Discuss the Effect of Islam upon West Africa Essay

Change Over Time Essay Assignment # 1The camel. with its ability to go long distances without H2O and carry heavy tonss. facilitated trans-Saharan communicating. During the 7th and 8th centuries CE. Islamic vanquishers had added North Africa to the dar al-Islam. By the terminal of the 8th century CE. Muslim merchandisers had crossed the Sahara and initiated commercial dealingss with Sub-Saharan West Africa and by the beginning of the 2nd millenary. Islam had become entrenched in West African life. Islam dramatically changed West Africa culturally. politically. and economically in the clip period between 1000 CE and 1750 CE. but many basics of West African society remained the same. Economically. Islam ushered a new epoch of economic prosperity into West Africa. The acceptance of Islam by West African provinces provided them with common land upon which provinces such as Mali greatly expanded their gold trade to embrace Arab and Mediterranean states. Established Muslim trade paths facilitated the immense addition in the volume of African trade. Commercial metropoliss sprung up across West Africa. with commercialism increasing Timbuktu’s population to 100. 000. In the 12th century. Muslim merchandisers introduced cotton. rice. and citrus fruits to West Africa ; by the 16th century cotton was the chief fabric produced in West Africa. European demand for cotton fabrics ensured that West Africa would stay economically comfortable. Muslim merchandisers expanded the African break one's back trade to a Continental degree. supplying Europeans with a model upon which to construct the ruinous Atlantic slave trade. replacing little graduated table tribal bondage with immense province economic systems built wholly around capturing slaves and selling them to foreign states. However. despite these immense alterations in economic methods and volume. West African provinces relied to a great extent upon trade as the rule signifier of economic support throughout periods of Islamic influence. The addition in trade with Islamic merchandisers between 1000 and 1750 led to the pervasion of Muslim civilization among West African peoples. Islamic swayers built big mosques and universities where people could larn about Islam. every bit good as other countries of cognition. These universities spread literacy within West African society. Islam was by and large tolerant of traditional values. such as polygamy. This allowed it greater popularity than Christianity. and decreased opposition to transition. Islam was non forced upon citizens by their male monarchs. but instead was voluntarily encouraged. Despite this. many people adopted Islam. particularly those who interacted with Muslim merchandisers. However. many of those who adopted Islam did non follow Islam in its original signifier. but instead combined it with traditional spiritual beliefs to make a syncretistic faith. There was much societal convulsion among purists. such as the Fulani. and those who practiced syncretistic Is lam. Despite the big Islamic influence in the country. many chose non to follow a syncretistic religion and instead kept their traditional beliefs. The integrating of Islamic civilization into West Africa. every bit good as the economic prosperity that Islamic trade brought West Africa. led to the creative activity of big centralised provinces. As opposed to the little lands. such as the land of Ghana. that the first Islamic merchandisers encountered in West Africa. by the 15th century two big centralized imperiums had emerged. Muslim influence played a big portion in the creative activity of these big imperiums. First. the gross created by integrating of West Africa into Islamic trade allowed West African swayers to make and back up big standing ground forcess. These ground forcess ensured that these imperiums could protect their peoples and beginnings of income. every bit good as exert their influence. Second. Islamic jurisprudence. known as Shari’a. introduced to West Africa allowed for incorporate regulation. Previously. changing tribal Torahs had caused upset and atomization. every bit good as discontent. Islamic jurisprudence facilitated and demanded the creative activity of big centralised imperiums. However. Islam itself did non needfully go the sole faith of these imperiums ; many. so most. citizens of these imperiums clung to and practise their traditional heathen spiritual beliefs. Following the prostration of these two imperiums. West African political construction returned to the little regional lands that had been West African norm before Muslim merchandisers crossed the Sahara. Overall. the Islam greatly. sometimes even wholly. changed cultural. political. and economic environments in West Africa between 1000 CE and 1750 CE. Examples of this alteration include the debut of centralised lands. trans-Saharan trade. and Muslim values. Despite this great alteration. many elements of West African society. such as popular faith. dependance on trade. and basic values remained the same despite Muslim influence up through 1750 CE. Near the terminal of that period. Africa began to be colonized by European states. and fell under European influence.

