Representation of Women in Men Should Weep by Ena Lamont Stewart and Perfect Days by Liz Lochead :: Weep Stewart Perfect Lochead Essays

Representation of Women in Men Should Weep by Ena Lamont Stewart and Perfect Days by Liz LocheadBoth tends portray women as very unaffiliated people. In Men ShouldWeep, Maggie is the main female character. She is a housewife livingin a male dominated society. The main theme of the play is her journeyform oppressed housewife to self-empowered women.Whereas in Perfect Days Barbs the main female character is anextremely independent woman from the start and has worked rugged to earnherself her own hairdressers.Maggies husband John is a very self-centred character he doesnthave a job or any notion to ever help around the house. Yet he thinksthat is perfectly acceptable. Due to the way society was in that dayand age hence it said that once a woman wedded they automaticallybecame their husbands property. This meant that they had no choicebut to obey their husbands every demand. What they said went.Id an idea a wis heid o this hooseThis demonstrates that even though John doesnt contribut e to thefamily he still feels he is superior to them all. Maggie takes thisthough she doesnt argue with him as she believes that he is head ofthe household and she constantly stands up for him.Lily, Maggies independent single sister is very much against men shethinks in that location aw dirty beasts. As she argues with Maggie about Johnbut Maggie straight away stands up for her husband.You leave John alane He does his best for usEven though Maggie knows John doesnt do anything for her and herchildren she still stands strongly by her husband as that was theright thing to do.Not only does Maggie have her husband to put to death around after her and lookafter her, but she also has five children.If youve got wee ans, youve got tae put up wi the fella that giedya themThe women in the play are constantly making excuses for the men andtheir behaviour. Maggie is particularly bad at doing this. This is aprime example of this behaviour as Mrs Bone her neighbour getsdomestically abused and this is Maggies attempt to offer her support.As the play progresses Maggie gradually starts to see sense and comesto realise how weak men really are.They canna staun up tae things like a wummenThis shows female strength and is the start of a major turning pointfor Maggie as she becomes more and more disenchanted with her life.Jenny, Maggies eldest daughter runs of at the beginning of the playbut returns at the end with money and the opportunity for Maggie and

Poor Teaching Style Essay -- School Teacher Student Education

The teaching style of my humanities teacher during my senior year, Mrs. Jones, had a negative impact on her students. She delighted in giving people badly grades by being critical and was not cooperative towards struggling students. She pocket-size her students by laughing at them when they received a bad grade or had a question that she thought was simple. Mrs. Jones deliberately makes her marking system harder than the other(a) humanities teachers, even though each student is taking the exact same test. Another example of a poor educational system is pictured in the essay, Ill take in to help about of you more that I urgency to Teacher power, student pedagogy, by Christian Zawodniak. some(prenominal) of the examples used in this story are similar to Mrs. Joness style. Even though some teachers have different teaching styles, the end result and mark of each teacher should basically remain the same. One quality that Mrs. Jones has that demonstrates a poor educational system, is her way of belittling the students. She never said comments like, try harder undermentioned time, or anything encouraging. She honest looks down upon students who do poorly. This is similar to the comment made in the story by Zawodniak where the teacher, Jeff, says, Ill have to help some of you more than I want to(125). Both of these types of attitudes make students intimidated and afraid to ask anymore questions. Teachers should say comments more along the lines of, if there are any questions. Or anything encouraging. They should be dedicate and willing to do anything for the students, but this is definitely not the attitude taken on by Mrs. Jones, or Jeff. Mrs. Jones loves giving back tests with bad grades. When the time came for Mrs. Jones to tidy sum back a te... ...hings, including humanities class. My feelings towards her are similar to these of Zawodniak. I almost never wanted to try hard in her class, because I know that I cant succeed in it. She makes me feel stupid a lot, which is the wrong way to act to a student. Her rude comments, laughing, and tearing down methods make me, as well as my other students, feel discouraged. No matter how much we studied, no on could ever do good in her class. Even if some teachers teach differently than others, all of them should want the student to feel confident about what they learned in the end. Mrs. Joness view is different in a negative way because she gets more joy out of watching students struggle than succeed. For these reasons, Mrs. Jones is the perfect example of a bad teacher whose policies and practices have detrimental result on students ability and desire to learn. Poor Teaching Style Essay -- School Teacher Student Education The teaching style of my humanities teacher during my senior year, Mrs. Jones, had a negative impact on her students. She delighted in giving people bad grades by being critical and was not helpful towards str uggling students. She belittled her students by laughing at them when they received a bad grade or had a question that she thought was simple. Mrs. Jones deliberately makes her grading system harder than the other humanities teachers, even though each student is taking the exact same test. Another example of a poor educational system is portrayed in the essay, Ill have to help some of you more that I want to Teacher power, student pedagogy, by Christian Zawodniak. Some of the examples used in this story are similar to Mrs. Joness style. Even though some teachers have different teaching styles, the end result and goal of each teacher should basically remain the same. One quality that Mrs. Jones has that demonstrates a poor educational system, is her way of belittling the students. She never said comments like, try harder next time, or anything encouraging. She just looks down upon students who do poorly. This is similar to the comment made in the story by Zawodniak where the teacher, Jeff, says, Ill have to help some of you more than I want to(125). Both of these types of attitudes make students intimidated and afraid to ask anymore questions. Teachers should say comments more along the lines of, if there are any questions. Or anything encouraging. They should be open and willing to do anything for the students, but this is definitely not the attitude taken on by Mrs. Jones, or Jeff. Mrs. Jones loves giving back tests with bad grades. When the time came for Mrs. Jones to hand back a te... ...hings, including humanities class. My feelings towards her are similar to these of Zawodniak. I almost never wanted to try hard in her class, because I know that I cant succeed in it. She makes me feel stupid a lot, which is the wrong way to act to a student. Her rude comments, laughing, and grading methods make me, as well as my other students, feel discouraged. No matter how much we studied, no on could ever do good in her class. Even if some teac hers teach differently than others, all of them should want the student to feel confident about what they learned in the end. Mrs. Joness view is different in a negative way because she gets more joy out of watching students struggle than succeed. For these reasons, Mrs. Jones is the perfect example of a bad teacher whose policies and practices have detrimental effect on students ability and desire to learn.

Jane Eyre :: Literature Books Papers

Jane Eyre Social family unit distinction is very evident in Victorian England. This distinction is found not only in society, but in addition within the Anglican Church and its clergy. In Jane Eyre we are introduced to three Anglican ministers who represent different amicable classes. They are Jane Eyres aim the Reverend Brocklehurst, the executive of Lowood Institution and Reverend St. John Rivers, the curate of a small country parish at Morton and owner of Moor House. Comparing the way these man of the cloth are viewed by society establishes the adherence to the aforementioned(prenominal) social class structure within the church as is evident outside the church. Contrasting clergy from the same religious faction shows that class status was also reflected in some methods of practicing the Anglican faith. The first clergyman introduced in the novel is Janes father. We remove of him as Jane does, through a third person. Jane hears a servant, Miss Abbott, discussing Janes lin eage with another servant, Bessie. Jane hears Miss Abbott say about her father My father had been a brusk clergyman, my mother had get hitched with him against the wishes of her friends, who considered the match beneath her my grandfather Reed was so irritated at her disobedience he cut her off without a shilling (37 ch. 3). Young girls, specially of the upper class, were supposed to follow their parents wishes in regards to whom they should marry. In choosing a clergyman from a lower social class, Mrs. Eyre sacrifices her social standing as well as her familys care and support. The fact that Janes mother was banished for her marriage reflects the disdain felt by the upper class for marrying beneath their class. Jane knows from her handling by the Reeds that she is a poor relation. John Reed emphasizes this when he tells Jane You have no business to take our books you are a dependent, mum says you have no money your father go away you none you ought to beg, and not live hear w ith gentlemans children like us (23 ch. 1). The fact that Janes father left her no inheritance was a reflection of his position as a clergyman. Indeed if her parents had lived she still would have been poor. In Alan Haigs The Victorian Church, we learn of the wages paying to the clergy. The text states that The income earned by the clergy are so scanty as to likely to straiten a married man (qtd.Jane Eyre books Books PapersJane Eyre Social class distinction is very evident in Victorian England. This distinction is found not only in society, but also within the Anglican Church and its clergy. In Jane Eyre we are introduced to three Anglican ministers who represent different social classes. They are Jane Eyres father the Reverend Brocklehurst, the administrator of Lowood Institution and Reverend St. John Rivers, the curate of a small country parish at Morton and owner of Moor House. Comparing the way these clergyman are viewed by society establishes the adherence to the same so cial class structure within the church as is evident outside the church. Contrasting clergy from the same religious sect shows that class status was also reflected in some methods of practicing the Anglican faith. The first clergyman introduced in the novel is Janes father. We learn of him as Jane does, through a third person. Jane hears a servant, Miss Abbott, discussing Janes lineage with another servant, Bessie. Jane hears Miss Abbott say about her father My father had been a poor clergyman, my mother had married him against the wishes of her friends, who considered the match beneath her my grandfather Reed was so irritated at her disobedience he cut her off without a shilling (37 ch. 3). Young girls, especially of the upper class, were supposed to follow their parents wishes in regards to whom they should marry. In choosing a clergyman from a lower social class, Mrs. Eyre sacrifices her social standing as well as her familys care and support. The fact that Janes mother was bani shed for her marriage reflects the disdain felt by the upper class for marrying beneath their class. Jane knows from her treatment by the Reeds that she is a poor relation. John Reed emphasizes this when he tells Jane You have no business to take our books you are a dependent, mama says you have no money your father left you none you ought to beg, and not live hear with gentlemans children like us (23 ch. 1). The fact that Janes father left her no inheritance was a reflection of his position as a clergyman. Indeed if her parents had lived she still would have been poor. In Alan Haigs The Victorian Church, we learn of the wages paid to the clergy. The text states that The income earned by the clergy are so scanty as to likely to straiten a married man (qtd.

