they are unable to play. Harmful Effects of Video Games As well as addiction, the following harmful effects have been found to be related to video game use: Increased risk of light-induced seizures, musculoskeletal disorders of the upper extremities and increased metabolic rate.Increased aggressive thoughts and aggressive behaviors, particularly in children under age 10.Reduced pro-social (cooperative) behaviors in social interactions. Research with people who are addicted to video games shows that they have, poorer mental health and cognitive functioning including poorer impulse control and ADHD symptoms, compared to people who do not have video game addiction.?? People who are addicted to video games also have increased emotional difficulties, including increased depression and anxiety, report feeling more socially isolated, and are more likely to have problems with internet pornography use.

Interview and Its Limitation - 4659 Words

What is an Interview? One man, asked if he does much interviewing, thinks of the time he chose his secretary and of the day he had to counsel one of the management trainees- and answers ‘practically none. Another man with a similar job thinks of the many informal discussions he has with his superior and with customers, with colleagues and subordinates- and answers that he is interviewing all the time. The difference lies not in their work but in their interpretation of the word interview. The interviewer must use the same skills, whether he is concerned with formal pre-arranged meetings typified by the selection interview, or with unprepared discussions with staff or visitors. Basically all these situations involve two people meeting†¦show more content†¦(b) Because it is difficult to get everyone together, too little time and consideration will be given to making the final decision, which may well be made simply to bring the meeting to a close because one or other member of the panel has to get away. à ¼ Sequential interviews Another variation is the sequential interview. Many people think that this combines the good points of the one-to-one interview with those of the panel interview. With this method all the people who wish to be involved in the selection of a candidate do so one after the other and not as one un widely group. They are able to ask question and form opinions without being self-conscious about the other members of the selection group. There are 3 minor drawbacks; the candidates themselves may have to commit more time to the interview selection process; the interviewers will have to ensure they leave enough time for discussion between themselves as well as making their own post interview notes; time will have to be set aside for the interviewers to meet and finalize their decision. à ¼ Group interviews Often these take the form of a problem-solving exercise or a leaderless group discussion, with the interviewers acting as observers. Group interviews are probably best used when dealing with young applicants, such as new university graduates, or as part of an assessment center process. à ¼ Computer interviewing A recent interviewingShow MoreRelatedLimitations Of A Semi Structured Interview1444 Words   |  6 PagesSection 1: Methodological Considerations Question 1 One advantage of a semi structured interview is that in the case of participants who tend to answer questions briefly, the interviewer can ask more open ended questions and cater the structure of the interview for the participant. The interviewer has a choice of which order to ask the questions in and how to ask them. For instance, in the transcript for the interview, the interviewer is being provided with one sentence yes/no replies in the beginningRead MoreThe Role Of Forensic Interviews On Children s Capacities And Limitations1625 Words   |  7 Pagescommitted to them or in their presence. Leaving forensic interviewers with the burden of withdrawing reliable information in the hopes that these children can remember. Forensic interviewers are not completely aware of children’s capacities and limitations when it comes to communication, and therefore are faced to try to withhold as much information through techniques that will elicit testimony. Historically, when children are asked to testify, it’s usually about being victims of child abuse andRead MoreDesign Flaws From Two Perspectives1445 Words   |  6 Pages5.3 Limitations For next part, let’s look into this research critically. All the research has its design flaws. Research is a long process, it requires time and the best developed techniques. In this research, it is going to analyse the research flaws from two perspectives, one is from the research design and the other one is from the researcher. For research design, the following perspectives will be measured: sample size, time, lack of data, certain consumers, gender, age and income. For researcherRead MoreMethodology And Methods Of Public Open Space Management1511 Words   |  7 Pagescomparison among them and examine the inter-relationship within the total environment. Although single case is acceptable in case study method, it is not enough to achieve generalizability. Leonard (1990) argued that multi-case approach can avoid the limitation on generalizability, also make the findings more confidential. Hence, two cases are chosen to make the finding more confidential and generalized for the universe. If the scope of the cases used in this approach is too wide, the findings of the caseRead MoreEssay On Risk Assessment1649 Words   |  7 Pagesresearch study if the question to be answered is regards to understanding the meaning of individual experience. A disadvantage of choosing a qualitative methodology is that collecting the data can be time consuming if choosing interviews, Choy (2014), states that the limitations of qualitative methodology, are that it is time consuming. On the other hand, an advantage of qualitative methodology is that it raises more issues. Choy (2014), states that the strengths of a qualitative methodology is thatRead MoreDi fferent Types Of Interviews And Their Respective Characteristics1360 Words   |  6 Pages7. Describe the different types of interviews and their respective characteristics. What are the advantages and disadvantages? There are about five different types of interviews used in practice. They are telephone interview, video interview, in person interview, structural panel interview, and group interview. Telephone interview is usually a quick first-round interview with the function of screening. Through phone interview, interviewer can get a general understanding of candidates’ communicationRead MoreThe Ethical Issues And The Limitations Of The Data Collection Tools And Data Analysis1104 Words   |  5 Pagesfor this study. The research design and details on how participants are recruited are included, followed by a description of the data collection tools and data analysis. Finally, the chapter ends with a description of the ethical issues and the limitations encountered in this research. Research Design: A qualitative research design was deemed appropriate for this study because by using qualitative research one can explore different types of questions such as, what, why and how, rather than howRead MoreThe Target Student With Ebd And Ld889 Words   |  4 Pagesthe room until the learning support came over to help him. Overall, adult support has a significant influence in supporting students with disabilities to be independent learners and be prepared for life outside the school. â€Æ' Results This interview of four teachers and parents showed surprisingly positive feedback about inclusion. Both parents of children with disabilities and non-disabilities had positive attitudes toward inclusion. Parents with non-disabled children said that their childrenRead MoreThe Impact Of Tax Evasion On Economic Development1330 Words   |  6 Pagesevasion (Wallschutzky, 1984). Lebanese economy faces one of the greatest problems which is tax evasion. A country like Lebanon that has an increasing amount of tax evasion has a low productive economy and low economic growth (Mr. Alain Bifani, Mtv interview, 2013) 3.2 Purpose and research question: 3.2.1 Purpose This study aims to examine the impact of tax evasion on the economic development in Lebanon by: 1. Analyzing all causes of tax evasion in Lebanon. 2. 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Financial Analysis Starbucks Corp. Fin 540 - 2307 Words