Academic Writing Essay

My interest in International Relations and my decision to continue my education in this field is the outcome of my profound interest in Asian studies. Majoring in History of India, during my final year I became especially interested in the sphere of International Relations and Foreign Policy of India, writing my thesis on Indian Foreign Policy during Nehru’s Government and Indian-Chinese relations. Two trips to India 1997 and 1998 allowed me to become better acquainted with this country, refine my knowledge of Hindi and collect unique data for my research. This unforgettable experience convinced me that I had made the right choice of study, leading me to apply for a PhD Degree so as to extend my research in this field. I have so far completed two years of the PhD program at St. Petersburg State University. My dissertation aims at disclosing those problems which still hinder the process of normalization between the two Asian countries, India and China, reflecting on how Indian scholars perceive these issues. See more: Satirical elements in the adventure of Huckleberry Finn essay Thus my research covers both Regional Studies and field of International Relations as a global world system where these two countries play an important role. My presentation of a paper on Indo-Chinese Relations in 1980s at the international conference â€Å"East Asia – St. Petersburg – Europe: inter-civilization contacts and perspectives on economic cooperation† held in St. Petersburg a year ago gave me the opportunity to meet many outstanding researchers, including my referee, Marcia Ristaino, who encouraged me to continue my studies focusing specifically on International Relations and Regional Studies. For that reason I applied and was accepted to the MA Program in International Relations and European Studies at Central European University in Budapest with a scholarship from Soros foundation. The courses I am taking here will provide me with a sound background in theoretical issues in International Relations. The reason of why I am applying for another Master’s Degree is that the CEU program, despite its theoretical strength, has very few courses directly related to my major interest, Regional Studies and conflict resolution and peacekeeping. For this reason I would like to deepen my practical understanding of International Relations and relate it to a more focused concentration on conflict analysis and resolution through the program of the Carleton University. I am aware of the high reputation of your school and the excellent Master’s program that you offer at the Norman Paterson School of International Affairs. I believe it will certainly help me with my research and career objectives either through work in diplomatic service or at an international organization where I will be able to apply my knowledge and skills obtained through studies at your University. Courses such as Conflict Analysis, International Mediation and Conflict Resolution and International Organizations in International Affairs will be very helpful for my analyzing of the problems in the South Asian subcontinent and beyond it and will allow me to deeper understand the reasons for numerous interstate and intrastate conflicts that persist in the region. Moreover these courses will be of particular relevance to my career plans which are to find employment with UN or a similar institution in the field of conflict resolution and peacekeeping. The possibility to combine theoretical studies with practical skills in conflict analysis and resolution at the Carleton University will enable me to become a good specialist who will be able to contribute to the common cause of peace in the world. I am eager to become a professional orientalist, as I believe this field of study will always be important in the changing world where Asian countries such as India and China play significant roles in the international arena. MA at the Carleton University would be a precious experience both in terms of my academic and professional career. I hope you will give me the opportunity to realize my ambition. (A CEU Student – reproduced here with kind permission) Sample #2 Having majored in literary studies (world literature) as an undergraduate, I would now like to concentrate on English and American literature. I am especially interested in nineteenth-century literature, women’s literature, Anglo-Saxon poetry, and folklore and folk literature. My personal literary projects have involved some combination of these subjects. For the oral section of my comprehensive exams, I specialized in nineteenth century novels by and about women. The relation ship between â€Å"high† and folk literature became the subject for my honors essay, which examined Toni Morrison’s use of classical, biblical, African, and Afro-American folk tradition in her novel. I plan to work further on this essay, treating Morrison’s other novels and perhaps preparing a paper suitable for publication. In my studies toward a doctoral degree, I hope to examine more closely the relationship between high and folk literature. My junior year and private studies of Anglo-Saxon language and literature have caused me to consider the question of where the divisions between folklore, folk literature, and high literature lie. Should I attend your school, I would like to resume my studies of Anglo-Saxon poetry, with special attention to its folk elements. Writing poetry also figures prominently in my academic and professional goals. I have just begun submitting to the smaller journals with some success and am gradually building a working manuscript for a collection. The dominant theme of this collection relies on poems that draw from classical, biblical, and folk traditions, as well as everyday experience, in order to celebrate the process of giving and taking life, whether literal or figurative. My poetry draws from and influences my academic studies. Much of what I read and study finds a place in my creative work as subject. At the same time, I study the art of literature by taking part in the creative process, experimenting with the tools used by other authors in the past. In terms of a career, I see myself teaching literature, writing criticism, and going into editing or publishing poetry. Doctoral studies would be valuable to me in several ways. First, your teaching assistantship program would provide me with the practical teaching experience I am eager to acquire. Further, earning a Ph. D. in English and American literature would advance my other two career goals by adding to my skills, both critical and creative, in working with language. Ultimately, however, I see the Ph. D. as an end in itself, as well as a professional stepping-stone; I enjoy studying literature for its own sake and would like to continue my studies on the level demanded by the Ph. D. program. The following is a shortened sample SOP (with technical details removed. ) Expert comments at the end of the paragraphs point out important features. After one year’s work experience as a research technician at [redacted], one of the US’s leading research institutes, I want to return to academic study and undertake graduate studies in Cell Biology and Molecular Genetics at the University of [redacted]. Stating what you are doing now and what you are applying for is a simple, direct way of starting an SOP. After graduating with a first class degree from [redacted], University of [redacted], I felt I should gain some practical experience working in a research environment to gain first-hand knowledge of what the life of a research scientist entails. I have loved every minute of my work: especially the opportunity to participate in cutting-edge projects and discuss ideas with senior biologists. I soon realized that, although I enjoy handling the complex equipment and processing the results, I am not going to be satisfied with carrying out routine procedures under the direction of others. I want to be part of the team that directs the course of the project. My senior colleagues have encouraged my ambition and feel that I have the potential for graduate studies. Notice how the student tries to analyze the reasons for her choices. My love of biology started in high school. We had a young and enthusiastic teacher, Mrs [redacted], who took us on field trips and visits. She made sure we did as much practical work as was feasible, and demonstrated experiments that we hadn’t the equipment or time to do ourselves. She also encouraged us to read. I remember the impact reading Maynard Smith’s The Theory of Evolution had on me: I wanted to be able to explain such important ideas as clearly as he did. Quite naturally my first thoughts about a future career tended towards teaching – I wanted to be another Mrs [redacted]. It is good to explain how you became interested in your subject. However, don’t go too far back! Notice that a specific example helps create interest. At undergraduate level, my interests became more focused. Although physiology and ecology came easy to me, it was biochemistry and cell biology that really captured my interest. We were fortunate to have good laboratories and excellent professors. I found that cell biology was an interdisciplinary undertaking: today you need a foundation in chemistry, physics and even IT to be at the forefront in this subject. This interdisciplinary aspect of the subject suits my abilities well. I have always performed well in all science subjects and find it challenging to apply the knowledge to practical problems. For this reason I chose to undertake a project in my final year on the behavior of protein molecules in high energy fields at [redacted]. The scientists at [redacted] were impressed with my practical skills and were happy to give me a recommendation that led to my present job. Details of courses and projects help to show focus. (This student went on to describe another important college project. She also gave a full description of her current scientific work. ) Many people have asked me why I did not proceed directly to graduate studies after graduating. The answer is that I wanted to make sure that I had chosen the right subject and the right place before embarking on a course of study that would involve many years of my life. The one-year gap has also given me time to work with the local Natural History Society: we take families on Sunday trips to the nearby National Park to help create awareness about environmental issues. I have also been a member and organizer of the [redacted] Film Society: we watch and discuss films from all over the world. I am looking forward to furthering my interest in film in the [redacted] Film club, at your university, and I also hope to use my passion for teaching in the [redacted] Social Outreach program. Explain the reasons for any unusual features of your career (taking a year out, poor performance, etc.). Include social and extracurricular activities to show balance in your life or because they are relevant to the course. In selecting the University of [redacted] I have been influenced by the way your research program addresses biological questions at the levels of molecule, gene and cell. I am particularly looking forward to such courses as Developmental Biology and Bioinformatics. I am also excited to interact with Professors [redacted] and [redacted] whose work is closest to what I want to pursue for the original research component of the MS degree. I have been corresponding with [redacted], a current student, from whom I have learned about the collaborative environment at [redacted] where I will interact with talented students, teachers and industry professionals. I believe that I will be able to contribute to and learn from the academically challenging environment at the University of [redacted]. Statement of Purpose(SOP) Name: ***** Major: Master of Science in Computer Science(MS in Computer Science) â€Å"Time and tide wait for no man†, this we all know. Having done an inspiring four-year course in Computer Science Engineering. I would like to put to use this knowledge to do my PhD in Computer Science. This would give me the leading edge in technology and the practical low-down and the information I require. For the past few decades man is advancing in to the unknown realms of science and technology. This advancement is to make life easy and to increase human comfort at home and at work and I would like to be an integral part of such betterment. For this, research would be of prime importance with hands on experience in real time Applications accompanied by in-depth knowledge of the subject. Technology,today,means power in the widest sense of tem and merely the power of mind. And it is this power potential that has given it the status it now enjoys. Right from my childhood I had a strong inclination to be a Compute Science Engineer. My interest in the subject has grown with each passing year and it has reached where even PhD will not quench my thirst for knowledge. I have come to terms with the fact that there is an enormous proportion of subject to be assimilated. I want to take up a research oriented course for my career. A natural aptitude for mathematics, a sense of logic, analytical ability, capacity for diligent work and high academic credentials secured me a place in Shri Vishnu Engineering College for Women. The four years curriculum exposed me to the entire gamut of computer courses thus laying a strong foundation for both my Hardware and Software fundamentals. My main areas of interest were Computer Graphics and Multimedia. I enjoyed the course in Networks and Operating Systems. My interest in Graphics and Database led me to prepare eye-catching illustrations to explain the electronic models. I have developed many Software programs in C, Unix , Java. My final year project was Enterprise Resources Planning Procurement Process System, under CMC Limited, A TATA Enterprise. The project was completed in a period of 3 months using Java, J2EE as front End and Oracle as the back End. The field of application of technology is what interests me the most. I want to acquire the learning that will enable me to contribute to the development pf a new software, which can improve efficiency and accuracy of work in varied sphere. Digital Processing is already transforming the world of Communications. My ambition is to work at the forefront of the technology with the ability to find innovative solutions to the changing needs. You might ask as to why a degree from United States of America only. Since 1994 computers have been out performing automobiles in terms of units sold annually in the U. S. A. All in all computers contributed nearly 10% of United States of America GDP. The United Sates of America is way ahead of any other nation in computer technology, manufacture and sales and would thus provide me the best infrastructure and know-how currently available. Besides, it is a country where Science and Technology is a way to achieve social progress and where improving human life’s very important. All these factors coupled together make the United States of America an ideal place to pursue my further studies. The distinguished faculty and excellent facilities at your university make its graduation program ideally suited to my professional goals. Your University provides me a dynamic atmosphere, which will shape me to be a thinker and a learner. The flexibility of the curriculum will give me the broad-based education I need to widen the scope of my knowledge and skills. The diversity of the student’s body will open my mind to new influences, new ideas and new ways of doing things. The world is literally becoming a global village where opportunities for work are transcending physical space. With the Cyberspace connections, Indian knowledge workers are increasingly contributing to the global work force. The international education will give me the training and the caliber to meet the global clients. I look forward to being an active contributing member of the student community at your University. Continuous progress is the key to life. And for progress, knowledge and proper guidance are essentials. I am sure, the quality knowledge and impeccable guidance will mould me to be in the learning mode all my life opening the way for constant growth as a person and a professional STATEMENT