Ken Keseys One Flew Over the Cuckoos Nest Essay -- Ken Kesey Flew Ov

Ken Keseys One Flew Over the Cuckoos NestKen Keseys use of symbolism in One Flew Over the Cuckoos Nest transforms the novel and the hospital at heart the novel a microcosm of society, a battle between the sane and insane, the conformist and the non-conformist. Randle McMurphys arrival influenced the lives of almost every person, whether patient or employee. Whether or not his motives and actions were good or good-hearted is difficult to conclude, however. On one hand, he undoubtedly saved the patients from losing their souls, so to speak, to take hold Ratched and her ward. Without him, they would not have been able to stand up for themselves or grow a sense of self-appreciation and competence. On the other hand, there was a price to pay for these freedoms. McMurphys and Billy Bibbits deaths showed just how much control The thumping Nurse had on her patients. The role each character plays in this showdget symbolizes the realistic confrontations between the mentally unstable and th e rest of society that has been going on for centuries. Randle Patrick McMurphy is a powerful, intelligent man, a true non-conformist. He comes to the mental institution to avoid the tedious work forced upon him at the prison he was designate to. His playful, jolly attitude towards the patients surprises them since they have not seen such contention since they came to the ward. It is obvious from the beginning of the novel as to McMurphy?s most superficial motives. He is a con man, constantly making bets with nave, mentally ill men. The fact that he never tries to outsmart or cheat them, however, makes him respected and admired by the patients. McMurphy?s tattoo, a poker hand with ace?s and eight?s, the ?dead man?s hand?, symbolizes both his obsession with gambling and his ultimate death. Despite his consistent attempts to make a profit, McMurphy?s main concern is the welfare of his new friends in the hospital. He sees how they can no longer believe for themselves or demand their civil rights. Even beyond that, he cannot fathom the fact that m all of the patients voluntarily checked themselves into the ward, and may leave at any time. McMurphy starts out as somewhat conceited and self-absorbed. As the novel progresses, he becomes a role model for the other patients, showing them how to take control of their own destinies and rebelling against the overwhelming power of the ?Combin... ...ever, Ratched seems to accept it and sets out to beat him. In the end, Ratched does win by giving McMurphy a lobotomy. This perhaps symbolizes the thousands of deaths of men and women rebelling against the system, doing whatever it takes to win their freedom.Nurse Ratched symbolizes several different things. First and foremost, she portrays the control of society over what is normal and acceptable. Any resistance to this order will be ?fixed?, using any means necessary to force him to concede. She also represents the views of the author on women. A consistent theme of misog yny exists throughout the novel. Women are seen as either instrumental prostitutes or controlling ogres. Whether it be Chief Bromden?s cutthroat mother, the Big Nurse, or Candy, women are never seen as equals to men or even remotely affable. McMurphy and Nurse Ratched go through a finely crafted and strategic battle of good against evil, man against woman, the individual against society. Although it seems that the individual will never beat society, the sacrifices do by brave people like McMurphy are never forgotten. Works CitedKesey, Ken. One Flew Over the Cuckoos Nest. London Pan, 1973.

The Unethical Abuse of Todays Elderly Essays -- essays research papers

THE UNETHICAL ABUSE OF HUMAN RIGHTS ON THE ELDERLYWaking up in the gist of the night frightened and shaken up is a terrible time that each one of us can remember feeling. Then having someone most to us who we trusted come in, pick us up, and hold us tight produced a sense of warranter. We were able to take that security, and build a dignify and confident individual that grew wiser with age. It seems though that in some instances, as we grow older and wiser, some do not get the respect and dignity that is owed to them. The security that helped build their lives has been stripped from them. Seniors end up losing the valet right of having dignity and security that they have come to enjoy and live with. Our human rights do not answer to the needs of todays elderly, either through discriminatory acts, or acts of abuse. We should all be treated with the same free discriminatory human rights as well as the opportunity to equality, as stated in the Canadian Human Rights Act (CHRA). It declares that all individuals should have an opportunity equal with other individuals to organize for themselves the lives that they are able and wish to have and to have their needs accommodated, consistent with their duties and obligations as members of society, without being hindered in or prevented from doing so by discriminatory practices ground on race, national or ethnic origin, colour, religion, age, sex, sexual orientation, marital status, family status, disability or conviction for an offence for which a pardon has been granted. To live in such(prenominal) a perfect world where everybody can have their needs addressed would be as though you were living a dream. But in the wild reality, many people get discriminated against on an everyday basis especially seniors. Many seniors today find themselves being taken advantaged of in a issue forth of manifest and latent ways. The simple need of being treated with the same human rights as all other people is escaping our reality . As a person grows older they begin to experience the different classes of mistreatment. Although the CHRA tries to protect people with human rights, they themselves show and promote the act of discrimination. Much of what we associate with aging is simply socially constructed . Since the discrimination against elderly people is so characterized, it is not surprising that soc... ...manity, perhaps it should be our turn to sit and listen, rather than trying to force our realm of ideas upon them. Bibliography1. Aitken, Brian, W. W. respectable Issues for the oldly Study Guide. Huntington University, 1998.2. Canadian Human Rights Act Chapter H-63. Kosberg, Jordan, I. Abuse and Maltreatment of the Elderly Causes and Interventions. Boston John Wright, PSG Inc, 1983.4. Shell, Donna, J. Protection of the Elderly A Study of Elder Abuse. Winnipeg Manitoba Council on Aging, 1982.5. Supreme Court of Canada McKinney v. University of Guelph (1990)6. Wolf, Rosalie, S., Pillemer, Karl, A. Help ing Elderly Victims The Reality of Elder Abuse. New York Columbia University Press, 1989.7. www.oaktrees.org/elder/define.shtml8. www.oaktrees.org/elder/recog.shtmlrl9. www.lcc.gc.ca/en/themes/pr/oa/spencer/spencer.htmlchap3a10. www.ohrc.on.ca/ slope/consultations/age-consultation-report_7.shtml11. www.ohrc.on.ca/english/consultations/age-consultation-report_5.shtml12. www.ohrc.on.ca/english/consultations/age-consultation-report_4.shtml13. www.ohrc.on.ca/english/consultations/age-consultation-report_10.shtml