Running head: FINANCIAL RATIO ANALYSIS STARBUCKS CORP. Financial Ratio Analysis Starbucks Corporation University of Phoenix FIN/540 Managerial Accounting and Finance Foundations September 19, 2011 Financial Ratio Analysis Starbucks Corporation Starbucks Corporation is the global leader in coffee and has a strong entrepreneurial history of product development and branding. Ranked as both a Fortune 500 and Fortune 1000 Best Company to Work For Starbucks employs 116,357 team members in the United States (Fortune, 2010). Starbucks (SBUX) Corporation according to Plunkett Research, Ltd. ranks in their industry group as number one in sales and profits. National and internationally Starbucks Corporation own 16,858 stores†¦show more content†¦2010 total debt ratio of 0.15 or 15% measures the corporation’s percentage finance with debt. Reviewing the three selected leverage ratios provides a positive outlook for the financial stability of Starbucks. With increased profitability and low financial leverage shareholders long-term returns remain profitable. Figure 1 Financial Leverage Trend |Times Interest | | | | | | |Earned % |2010 |2009 |2008 |2007 |2006 | |Starbucks |12.04 |4.47 |3.33 |10.08 |10.43 | |Industry |6.04 |4.51 |3.7 |2.1 |2.59 | |Debt/Equity Ratio | | | | | | | |2010 |2009 |2008 |2007 |2006 | |Starbucks |0.15 |0.18 |0.22 |0.24 |0.0 | |Industry