OF PURPOSE Respected Graduate Admission Committee: My name is **** . I pursued my undergraduate studies in Computer Science and Engineering at MVSR Engineering College, Osmania University, India. I am planning to pursue my higher education and I really hope to get enrolled into the Masters program, for the term starting Spring ’08, at University of North Carolina at Charlotte. In the following paragraphs I have summarized my educational background, motivation for graduate study and my areas of interest. Starting off with my academic’s, I completed my schooling in ****, Warangal, India. My school helped me develop better in the field of science, right from the initial stages, with different techno fests, science expos and I have secured 74% marks in 10’Th standard though I secured 86% in mathematics. Then I said to myself that I am a far better performing student than these marks suggest. Hence to prove my capability to myself I worked hard with sincerity and devotion and obtained valuable marks of 83% in my Board of Intermediate at Sri Chaitanya Junior College, Hyderabad, India. At very young age as a student in high school, computer for me was only a means of entrainment as I found it exciting to play games and generating various mathematical series and patterns thorough BASIC programming. I was dumbfounded to know that games are nothing but programs. Curious to know how to program I developed a serious interest in Computers. This keen interest in mathematics along with a strong liking for computers, and particularly programming, prompted me to choose engineering with Computer Science as my major. This decision gave me ample opportunity to consolidate my creative energies and harness my technical aptitude. Early in my undergraduate study I was introduced to basic programming languages of C, C++ and Java. I understood the key features of each language and realized that one was an improvement of the other. Java being the most powerful and robust language of all fascinated me the most. My first computer science project was â€Å"Core Banking†, which performs the operations of creating an account, assigning an account number and handling transactions involving deposits and withdrawals. This program was initially written in C++ following the concepts of object-oriented programming. Later I modified the same program with some improvements like adding a GUI interface using Java. During the second year of my undergraduate studies, I had an opportunity to visit an IT company of my father’s friend. It was here that I actually saw hundreds of computers connected to each other and performing several different operations. I had many questions on my mind – â€Å"How are computers connected and if connected, how can they be managed? † Curious to know the answers and following the advice of my uncle, I read some books on Windows Networking. I was fascinated by the concepts of Domain, Active Directory, Group Policy and DNS. In the third year of my engineering studies, I was introduced to the subject of Computer Networks. Already having a sound knowledge in practical computer networking, I was at ease with this subject. During this course, I learnt the software side of networking i. e.  how to actually implement and develop different servers. The sessions in the labs were devoted in developing programs like implementation of connection-oriented and connectionless Echo Servers, concurrent multithreaded File Transfer Server and Chat Server. Currently in my fourth year, area of Distributed Systems and especially Peer-to-Peer Systems are of great interest to me. I undertook a project in Galaxie Software Solutions as an intern to design and develop a E-Care system, is an Help Desk System which can overcome some of the disadvantages of the existing software. My work in Galaxie Software Solutions gave me solid practical knowledge of many technologies and concepts such as Java, Oracle, XML, Object-Oriented Design and Programming.. I have also presented a paper entitled â€Å"Cryptography† at Parikaran 2K7 – a National level technical fest. My predominant research interests have evolved into three categories that I believe are interconnected. The three areas of interest are Computer networks, Distributed systems and Information Security. I would be very eager to work in any of these areas or interrelated areas like Networking or Distributed Systems along with Information Security. I worked as a teaching assistant for juniors in C, C++ and Oracle programming. The teaching experience has helped me to communicate articulately and interact effectively with diversity of peers. During the last two years, besides the college academics I spent most of my time attending a number of extra-curricular workshops, seminars and conferences in different fields of computer science. I look forward to a career in research where I cannot only use my academic background to achieve my research goals but also make original contributions to my field of interest. I believe that graduate studies would provide me with the opportunities to attend advanced courses and would be the stepping-stone to my career in research. University of North Carolina at Charlotte suits my research interests because of its advanced academic curriculum and world-class research groups. I believe that it is the best environment for me to achieve my goals while gaining experience and exposure to a diverse student body and faculty. I believe that no other school provides students with the combination of culture, education and research environment, required for an overall personality development, as offered by your institution. Summarizing all written above, I believe that my serious intention for study, my projects, my certifications and strong academic background in various areas of Computer Science will be beneficial for my graduate studies and research. Attending your prestigious institution would give me an opportunity to receive high-level education under the guidance of prominent professors and excellent teachers. I would regard my admission to University of North Carolina at Charlotte not only as a great honor but also as a great responsibility and challenge to prove myself. Thank you for your time and consideration. High Regards, {NAME}. While reasoning my intentions to pursue MS in Computer Science at Oklahoma State University I would like to throw some light on my career till now, I always fancied myself with Computers right from my childhood and thought of becoming a Software Engineer got implanted in my mind at an early age. A career in Engineering seemed the most challenging and logical extension of my abilities. I was given training in the basics of the operation and the applications of the computers during my school days. From that day onwards until the 10th standard I was constantly being taught different concepts of computer in different levels. The various concepts that I am thorough with, in school, are Word, QBasic and C Fundamentals. Science has been my favorable subject right from my school days and has always been one among the toppers of my class. I have even represented my school in many competitions. I have been the member of the quiz team of our school that has won many competitions. After my higher secondary I was determined to secure for myself a position in the Information Technology field, which deals with the areas of Computers, Communications and Networks. To accomplish this I had to qualify in the EAMCET Entrance Exam for Andhra Pradesh, India. I secured a good rank in the examination and secured a seat in Computer Science Engineering in V. R. Siddhartha Engineering College, Affiliated to Nagarjuna University. At VRSEC I had the good fortune of having a well-compiled syllabus, which placed equal emphasis on theoretical fundamentals as well as practical applications. Subjects such as Computer organization, Digital Logic Design, Microprocessor Applications laid a solid foundation in the theoretical aspects of the subjects. Practical application aspects were introduced to me through subjects such as Object Oriented Programming concepts, Data Structures, Relational Database Management Systems, Internet technologies. The areas, which are of special interest to me centered on Computer communications, Software Engineering, E-Commerce applications. I am interested in learning more about encryption and artificial intelligence. My interest in Networks began when I read about the various application fields it could be used, in the Information Technology magazine. I am a regular reader of magazines such as IEEE-spectrum, potentials, chip, computer networks, and computer today, which enabled me to be in touch with the latest developments in information technology. At VRSEC I had the opportunity to interact with some of the best professors in our region. I had the opportunity to do alive project in BPL Mobile Ltd. Coimbattore and project title is Mobile High Usage Roaming Alert and the project is being implemented by the company people right now and the project is done in VB and Oracle. The next step in my career towards achieving my career goal is to pursue my Masters Program in Computer Science. I have done considerable research in this area to pursue my Higher education in a reputed University and with a good course curriculum. I found about the education in USA and its recognition. I have therefore applied to the OSU in USA. Also with some advice from my college senior who are in various colleges in USA I have opted for this College. The course MS in Computer Science. The course has been designed to give me insight into the world of academic and industrial computing research. By focusing on several currently active areas it affords me the opportunity to gain an in-depth understanding of the topics of the course and in doing so, to develop the skills necessary to carry out innovative work with in the discipline of computing. I strongly believe that a software engineer should be instinctive, innovative, quick to adapt and adopt new technologies, which is only possible with solid foundation and profundity in his subjects. This entails and insightful and thorough understanding of the intricacies of the subject. That’s the reason why I am inclined towards MS in Computer Science. I am sure that with my interaction with the faculty and peers at your college will provide an ambience conducive for my transition from an undergraduate to a graduate. It is my strong belief that graduation from this institution will take me close to achieving my ultimate goal of becoming an efficient software engineer. While my sights are firmly set on graduation, it is my strong desire to pursue research program following my graduation. Computing Science plays an ever-increasing role in today’s society. Technological innovation has been one of the driving forces behind India’s rapid growth. It is therefore essential that every opportunity be afforded to talented Indian graduates to extend their education and skills in order to play an active role in managing the opportunities presented in the future. India is fast gaining a reputation for its computer industry and at the moment it is regarded as the centre for Software and as a result many of the top notch Multinational Corporations are establishing their contact centers in India. As a result an International Degree is focused to meet employment  opportunities with in the computing industry in India. Possible career opportunities for me in India include research and development roles in the development of new technologies such as software engineering, technical applications developers and consultants, network managers and other leading roles in computing industry. A fascination for Science & Technology and keen interest in the ever-growing world of technology motivated me to take up engineering. I choose to major in Electrical& Electronic Engineering with an intense urge to delve into the challenging field. During my under graduation program I learned the various fundamentals of Electrical& Electronics Engineering which together with practical course work reinforce interest. Right from my school, I had a penchant towards Mathematics, Science and research in general. This basic interest led me to take up Mathematics, Physics and Chemistry as my major subjects in high school. As a part of my Physics project, I had constructed logic gates and simple latches using basic circuit elements. I was so astounded by the Power of Electrical & Electronics. This interest made me to take Electrical& Electronic Engineering. I would like to present my past performance as my credentials for my success in my future endeavors. My innate strength has been my quantitative and analytical abilities which instilled me a special interest for mathematical and physics. I had opted the same in my 10+2 with good marks. I was placed in the top 15% of one lakh who took engineering entrance examination. This performance helped me in getting admission into Sri Saradhi Institute of Engineering, Nuzvid, India. During the course of my undergraduate study I was exposed to various courses with applications like Electromagnetic field, Control systems, Power electronic, Electrical measurements, Linear Integrated Circuits, Electronics, Pulse and digital circuits, Computer methods in power system control, Digital Signal Processing, Power systems(1to 3), Electro mechanics(1 to 3) Micro processors & Micro Controllers, High voltage engineering, Modeling of power system components, Utilization of electrical energy enhanced my subject. I secured good results in my engineering. I was well versed in programming languages like C, C++ & Java. During my final year I decided to do project in Machine cutting using micro controller. From my kinder garden my medium of instruction is English. I had written GRE and got 1060 score, which adds to my English language proficiency. Excellence in any sphere of life can be achieved trough determination, hard work, preference and dedication. Yet lack of in depth knowledge of the subject leaves the conceptual skills incomplete. It in this concept that I would like to pursue a course that control system in your esteemed university. I am very much interested to do MS Computer Science in your esteemed college. I realize the need for me to study at the center stage of activity in these fields at your college in USA. My earnest desire to continue my future studies at your graduate school stems from that it is one of the top colleges in Ireland having fine record of academic excellence and is backed up by expert faculty and research facilities. The other reason why I want to study at your esteemed college is that it provides the kind of expose needed to broaden my thinking and indo any insular prejudices that might be still prevalent in me. Your college is a confluence of people from every nationality, religion and race. Overall development of the personality can be done and it helps me to broaden my concept from the narrower confines of nationalism to internationalism. I am clear as to my carrier aspiration. Educational I believe is a life long process. I there fore wish to pursue a doctoral degree after my MS and therefore combine research and teaching as carrier. I am fully aware that yours curriculum requires that I summon all my resources and I aver that I have the necessary commitment, intelligence and stamina to look forward to do it all. I am convinced that my study at your department would be meaningful and rewarding experience. I look forward to have a long and profitable association with your esteemed college. I especially thank you for giving me the opportunity given me to express about myself. Name : ******** Program Sought: MASTERS IN ENVIRONMENTAL ENGINEERING Semester Sought: Fall 2012. STATEMENT OF PURPOSE There is a very famous adage, â€Å"If you think education is expensive, and then try ignorance†. I could not agree more. I believe research is necessary to acquire data and formulate theories, but it is just as important to know how to apply those theories and use that data in the real world. To be competent and competitive I will require a master’s degree. A master’s degree will give me the up-to-date tools and knowledge that is the need of the hour. It is after a good deal of self-evaluation that I have decided to pursue graduate studies.