The Unethical Abuse of Todays Elderly Essays -- essays research papers

THE UNETHICAL ABUSE OF HUMAN RIGHTS ON THE ELDERLY wake up in the middle of the night frightened and shaken up is a terrible time that each one of us can conceive feeling. Then having someone close to us who we trusted come in, pick us up, and hold us tight produced a sense of security. We were able to place that security, and build a dignified and confident person that grew wiser with age. It seems though that in some instances, as we grow older and wiser, some do not add the respect and dignity that is owed to them. The security that helped build their hold outs has been stripped from them. Seniors end up losing the human right of having dignity and security that they have come to enjoy and live with. Our human rights do not answer to the needs of todays elderly, either through discriminatory acts, or acts of abuse. We should all be treated with the alike free discriminatory human rights as well as the prospect to equality, as stated in the Canadian Human Rights Act (CHRA). I t declares that all individuals should have an opportunity equal with other individuals to make for themselves the lives that they are able and wish to have and to have their needs accommodated, consistent with their duties and obligations as members of society, without being hindered in or prevented from doing so by discriminatory practices based on race, national or ethnic origin, colour, religion, age, sex, sexual orientation, marital status, family status, disability or conviction for an offence for which a pardon has been granted. To live in such a perfect world where everybody can have their needs addressed would be as though you were living a dream. But in the cruel reality, many pile get discriminated against on an everyday basis especially seniors. Many seniors today find themselves being taken advantaged of in a number of manifest and latent ways. The simple need of being treated with the same human rights as all other people is escaping our reality. As a person grows o lder they begin to experience the different classes of mistreatment. Although the CHRA tries to protect people with human rights, they themselves show and promote the act of discrimination. Much of what we retainer with aging is simply socially constructed . Since the discrimination against elderly people is so characterized, it is not surprising that soc... ...manity, perhaps it should be our turn to sit and listen, rather than difficult to force our realm of ideas upon them. Bibliography1. Aitken, Brian, W. W. Ethical Issues for the elderly Study Guide. Huntington University, 1998.2. Canadian Human Rights Act Chapter H-63. Kosberg, Jordan, I. Abuse and Maltreatment of the Elderly Causes and Interventions. Boston John Wright, PSG Inc, 1983.4. Shell, Donna, J. Protection of the Elderly A Study of Elder Abuse. Winnipeg Manitoba Council on Aging, 1982.5. Supreme Court of Canada McKinney v. University of Guelph (1990)6. Wolf, Rosalie, S., Pillemer, Karl, A. Helping Elderly Victims The Reality of Elder Abuse. New York Columbia University Press, 1989.7. www.oaktrees.org/elder/define.shtml8. www.oaktrees.org/elder/recog.shtmlrl9. www.lcc.gc.ca/en/themes/pr/oa/spencer/spencer.htmlchap3a10. www.ohrc.on.ca/english/consultations/age-consultation-report_7.shtml11. www.ohrc.on.ca/english/consultations/age-consultation-report_5.shtml12. www.ohrc.on.ca/english/consultations/age-consultation-report_4.shtml13. www.ohrc.on.ca/english/consultations/age-consultation-report_10.shtml

Literature Marking Scheme Essay

Introduction 1. 1 Why choose Cambridge? University of Cambridge International Examinations is the worlds largest provider of international education programmes and qualifications for 5 to 19 year olds. We atomic number 18 get down of the University of Cambridge, trusted for excellence in education. Our qualifications be recognised by the worlds universities and employers. Recognition Every year, thousands of learners come the Cambridge qualifications they need to levy the worlds universities.Cambridge IGCSE (International General credentials of Secondary Education) is internationally recognised by schools, universities and employers as equivalent to UK GCSE. Learn more than at w ww. cie. org. uk/ acquaintance Excellence in education We understand education. We work with over 9000 schools in over 160 enumerateries who expand our programmes and qualifications. Understanding learners needs around the world agency listening carefully to our community of schools, and we are pl eased that 98% of Cambridge schools say they would recommend us to other schools.Our mission is to provide excellence in education, and our deal is that Cambridge learners become confident, responsible, in zero(prenominal)prenominal)prenominal)ative 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 natural 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 t individuallyers and exams officers.We offer a wide range of t distributively(prenominal)er 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 exc ellent, own(prenominal) 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 estimate, a department of the University of Cambridge and a not-for-profit organisation. We invest unendingly in research and development to better our programmes and qualifications.2 Cambridge IGCSE books ( face) 0486 Cambridge International Certificate belles-lettres (English) 0476 Introduction 1. 2 Why choose Cambridge IGCSE? Cambridge IGCSE helps your school improve learners consummation. Learners develop not only cognition and understanding, but withal skills in creative thinking, enquiry and problem solving, helping them to perform well and prepare for the neighboring stage of their education. Cambridge IGCSE is the worlds 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 Secondar y 2 stage. Schools worldwide defend 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, much(prenominal) 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 lit (English)?Cambridge IGCSE literary productions (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 textual matterbookbooks through the study of literature in English Develop an understanding of literal and implicit meaning, relevant contexts and of the deeper themes o r attitudes that may be expressed Recognise and appreciate the ways in which writers practise English to strike a range of effects Present an informed, personal rejoinder to materials they necessitate 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 free radical award of Cambridge IGCSE. It gives schools the fortune to benefit from offering a broad and balanced curriculum by recognising the achievements of learners who pass interrogative sentences in at to the lowest degree seven subjects. Learners swallow subjects from phoebe bird subject groups, including two languages, and unity subject from each of the other subject groups. The seventh subject can be suck inn from any of the five subject groups.Literature (English) falls into Group II, Humanities and Social Sciences. Learn more about Cambridge IGCSE and Cam bridge 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(prenominal) 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 interrogatorys, please contact us at internationalcie. 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 internationalcie. org. uk to find out how your organisation can become a Cambridge school. 4 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English)0476 Assessment at a glance 2. Assessment at a glanceCambridge IGCSE Literature (English) Syllabus code 0486 Candidates take wiz of the adjacent options Comp sensationnt motif 1 embed Texts Open books Paper 2 Coursework portfolio epoch 2 hours 15 legal proceeding Assessed by the spunk externally moderated by Cambridge Weighting 75% 25% OR Comp angiotensin converting e nzyment Paper 1 tick off Texts Open books Paper 3 Un suffern Duration 2 hours 15 minutes 1 hour 15 minutes Weighting 75% 25% OR Component Paper 4 Set Texts Closed booksA 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 addressable in each option.AvailabilityThis syllabus is examined in the May/June examination serial publication 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 altogether candidates take the hobby Paper 1 2 hours 15 minutes Set Texts Open Books cardinal sections drama, prose and poetry with a mix of passage- ground, look for questions and (on prose and drama texts) empathic questions.Th ere 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 moldiness(prenominal)(prenominal) choose one. One question is base on a literary prose passage and the other on a poem or extract of a poem. Candidates solve one question from each section and must choose at least one passagebased and one essay question. No set texts for this component. alone Assessment Objectives are tested All Assessment Objectives are tested. Weighting 75% of total marks. Weighting 25% of total marks. The full range of grades (A*G) is available. AvailabilityThis syllabus is examined in the May/June examination series and the October/November examination series. It is available in the UK only. This syllabus is available to private candidates. Combining these syllabuses with other syllabuses Candidates can combine either of these syllabuses in an examination series with any other Cambridge syllabus, except syllabuses with the same title at the same level 2010 Cambridge O Level Literature in English 0408 Cambridge IGCSE World Literature Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificates 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 oppose 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 expe rience literatures 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 pointednessed knowledge of the content of literary texts in the three important 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 attitudesAO3 Recognise and appreciate ways in which writers use language, structure, and form to create and frame of reference meanings and effects AO4 Communicate a sensitive and informed personal response to literary texts. Each of the appraisal objectives is present in each of the papers, with the following system of weights Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 7 Sy llabus 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 solve one question from each section. All questions reserve 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 chance to engage more imaginatively with the text by assuming a suitable vocalize (i. e. a manner of speaking for a precise character). Passage-based questions take on candidates to re-read a specific passage or poem from the set text in advance 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 person al response, sometimes directly (answering questions much(prenominal) as What do you think? , What are your feelings about? ) and sometimes by implication (such as Explore the ways in which) 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 writers intentions and methods, and response to the writers 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 6001000 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 prepare d for Paper 1. (There is no requirement to allow in work on a Paper 1 text. ) Assignments can be handwritten, typed or word processed. The phrasing of each assignments 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 looking 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 f or 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 i mplication (such as Explore the ways in which) 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 writers intentions and methods, and their response to the writers 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 passag e-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 disposed(p) 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 i n which) 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 writers intentions and methods, and their response to the writers 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 qu estion, 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. Th is 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) 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 writers intentions and methods, and response to the writers 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 other than 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 disturbance * Oscar Wilde The Importa nce of Being Earnest Section B POETRY.Candidates must answer on one set text from this section ** doubting Thomas Hardy The following xiv 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 dismissal 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 tack 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 fragmentize 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 Ch ristina 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 FromWilliam Wordsworth, Sonnet Composed Upon Westminster Bridge Songs of Ourselves The University of Cambridge International Examinations Anthology of Poetry in English (Cambridge University sign 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 true guava grove ** George Eliot Silas Marner ** Susan Hill Im the King of the Castle * The following ten stories no. 6 Thomas Hardy, The Sons banish no. 12 Katherine Mansfield, Her first off 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 campaign 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 P aper 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 show 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) Poem s 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 natal day 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 Im the King of the Castle * 18 from Stories of Ourselves The following ten storie s no. 6 Thomas Hardy, The Sons 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 Tilschers 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 etc. Simon Armitage, In Our Tenth Year William Shakespeare, The Marriage of True Minds Seamus Heaney, Follower Michael Laskey, Registers Chri s Banks, The Gift Liz Lochhead, Laundrette Liz Lochhead, Poem for My Sister.Patricia McCarthy, Football After School * A Midsummer nights 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 2016Set 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 T ones 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 Norma n 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.