Buddhism in the Himalayas Free Essays

Organized religions have become a part of one’s historical and cultural background. The need for political leaders and gurus to gather the people into one unit, for the maintenance of stability, has paved the way for the pursuit of knowledge; leading to the development of numerous philosophical undertakings and spiritual enlightenment. The proliferation of religious missionaries to the designated countries of contact have created and divided communities; cultivating a new set of belief systems and codes to abide by. We will write a custom essay sample on Buddhism in the Himalayas or any similar topic only for you Order Now At the onset of the spread of major religions like Christianity, Hinduism, Judaism, Islam and Buddhism, spiritual fermentation took place as socio-political activities merged with the religious practices of the various cultures present in a community. Throughout history, these major religions will struggle to outlive each other as they compete to gain a stronghold of followers for the preservation of their cultural beliefs. For this reason, many minority groups in a community are most likely to have been isolated or persecuted by the ruling culture. This was the case with Christianity under the Roman Empire, which accounted for the martyrdom of thousands of Christians who fought for their faith (Tignor et al. , 2008). However, during the rule of Constantine in 312 CE, the tables were turned and Christianity was now the flagship of the new Rome. This pivotal event is the key to the expansion of religions to far-reaching territories, as it conveys universal codes that pertain to the human condition. It is in this sense that the quest for religious ties was crucial to the progress of a community since morality played a big part in the formation of the people’s morale. Religion is said to be the cement that binds people together in any adversity and it is through this viewpoint that cultures grew and developed, as citizens become more aware of their place in the society. The grounds to which religion has shaped a community can be observed in a number of perspectives, particularly in the way artworks are made in a particular area (Tignor et al. , 2008). Wherever Buddhism spread, it seemed to rely on a necessary set of ingredients that encouraged it to prosper. The Silk Road was said to have advanced the spread of Buddhism in Tibet as the reach of most Indian missionaries in the mountainous regions of the Himalayas have contributed greatly to the foundation of Buddhism as one of the major religions in the world. It became a vehicle for Tibet to engage in trade with other neighboring countries like Nepal, China, Kashmir, Mongolia and Bhutan. Trade did not only consist of goods, but also of people, knowledge and religion. As a result, Buddhism was integrated into the livelihood of the Himalayan regions (Kapstein, 2000). The Role of Local Kings in Promoting Buddhism The success of the acculturation of Buddhism in Tibet would not be possible without the welcoming arms of most of the rulers in Tibet, starting with Princess Wencheng and Princess Jincheng. Then King Songsten Gampo established cordial relations with China and Nepal by marrying the Princesses of each country, securing the maintenance of harmony with these neighboring states. Both Princesses introduced the precepts of Buddhism to the King and its followers, which initially helped the expansion of Buddhism in the local communities. It was only under the reign of King Trhi Songdetsen that officially gave the go signal for Buddhism to take root in Tibet as it was legitimized it as the major practicing faith (Kapstein, 2000). The Padhmasambava statue found in the RMA represented the figure that further brought Buddhism to the Himalayas. Padhmasambava was said to be a guru who was summoned by King Detsan to Tibet in order to broaden the reach of Buddhism in the local communities. During this time, the ministers who adhered to the Bon religious sect disliked the direction in which Buddhism was heading for so the King administered the help of Padhmasanbava to deter the growing power of the ministers. Wherever Buddhist missionaries went, chaos was sure to follow. As a result, civil war broke out between the two religious sects and the spread of Buddhism came to a stand still after the assassination of King Detsan. Under the guidance of the ministers, Lang Dharma took over and a long line of hostilities occurred across the land as persecution of the Buddhist monks and nunneries were carried out, bringing destruction to the initial monasteries built for worship (HAR 65422). Monastaries were a vital component of the Buddhism faith as it not only serves as a refuge for those who practice the faith or are oppressed, it is also the place where important books and records about Buddhism are stored. Destroying such an establishment would disrupt the solemnity of the faith. This is the reason why so many Indian and Chinese missionaries were needed in Tibet as rebuilding the monasteries was necessary for preservation of Buddhism. Under the reign of Je Tsongkhapa, the Ganden Monastery was erected amidst the chaos that enveloped the warring local communities. The monastery housed many monks and nuns who had been driven away by the enemies of the Buddhist religion and was described to be one of the grandest monasteries ever built. It also contained an extensive collection of Buddhist teachings and philosophies from famous gurus and translators who have kept the recorded teachings of Buddha (Kapstein, 2000). As years past, Tibetan and translators and pilgrims decide to take a journey to India, China and Nepal in search for gurus and more teachings that they could bring back to their homeland. This has led to the visitations of different Buddhist missionaries in Tibet; most notable are Atisa, the Indian scholar and the great translators Rinchen Zangpo and Milarepa. The presence of these three missionaries supported the rebirth of Buddhism in the local communities, after its devastated state during the reign of Lang Dharma. This was said to be the beginning of the evolvement of the Buddhist tradition (Kapstein, 2000). Emergence of a New Buddhist Tradition The Avalokiteshvara Statue and Painting seen in the RMA depicts the evolution of the images that constitute the image of Buddha to the local communities (HAR 65451 HAR 40). Both of the artworks show the different adaptations made of the image of Buddha to fit the culture of a particular area. For instance, in China, Avalokiteshavara is referred to as Quan Yin while in Tibet he is known as Chenrayzeg. When Buddhism started its roots in India, it was known as Teravada Buddhism but by the time it has reached East Asia, it had become Mahayana Buddhism which consisted of slightly different set of beliefs yet still rooted in the Indian precept. When this spread into the Himalayas, it became known as Vadrayana Buddhism. From this context, one can see that while the teachings and stories about the Buddha are the same in many different regions, it often takes on the aspects of the local culture (Snelling, 1999). In reference to the Buddha Shakyamuni painting found in the RMA, one can denote that the painting illustrated different sights that foretold stories of Buddha Shakyamuni’s life. A part of the painting features people conversing with each other, while the Buddha is seen with a halo-like appearance as he gives lessons to a group of people (HAR 955). Himalayan art often depicts religious stories of tradition by incorporating Chinese and Western styles. Although the painting was done in Tibet, the stories included in the painting originated from India as that is the main setting of Buddha’s representation in the stories. The solemn presence of nature in the painting such as the mountains, trees, clouds and the wide landscapes demonstrates how Buddhism has interlocked with different cultural systems (Kapstein, 2000). Due to the blending of the Chinese, Indian and Tibetan systems, the results produced three subcategories of Buddhism in Tibet which were the Kadampa, Sakyapa and Kagyupa. All three only differed from the school of origin that they belonged to but they collectively teach the same principles that the great Buddha had taught (Snelling, 1999). Based on the research given about the historical context of Himalayan art and its special relation to Buddhism, it can be denoted that the artworks emphasize the importance of spiritual life in the Tibetan community. Most artworks depict a sense of other worldliness as it attempts to illustrate the merging of the earthly realms and the divine. Representations of important figures that facilitated the spread of Buddhism are seen as supernatural, with the appendage of several arms and a crown of miniature skulls over their heads, having serene stature that signifies respect. Most often, the artworks illustrate a unisex type of portrayal with a god-like stance, trampling over evil forces. The same can be said about the representations of Buddha, although elements of earth-bound activities suggests that artists attempt to make Buddha seem more approachable to the people. The integration of Buddhism in Tibet’s culture has greatly influenced the way they view the world around them, and this in turn provides an outlook into the rooted spirituality that are present in the Himalayan regions. References: Avalokiteshvara statue painting. HAR 65451 HAR 40. In The Rubin Museum of Art. Buddha Shkayamuni – Life Story. HAR 955. In The Rubin Museum of Art. Kapstein, M. T. (2000). The Tibetan Assimilation of Buddhism: Conversion, Contestation, and Memory. New York: Oxford University Press, pp. 57-58. Padmasambhava. HAR 65422. In The Rubin Museum of Art. Tignor, R. , Adelman, J. , Brown, P. , Elman, B. , Pittmann, H. , Shaw, B. (2008). Worlds Together Worlds Apart: History of the World. (2nd ed. ). NewYork: W. W. Norton Company. Snelling, J. (1999). The Buddhist Handbook: A Complete Guide to Buddhist Schools, Teaching, Practice, and History. Rochester, Vermont: Inner Traditions. How to cite Buddhism in the Himalayas, Papers