Performance Appraisals Essay Example | Topics and Well Written Essays - 500 words

Performance Appraisals - Essay Example She points out that many managersdo not pay much attention to filling appraisal forms something that has some negative effect on the morale of the employees who work under them (Quast, 2013). However, she points out the importance of managers paying much attention to performanceappraisal because it is part of their work. She goes ahead andgive seven tips that can help managers in making performanceappraisal more meaningful to their organizations or groups. The first tip is paying more attentive to the preparation process. Lack of proper preparation has often been pointed to as a major contributor to unsuccessful performance appraisal. Through preparation a manager can be able to know the exact message that they want to communicate to the employees. This means that performance appraisal should not be handled like just a one hour thing. The second tip that a manager can get from this article is always make considerations for the logistics of the discussion. For instance, a manger should hold performance appraisal in place that whatever is discussed will remain confidential. A small conference room will be highly ideal for this purpose. The third tip that Lisa givesis that managers should always make sure that they open the discussions with the agenda. This will help in putting the employees at ease. The four primary areas that a manager should make sure that the performance appraisal cover include: the current performance of the company; the past performance of the company; the goals and objectives of the company; and the company’s development plans. The forth tip is to encourage a two way discussion whereby all the participants will be allowed to contribute. Getting the employees’ point of view will make it easier for them to be included to the achievement of the company’s goals. The fifths tip encourages managers to give praises whenever there is any meaningful contribution by an employee (Murphy &

Social Media Audit and Campaign Planning -- Fortune International Essay - 2

Social Media Audit and Campaign Planning -- Fortune International Realty - Essay Example The critical aspect of the social media marketing strategy has already been outlined above which includes reviewing the ideas and practices that competitors have and also a clear determination of the resources that are needed. This includes the need to have a team in place to not only develop as well as maintain the company’s social network presence. The above plan also outlined how the administration of the site should be carried out. In this instance, the objectives should act as a guide to determine the manner in which Fortune Realty will behave within this space and also provide the chance for the company to fully participate with the largest amount of confidence. It is important to note that having a purpose will ensure that the company has both a motive as well as guidance for all the engagements that it will have within this particular space. In having a purpose, Fortune Realty will have better opportunity to get more invitations to interact with all its numerous stakeholders. Making a decision on the objectives is key since it will enable a better decision on the technology that will be used. In this instance, Fortune Realty’s objectives are to increase on its brand awareness and visibility. In addition, the company hopes to actively build and manage on its relationships and manage trust and also generate a large amount of word of mouth. Ensuring that one has a specific audience in mind means that the company will have a far better idea of exactly who it is engaging with because having no restrictions means that there is a greater chance for the message to be diluted. In this instance, the firm’s audience can be its current customers, prospective customers, company staff, and the entire real estate community and business partners both local and foreign. The first strategy is to actively build relationships with those stakeholders that have been identified as critical

Organization of the Petroleum Exporting Countries Essay

Organization of the Petroleum Exporting Countries - Essay Example The founding statute of OPEC in 1960 highlights its purpose as being geared to ensuring stability in the petroleum market with â€Å"steady supplies to consumers, reasonable prices and fair returns to investors in the oil industry† (www.opec.org/home). As far as supplies to consumers, a central mechanism deployed by OPEC to stabilize the market is limit the oil output by Member countries, however recently OPEC has expressed concern at the impact of national taxation as a factor in oil pricing. Therefore, while OPEC central aim is to combat cartels and monopolistic pricing in the oil industry, it is submitted that the role of OPEC is somewhat limited by the interrelationship of other factors, particularly governmental and local infrastructure. Indeed, Asali (2008) acknowledges that â€Å"structural changes in petroleum markets and its pricing systems in the last decades and increasing exposure of the financial markets to international oil trade have contributed to the growing complexity of oil market dynamics and volatility of its prices† (p.54). It is precisely this inherent complexity in the market prices that has fuelled polarised debate regarding OPEC’s policies in stabilising the market to achieve economic efficiency. For example, somewhat ironically, OPEC attempts to stabilise oil prices, however its very nature arguably operates as a cartel. This proposition is further supported by the arguments of Grossman (2004) who comments that: â€Å"whilst some scholars have questioned whether OPEC, an organization of countries not firms, should be thought of as a cartel at all, there is no doubt that it represented a collusive agreement that at times was clearly able to rise prices and control output† (p.1). This in turn clearly has ramifications for how a business operates within the oil market and the focus of this research paper is to critically evaluate how OPEC

