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.

Pride of China

The four-century-long Han rule is divided into two periods: the Earlier or Western Han and the Later or Eastern Han. In between these two was the short-lived Hsin Dynasty (AD 9-23). The Chinese show their pride in Han accomplishments by calling themselves the Han people. Philosophies and institutions that began in the Chou and Ch'in periods reached maturity under the Han. During Han times, the Chinese distinguished themselves in making scientific discoveries, many of which were not known to Westerners until centuries later. The Chinese were most advanced in astronomy. They invented sundials and water clocks, divided the day equally into ten and then into 12 periods, devised the lunar calendar that continued to be used until 1912, and recorded sunspots regularly. In mathematics, the Chinese were the first to use the place value system, whereby the value of a component of a number is indicated by its placement. Other innovations were of a more practical nature: wheelbarrows, locks to control water levels in streams and canals, and compasses. The Han Chinese were especially distinguished in the field of art. The famous sculpture of the â€Å"Han flying horse† and the carving of the jade burial suit found in Han period tombs are only two superb examples. The technique of making lacquer ware was also highly developed. The Chinese are proudest of the tradition of historical writing that began in the Han period. Ssu-ma Ch'ien (145? -85? BC) was grand historian (an office that combined the duties of court recorder and astronomer) during the time of Wu Ti. His `Historical Records', which took ten years to complete, established the pattern and style followed by subsequent histories. In the Later Han, the historical tradition was continued by the Pan family. Pan Piao, the father, started to bring Ssu-ma Ch'ien's `Records' up to date. The work was continued by his son Pan Ku (twin brother of the general Pan Ch'ao) and was completed by his daughter Pan Chao, China's earliest and most famous woman scholar. Unlike Ssu-ma Ch'ien, the Pan family limited their work to 230 years of the Early Han. This was the first of the dynastic histories, subsequently written for every dynasty. Pan Chao also wrote a highly influential work on the education of women, `Lessons for Women'. Lessons' emphasized the â€Å"virtues† of women, which restricted women's activities. The Confucianism that the Han Dynasty restored differed from the original teachings of Confucius. The leading Han philosophers, Tung Chung-shu and others, used principles derived from the early Chinese philosophy of nature to interpret the ancient texts. The Chinese philosophy of nature explained the workings of the universe by the alternating forces of yin and yang–dark and light–and the five elements: earth, wood, metal, fire, and water. The Han period was marked by a broad eclecticism. Many Han emperors favored Taoism, especially the Taoist idea of immortality. Earlier (Western) Han (202 BC-AD 9). The Han Kao Tsu preserved many features of the Ch'in imperial system, such as the administrative division of the country and the central bureaucracy. But the Han rulers lifted the Ch'in ban on philosophical and historical writings. Han Kao Tsu called for the services of men of talent, not only to restore the destroyed classics but to serve as officials in the government. From that time, the Chinese Empire was governed by a body of officials theoretically selected on merit. Such a practice has few parallels elsewhere at this early date in human history. The new ruler who restored peace and order was a member of the house of Han, the original Liu family. His title was Kuang Wu Ti, â€Å"Shining Martial Emperor,† from AD 25 to 57. During the Later Han, which lasted another 200 years, a concerted but unsuccessful effort was made to restore the glory of the former Han. The Later Han scored considerable success in recovering lost territories, however. Sent to befriend the tribes on the northwestern frontier in AD 73, a great diplomat-general, Pan Ch'ao, eventually led an army of 70,000 almost to the borders of eastern Europe. Pan Ch'ao returned to China in 101 and brought back information about the Roman Empire. The Romans also knew about China, but they thought of it only as the land where silk was produced. The Han Dynasty lasted four hundred years. The term â€Å"The Han people† comes from the name of this dynasty. (The English term for â€Å"China† comes from the name of the previous dynasty Ch'in). The Han dynasty is the East Asian counterpart of and contemporary with Rome in its golden age. During this dynasty, China officially became a Confucian state, prospered domestically, and extended its political and cultural influence over Vietnam, Central Asia, Mongolia, and Korea before finally collapsing under a mixture of domestic and external pressures. The Han ruling line was briefly interrupted by the usurpation of a famous reformer, Wang Mang, whose interlude on the throne from A. D. 9 to 23 in known as the Hsin dynasty. Historians therefore subdivide the Han period into two parts, Former (or Western) Han (capital at Ch'ang-an, present day Xi'an) and Later (Eastern) Han (capital at Loyang).