Terrace Environmentally Conscious Building -Myassignmenthelp.Com

Question: Discuss About The Terrace Environmentally Conscious Building? Answer: Introducation This report is about the construction of an environmentally conscious building with the main focus being on The Prince's Terrace. An environmentally conscious building refers to the construction of a biological and eco-friendly building structure which is safe and advantageous to the all living operations on earth. This environmentally friendly building is also known as a green building which helps in the use of inexhaustible and readily available materials which are used in the construction of such as the house. The development of eco-accommodation has helped in understanding that structures have continuous advanced effects on the condition and characteristics of living organisms that are using that structure. The construction of the buildings that are environmentally unfriendly is associated with the transportation of building materials over long distances leading to undesirable effects due to the dangerous chemicals released during their transportation or during their usage. In this report, the major focus is on Princes Terrace is a construction done with an aim of embodying the initiative of the world in a private outline that is practical while maintaining a traditional design mixture of mews and patios. This construction scheme is a joint effect involving stakeholders such as Princes Foundation, Renewal SA, and Defence Housing Australia(Anink, 2016). The main aim of this construction is to use half of the currently consumed water and vitality with a 40% decrease in the carbon emission. The location of Prince's Terrace is in Bowden region of Adelaide which is characterized by an increase in the suburb, mixing group, management, culture and history. The project will portray numerous advantages and maintainability of living among the occupants and also serve as an example to the private progression in the country(Clarke Snell, 2014). Preliminary Design of the Princes Terrace The Princes Terrace is a combined strength involving the Urban Renewal Authority of the State Government, The Princes Trust Australia. And the Defence Housing Australia. This environmentally conscious construction intends to possess the finest plan in Australia and combines it with each of the modern living comforts. The plan of patio involves expanding the historical background of homes that are attached yet bring them into the imminent outlined components that are maintainable and agreeable(Columbia, 2014). The following are some of the principles which must be considered for ecological advancement for the Princes Terrace: Two perspective cross ventilation to all townhouses levels as well as living level in the Mews so as to energize hidden ventilation frequently. The fans at the roofs are provided all by rooms and living regions to assist air stream. The moulding of air is provided but is situated to reduce its use to just when and where it is essential. The LED lighting which is energy efficiency all through together with huge lighting intensity at undertaking areas such as washrooms and kitchen benchtops. High framework execution at the exterior which is composed of broad outer shading and elite coating, will be combined to few necessities for improved inhabitant comfort and utilization of ventilation(DAVIS, 2015). The frameworks of 1.5kW PV to mews and townhouses. The water that has been recycled is a critical section of this project, with neighbourhood, solid, and normal materials chosen over any conceivable options. Examination of the full life cycle incorporated to display a critical variation of nothing different. The surface and completion materials are to be majorly available and gotten from crucial providers who are nearby. The exterior enclosure uses brickwork and dividers that are rendered breathable, entryways of timber, additional tile and floors of timber, as well as elements that are subtle. In the interior, the residences will utilize Methods: and tile floors. The houses that are porch are to be confronted in ochre/cream painted render(Esa, 2015). to the squares, Zego or insulated clay will provide an impact of extraordinary strong dividers that is similar to traditional brickwork which is loadbearing, yet an additional approach holding fast to speed development, acoustic control, abundant warm limit, auxiliary effectiveness, and water assurance. A similar new framework development would be used for the pads of a carport, confronted remotely in the blocked skin. The blocks reused from the region will be utilized where applicable. The enhancement will use aloof intentions to warm and cool the house on the normal days. The use of the material in building with execution coating, warm limit, and reflection gadgets that are sun-based, and louvered sun shades will keep up a particular temperature that is agreeable(Graham, 2013). The designs of the floor of the houses put into consideration the normal account cross ventilation both on a vertical and level plane. For a houses that are porch, the strategies possess living allowances marketing the back or front with lavatories and administrations at the interior. The verandas on each veneer house expansive bi-folding and French windows channel to be unlocked in combination with the interior skimming methods to take into contemplation the air that is cooler to pass by(Graham, 2013). Tenuously, the verandas possess blinds that are louvre which empower the warmth that is power oriented pick up when open or permits air to pass presently while shading the sun during the summer season. Figure 1 below shows the location of the Princes Terrace: Preliminary design of an eco-friendly building The windows that are scarf in the city frontage may be majorly opened to attract the air that is cooler while maintaining the security of the living arrangement. The pads of carport will use operable sky facing the vents of the windows to incapacitate building arm freshen. The solid daylight of Adelaide permits the houses to benefit through the decreased counterfeit light that is superfluous and characteristic sunlight(Haghighat, 2013). Detailed Design and Development Since the major private project to acquire a six-star green star framework rating from the Australian's Green Building Council, the epitomizes advancement of the Terrace and authority of the global in the plan of the economy. Located in the urban zone that has been revived in the Southern side of Australia, the Prince's Terrace will provide 12 homes that are great with a blend of four pads and eight porches worked as mews behind the patios. These houses are speculated to use fifty for each penny minus strength and fifty for each penny minus water consumed than the run of the mill structure in the urban, with a carbon level additionally reduced by greater than forty for every penny when constructed with the traditional house(Koones, 2013). The eco-friendly building may indicate a different positions in both the procedures of development and end outcome of the project of green building. A single method of influencing the process green-accommodating from the development is to lawfully remove the establishment of squandering within the development as well as reuse any material that is recyclable as a portion of the process. If the team involved in the development takes a short at an intended obliteration, it is possible that the diver's sections of the structure being demolished may be reused(Maria Block, 2011). The development may additionally be green-accommodating through the use of materials that are eco-accommodating. Plant material that is inexhaustible such as reused modern products, adobe squares, reused metals and stones, and bamboo are just a few materials which constructors have started using during the process of making structures that are green-accommodating. Through the use of extra sustainable, reused, and supportable materials, the designers may prevent unnecessary waste and reduce the natural impression of the building. This green building will portray the advantage of general and reasonable occupation with an impact on the future task of DHA and also end observable benchmark for the individual improvement in Australia(Northcott, 2012). The map view of the location of the proposed Princes Terrace is as shown below: The porches will convey an energizing and alternative design and inventive components to the territory of Bowden(Roskos, 2016). It is obvious that this building will be attractive to the people in Adelaide and Bowden and will portray all around framework homes which may enable living and kindness in the home while still supporting enhanced lodging