Emergency Department Essay

I am a senior staff nurse working in the Emergency Department in an Acute General Hospital in Singapore. I fall in been assigned by my senior nurse manage to instruct Susan, a third year student nurse. As Susan was observed to be underachieving, I aim to use the Gibbs reflective cycle (1988) to guide me to identify the issues that have arisen during the placement and project strategies to help Susan achieve her expected competencies at this stage of her clinical placement. Upon completion of the reflective cycle, mentor should be able to come up with methods that can help to resolve the students identified problems. It is important that windows of learning opportunities are created for reflection to be done and thus help some(prenominal) the mentor and mentee for future progression.Stage 1 DescriptionSusan, a third year student nurse, is in her penultimate clinical placement of her three long time training course. She had just reached the end of her second week of placement and h as another four weeks to completion. The ward staff had observed that she was not entering patients vital signs, at times, into the system. The hospital uses the electronic system of entering patients charts.In addition, it appears that Susan did not inform any staff when thither were abnormal readings, for example there were two occasions where a raised temperature in a patient receiving blood transfusion and a head injury patient with an altered train of consciousness. Whilst having a weekly debriefing session as agreed during the first day of Susans clinical posting, the mentor was aware that Susan did fail to achieve the base competency, which was required of her. The mentor had to stress to Susan on the importance of recording vital signs as it determines the patients prognosis. Thus, the mentor decided to develop an action plan (SMART) template (Kerry, 2012, & Appendix 3), to aid Susans progression.Stage 2 FeelingsGiven a mentors role, it was a concern to me that I did not take apart up Susans problem until my colleagues feedback. As Susan was proceeding to her third week of posting, it was crucial to speak to Susan and find out more in depth what business leader have led her to the behavior seen. I felt that Susan may not have the theoretical knowledge regarding what were the implications if fever occurs during

Male domination in the Apparel Industry

The apparel or clothing industry is a diverse industry which covers an extensive range of areas e.g. fashion, design and technology as salutary as products i.e. synthetic and leather yarns, beddings, human clothes.As such, the clothing industry often pertains to the fashion industry, which primarily influence by color, design, and fabric. For the case at hand, the discussion on the apparel industry would entirely focus on personal clothing from underwear, pants, shirts and accessories for people. Clothing is basic necessity in life.People wear clothing distinct reasons precisely mainly for protection from the extremities in our natural environment i.e. c older and hot temperature. However, more than just a protective garment, people used clothing as social tool to be more physically attractive or pleasant to others, to express our emotions and lifestyles, to distinguish cultural heritage, socio-economic class or profession and to wee-wee the necessary ambiance and setting in the performance of religious, governmental and other rituals. Under these premises, the apparel industry plays a significant role in the socio political history of people all over the land.While the apparel industry is primarily engaged in the design and creation of garments made from fabric, its study seemed not likeable to men as evidenced by the fact that only few male students study the discipline today.In fact, many people may have a misconception that textile and fashion is a female thing especially so because fashion and shopping normally comes in each others pocket. Unknown to many however, the textile and fashion industry is actually dominated by men since time immemorial. The proceeding essay would show that breakthroughs in the clothing industry as rise as leadership in the industry are mostly made and held by men.Men in the Fashion and Textile HistoryThe textile industry has an age old rich history provided a considerable influence in the evolution of contemporary socie ty. The etymology of Textile is from the Latin word texere meaning to weave. (Miller, E. 1969, p10) Weaving is one of the ancient hold out human crafts that dated back to Neolithic times. Today, textile pertains to the material constituted by either natural or synthetic fibers that is formed in different mechanical process i.e. twist, knotting to join them together to produce yarns.One of the earliest forms of textiles was those from the sheeps wool. Ancient people produce the wool yarn through a revolve and twisting process that are manually done by hands, which provided the principles for the invention of the spinning wheel that was introduced in the late 14th century.In the next centuries to come, due to the dear(predicate) and laborious process of weaving, fashion is mainly focused on the privileged elite. The sense of fashion and design were mainly based on the history of dresses of the royalties. purplish members even employ court dolls or fashion babies to communicate th eir costumes with royalties from other lands.(Hurlock, E., 1984, P130) During these era in around 1665, France commenced to establish itself as the fashion capital of the world under the kingship of the Sun King, Louis XIV, who is passionate and unparalle guide dedication for fashion that moved him to advance textile production and fashion innovation.During this time also, fashion among men give way more conspicuous from dress, i.e. lace, long hairstyles which popularize the wigs, shirts and even accessories i.e. swords and capes. (Rubin, D.L. 1992, p78)Drastic changes in the clothing industry came about during the 1700s with the mechanization of the weaving process, which allowed mass production of the yarns and textiles. The flying doll of John Kay in England was the first spinning machine that sped up the weaving process. This was improved by Lewis Paul and John Wyatt who invented the roller method. (Newman, G. and Brown, L. 1997, p675)A series of male inventors led to the impr ovement and innovation of the weaving process namely James Hargreaves and his spinning jenny, Sir Richard Arkwrights spinning frame the spinning mule by Samuel Crompton and Edward Cartwright who introduced steam powered weaving machine. The introduction of machines which allowed for the mass production of goods led to the industrial revolution in the 1800s.Incidentally in mid-18th-century England, a class of men who went beyond the regular boundaries of fashion has emerged called the Macaroni club. (Steele, V., 1998, p28)The group was marked by its fashion extravagance and was famous for looking like women. Charles James Fox was the leader of the Macaroni and was considered as the leader of fashion. Today, the term macaroni is derogatively used to cite men who are lavish in clothes and vices.