A critique analysing the neuropsychology of schizophrenia Essay

A critique analysing the neuropsychology of schizophrenia - Essay Example As part of discussing the signs and symptoms found in schizophrenic patients, the effectiveness of the author’s proposed diagnostic procedures will be criticized based on the diagnostic intervention as proposed by other equally qualified authors. Cris Frith is highly qualified as an author of the journal article on Schizophrenia. For many years, Frith works as a psychiatric professor and a member of Wllcome Department – Cognitive Neurology at the UCL Institute of Cognitive Neuroscience in London (UCL Institute of Cognitive Neuroscience, 2008). Aside from being a highly competitive psychiatric professor, Frith has personally written other recent article journals by himself and together with other highly qualified authors including â€Å"Editorial: In Praise of Cognitive Neuropsychiatry† (Frith, 2008) and â€Å"Different Brain Circuits Underlie Motor and Percetual Representations of Temporal Intervals† The article journal entitled â€Å"Neuropsychology of Schizophrenia† was officially publised back in 1996. In the past, cognitive tests are often considered the best diagnostic tests for patients with schizophrenia (Frith, 1996). This is primarily due to the fact that there is not one psychological test that can be used in measuring the neuropsychological impairments that are present in schizophrenia patients. In line with the importance of diagnostic tests, the main purpose of the article is to present clinical evidences of past diagnostic tests to prove to its target audeinces that the tests used on patients with schizophrenia is not accurate in terms of being able to explain the cognitive deficits in each patient. Since the article was published approximately 12 years ago, there is a strong possibility that a more reliable diagnostic test methods are now being used under the modern psychiatric practices. The target audiences of the author includes not only the professional psychologist

Indian Self Determination Act 1975 Essay Example | Topics and Well Written Essays - 750 words

Indian Self Determination Act 1975 - Essay Example (Indian Country Today 2005). At different times they ranged from extremes of conservative ideology (termination) to liberal (trust status bureaucracy) making it almost impossible for Indian community leaders to adequately plan and execute successful strategies. This Act promised a more Indian driven approach of self-determination to enhance the stability and improvement of social and economic conditions for the Indian people.. Within federal law it provided for maximum participation for Indians in their own governance and education. Certainly economically the policy has proven to be a success since in the 90s Indian per capita income has risen 33 percent compared to the national US rate of 11 percent. However, in 2000 per capita income was still less than half of the US average. Nevertheless in the last decade of the 20th century there was a striking improvement in education and housing as well as income. Although Indian per capita income gained 49 percent in the 1970s, this was prim arily due to government grants, which have been decimated by subsequent administrations. This source of income has been replaced by Indian generated made possible by the above Act and subsequent legislation such as the 1988 Indian Gaming Regulatory Act. Effect of the Act After the Indian Self Determination Act of 1975 some tribes took advantage of the later Indian Gaming Regulatory Act to set up profitable gaming facilities such as bingo halls. Therefore some people assume that improved Indian economic conditions were due to the advent of the gaming operations. However other tribes such as the Navajo also improved their economic prospects without going into gaming (Indian Country Today 2005) Therefore, I submit increased Indian prosperity was due fundamentally to the enabling 1975 legislation, and the operation of gaming facilities was only one of many paths to this increased prosperity. Even before the 1975 Act the first contemporary Indian controlled school was established by the Navajo in 1966 as a departure from the assimilation model to one in which education was based on their own cultural and linguistic needs (Tippeconnic 2000). The success of this educational initiative formed the blueprint for the 1975 Act giving similar rights to all tribes and was as important as the concurrent gaining of land, water and governance rights. The advent of Indian controlled schools has resulted in improved academic achievement, lower drop out rates and more students succeeding at the post secondary level. Indian schools without federal funding naturally have the greatest control over their curriculum, but of course more limited resources. While the 1975 Act promotes a policy of Indian self-determination, some communities still resent this and feel Indians must assimilate into the dominant culture. Also, although the 1975 Act was intended to give Indians a great degree of self-determination, they are still subject to federal legal jurisdiction even for local issues. For example, a Navajo Supreme Court ruled in about 2000 that it lacked jurisdiction in an employment case because the school board involved was funded with grants from the Bureau of Indian Affairs.(Tohtsin 2001) Therefore any suit against the school board must be brought in federal court rather than the Navajo Supreme Court. Conclusion In spite of those people including some politicians, who feel that Indians should abandon their own culture and

Introduction to Businsse Essay Example | Topics and Well Written Essays - 250 words

Introduction to Businsse - Essay Example Social responsibility contributes to positive impact on the corporate by the society hence improved performance. In the recent past, customers have become more sensitive of not only the quality of products and services they receive, but also the means used by organizations to produce the products (Aras and Crowther 494-496). Organizations demonstrating any form of inhumanity in goods production such as child labour, discrimination, or environmental degradation face the possibility of lacking good market for their products. Operations of various organizations create social problems thus it is important that they address such problems to retain their acceptability. Social responsibility also helps corporate gain long-term favourable environment for their operations, products, and services (Aras and Crowther 566). Corporate social responsibility towards its stakeholders and society to ensure they also thrive together with the organization. Corporate social responsibility helps display business as unselfish and suitable community contributor earning the business a pleasant reputation. Corporate social responsibility may fail to recognize by society but lack of it is easily noticed results in negative repercussion. Corporate social responsibility contributes to improved economic performance, increased potential to attract and maintain employees, boost brand image, improved sales, and customer allegiance (Aras and Crowther

New And Old Versions Of Romeo And Juliet Essay Example for Free

New And Old Versions Of Romeo And Juliet Essay Lately in English class we read the tale of Romeo and Juliet then, and we got to see both movies the nineties version and the original. They were very different their weapons, clothes, transportation but had a few similarities like the language they spoke the same language, kept the same characters, and so was the plot. Theyre many differences between both movies the nineties version and the original. Which are the weapons they used, in the older version they use swords while in the nineties version they use 9mm pistols. I think that having the use of pistols instead of swords helps me realize the severity of the situation. I believe that having pistols used shows the lethalness of the sword. Another huge difference is the clothes they wear are very different in the new movie the Montagues usually where dark colored, and the Capulets were vibrantly colored but the opposite ahs occurred in the new movie. In my opinion they must have forgot which family usually wore what. I believe that the Montagues like bright colored shirts because they usually are happy and joyful so they wear brightly colored shirts. But on the other hand they do have some similarities. Both movies the nineties version and the original are similar in many ways. One way in how they are similar are the type of English they speak they speak a mid English not an old English and certainly not a modern English. I believe that the director used this to help relate the event back to the original. I also believe that they must have had to study their lines for long periods of time. The director actually kept the same characters from the original he did not cut any one from the movie. I believe he did this not do dishonor William Shakespeare. In my opinion is the best writer that ever lived. Finally the director used the same plot in this movie and in the original, every character had the same role as in the original movie. In my opinion the director did not leave out any parts or scenes from the original movie. I think that the director did not cut out any of the parts because he wanted it to be just like it was in the original only in modern times. After viewing both of the movies the nineties version and the original I can see the similarities and differences clearly and have an understanding of  why William Shakespeare wrote this play and why it is so widely known.