thickness. System Test The testing of the system of the proposed eco-friendly building is to the before the tenants could occupy the building. This is done to ensure the safety of the occupants and in determination, if the building has met its required purpose. The following are some of the methodologies which can be used in the eco-friendly building test: V-model: This testing model is used when the number of buildings constructed is huge in number and there is the need in their evaluation if the eco-friendly building has missed any step making it unfit to be used by the occupants. Before the actual testing of the building, the activities which should be done include preparation of strategy of the test, the creation of test script and test case, and test planning(Thomas, 2015). Waterfall model: In this test model, information concerning the eco-friendly building followed by specification and detection of the software desired by the designers of the building. The programming language is then planned which may be php or java. After the software is ready, the codes of the programming language can then be varied so as to accommodate the taste of the occupants and government(Wilson, 2010). Evaluation Located in the urban zone that has been revived in the Southern side of Australia, the Prince's Terrace will provide 12 homes that are great with a blend of four pads and eight porches worked as mews behind the patios. These houses are speculated to use fifty for each penny minus strength and fifty for each penny minus water consumed than the run of the mill structure in the urban, with a carbon level additionally reduced by greater than forty for every penny when constructed with the traditional house(Wong, 2014). The cost index of the construction for the proposed green building can be estimated as shown in the table below: The Prince's Terraces in Australia spread to have a pillar of 8 normal styled patios buildings along the quarters Sixth Street located in the North East of the Bowden. The mews and patio will be of developed strong brick, possessing format of front to rear design with liberal floors to roof statures, overhangs and verandas. This component will make the structure to be acceptable due to their liquid level, physical flexibility, vertical cooling, sunshade areas, and considerable warmth for open-air living. This green building project aims to take the best outline and convention of Australia and consolidates it with a single comfort of fashionable living(Woolley, 2011). Validation and Optimization The development of eco-accommodation has helped in understanding that structures have continuous advanced effects on the condition and characteristics of living organisms that are using that structure. This environmentally conscious construction intends to possess the finest plan in Australia and combines it with each of the modern living comforts. Two perspective cross ventilation to all townhouses levels as well as living level in the Mews so as to energize hidden ventilation frequently. The fans at the roofs are provided all by rooms and living regions to assist air stream(Zeiher, 2011). The moulding of air is provided but is situated to reduce its use to just when and where it is essential. The LED lighting which is energy efficiency all through together with huge lighting intensity at undertaking areas such as washrooms and kitchen benchtops. High framework execution at the exterior which is composed of broad outer shading and elite coating, will be combined to few necessities for improved inhabitant comfort and utilization of ventilation. This will also be the provision of the frameworks of 1.5kW PV to mews and townhouses. The water that has been recycled is a critical section of this project, with neighbourhood, solid, and normal materials chosen over any conceivable options. The examination of the full life cycle incorporated to display a critical variation of nothing different(Maria Block, 2011). Conclusion This report analyses the construction of an environmentally conscious building with the main focus being on The Prince's Terrace. An environmentally conscious building refers to the construction of a biological and eco-friendly building structure which is safe and advantageous to the all living organisms on earth. The development of eco-accommodation has helped in understanding that structures have continuous advanced effects on the condition and characteristics of living organisms that are using that structure. The mews and patio will be of developed strong brick, possessing format of front to rear design with liberal floors to roof statures, overhangs and verandas. This component will make the structure to be acceptable due to their liquid level, physical flexibility, vertical cooling, sunshade areas, and considerable warmth for open-air living. The sections of the Princes Terrace which have been discussed exclusively in this paper include the preliminary design, detailed design and development, system test, evaluation, validation as well as optimization. Recommendation The recommendations which can be implemented for a full realization of the environmental conscious structure will majorly target the materials that are to be used in the construction of the green building. These recommendations include: Use of diverse recyclable materials: For the construction of the green building, the designers should be able to use and process numerous material which can be recycled so as to prevent the environmental issues. Through the assistance with the approaches from non-residential planning and design, there will be an improvement in the sustainability of the green building. The environment of the residents inhabiting the building will also be eco-friendly after the implementation of the recyclable materials. Management of cost: The construction of the green building has been proven to be cost effective hence it is critical for the designers of the buildings to make the survey on waste management and feasibility test before the implementation of the system to be users. The team involved in the project development must go through standard guidelines and a particular list of items. Diversity Protection: The components required for the development of the environmentally friendly building should all the materials which are eco-friendly. Despite the green products and materials being more cost-effective from the perspective of business. References Anink, D., 2016. Handbook of sustainable building: an environmental preference method for selection of materials for use in construction and refurbishment. Michigan: the University of Michigan. Clarke Snell, T. C., 2014. Building Green: A Complete How-to Guide to Alternative Building Methods: Earth Plaster, Straw Bale, Cordwood, Cob, Living Roofs. London: Sterling Publishing Company. Columbia, B., 2014. Guide to Environmentally Friendly Building and Renovating in the Southern Gulf Islands: Guide for Residential Construction for Single Family Dwellings Including Additions, Renovations and Accessory Buildings. Paris: Islands Trust. DAVIS, S., 2015. Your Eco-Friendly Home: Buying, Building, or Remodeling Green. London: AMACOM Div American Mgmt Assn. Esa, N. A. J. M., 2015. Auditing an Energy Efficient and Environmentally Friendly House. London: Jabatan Kejuruteraan Elektrik. Graham, P., 2013. Building Ecology: First Principles For A Sustainable Built Environment. London: John Wiley Sons. Haghighat, F., 2013. Sustainable Built Environment - Volume I. Michigan: EOLSS Publications. Koones, S., 2013. Prefabulous + Almost Off the Grid: Your Path to Building an Energy-Independent Home. New York: Abrams. Maria Block, V. B., 2011. The Whole Building Handbook: "How to Design Healthy, Efficient and Sustainable Buildings". London: Routledge. Northcott, A., 2012. The Complete Guide to Making Environmentally Friendly Investment Decisions: How to Make a Lot of Green Money While Saving the Planet. Colorado: Atlantic Publishing Company. Roskos, C. E., 2016. Building Green: Development and Evaluation of an Environmentally Friendly Concrete. Colorado: IEEE. Thomas, R., 2015. Environmental Design: An Introduction for Architects and Engineers. Chicago: Taylor Francis. Wilson, A., 2010. Your Green Home: A Guide to Planning a Healthcare, Environmentally Friendly New Home. New York: New Society Publishers. Wong, W. S., 2014. Building Hong Kong: Environmental Considerations. Colorado: Hong Kong University Press. Woolley, T., 2011. Green Building Handbook: Volume 2: A Guide to Building Products and Their Impact on the Environment. Moscow: Routledge. Zeiher, L. C., 2011. The ecology of architecture: a complete guide to creating the environmentally conscious building. Toledo: Whitney Library of Design