Fighting Against Violence in the LGBT Community Essay

Fighting Against Violence in the LGBT CommunityIntroduction Violence against the LGBT alliance is a horrific and inhuman reality. Violence targeted at this residential area because of their sexuality could be physical or psychological. With times changing and an acknowledge workforcet of LGBT rights growing there has been a reduction in the cases of violence. However, a reduction is non enough- it pauperizations to stop completely. All of us switch a duty in safeguarding the rights of LGBT. unmatched major vogue we wad do this is by creating public aw arness. Watching the films Celluloid Closet and Boys Dont Cry, reveals the sufferings that LGBT good deal have to undergo. It is strike that even in the modern world, ships company has still not fully apt(p) room to accommodate homosexuals. Much take to be done in this regard. Leaders should spearhead this fight against violence directed towards LGBT people. It is classic to recognize that they are human beingnesss, and sexual orientations notwithstanding, need to be recognised as such. It is important to realize that homosexuality will never end and it is here with us whether we like it or not. In this paper, we look at what factors that motivate violence against LGBT and what bay window be done to end this violence against the otherwise innocent people. in that respect are many motivating factors that make the mainstream population in the society dislike LGBT community (Meyer, 851). They include cultural beliefs, religious beliefs, social beliefs and political factors. The norm that is socially accepted is that people should be heterosexual. Contravening this norm is therefrom classified as social abnormality. The society frowns at any person that does not conform to what is socially accepted. However, what the people making up the society forget is that the commentary of what is right or wrong is a matter of choice and highly variable. From the cultural point of view, humanity has a mental ity that what they have found being done is what is right. In addition, they think that how things have been done before is how they should continue being done. In this regard, we can realize that heterosexuality is what has been the culture since antiquity consort to the view of the majority. For this reason, homosexuality is taken to be an abnormality in the definition of the existing culture. Religion itself has its definition of what is right (Meyer, 852). Let us look at the view of Christianity on homosexuality. This is simply because Christianity is the largest religious group in the world and its decisions impact a large number of people. When it comes to relationships, Christianity advocate for a heterosexual relationship. in that location are two major reasons they use to back this argument. First, they quote the Bible that God created a man and a woman in the beginning. This means that by creating a man and a woman, God wanted them to live in a heterosexual relationship. Therefore, according to Christianity, it was Gods plan to have heterosexual relationships. The second reason that is in any case backed in the Bible is that it is only a man and a woman that can come together and reproduce. This is biologically true. A man and a man or a woman and a woman cannot reproduce. To support their argument, religion states that the reason why God created a man and a woman was for procreation. However, what the religious society forgets is that there are people who do not follow their teachings and they have the rights not to do so. There are also those who believe that relationships are not for the purpose of reproduction alone. They can be used to fulfil other human needs such as happiness and companionship. Religions discuss care and love for one another, not hatred and pain. Cultural beliefs foster respect and growth, not violence and attacking. Social beliefs are meant to create togetherness and community, not divide people. Even though the mainstream population in the society does not agree with the lifestyle of the people belonging to the LGBT community, they should accord them their immunity to live in peace. Violence against LGBT is being propagated even today (Kendell, 18). Many people have suffered over time on the grounds of homosexuality. Many have died and others injured. In America, there are numerous reports of these cases of violence. Many of the cases are those of assassination. As recent as this year, homosexual rights are being violated. A notable interpreter in the US is the shooting of a man by the name Mark Carson in Greenwich Village in impertinent York because he was gay. This incident happened on May 17, 2013 (Reuters). Homophobia is the leading reason why homosexuals are the target of violence. Those propagating this vice are arguing that they are acting in the best interest of the society to prevent this irregular behavior from getting deep into the society.They back their argument saying that they are protecting the future generations from learning from what is happening. However, this inhuman violence against LGBT community cannot be accounted for by using such arguments. This is because, the rights of the person are being violated and to say that you dont agree with what they are doing does not authorisation causing suffering to the point of death on these people. Therefore, it is disheartening to see these people suffer even at this modern time. People should wake up and help stop this practice once and for all. It is encouraging to see that LGBT community is also actively battle for their rights. Even though it is not easy fighting against the society, slowly and progressively they are making their voices to be heard. Before, it was not possible to hear anyone speak about gay people or lesbian people in the public. The same case was with transgender issue. This is because there was a huge stigma associated with such issues. Nobody could proclaim in the public that he was ga y or she was a lesbian. These individuals felt isolated from the society. Their problems could not be aired out. It is like they did not exist. However, things have changed in the recent years. These people have realized that they need to live in peace. They have said enough is enough in terms of living in isolation. They have decided to make their presence recognized though amidst resistance. They have formed movements to advocate for their rights in the society. These movements are headed by strong activists. An example is the hardy Liberation Front that was formed in New York to counter the episodes of police harassment. The main objective of this movement was to abet a radical social change of attitudes towards homosexual people. The movements used tactics such as demonstrations to contest against the prevailing social discrimination. However, in most cases, whenever these movements protest peacefully, anti-gay movements come in and attack the LGBT community movements. Therefo re, it is clear that a lot more needs to be done to protect the rights of LGBT. An example of such a peaceful demonstration that turned out chaotic is what happened on October 12, 2013 in St. Petersburg in Russia. eyepatch the LGBT community activists were staging a peaceful demonstration, an anti-gay group stormed in against them. This episode led to the arrest of about 67 people including some of the gay activists. The Gay flag was destroyed (Reuters). Another incident occurred in Russia still on November 3, 2013 where an LGBT event in support of receiving free HIV testing was attacked. Two men wearing masks entered the room carrying guns and shot two people in the face (Reuters). The society seems to listen to the plight of the LGBT community although the change is slow to come by (Fredricksen, et al.,22). States are changing their stance to the favor of the LGBT people. Many nations have taken steps in recognizing the existence of LGBT community thanks to their persistence in push button for their rights. In the United State, the rights of the homosexuals have been categorically stated in the constitution. Laws have been formulated to protect the rights of the homosexuals. Violence against homosexuals is therefore a criminal offense in the US. It is classified as a hate-crime. Many nations have followed the same route. The UK has also decriminalized homosexuality. It isalso a criminal offense to attack another person or a group of people on the grounds of homosexuality. Even religion is slowly changing its stance on this issue. The Catholic Pope has condemned violence against homosexuals saying that violent death and injuring these people does not auger well with the religion. However, the sad part is that still homosexuals are not accepted in the entire society. They are not given equal treatment like other people. In the US, there is discrimination in getting employment. In addition, this discrimination is present in seeking medical examination servi ces such as HIV testing and Counselling. These are the reasons why LGBT activism is not going to end any time soon The proper way to go about agitating for equality and eradicating violence altogether is spreading awareness sometimes that can be done in methods other can marches or protests. Pop culture has had a huge impact on the way people observe and understand the LGBT community. The movie industry has also helped in shedding light on the issue. Two movies specifically, the Boys Dont Cry and the Celluloid Closet have done so. The Celluloid Closet is a documentary that looks into the world of Hollywood gay culture and the progression of stereotypes to a positive change. Production Code influenced films throughout the years. It presumed that issues of homosexuality would not be discussed or created in the films. Furthermore, the film shows the way homosexuality was portrayed, when it was portrayed. The Boys Dont Cry is a film about a transgender man played by Hillary Swank. This quotation desires to be a man while she has female parts. In her association with men, she ends up being raped and beaten. This clearly depicts the suffering of the transgender people. The stigma associated with her case cannot abide her to report such a case.Films such as these two discuss very important topics and visually force people to acknowledge the things that have happened. Moreover, get together organizations and donating to the events that help fight against violence in the LGBT community is another way though which we can help. There have been decades of both violence and growth in relation to the acceptance of the LGBT community. While violence still continues it is important to note that the number of organizations and people fighting for equality has grown to great heights. Meanwhile, the LGBT community is not relenting in their efforts to fight for their rights. The society should learn to tolerate the lifestyle of the people that they disagree with. It is importa nt to remember that these individuals, the homosexuals, are human beings in the first place. They therefore deserve the respect as human beings. The world at large is learning to live with LGBT people. They are slowly getting acceptance. But the fight moldiness continue until when LGBT persons will enjoy full rights just like others without discrimination. Individuals who arepart of the community and those who are not have come together to end violence and promote respect for all.ReferencesGay rights protest in St. Petersburg ends in clashes, arrests. Reuters. N.p., 12 Oct. 2013. Web. 4Nov.2013..Human Rights Campaign. N.p., 2011. Web. 4 Nov. 2013. .Tanzer, Miles. LGBT Rally In St. Petersburg Ends With Arrests And Violence. Buzzfeed World. N.p., 12 Oct. 2013. Web. 4 Nov. 2013. .Kendell, Kate. Ending Discrimination base on Sexual Orientaton and Gender individuality. Human Rights 35.4(2008) 18-19. Web.Meyer, Doug. An Intersectional Analysis Of Lesbian, Gay, Bisexual, And Transgender (Lgbt) Peoples Evaluations Of Anti-Queer Violence.Gender and Society 26.6(2012) 849-873. Web.Fredricksen, KarenI., MichaelR. Woodford, KatherineP. Luke, and Lorraine Gutierrez. Support Of Sexual Orientation And Gender Identity Content In Social Work Education Results From National Surveys Of U.S. And Anglophone Canadian Faculty. Journal of Social Work Education 47.1(2011) 19-35. Web.Source document