New Model For An Improved Penal System - 1315 Words

Gentlemen of the Association, I am here to present to you an idea; the idea that our prison system is currently working against all of that for which we stand. Unfortunate as it may be, the current system we have implemented in our penitentiaries is failing. The current administration lacks the control it should naturally have; the prisoners who are released are likely to recommit crimes and thus continue to pose a threat to society while also reentering the system multiple times. I propose to phase out the current industrial system we long ago implemented, and in its place put into operation a newly rehabilitative and therapeutic model of the penitentiary. The new system will benefit a number of parties, including the administration,†¦show more content†¦In addition to all of the ways in which the therapeutic model will be beneficial to members of society in all walks of life, the current industrial model is beginning to lose effectiveness in a number of ways. Not only i s the current system putting power in the hands of the prisoners, of which I have already detailed and explained the detriments of this practice, but it is also unproductive for the prisoners and society members, as well as outdated. The current system has a severely unstable equilibrium; there is too much back and forth within the system, which creates an unstable environment for the prisoners. Additionally, there is an exponentially growing system of corruption, including relationships and power struggles between the guards and the prisoners. It is unfortunate, but the guards are allowing certain freedoms to specific prisoners in return for more control and other various bribes. The model I am proposing will eliminate this problem in that guards will be hired based on skill, as opposed to political connections (as is currently the case.) Moreover, the system of â€Å"productivity† is more of an illusion, rather than a reality. The prisoners are working for the sake of working, but are not learning any true skills nor are they benefitting society in any real way. The work that is being done is simply to keep the inmates busy, but there are far better ways to occupy the time of the prisoners. Lastly, the currentShow MoreRelatedDiscipline And Punish : The Birth Of The Prison1105 Words   |  5 Pages7-8). Bentham’s model, is one that does not solely apply to penal institutions, it is a blueprint whose principles can be used to create a network of disciplinary power mechanisms which can overlap and work together to create a network (Boyne 2000: 293). This network, is based off the effect that individualizing people and inserting them into a position of constant possible observation, would maximize the efficiency of the institution (Boyne 2000: 293). 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Thus penal practice has evolved from physical punishment in the publicRead MoreIts Time to Privatize Colombian’s Prisons2566 Words   |  11 Pagessector in the penal system, prima facie, could be seen as a rapid and low cost, high benefit solution to the most serious penal system problems such as lack of prisons spaces, poor condition within the prisons, and the state responsibilities of running prisons services adequately, by the figure of prison privatization. (Cavadino, M. and Dignan, J. 2007) The figure of contracting out has been well described by Cavadino and Dignan in their analysis of the prison privatization. This model involvesRead MoreDevelopment Of The Prison System3366 Words   |  14 PagesDevelopment of the prison system This essay will critique on the factors that lead to the shaping and creation of prisons during the period 1800-1914. I will aim to not only introduce the key factors associated to the shaping and creation of prisons, but also to engage in sociological theorisation and historical analysis. Prison is just one of a number of sanctions available to the courts to deal with those who commit criminal offences. Imprisonment today is the harshest sanction available, butRead MoreCorrections: Restorative Justice2151 Words   |  9 Pageswithin the criminal justice system in the United States of America, punishment, and corrections the country must be up to par and strive to evolve for more improvement over time. The history of our correction methods however proves to be just that as they change over-time with an extensive backstory on its origins. With the highest number of inmates in the world, America’s correctional facilities and their customs can be stretched back to a European ancestry. The system that was once used by theRead MoreEssay Corrections System1615 Words   |  7 PagesBill 109 which is the realignment of our corrections system. Bills like these are necessary in order to help with prisons from overcrowding, and to reduce the cost of our extremely expensive prisons. The law also supports keeping low-level offenders out of state prisons. These low-level offenders are now being placed in county jails in order to serve their time. Overcrowding in our prisons is another issue that our correctional system faces and it appears that there is no cure unless the