Lack Of Realism in Shakespeares Plays free essay sample

Examines myth, romanticism unrealistic features of plots, settings characters from modern critical perspective. The purpose of this research is to examine the connection between the supposed lack of realism in Shakespearean plot, setting, and characterization, and the apparent difficulty that modern readers of Shakespeare encounter with the text as a result. The plan of the research will be to set forth the bases on which such a connection may be asserted, and then to discuss, with reference to selected plays, how such difficulties can be understood and perhaps overcome. The lack of realism of A Midsummer Nights Dream is so obvious that it seems superfluous to mention it. The setting is supposedly ancient Athens, but this is not the Athens of history, for the impending marriage of two mythical characters, Theseus and Hippolyta, is the anticipated occasion. Supposedly real-life characters, the young lovers and their parents, are in jeopardy

William Howard Taft Fast Facts - 27th US President

William Howard Taft Fast Facts - 27th US President William Howard Taft (1857 - 1930) served as Americas twenty-seventh president. He was known for the concept of Dollar Diplomacy. He was also the only president to become a Supreme Court Justice, being appointed Chief Justice in 1921 by President Warren G. Harding.   Here is a quick list of fast facts for William Howard Taft. For more in depth information, you can also read the William Howard Taft Biography Birth: September 15, 1857 Death: March 8, 1930 Term of Office: March 4, 1909-March 3, 1913 Number of Terms Elected: 1 Term First Lady: Helen Nellie HerronChart of the First Ladies William Howard Taft Quote: The diplomacy of the present administration has sought to respond to modern ideas of commercial intercourse. This policy has been characterized as substituting dollars for bullets. It is one that appeals alike to idealistic humanitarian sentiments, to the dictates of sound policy and strategy, and to legitimate commercial aims. Major Events While in Office: Payne-Aldrich Tariff Act (1909)Sixteenth Amendment Ratified (1913)Dollar DiplomacyAntitrust Policy States Entering Union While in Office: New Mexico (1912)Arizona (1912) Related William Howard Taft Resources: These additional resources on William Howard Taft can provide you with further information about the president and his times. William Howard Taft BiographyTake a more in depth look at the twenty-seventh president of the United States through this biography. Youll learn about his childhood, family, early career, and the major events of his administration. Territories of the United StatesHere is a chart presenting the territories of the United States, their capitals, and the years they were acquired. Chart of Presidents and Vice PresidentsThis informative chart gives quick reference information on the presidents, vice-presidents, their terms of office, and their political parties. Other Presidential Fast Facts: Theodore RooseveltWoodrow WilsonList of American Presidents

The US Troop Presence in East Asia Essay Example | Topics and Well Written Essays - 1250 words

The US Troop Presence in East Asia - Essay Example After World War II, and throughout the Cold War, the United States occupied and maintained large bases in South Korea, Japan, and the Philippines. Political realities and social sensitivity has resulted in a significant draw down of the US presence in the Eastern Asian sphere, and there have been continued objections to the remaining US forces. However, the remaining US forces serve an honourable and necessary part of the common goals that are shared by Australians and the Americans. US troops are necessary in Eastern Asia as a means to maintain stability in the region and discourage social upheavals that could threaten to disrupt trade with the dynamic economies in the area. The issue of a US troop presence in Eastern Asia has been very much in the public's eye in recent years and is a topic that has reached legitimacy in the mind of Australian voters. Anti-US feelings are gaining exposure and have seen a decline in US popularity due to, "Bush Administration policies; the view that the United States is a self proclaimed world watch dog; the war in Iraq; and U.S. foreign policies" (Vaughn (a), 2007, p.4). Still, whilst a majority of Australian voters believe that China will be Australia's biggest trading partner in the coming decade, "some 92% of Australians believe that the U.S. will be a very close or close security partner over the next decade, and some 79% still believe that the U.S. alliance under ANZUS is "very important" (37%) or "fairly important" (42%) to Australia's security (Vaughn (a), 2007, p.4). The historical mutual support that the ANZUS treaty has invoked in the past continues to be a widely popular policy, and will demand that US troops are stationed within the region. The alliance with the US and US allies in the region is built upon a common culture and common political and social goals. Analysts view Australia as a very important partner and ally that is the equivalent of a Great Britain in the Pacific (Vaughn (b), 2007, p.18). Australian foreign policy likewise favourably views U.S. presence in Asia and the Australian Defence Department recently reported that the alliance has been "the foundation of the region's strategic stability and security since World War II, and is no less relevant sixty years on" (cited in Vaughn (b), 2007, p.18). Australia has relied on the US for security, as well as trade, and there is a growing need to provide collective security in the 21st century world of globalisation. The cultural traditions and ethnicity of Australia makes it a natural partner for the West and the US. The Association of Southeast Asian Nations (ASEAN) has been a lukewarm replacement for SEATO that was abandoned in the 1970s. ASEAN has as an obj ective to "promote regional peace and stability through abiding respect for justice and the rule of law in the relationship among countries in the region and adherence to the principles of the United Nations Charter" (Overview ASEAN). However, Leong, Ho, and Ku (2005, p.166) warns that, "It still remains to be seen whether ASEAN would truly accept Australia and New Zealand into the East Asian Community". Without US troops in the region and security arrangements with the West, Australia could become isolated in the region. The post Cold War period had presented Australia with trans-national extremism and an increased probability of terror attacks.