Mineral and Water Functions Essay

Minerals and piss argon essential to health and bodily functions. Minerals ar essential to body structure and to muscle functions, tranquil balance and pith functioning. pissing is involved in every function of the body. It transports nutrients and waste products and is necessary for digestive, absorption, circulatory and excretory functions. Water also maintains proper body temperature and prevents dehydration. There be over twenty minerals needed in dietary intake to maintain health. Minerals argon broken down into two categories macrominerals and microminerals.Macrominerals are considered major minerals and include sodium, potassium, chloride, calcium, phosphorus and sulfur. Microminerals or trace elements are needed in smaller quantities and include iron, copper, zinc, selenium and iodine amongst others. Although trace elements are needed in smaller amounts, they are just as essential to health as major minerals. Minerals are essential to various functions in the body. S odium, potassium and chloride are all necessary for fluid balance. Magnesium, sodium, calcium and potassium are critical for proper nerve transmission and functioning.Magnesium and phosphorus are some(prenominal) required for healthy bones and teeth and sulfur is needed for healthy protein molecules. Although calcium is most commonly related to healthy bones and teeth, it is also important to blood clotting, blood pressure and ordination and immune system regulation. Minerals interact with each other, along with vitamins and other nutrients to maintain body functions and health. Sources of minerals are plentiful they can be found in both food and plant sources.Table salt, soy sauce and large amounts of processed foods all contain sodium and chloride. Milk, meats, breads and vegetables are also good sources for both of these minerals as well as potassium, calcium, phosphorus and sulfur. Nuts, seeds, legumes and leafy green vegetables are good sources of magnesium which is also found in chocolate and artichokes. Iron, zinc, iodine and selenium are often found in various meats, poultry and seafood. Fluoride, a trace mineral, is found in drinking water, fish and most teas.Major minerals and trace elements are found in a multitude of food and plant sources. Equally as important as minerals, water is vital to health and bodily functions. Water provides many benefits to the body and is essential to life. Although the body can sustain on little to no food for weeks, it can only survive without water for a few days. Functions of water in the body include dissolving minerals and vitamins making them accessible to the body, flushing out waste products from the body and carrying nutrients and oxygen to the cells.It is also responsible for lubricating joints, protect tissues and organs and regulating body temperatures. Water also hydrates the body providing moisture to the tissues throughout the body. Dehydration has numerous negative effects on the body. The body loses w ater on a routine basis through normal functions such a sweating and elimination waste and it is essential to consume enough water daily to offset this loss. Most people who experience dehydration experience mild symptoms such as fatigue, muscle weakness, headaches and dizziness.More unrelenting symptoms include severe thirst, rapid heartbeat and delirium. In some cases, if unattended, dehydration can become fatal. Minerals and water are both essential to proper body function and maintaining health. Minerals are needed by the body to provide structure and regulate chemical reactions. Water provides transport, protection, lubrication and temperature regulation and must be consumed to replace the losses through urine, toilet and sweat. Both support the body, nervous system and interact with vitamins and nutrients to support a healthy body.

Figuring Fixed Costs Essay

10.1 The highest number of meals served was 4,900 in December, with the lowest of meals being 3,500 in July making a difference of 1,400 of meals served, between the twain months. The cost per meal variable is 1400$5500.00 for a total of $3.93 (WHDMs) fixed cost is computed as follows $20,500.00-(3,500*$3.93) =$6,745.00 According to the following formulaPX=A+Bx5.77x=$6,745+$3.935.77-$3.93=$6,745+ ($3.93-$3.93)1.84x=$6,7451.84x*1.84x=$6,745*1.84xX=3,666 periodic BEP3,666*12= 43,992 BEP for the fiscal year (Oppapers.com, 2012), for the Westchester Home- Service Meal Delivery program, since the program received 45,000 meals to serve and only needed 43,992 of them their profit is going to come from merchandising the other 1008 meals at a $1.84 per meal making a profit of $1,854.72.10.2 NRCC and Its BEPAnnual revenue = $20.00 per subscriptionAnnual variable rise for making and mailing six bimonthly issues has risen 4.50 (Martin, L., 2001) (NRCC) annual fixed cost is 6,000 + 3,900 = 9,90 0Per subscription (NRCCs) annual margin would be 20-4.5 for a total of 15.5 Making their BEP as follows 9,900/15.5 equaling 639PX = A+Bx20x=6,000+3,900+4.50x20x=9,900+4.50x20x-4.50x=9,900+ (4.50x-4.50x)15.5x=9,90015.5x/15.5x=9,900/15.5xX=639No way is this feasible, because there are two staff members, who are all ready at the maxim susceptibility of 650, leaving no capacity for any kind of slack.ReferencesMartin, L. (2001). Financial Management for Human Services Administrators. Needham Heights, MA Allyn & Bacon http//www.oppapers.com, 2012http//www.studymode.com,2013University of Phoenix. (2001). Financial Management for Human Service Administrator. Retrieved from University of Phoenix, HSM 260 website.

Harmful Threats to the Human Body

Harmful Threats to the Human Body There argon a tidy sum of bacteria that be good for benignant bodies, but there are also a lot of bacteria thats very harmful to the human body. Bad bacteria tail assembly affect people from swimming in lakes and ponds. Many of the worlds best-known disease outbreaks have been transmitted by water-borne bacterium. Lakes and ponds are rightful(prenominal) un-treated drinking water. They have a lot of microorganisms in it that you cannot see. There are many ways to be contaminated by bacteria you can drink up it, breathe it in, or they can name in an open wound.Being contaminated can cause contend infections, ear infections, eye infections, diarrhea, and respiratory infections. Langerhans cells and macrophages defend against microbes. Anyone can be infected by bacteria and there doesnt have to be a lot of it in order to be infected. Vibrio epidemic cholera is a bacterium that causes cholera outbreaks around the world. Cholera isnt common in t he U. S. anymore but you should be careful when visiting out of state. other bacterium found around the world is E. coli O157H7. It produces a bloody diarrhea.Its also a part of food contamination. It doesnt take many organisms to let down infected by this. Children and elderly are at high risk of severe illnesses. E. coli O157H7 is even found in swimming pools. Leptospirosis is commonly transmitted by water contaminated by animal urine or soil that comes in contact with open wounds. It can either be barely noticeable or it can cause severe muscle pain. There are many different kinds of bacteria that can have a bad exertion on the human body, especially in lake waters.A lot of people think that there is no way for your body to overheat, because of sweat. They think that sweating cools your body subject so that it is impossible to overheat. That is wrong. If you get too hot too fast, your body cannot work fast enough to cool down. And if your body doesnt eventually get cooler yo u can have a heat stroke or die. Lipid secretions also prevent dehydration. Symptoms of overheating are hard to breath, heart trounce faster, you get dizzy, throwing up, and extreme dehydration.To keep from overheating you should drink lots of water and try to relax. When acquiring a sunburn your killing skin cells. After getting sunburn your skin tends to become red, sensitive to touch, and even warm. The outer layer of skin on your body is called the epidermis. Epidermis cells are the ones you can touch and see, they are also dead cells. The cells underneath that are living. They produce new dead cells to replenish your skin. The sun gives off ultraviolet light. Ultraviolet light is what kills the living cells.Nerve endings and receptors lead to cause covering skin to prevent further sunburn. Sebum is lubrication of skin and hair. When your body senses dead cells your immune system starts working to heal your body. It increases blood liquefy in the affected areas, opening up ca pillary walls so that white blood cells can come in and remove the damaged cells. The increased blood flow makes your skin warm and red. The nerve endings for pain begin sending signals to your brain. Damaged cells release chemicals that activate pain receptors. This is why sunburned skin is so sensitive.There are ways to prevent sunburn without having to stay inside. Use a sunscreen, which blocks ultraviolet light, or pace yourself so you get a tan first. When you get a tan, your body essentially creates its own sunscreen using special pigment cells in the epidermis. Deep cuts can become infected easily if it is not interpreted care of properly. Signs of infection are redness or discoloration, swelling, warmth, pain, tenderness, scaling, itching, and pulse drainage. The skin whitethorn harden or tighten in the area and red streaks may radiate from the wound.Wound infections may also cause fevers, especially when they spread to the blood. While in the water and you happen to cut you r foot immediately lift up your foot to prevent a deeper cut. Eccrine glands open by a duct directly onto the skin surface. When internal temperature rises, the eccrine glands secrete water to the skin surface, where heat is removed by evaporation. There are many types of protective swim wear you can purchase to prevent organisms and chemicals from getting to your skin.