IKEA Essay Example for Free

IKEA Essay

Job Security And Motivation Of Employees

Job Security And Motivation Of Employees Information Technology is the acquisition, processing, storage and dissemination of vocal, pictorial, textual and numerical information by a microelectronics-based combination of computing and telecommunications. The term in its modern sense first appeared in a 1958 article published in the Harvard Business Review, in which authors Leavitt and Whisler commented that the new technology does not yet have a single established name. We shall call it information technology (IT). IT is the area of managing technology and spans wide variety of areas that include but are not limited to things such as processes, computer software, information systems, computer hardware, programming languages, and data constructs. In short, anything that renders data, information or perceived knowledge in any visual format whatsoever, via any multimedia distribution mechanism, is considered part of the IT domain. IT provides businesses with four sets of core services to help execute the business strategy: business process automation, providing information, connecting with customers, and productivity tools. IT professionals perform a variety of functions (IT Disciplines/Competencies) that ranges from installing applications to designing complex computer networks and information databases. A few of the duties that IT professionals perform may include data management, networking, engineering computer hardware, database and software design, as well as management and administration of entire systems. Information technology is starting to spread further than the conventional personal computer and network technologies, and more into integrations of other technologies such as the use of cell phones, televisions, automobiles, and more, which is increasing the demand for such jobs. In the recent past, the Accreditation Board for Engineering and Technology and the Association for Computing Machinery have collaborated to form accreditation and curriculum standards for degrees in Information Technology as a distinct field of study as compared to Computer Science and Information Systems today. SIGITE (Special Interest Group for IT Education) is the ACM working group for defining these standards. The Worldwide IT services revenue totaled $763 billion in 2009. DOMAIN OF THE IT INDUSTRY: A wide variety of services come under the domain of the information technology industry. Systems architecture Database design and development Networking Application development Testing Documentation Maintenance and hosting Operational support Security services GROWTH POTENTIAL: The strong demand for electronic hardware and software in India has been fuelled by a variety of drivers including the high growth rate of the economy, emergence of a vast domestic market catering to the new generation of young consumers, a thriving middleclass populace with increasing disposable incomes and a relatively low-cost work force having advanced technical skills. Indeed, the Government has also identified growth of this sector as a thrust area as there remains great expectation for significant growth given the fairly low levels of penetration of technology among the 1.1 billion populations; there were only 60 million Internet users in 2009, 7 million DVD players and personal computers were sold in 2008-09, and 11 million new mobile subscribers were added every month in the same period. In this scenario there is now a big opportunity to step up the production to gain higher global share besides meeting the domestic demands. The Indian IT sector has also built a strong reputation for its high standards of software development ability, service quality and information security in the foreign market- which has been acknowledged globally and has helped enhance buyer confidence. The industry continues its drive to set global benchmarks in quality and information security through a combination of provider and industry-level initiatives and strengthening the overall frameworks, creating greater awareness and facilitating wider adoption of standards and best practices. FUTURE OF INDIAN IT INDUSTRY: The Indian IT sector persists to be one of the flourishing sectors of Indian financial system indicating a speedy expansion in the coming years. As per NASSCOM, the Indian IT exports are anticipated to attain US$ 175 billion by 2020 out of which the domestic sector will account for US$ 50 billion in earnings. In total the export and domestic IT sector are expected to attain profits amounting to US$ 225 billion along with new prospects from BRIC nations and Japan for its outsourcing operations. The industry is likely to continue growing from strength to strength, as local players incorporate best in class practices from global counterparts whilst retaining their edge in terms of lower cost of labor and focused governmental investments. New graduates with degrees in related fields such as electrical engineering and computer science can hope to achieve significant professional growth and a healthy remuneration from companies looking to hire the best talent available, given the high proportion that leave to pursue jobs in this sector overseas. IT professionals perform a variety of duties ranging from data management, networking, engineering computer hardware, database and software design, to the management and Administration of entire system. With the already high penetration of conventional personal computer and network technology, coupled with the growing convergence of information. In order to perform the complex functions required of information technology departments today, the modern Information Technology Department would use computers, servers, database and cryptography. The department would be made up of several System Administrators, Database Administrators and at least one Information Technology Manager. The group usually reports to the Chief Information Officer (CIO). FEATURES OF THE IT INDUSTRY AT A GLANCE: Economies of scale for the information technology industry are high. The marginal cost of each unit of additional software or hardware is insignificant compared to the value addition that results from it. Unlike other common industries, the IT industry is knowledge-based. Efficient utilization of skilled labor forces in the IT sector can help an economy achieve a rapid pace of economic growth. Adversely impacted by the recent rupee-dollar volatility and the slowdown in the global economy, the IT sector is treading cautiously on salary rewards. Therefore study of influence of the global crisis on employees is crucial. Introduction to variables Independent variable: Global Crisis Dependent variable: Job Security Motivation Global Crisis Since 2007, nations around the world experienced a series of major economic and financial problems. The events began with the financial crisis of 2007-2008, considered by many economists to be the worst financial crisis since the Great Depression of the 1930s. The 2008-09 global meltdown was a fallout of corporate greed, malpractices and lack of government control. Banks and companies collapsed for their own fault. While the band-aid came in the form of government bail-outs or, in simple terms, socialising private losses, one has to bear in mind that we are no longer looking at the prospect of failing companies or banks It resulted in the threat of total collapse of large financial institutions, the bailout of banks by national governments, and downturns in stock markets around the world. In many areas, the housing market also suffered, resulting in evictions, foreclosures and prolonged unemployment. The crisis played a significant role in the failure of key businesses, declines in c onsumer wealth estimated in trillions of US dollars, and a downturn in economic activity leading to the 2008-2012 global recession and contributing to the European sovereign-debt crisis. Job security Job security is the probability that an individual will keep his or her job and high level of job security is such that a person with the job would have a small chance of becoming unemployed. There are several factors which affect job security such as economy, prevailing business conditions, and the individuals personal skills. It has been found that people have more job security in times of economic expansion and less in times of a recession. Also, some laws (such as the Civil Rights Act of 1964) bolster job security by making it illegal to fire employees for certain reasons. Unemployment rate is a good indicator of job security and the state of the economy and is tracked by economists, government officials, and banks. Typically, government jobs and jobs in education, healthcare and law enforcement are considered very secure while private sector jobs are generally believed to offer lower job security and it usually varies by industry, location, occupation and other factors. Personal factors such as education, work experience, job functional area, work industry, work location, etc., play an important role in determining the need for an individuals services, and impacts th eir personal job security. Since job security depends on having the necessary skills and experience that are in demand by employers, which in turn depend on the prevailing economic condition and business environment, individuals whose services are in demand by employers will tend to enjoy higher job security. To some extent, job security also varies by employment laws of each country. A worker in Continental Europe, if asked about his job security, would reply by naming the type of statutory employment contract he has, ranging from temporary (no job security) to indefinite (virtually equivalent to tenure in US universities but across the whole economy). However, peoples job security eventually depends on whether they are employable or not, and if businesses have a need for their skills or not, so although employment laws can offer some relief and hedge from unemployment risk, they only have a marginal contribution to job security of individuals. Individuals need to have the right skill set to have good job security. Job security index is a measure of job conditions. Developed by Scorelogix, Job Security Index is represents how economic factors, internet and computers, international trade and competition,outsourcing, off-shoring, job migration, etc., are impacting the demand and supply of employment. A higher Job Security Index for a region, such as a ZIP code, county or metropolitan statistical area (MSA), indicates that people in that region have a better opportunity of finding jobs and remaining employed. A lower Job Security Index for a ZIP or county means that job are relatively difficult to find and keep. Typically, cities and counties that have a larger concentration of government jobs or education related jobs have a higher Job Security Index values as these jobs are less impacted by the economy. Motivation The processes that account for an individuals intensity,direction, and persistence of effort toward attaining a goal -specifically, an organizational goal. Three key elements: Intensity how hard a person tries Direction effort that is channelled toward, and consistent with, organizational goals Persistence how long a person can maintain effort Motivation is an individual internal process that energizes, directs, and sustains behaviour and acts as a personal force that causes us to behave in a particular way. Classical theories of motivation Maslows hierarchy of needs theory Abraham Maslow is well renowned for proposing the Hierarchy of Needs Theory in 1943. This theory is a classical depiction of human motivation. This theory is based on the assumption that there is a hierarchy of five needs within each individual. The urgency of these needs varies. These five needs are as follows- Physiological needs- These are the basic needs of air, water, food, clothing and shelter. In other words, physiological needs are the needs for basic amenities of life. Safety needs- Safety needs include physical, environmental and emotional safety and protection. For instance- Job security, financial security, protection from animals, family security, health security, etc. Social needs- Social needs include the need for love, affection, care, belongingness, and friendship. Esteem needs- self- respect, confidence, competence, achievement ,freedom, recognition, power, status, attention and admiration Self-actualization need- This include the urge to become what you are capable of becoming / what you have the potential to become. It includes the need for growth and self-contentment According to Maslow, individuals are motivated by unsatisfied needs. As each of these needs is significantly satisfied, it drives and forces the next need to emerge. Herzbergs Two Factor Theory of Motivation In 1959, Frederick Herzberg, a behavioural scientist proposed a two-factor theory or the motivator-hygiene theory. According to Herzberg, there are some job factors that result in satisfaction while there are other job factors that prevent dissatisfaction. According to Herzberg, the opposite of Satisfaction is No satisfaction and the opposite of Dissatisfaction is No Dissatisfaction. Hygiene factors are those job factors which are essential for existence of motivation at workplace. These do not lead to positive satisfaction for long-term. But if these factors are absent / if these factors are non-existent at workplace, then they lead to dissatisfaction.It includes pay ,company policies,fringe benefits etc. Motivation factors According to Herzberg, the hygiene factors cannot be regarded as motivators. The motivational factors yield positive satisfaction. These factors are inherent to work. These factors motivate the employees for a superior performance. These factors are called satisfiers. It includes Recognition, sense of achievement, growth etc. Theory X and Theory Y In 1960, Douglas McGregor formulated Theory X and Theory Y suggesting two aspects of human behaviour at work, or in other words, two different views of individuals (employees): one of which is negative, called as Theory X and the other is positive, so called as Theory Y. According to McGregor, the perception of managers on the nature of individuals is based on various assumptions. Assumptions of Theory X An average employee intrinsically does not like work and tries to escape it whenever possible. Since the employee does not want to work, he must be persuaded, compelled, or warned with punishment so as to achieve organizational goals. A close supervision is required on part of managers. The managers adopt a more dictatorial style. Many employees rank job security on top, and they have little or no aspiration/ ambition. Employees generally dislike responsibilities. Employees resist change. An average employee needs formal direction Assumptions of Theory Y Employees can perceive their job as relaxing and normal. They exercise their physical and mental efforts in an inherent manner in their jobs. Employees may not require only threat, external control and coercion to work, but they can use self-direction and self-control if they are dedicated and sincere to achieve the organizational objectives. If the job is rewarding and satisfying, then it will result in employees loyalty and commitment to organization. An average employee can learn to admit and recognize the