Practicum documentation and evidence of accomplishment manual Essay

Practicum documentation and evidence of accomplishment manual - Essay Example 15 3.Implementation of the Action Plan 17 a.Implementation of action plan and personal learning 17 b.Feedback Report from the Mentor 18 4.Evaluate Overall Project 19 a.Copy of evaluation tool and brief explanation 19 b.Summary of evaluation tool results took place one week after implementation 21 c.Comparing HCAHPS scores before and after implementation. ... In line with this, this was crucial in identifying the reasons why healthcare facilities sought to improve HCAHPS scores. From this general perspective, it was crucial to identify the need to improve HCAHPS scores in Ben Taub General Hospital (BTGH), which is the facility that I was carrying out my practicum. In effect, this is a documentation of the whole process that focuses on explaining the process involved and the steps involved in achieving these crucial objectives. 1. Raising HCAHPS Scores a. Raising HCAHPS Scores-Annotated bibliography This activity involved researching from peer-reviewed journals on the need to improve the HCAHPS scores in any organization. Appendix 1 represents the final annotated bibliography for this practicum activity. It is important to point out that the bibliography is presented in APA style with each peer reviewed journal article providing a summary of the article’s methods and the approach used to determine the usefulness of the journal to th e project practicum. It is crucial to point out that the practicum project had to be organized in an approach that ensured the achievement of the overall goals of the project. However, the achievement of this goal would not have been possible without engaging in a process of research that enhanced the success of the project. The journal articles were important in enhancing the success of the project since they underlined the importance of the project, which was to improve the HCAHPS scores in a healthcare facility. The journals highlight the process of raising the HCAHPS scores in a healthcare facility. Some of the journals start by providing of an explanation about the concept of HCAHPS. In this case, they underline the areas that are