Handicraft Industry in Nepal

Industry in Nepal Industrial Social Work Submitted by Submitted to Bikina Chhetri Kesh Malla 6th Semester Date 1st October, 2010 Concept Handicrafts argon unique expressions that represent a acculturation, tradition and the hereditary pattern of a country. Nepal is well kn avouch for its exotic Handicrafts legacy and tradition. A wide range of Nepali Handicrafts represents the transition of Handicrafts Tradition in Nepal.Handicraft is an art pret annihilate that needs tremendous artistic skills and creative mastery. Variety of designs and finishes be get equal to(p) in Nepalese foodstuff that reflects excellent artistic skills of craftsmen. . Handicraft, in addition known as craft work or simply craft, is a type of work where useful and decorative devices are made whole by hand or using only simple tools. Usually the term is applied to conventional means of making trustworthys. The individual artisanship of the items is a paramount criterion such items often have heatheni sh and/or religious significance.Handicrafts were the predominant form of production until the appearance of large-scale machine assiduity, with which they coexist, although they have wooly-minded much of their former importance. The characteristics of trades are the use of simple implements of labor the decisive importance of the artisans skill, which makes possible the production of high-quality, artistic goods and littler-scale production, in which the artisan works alone or with an passing limited number of assistants. Often, the concept of businesss does not include domestic traffics, which are designated by some otherwise term.For ex vitamin Ale, peasant domestic handicrafts may be known as domestic industry. Sometimes, only fit handicrafts are included in the concept of handicrafts, and handicrafts for market are referred to as cottage industry. The term handicrafts sometimes designates commissioned work and marketed work only at the stage when artisans are small-sca le, economically fissiparous producers who personally own the means of production. Nepalese Handicrafts can be categorized into two major breakdowns Traditional/ConventionalProducts such as metal statues, ethnic costumes, tralatitious silver jewellery, wood carving, religious and ritual objects like bells, vajra, stone sculpture, metal utensil, paubha painting, ceramics, Handmade Paper, Hand Knitwear, filigree, Bell, Vajra products are traditional Nepalese crafts. Contemporary/Modern Products like home furnishing material, alkali covering, modern painting, patina products, puzzle toys, macrame (knot crafts), pashmina, leather products, modern silver jewellery gift ware, decorative items, dolls & group A puppets, crazy hats, batik, bead crafts, bone & deoxyadenosine monophosphate horn products, natural buttons, felt craft etc. re some of the modern forms of Nepalese handicrafts. Origin Handicrafts emerge with the rise of human productive activity. Developing along with technolog y under antithetical social formations, handicrafts assume unlike forms. In conformity with the stages of the social division of labor, they are usually subdivided into domestic handicrafts, commissioned (made-to-order) handicrafts, and handicrafts produced for the market. Domestic handicrafts, the earliest form, prevail before handicrafts develop into an independent sector of the economy.Produced by the members of a household to satisfy their own needs, they are an inseparable part of the subsistence economy. Nepalese handicraft history can be traced back to the Stone Age when human beings were inadequate of tools of whatever kind. The history of artistic handicrafts only began during the 5th Century A. D. , when different religions began to form their bases among the people of Nepal. Hence we impose a lot of religious influence on Nepalese handicrafts. Introduced by the Nordic Aryans, mixed with different groups of Mongolians, nurtured by Buddhist and Hindu concepts adapted th e taste of market.The historical development of Nepalese handicraft industry is genuinely old although has its rise and falls. According to the reference found in Kautilyas sparings about various productions and exports from Nepal, during the time of Chandra Gupta Mouriya, in fourth century, Nepal was known for quality rainproof woollen blankets. The blankets were made of eight pieces united together of black colour known as bhiringisi as well as apasaraka. Similarly the good quality blankets are mentioned in the epics of Jain religion Brihatakalpasutra Vhashya. Various famous Chinese travellers like Wanghunshe and Huansang in 648 A.D. have appreciated Nepalese arts and crafts and the skills of Nepalese craftsmen and artisans in their travelogues. From the beginning up to the mid-nineteenth century, the rulers of the country evoked matter industries and trade to various measures of production, promotion and encouragement. Saving national industry only imported commodities which were not produced locally. Towards the end of the nineteenth century Nepalese arts and crafts industry and the entire home based industries in ordinary suffered a lot due to the general liberal import policy of the politics.Prior to the establishment of British governing over India and entering a peace treaty with Tibet in 1904 A. D. Nepal was interpreted as the main travel plan to Tibet for external trade with other countries. But the treaty of 1904 A. D. facilitated the British to open a new itinerary between India and Tibet through Chumbic Valley and the trade route treaty of 1923 A. D. between Nepal and British India, which was not in favour of Nepal and had very unfavourable effects both on industries and on flourishing trade of the country. In Nepal, the production of handicraft is an age-old practise.Novel handicraft is also developed in harmony with changing market taste. For the last 2530 years, export of handicrafts has been growing. The development of handicraft help s the conservation of national heritage and culture of country which in return contributes to appease poverty by creating job opportunities. The handicrafts of Nepal is produced in a traditional way, from generations to generations leading the footpath of ancestors or from forefather to grandfather to father and to son and this continuity has given the choice to Nepalese handicrafts, preserving their heritage, cultural values, aspects and tradition.More recently, these arts and crafts is one of the major exporting industry of Nepal, earning foreign exchange and providing barter to thousands of Nepalese craftsmen, artisans, promoters and businessmen generating revenue to government. There are many online websites on Nepalese handicrafts, which are utilize by international customers for ordering products. Importance to the Development and Economy Handicrafts have remained stronger in economically underdeveloped countries, where they still account for a significant percentage of th e output.Even in these countries, however, handicrafts are giving way to grind industry. Handicrafts have both cultural and economic importance for any country. Handicrafts are the potential medium to guard the rich traditional art, heritage angstrom unit culture, traditional skills amp talents. On other side handicrafts manoeuvre significant role for economic development in Nepal and provides ample opportunities for employment and boosts the tourism industry.Handicrafts in Nepal are associated with different festivals, rituals, religion and beliefs as thither is diversified culture and tradition all over the Himalayan kingdom, like Mandla Art, Buddha jayanti, Christmas Decorative, Buddhist Sculptures, Sculptures of Hindu Deities, and Mithila arts from Janakpur. There is a huge demand for Nepalese handicrafts products in both domestic and international market. Major part of Handicrafts Industry is dominated by small amp medium scale enterprises. To deliver quality products amp ma tch the demand amp supply there is need of greater technological support amp innovativeness in industry.Handicrafts are an integral part of Nepalese Culture and will continue to play a major role in the Cultural and Economic well being of Nepal. MAJOR EXPORT COMMODITIES 1990/91 Rs. Mn Carpets (hand knotted woolwn) 3701. 99 Readymade garments 1343. 57 Jute amp jute products 1343. 57 Hides and skins 277. 70 Pulses 241. 67 Vegetable oils 215. 00 Oil cake 87. 50 Niger seeds 86. 50 Catechu 76. 5 Ginger 61. 40 Handicrafts 49. 18 Silverware and jewellery 44. 67 (source ministry of industry of Nepal) The above given result shows that handicraft also plays a significance role for the economic development of the country. Not only has this but it also helps in utilization of raw materials and creating employment opportunities for the people. So, it can be termed as one of the vital domain of a function to work for increasing the GDP. Federation of Handicraft Association of NepalFederation of Handicraft Associations of Nepal was established in 1972 to heighten and promote handicraft trade and industry. Originally, its name was Handicraft Association of Nepal (HAN). It is registered under Institution Registration forge of Nepal. It is a service oriented non-profit organization of private sector business and artisan community. It helps its members to improve their productivity, seek markets and introduce them to the international arena. It also works as liaison between its members and the Government and Non-Government Organizations. The Government of Nepal has not specified a typical policy for handicraft.The handicraft has been included inside the industry policy opus there is a Federation of Handicraft Association of Nepal which works hand in hand with government and has developed some functions for handicraft which are 1. Organize seminars, symposiums and conferences on various topics relevant to strengthening the handicraft trade amp industry. 2. Organize exhibition and trade fairs to highlight handicraft products amp create earthly concern awareness in its usage. 3. Activate and increase contacts with National and International Agencies for the growth of handicraft trade amp industry. . Explore additional markets for the handicraft products. 5. Institute award in recognition of highest export and best craftsmanship. 6. coiffe participation in international trade fairs amp exhibitions for its members. 7. Publication of news bulletins, books, catalogues, members directory and other materials relevant to promote handicraft trade amp industry. 8. Act as catalytic agent for management of training programmes for the improvement of its members. 9. Documentation amp dissemination of information regarding handicraft trade amp industry. AnalysisThe market of handicraft is increasing day by day. Now a days people are cover their interest in handicrafts as it looks beautiful, attractive and primitive. In my view it is important to understand the pre sent subject of craft trade and the experience of the people who produce and sell crafts. The quantity of each handicrafts product at the outlets is generally small due to which the people involve in this business are not able to gain attention from the government. A major problem in supplying the retail outlets is that they order very small quantities.Due to the small scale of their business, they might keep products on consignments and pay groups for what they sales and return what does not sell. Craft groups are rapidly loosing ground due to some reasons like most of artisans do not get to hear about the schemes made for them. Even if they hear also, they dont seem to be getting more benefits as they are unable to compete in larger urban market, both domestic and international. At the producers and financial constraints, lack of raw materials, changes in market trends are the problem that has to be tackling in this business.On the other hand Government of Nepal is also not much interested in handicrafts as it has not declared any policy for handicrafts. But somehow many NGO and other small scale industry have given it some priority and have been working accordingly. May be this will help the government to realize the importance of handicraft in future and give finicky priority towards it as a means of economic development of the country.References www. wikipedia. com www. ekantipur. com www. fhan. com. org www. moics. gov. np