responsibility. In fact, he can even learn to obtain responsibility. The employees have skills and capabilities. Their logical capabilities should be fully utilized. In other words, the creativity, resourcefulness and innovative potentiality of the employees can be utilized to solve organizational problems. Thus, we can say that Theory X presents a pessimistic view of employees nature and behaviour at work, while Theory Y presents an optimistic view of the employees nature and behaviour at work Modern theories of motivation ERG theory of motivation To bring Maslows need hierarchy theory of motivation in synchronization with empirical research, Clayton Alderfer redefined it in his own terms. His rework is called as ERG theory of motivation. He recategorized Maslows hierarchy of needs into three simpler and broader classes of needs: Existence needs- These include need for basic material necessities. In short, it includes an individuals physiological and physical safety needs. Relatedness needs- These include the aspiration individuals have for maintaining significant interpersonal relationships (be it with family, peers or superiors), getting public fame and recognition. Maslows social needs and external component of esteem needs fall under this class of need. Growth needs- These include need for self-development and personal growth and advancement. Maslows self-actualization needs and intrinsic component of esteem needs fall under this category of need. McClellands theory of motivation David McClelland and his associates proposed McClellands theory of Needs / Achievement Motivation Theory. This theory states that human behaviour is affected by three needs Need for Power, Achievement and Affiliation. Need for achievement is the urge to excel, to accomplish in relation to a set of standards, to struggle to achieve success. Need for power is the desire to influence other individuals behaviour as per your wish. In other words, it is the desire to have control over others and to be influential. Need for affiliationis a need for open and sociable interpersonal relationships. In other words, it is a desire for relationship based on co-operation and mutual understanding. Goal setting theory In 1960s, Edwin Locke put forward the Goal-setting theory of motivation. This theory states that goal setting is essentially linked to task performance. It states that specific and challenging goals along with appropriate feedback contribute to higher and better task performance. In simple words, goals indicate and give direction to an employee about what needs to be done and how much efforts are required to be put in. Reinforcement theory Reinforcement theory of motivation was proposed by BF Skinner and his associates. It states that individuals behaviour is a function of its consequences. It is based on law of effect, i.e, individuals behaviour with positive consequences tends to be repeated, but individuals behaviour with negative consequences tends not to be repeated. Reinforcement theory of motivation overlooks the internal state of individual, i.e., the inner feelings and drives of individuals are ignored by Skinner. This theory focuses totally on what happens to an individual when he takes some action. Thus, according to Skinner, the external environment of the organization must be designed effectively and positively so as to motivate the employee. This theory is a strong tool for analyzing controlling mechanism for individuals behaviour. However, it does not focus on the causes of individuals behaviour. Reinforcement theory explains in detail how an individual learns behaviour. Managers who are making attempt to motivate the employees must ensure that they do not reward all employees simultaneously. They must tell the employees what they are not doing correct. They must tell the employees how they can achieve positive reinforcement. Equity theory of motivation The core of the equity theory is the principle of balance or equity. As per this motivation theory, an individuals motivation level is correlated to his perception of equity, fairness and justice practiced by the management. Higher is individuals perception of fairness, greater is the motivation level and vice versa. While evaluating fairness, employee compares the job input (in terms of contribution) to outcome (in terms of compensation) and also compares the same with that of another peer of equal cadre/category. D/I ratio (output-input ratio) is used to make such a comparison. Assumptions of Theory The theory demonstrates that the individuals are concerned both with their own rewards and also with what others get in their comparison. Employees expect a fair and equitable return for their contribution to their jobs. Employees decide what their equitable return should be after comparing their inputs and outcomes with those of their colleagues. Employees who perceive themselves as being in an inequitable scenario will attempt to reduce the inequity either by distorting inputs and/or outcomes psychologically, by directly altering inputs and/or outputs, or by quitting the organization. Expectancy theory of motivation The expectancy theory was proposed by Victor Vroom of Yale School of Management in 1964. Vroom stresses and focuses on outcomes, and not on needs unlike Maslow and Herzberg. The theory states that the intensity of a tendency to perform in a particular manner is dependent on the intensity of an expectation that the performance will be followed by a definite outcome and on the appeal of the outcome to the individual. The Expectancy theory states that employees motivation is an outcome of how much an individual wants a reward (Valence), the assessment that the likelihood that the effort will lead to expected performance (Expectancy) and the belief that the performance will lead to reward (Instrumentality). In short,Valence is the significance associated by an individual about the expected outcome. It is an expected and not the actual satisfaction that an employee expects to receive after achieving the goals. Expectancy is the faith that better efforts will result in better performance. Expectancy is influenced by factors such as possession of appropriate skills for performing the job, availability of right resources, availability of crucial information and getting the required support for completing the job. The theory concentrates on the following three relationaships- Effort-performance relationship: What is the likelihood that the individuals effort be recognized in his performance appraisal? Performance-reward relationship: It talks about the extent to which the employee believes that getting a good performance appraisal leads to organizational rewards. Rewards-personal goals relationship: It is all about the attractiveness or appeal of the potential reward to the individual. Vroom was of view that employees consciously decide whether to perform or not at the job. This decision solely depended on the employees motivation level which in turn depends on three factors of expectancy, valence and instrumentality. Chapter 2 Review of Literature Lubna Rizvi D/O Dr Javed1* Khawaja Atif Siddiqui, 2012 The paper tells about the relationship of Motivation with organization climate, engagement, and job security in a service organization, where it is going through rightsizing. It study finds out as to how employees working in the organization perceive it and how much they feel connected to it. The level of competition in the media industry has intensified in recent years, driven by several factors such as the decline in household wealth, rising unemployment, rapid globalization, unclear economic picture. Viewers have also become extremely conscious, especially as other channels have come in the market with lot of good programming. In this scenario the aim of the organization is simply to grab as much market share as possible and that can only be done by giving attractive programming to viewers. Target will be achieved if the employees working in the organization are productive which can only be achieved if they are motivated. The focus is to examine the employee Motivation in relation to employee commitment, culture and job security. The climate of the organisation and the level of employee engagement also affects the motivation level of employees. Fatimah, O.1, Noraishah, D.2, Nasir, R.1 Khairuddin, R.1(2012) Economic instability around the world has resulted in many organizations having to lay off workers and also shutdown to save their business. This economic strain and stress have impact on the workers job satisfaction and well being through job insecurity. This paper examine the moderating effects of employment security on job security and job satisfaction and well being among workers in the banking sectors and manufacturing sectors who were most affected by the economic downturn. Participants were 600 workers of which 200 represented the workers who work in the bank, 200 in electronic industry and 200 in textile industry. They were randomly selected to participate in the research. A set of questionnaire comprising of Employment Security Scale, Job Security Scale, Job Satisfaction Scale and Well-Being Scale were used to measure the variables. Results from the multiple regression analysis showed that employment security did not moderate the relationship between job security and job sat isfaction and well being of workers. However, job security had a direct relationship with job satisfaction and well being of workers .Thus, result from this study implicated that it was not the employment security that worried the workers but the security of their job that they were holding that impacted on their job satisfaction and well-being. Impact of recession on Indian economy ET bureau Aug 8, 2011 The recession started in US has touched the boundaries of india. India is facing the position of recession as globalisation showing its negative scenario. It is a phase wherein rupee depreciates, cash crunches, money market slowdown, inflation rises. During this period it is difficult to get money from the pockets of individuals. If the producer starts reducing the price of the commodity believing that the customers will buy it, it can happen only when he cuts the cost of production. Cost cutting means reduction in variable cost. As the price of steel ,iron , equipments , machinery are touching sky , the only option left to reduce the cost is by reducing the employees. Hence people fear job security. In the fear of job security people are generally shifting their purchasing. Mehri, iqbal, hekmat, ishak,2011 To achieve the competitive advantage in the current changing and dynamic environment satisfied human capital has become a strategically very important for the organizations. During the past decade the financial crises has shattered the economic stability of different economies all over the world. A phenomenal change has been witnessed in the banking industry of Iran in recent years, due to the liberal reforms executed by the Central Bank of Iran and the effective restructuring of banks. This research demonstrates how a global financial crisis has recently affected the occupational and skill profiles of job in banking industry of Iran. Global economy woes force local workforce off for National Statistics(2009) Global economic firms have started to cut job in India as the economy worsens and chances of crisis in the western world aims business outlook forcing companies to scrap funds raising and MA plans. More than 200 have been laid of in investment banking. The Asian crisis of 1997 led to many including Dresdner and Societe General to close leaving scores countless. Decade later subprime crisis forced many such as Merrill and Credit Suisse to reduce headcounts. The European crisis has just started to impact. HSBC which planned to eliminate 30000 jobs worldwide has told 120 employees to search for new jobs, sacked 12 employees from executive positions from small and midium size enterprise while Credit Suisse ,the second biggest swiss financial services has already aid more than 14 people from India wealth management team A study on facets of HR during slowdown phase Ram Anand , Sr. Faculty ,IPE, Hyderabad Hr departments of Indian organisations have faced many issues in managing people during the slowdown phase. The role of HR and HR interventions administered in organisations during this phase served as an opportunity to survive and face the slowdown is the premise is studied in this paper. The comprehensive view on the various HR interventions during the downturn ensures an understanding of the HR strategies adopted by the organisations to overcome the slowdown phase. The intent of the paper is to provide a template for organisations to focus on HR interventions during slowdown phases which may occur in future. These strategies facilitate the organisations during the slowdown phase. Randall, Oct 2008 Many businesses have frozen wages and many have cut wages by as much as 10%. As the economy has started recovering, organisations income statements may be starting to look decent. But what would they look like with previous pay levels restored is the question. With unemployment around 10% ,employees retention hasnt been much of an issue but that wont last forever so it may be prudent to begin restoring compensation sooner rather than later, especially for key employees. During the meltdown some businesses eliminated entire job functions from overheads. Those cuts may not be sustainable in the growing economy, so a decision must be made. Many businesses hav deferred maintanence on buildings and equipments and cut back on employee training. Organisations cant afford to let important physical and human assest deteriorate. Tih Koon Tan, 2008 By using a sample of 277 firms from eight East Asian economies, the relationship between financial distress and firm performance during the Asian Financial Crisis of 1997-1998 was tested. The crisis provides an exogenous shock which reduces the endogeneity issues between firm performance and leverage. The results from this study reaffirm that firms with low financial leverage tend to perform better than firms with high financial leverage. Additionally, the crisis magnifies the negative relationship between financial distress and firm performance. High leverage firms experience worse performance during a crisis. Limitation of the study is that the sample contains firms from eight countries. For those countries with an adequate number of firms, a separate study to analyze the individual country to provide more insights on what might be driving the results is planned. Chapter 3 Research Methodology Problem statement The research will be conducted to find out the impact of financial crisis on job security and motivation of employees working in the IT companies in Bangalore. The existing literature supports the view that the sensitivity of employee motivation and job security level magnifies during financial crisis.This study is important to company employees as it will show how the financial crises can disturb their jobs. Research design Based on different views of authors and literature review a conceptual framework was developed which determined the association between the impact of global crisis , job motivation and job security by a questionnaire. Correlation and Regression analysis was used to support the above model. Objective To study the relationship bet