Handling Teenage Pregnancy Analysis Social Work Essay

Handling Teenage Pregnancy Analysis Social Work Essay Teenage pregnancy is no longer a surprising news to the public. Teenage pregnancy referring to McGraw-Hill dictionary, understood to occur in an age 13 to 19 who has not completed her secondary school study, has few or no marketable skills, is financially dependent upon her parents or continues to live at home and is often mentally immature . It made a critical impact upon Hong Kong society and it became a significan issue in society and academic fields. The paper would illustrate the brief history and contemporary situation in Hong Kong. It will also analyzes the social work pratice area of teenage pregnancy in Hong Kong and the reason why it is a hard task to deal. This is one of the social work practice that I think it is difficult for me to work on. I would review literature and cases about how can social workers handle this problem for the preparation for the further study and future work. Introduction In the past ten years of the 20th century, British governments became aware of teenage pregnancy issue as a significant public health and social problem . As a long-time sociologist on this isssue has observed, teenage pregnancy has become a veritable industry . This view was shared by Hong Kong society. Official statistics have already clearly shown the teenage pregnancy problem years ago. According to the a public survey on school-based sex education in Hong Kong conducted by Department of Social Work at The Chinese University of Hong Kong, among those aged 26 or below who requested for abortion in the past three years, 3% of them were teenagers below 16. Moreover , 183 teenagers aged below 18 gave birth in 2006 . All these statistics have again aroused the public concern. For the social work field, this is a social issue worthy of discussion. A local youth organization in Hong Kong conducted an exploratory and qualitative study focusing on teenagers who had become pregnant under the age of 18 (Hong Kong Federation of Youth Group 1995b). This is a in-depth study on teenage pregnancy in Hong Kong. The total of 25 girls were interviewed whom were referred by the Social Welfare Departmaent and other NGO. The study aimed at finding out their attitudes towards sex and contraception as well as the decision-making process regarding abortion. It explored that more interviewees chose to have an abortion in Hong Kong than to give birth to a baby that may trouble their futures. About half them made the decision to terminate the pregnancy within 2 weeks. However, four girls could not make up their minds or come to an agreement with their boyfriends . In these cases, the 24th week passed without a decision, making it too late for a legal abortion. Dealing with their issues of pregnancies, they worried more about the unpredictable chang es in their future life than the social moral or others impression on them. All in all, it concluded that these girls had actively participated in the decision-making process, moreover, even make the decision by themselves. In some condition,heir parents were not in direct practical help and some parents even did not know the problem at all. Difficulties in handling teenage pregnancy I know the most difficult part for me to handle the teenage pregnancy case is client self-determination phase. The client may be already suffered from her own confusion and the complicated emotion. As a professional social worker, must help the client to understand the pros and cons in her situation. Following the NASW Code of Ethics social workers respect and promote the right of clients to self-determination and assist clients in their efforts to identify and clarify their goals . This decision making is an overwhelmed task for everyone. To choose an abortion, means a loss of a essential attachment relationship . It is a more psychological tramua than a biological hurt. Choosing to keep the baby, also lead to a loss of the normal life, facing the threat of social norms, financial problem, parental style, end up of education, etc. It seems that there is never a good choice. In this helping process, it may conflict with my own interest and personal value and I afraid that would influence the clients self-determination ability. I feel confident with my professional of non-judgmental, but talking about providing the options, it is hard for my preference of anti-abortion. My mother is a Christian and her Christian value of opposing abortion has a great affect on me. From a Christian view, deliberate abortion, unless the mothers life is in danger, is murder. I agree with the idea that this is kind of killing the most defenseless livin beings by taking away their most basic right to live, without their permission. So this is also the reason why in some countries, abortion is illegal. The baby is innocent. It is a tragedy that one have no right to determine to live or not. I regard the baby as human life though some people say it is only an unwanted tissue. Besides, teenage abortion patients are more likely to come up with physical risks. Because their bodies are not yet fully developed and can not produce pathogens, which are found in the cervical mucus of older women and protect them from infection . These teenagers are also twice as likely to experience cervical lacerations and higher risk for post-abortion infections such as pelvic inflammatory disea se and endometritis . Scared by above information, I was clear that my personal interest is an obstacle to me of giving the unwed mother the choice of abortion. On the other hand, continue the pregnancy, the major concern is raising up the baby. If the baby could not born in a complete family, or the parent were reluctant to accept his/her, it may cause a negative effect on the babys whole life. It is not his choice to come to this world, but he have to bear all these. I really believe in the family of origins lifelong affect on the baby. Social scientists have found that the children growing up in single parent families are disadvantaged in many aspects comparing to a two-biological-parent families . Studies shows that these children are more potentially to have deviant behaviors such as become low acadamic achievement, drug abuse, join a gang, ect. Many of these problems are related to the poor economic condition and parenting style. To be honest, none of us want to born in a single parent family. The child may rather his mother did not give birth to him, but he have no choice. I worry that my dilemma of these cases would affect these sensitive teenage as they are really vulnerable under such condition. In the future work, I realize there is no way to escape from all this kind of issue. I have no choice but find out a applicable way to deal with it. How do social worker handle teenage pregnancy After doing literature review, I found the cardinal values of social work give me an effective support to handle these crisis. The Code of Ethics point out that all human beings deserve access to the resources they need to deal with lifes problems and to develop their full potential . As a social worker, we must believe that the client have the ability to make the preferable decision. Keep neutral and enhance their problem-solving and decision-making capacity in order to avoid conflict between our personal beliefs with the clients value. Tough decision to make Applying empathy to this kind of cases, we should recognize their emotional reactions. If we can not stand in their positions, it is impossible to help them to help themselves. During this period, their emotion would be easily affected and would go through shocked, frightened, frustrated, angry, helpless, lost and alone, worried and shameful. Showing acceptance and being supportive is essential, it can lower the clients anxiety and build up a trustful relationship. After the clients management of her emotion, weigh out the options, for example: her mental or physical health during prenancy, the financial conditionl and family support of the teenagers family, the family and status of the father, the future education or other plans for her . In the helping process, she is assisted to appraise her strengths and weaknesses as well as her extant resources and limitations, identify and assess alternatives, show empathy on her thoughts and feelings as well as take serious consideration of the welfare of the baby . Understand and inform the client about the pros and cons of all the choices, utilize the resources and then respect her choice no matter what it is.. Though the final decision is made by the client, this choice in fact would not be decided by her own. No doubt this would involved of her family support system or partner and friends social network. These teenager are tend to make decision under the pressure given by their parens or boyfriends. Mothers choice Usually, social worker whom work on the teenage pregnancy case will provide the teen three options and help this client to assess her situation. Keep the baby. If the client decide to keep the baby, the social worker should make it clear to the realistic demands of the costs whether now or the future. Make sure she get the fully perspective of the future challenges. Many kinds of responsibilities she has to take, such as physical and psychological changes, financial risks or maternal management. And the most important, is she well prepare for the new role of a parent. Give the baby up for adoption. The most crucial task before the babys birth, is consider to make the maximum benefits for the baby. Though it may broken the mothers heart. After concerns of the babys better future, some pregnant girls will continue their pregnancies and painfully give up the baby for adoption. If the client face her situation of not ready for a parenthood, no matter what kind of factors, we should respect her choice. She is bravely admitting she is not ready to becom a mother but want her baby to achieve a better life. To choose adoption can arouse the sense of loss and guilty. This feeling will start with the pregnancy itself because the expectant parents realize the fact of accept the loss of their own immediate life plans . Dealing with sadness and guilt is not easy, some of them may really suffer from the fact that permanently separated from their child or even feel grief and shame last a lifetime. So analyze all these cost and possibilities and inform her as much details as possible, it help her feel in control and confirm of making this decision. End the pregnancy. Some time abortion is a hard but reasonable choice. Abortion is a very sensitive issue for many people and a very difficult decision to make for many women. But to some extent, finacial or psychological limitation, they have no choice but to give up their babies for adortion for further consideration. Having an abortion under 24 weeks is considered legal in Hong Kong. Also, social worker should make sure that the client is informed the possible consequences, by consulting the doctor, the family and the partner to evaluate the determination. How if I face this issue As I realize the difficulties of myself in dealing with teenage pregnancy, the best way to solve this dilemma is follow the ethical principles. All social workers work is helping people to help themselves. What I have to do is to help her find out the best way to solve her problem. First is to keep confidential. Only in this way, the client assured that their information will not known by others so that will talk freely and provide more imformation. The principle also point our the confidentiality is not absolute when the client present a danger to self or others . I may discuss this concerns with my client and let her to decide whether to continue the services under such situation. A teen may face a dilemma, whether to tell others or not. When we feel the involvement of a parent or friends could be helpful, but she may not want any outside involvement . It is reasonable that under the pressure of social norms, this young girl will like to keep a secret. Senior social work suggest that the best way is explore her reluctance of telling others, after that, is up to her decision. And then, consent is an important ethical issue as well. We suggest voluntary involvement with the case to the client. For instance, Canadas common law states that people can consent if they are capable of understanding their problem, the proposed treatment, and the likely consequences of having or refusing treatment . In another word, it is her choice to consent or refuse. Facing any kind of deviant behaviour, a social worker must be non-judgmental. All of us were have been taught that we should not make judgments in class. As a human being, it is hard of putting none emotion on others. Geldard holds the view, that being non-judgmental and treating client with unconditional positive regard are goals which we should try our best to achieve. Though this is difficult, we need to explore in supervision any personal issues which may be interfering with their ability to be more accepting . I should strive to do this in order to build up a trustful relationship with the client. Conclusion Teenage pregnancy is a multifaceted issue that involve so many factors. As a social worker, understanding these teenagers as they try hard on making their decisions regarding sexuality and parenthood involves , keep in touch with their perceptions of themselves and their assessments of the opportunities that waiting them . After writing this paper, I recognize I had considered too much about humanitarianism and fostering a healthy baby, but neglect the pregnant teenager-my client. A social workers most concern is how to help the client to make maximum benefit in her situation but not to judge if they are right or wrong. I have to learn and practice more on believing in the clients ability to solve the problem and respect her choice. I will not pass judgment on the client who are confronting difficult decisions, they are doing the best they can.

Literature Marking Scheme Essay

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