Effects of the use of web-based tools in Blended Learning Essay

Technology has made a deep meet on all aspects of human lives ranging from confabulation to tuition and enhancing individual performance. The conventional schoolroom is slowly be replaced by computer ground nurture and online cultivation environss that has penetrated remote corners of the globe via the Internet. The use of entropy and conference technologies in education has transformed traditional orders of eruditeness and teaching practices.The personalized schooling environment offered by the online medium has great potentials and smoke influence the learning process to a considerable extent. Technology has been a great enabler of transforming and re-defining the way a system operates and the wide variety of applications that it can support. Mevery web based learning environments use innovative technologies that have revolutionized the learning process over the past few years. surmount learning by the use of collaborative tools and technologies available has made significant breakthroughs in the field of learning.In the past few decades a number of tools and technologies have emerged that has enabled the users to adopt distance learning gradations and training departments be using it to furnish cost effective means of implementing learning and development programs for their employees spread across the globe. The online learning environment is supported by various types of tools that provide high level of inter legal action and collaborative features enabling participants to substitution messages, files, videos and impersonateations.This kind of technology is more and more being used in a wide range of applications ranging from facilitating electronic discussion between schoolchilds to enabling distance learning programs through web conferencing. The revolution in communication and information technology has had a profound effect on the teaching and learning process. The change is panoptic in ontogenesis learning communities online. M ost of the countries and even developing economies argon stressing on the use of computers as an instructional medium.E learning encompasses a wide variety of tools and technologies that can be used to crap the learning process in an individual. With the dish out of this technology a variety of online learning services ar made available ranging from online searches, tutorials, college courses, and professional courses to professional training and individual development programs. The E learning get adopts high level of audio and video interaction integrated with graphics and animation tool to present the learning module in an attr brisk format.Educational institutions and business organizations be increasingly adopting the e learning model for learning and training purposes. E learning is being increasingly used as a solution for delivering online learning regardless of physical locations or time constraints. The whole world has become an increasingly connected global community that can parcel of land ideas and exchange information through the Internet.More populate across the globe are turning towards the latest technology gadgets that have made communication transmit smo opposite and faster. It has proved to be a big resource for individuals who would like to learn a recent skill or train themselves in new fields while pursuing their current employment. Hence, E learning field has provided new and make better learning opportunities extending its reach beyond university campus and corporate learning centres. blend learning an overviewBlended learning has been described as a phrase introduced by the distance learning community in recognizing the value of synchronal learning activities, like feeling to face interactions with instructors and collaborative control with peers, as complements to activities performed asynchronously by individual learners (Howard et al. , 2006). The blended learning system includes both web based learning and traditional classroom learning environment. The web based learning system provides the students with self paced learning modules that they can pursue at leisure and convenience depending on their learning capacity.This learning environment also provides E learning tools that enable live discussions and online learning programs. The conventional classroom settings are used to clarify doubts and queries regarding the course content and student progress. An effective learning environment facilitates interaction between the learners that increases the scope to exchange ideas and opinions, share experiences and assess their level of understanding on the athletic field matter.A classroom environment provides this kind of face to face interaction enabling the students sharing the same learning goals to coordinate with each other, communicate their ideas and information. Jonassen (1988) has tell in his works that the effectiveness of any learning environment is based on the types and levels of cogni tive and metacognitive activity engendered in the learners. It is widely accepted that learning is enhanced in instructional settings where students are engaged in processing personally relevant content and are reflective during the learning process.Learners that participate in active learning activities find learning a more pleasurable and increasingly effective than engaging in monotonous lecture sessions. Online learning provides the learners with the scope to explore the topics and study related theories that increase their level of understanding. The secernate ingredient to a successful computer based learning application is its ability to interact with the student and direct the flow of learning in accordance with the student capability. The visibility and presentation of information through attention grabbing graphics and multimedia tool make this a more effective learning platform.in oneness case the attention of the student is on the learning tool the application needs to stimulate the learners curiosity that in turn leads to search for answers and in-depth study of the learning module. The most effective teaching method involves a high level of interaction between the teacher and the student. A dedicated teacher is one who understands the students learning capacity and his shortcomings and guides him through with effective feedback. A two-way communication between the teacher and the student is very effective in the learning process.Computer based learning applications are continually striving to achieve the human to human interactivity level and have been quite successful in this venture with the aid of multimedia based technologies. Blended learning combines the positive aspects of both conventional classroom learning and online learning to provide an enriching learning experience to the students. Web-based tools There are wide varieties of computer-mediated communication theory technologies that enable manage and support E learning. These tools have facilitated extensive collaboration and communication protocols providing an enriched learning environment.Some of these tools are email, chat, video conferencing, web conferencing, newsgroup, blogs, forums, virtual classrooms, and message boards. Synchronous and Asynchronous tools E learning is unremarkably referred to the planetary use of networked information and communications technology in teaching and learning. It refers to educational processes that utilize information and communications technology to mediate asynchronous as well as synchronous learning and teaching activities (Naidu, 2006). roughly(prenominal) synchronous and asynchronous tools can be used effectively to communicate, exchange and form ideas and information on a specific subject matter.Synchronous E learning is live, real time facilitated instruction, and learning orient interaction that enables learners to use electronic means to collaborate and participate in live forums. The root of synchronous E learning has been derived from three main influences the classroom, the media, and the conference. The virtual classroom uses highly interactive forms of synchronous E learning tools to simulate a conventional classroom environment. White-board, discussion rooms, and break out areas are whatsoever of the concepts used to enhance interactivity between learners in a virtual classroom.Naidu (2006) also observes that most of the applications are construct around the synchronous learning model that makes use of tools like virtual learning environment, rapid E learning, web casting, web conferencing, video conferencing, webinars, live E learning, and e conferencing. These synchronous E learning tools help in connecting dispersed learners, facilitating real time interaction and collaboration, fostering a sense of immediacy and co-presence, developing a learning community, and enabling access to subject matter expert resources.This kind of learning environment rules out gender and perso nality dominance that tends to overpower in a traditional classroom setting. It encourages learners towards better teamwork, collaboration skills, strong motivation and extended peer support (Naidu, 2006). Asynchronous tools like emails, electronic forums, online discussions, blogs, provide a platform for students and teachers to discuss ideas and opinions on a specific topic.This form of E learning is commonly facilitated by media such as email and discussion boards, supports work relations among learners with teachers, even when participants cannot be online at the same time (Hrastinski, 2008). This provides a form of flexibility to the learners since they can access learning materials and information any time according to their convenience. The learners can log on to an E learning environment and access training materials, receive and send messages to peers and tutors. In higher education, learners can pursue online courses while taking care of other commitments.Asynchronous E le arning tools have the advantage of enabling users to access information and pursue their subject matter with greater degree of concentration allowing the mind to process the information at leisure. However, it also has some significant drawbacks that include greater learner discipline since the learner has to take initiatives to login and make use of the information and tasks involved in learning process. This kind of learning process is more impersonal and isolated as compared to synchronous learning tools that enable live interaction (Ashley, 2003).