Bushs Inauguration Essay examples -- essays research papers

In his first speech as the nation's chief executive, President Bush delivered a stunning address capable of reuniting a nation bitterly divided, many say. A plethora of flags hanging behind the U.S. Capitol stage, Bush spoke to a crowd of thousands after being sworn in to office Saturday. And it was a speech lined with obvious passion and a call for all Americans to unite, especially since the Florida ballot melee has left a sour taste in the mouth of much of America. "I will work to build a single nation of justice and opportunity," he told a crowd so Republican that it heavily booed both President Clinton and Vice President Gore when the pair were introduced before the swearing-in ceremony began. "We are confident in principles that unite and lead us onward. America has never been united by blood or birth or soil. We are bound by ideals that move us beyond our backgrounds; riches above our interests and teaches what it means to be citizens." During his two-year long campaign, Bush several times claimed to be a "uniter, not a divider." Now, with ceremonies over and the world's most premiere job already in his control, the ultimate test begins. And many legislators, Republicans and Democrats alike, say the former Texas governor is up to the challenge. "The speech really had a good tone, I thought," U.S. Rep. Dale Kildee, D-Flint, said Saturday night at the Michigan State Society Ball. "It sound as if he wants to reach out and solve this nation's problems." Meanwhile, members of the GOP couldn't agree more, saying it's time to put aside the bitter partisanship that some say has occupied the capital city -- and the nation -- for much too long. "He has a great record in Texas," U.S. Rep. Fred Upton, R-St. Joseph, said before exiting a party breakfast early Saturday morning. "He got started out on the right foot there. But Bush will have to work "very hard" to unite Americans now, Upton said. And while the congressman insists he's optimistic both parties will rally behind the nation's 43rd president, "the proof will be in the pudding," Upton said. Rusty Hills, chairman of the Michigan Republican Party, said Bush clearly has the ability to accomplish great things while working in Washington. "The man has come in there and said, 'I am going to do something.' And h... ...ands of people packed the Mall between the Washington Monument and the Capitol to hear the speech, only to be standing on increasingly muddy turf. But it didn't seem to matter, as this capital district was clearly no less patriotic. Very little seemed to dampen the spirit of the nation's first 21st century inauguration. Most those attending the speech arrived early -- standing in a sea of people-congestion for more than two hours just to get a glimpse of the U.S. Capitol. As for seeing the president take the 35-word oath of office, those in standing-room only sections had no chance without binoculars. Yet many sported smiles throughout the entire address, despite weather or poor view. Meanwhile, Bush uttered words seemingly aimed at proving to the country and the large crowd in attendance for his speech that he's willing to work for all Americans -- and not just pick and choose who thrives. "We have a long way yet to travel, and the ambitions of some Americans are limited by failing schools and hidden prejudices and circumstances of their birth," Bush told the crowd. Just paragraphs later, he boldly insisted that "no insignificant person is ever born."

Free Othello Essay: The Disobedient Wife -- Othello essays

An Outspoken Wife as the Penalty for Dishonesty in Othello In William Shakespeare's Othello, the loyalty of a woman to a man includes being silent and obedient. Emilia clearly follows these guidelines of silence and obedience until her epiphany in which she learns of Iago's dishonesty. Shakespeare implies that the penalty for a man’s dishonesty is an outspoken, disobedient wife. Emilia literally causes Iago's downfall, which is brought on due to Iago's overestimation of Emilia's loyalty. "'Tis proper I obey him, but not now" (5.2.203). Because Emilia remains loyal to Iago throughout the play, Iago relies totally on the belief that Emilia will remain obedient to him. Emilia proves her loyalty to Iago by stealing the handkerchief that Othello gave Desdemona: My wayward husband hath a hundred times Wooed me to steal it, but she so loves the token-- .... I'll have the work ta'en out, And give 't Iago ... I nothing but to please his fancy. (3.3.308-309, 312-313, 315) In taking the ch...

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.