Calories :: essays research papers

People atomic number 18, by nature, very gullible, nieve and border on ignorance. There are very few that strive for understanding. Most accept what is told them by friends, the media and the government without question. Take for, instance, the small calorie. Millions of Americans read the labels of food containers and worry endlessly about the number of calories that a food contains. This is a classic example of human ignorance. How can one worry about something and not know what it is, where it comes from, and what it does?A French scientist, Antoine Lavoisier coined the term calorie, genuinely caloric, in the eighteenth century. Mr. Lavoiser observed that chemical reactions gave off heat. He believed that this heat was some form of fluid, much like water, that carried the heat away from the reaction. (Rothman, 69) Antoine was on the remedy track he merely got on the wrong train.Benjamin Thompson, also an eighteenth century scientist, observed that while drilling through brass with a dull bit he could produce enormous amounts of heat yet not get very deeply into the brass. This led Mr. Thompson to the conclusion that heat was the output of work, not the invisible fluid caloric.Joseph Black, yet another scientist of the seventeen hundreds, discovered that it took different nucleuss varying amounts of heat to raise one gram of a substance one degree Celsius. He called this specific heat. Mr. Black also noticed that when mercury at fifty degrees is mixed with equal amounts of water at vigour degrees the resulting mixture would be only one degree. From this, he concluded that heat and temperature were not the same. In order to give the scientific world a modular of measure Mr. Black termed the amount of heat required to raise the temperature of one gram of water one degree Celsius a calorie.The problem encountered here is that the calorie on food containers is not quite the same as Mr. Blacks. The calories referred to by the food and Drug Administration are actually kilocalories. That is one thousand multiplication greater than those Mr. Black discovered. When Americans sit down to breakfast and eat a serving of Frosted Flakes, they are not ingesting one hundred sixty calories however one hundred sixty THOUSAND calories.

The Count Of Monte Cristo: Revenge :: essays research papers

The numerate of Monte Cristo avengeThe Story of Edmond Dants, the Sailor, who Becomes the Rich & Powerful Count ofMonte Cristo and Takes Revenge on whole his Enemies.Chesky Hoffman June 17, 1996 Dr. GoodaleIn this essay I will show how Edmond Dantes punishes his quaternion enemies withrelation to their specific ambitions. Edmond is sent to jail due to hisenemies jealousy. After he escapes he becomes rich and powerful and gets backat them. Before I relate to you how Dantes gets back at his enemies I wouldlike to familiarize you with the story.The story describes the life story of its main character Edmond Dantes. He ispromoted to captain of his ship. This promotion ignites the jealousy of hisfellow shipmate Danglars. Dantes is then falsely accused of being a Bonapartist.This means he sides with nap Bonaparte and is committing treason againsthis own king. He is sent to a prison called the Chteau dIf. The Chteau dIfwas surrounded by water and was known as a place of no return. Whe n Dantesescapes, he takes revenge against his four enemies who conspired against him tosend him to prison, in the manner of an eye for and eye. These fourconspirators are Danglars, Caderousse, Fernand Mondago, and Villefort. In orderto take revenge on his four enemies, Dantes uses a variety of names anddisguises. The main new identity he uses for himself is The Count of MonteCristo.Danglars, as mentioned above, was the Counts shipmate when his name wasstill Edmond Dantes. When Edmond went to jail, Danglars ran away and becamevery rich. Caderousse was a tailor. He was also the Counts fathers landlordand once the count was sent to prison, Caderousse allowed Dantes father tostarve to death. Fernand Mondago was in love with the counts fiancee Mercdes.When the Count was sent to jail Fernand married her on the pretext that thecount would not return. These three enemies all got together one night and wereall responsible for writing an incriminating letter about the Count to hisfourth enemy , Monsieur De Villefort, who was the citys temporary prosecutor atthe time. He was responsible for the actual sending of the Count to prison.After the Count escaped from prison, he discovered that all his enemieshad moved to Paris. He became acquainted with people from that city andeventually moved there so that he could have his revenge. The revenge taken onDanglars matches the abuse which he committed toward the Count. When Danglarswrote the incriminating letter about the Count, calling him a Bonapartist, his

Cutting Down the Brazilian Rainforest Is Wrong :: essays research papers fc

Cutting down the Brazilian rainforest is not a morally just thing to do. Not only does leave the flaw aseptic and cut the land used for crops life in half, but it also eliminates the opportunity for new medicines to be found, new plants to use for treatment in the health check field, and petroleum substitutes to be collected and used, just to name a few. In addition, the presence of the rainforest helps protect us from global warming and keeps some of the rarest and near animals and their homes alive. However, many people feel that the cities in Brazil are very crowded and the opening of the Amazon basin for people to live will be beneficial to the overcrowding problem. Also, by cutting down the rainforest, Brazil makes good money selling the lumber to Japan. With the construction of new roadways that lead to the Amazon Rainforest, the government was subject to make money while relocating many of its inhabitants. The problem that arises from Brazils rainforest dilemma is that t he various benefits and harms of the development of forest are incommensurable and not easily weighed. They learn the weighing of differences between global and local goods - the benefits of selling lumber and creating ranches for local populations versus the possible global benefits of a potential cure for cancer or a contribution to the reduction of greenhouse gases.Cutting Down the Rainforest Rids the Land of All Nutrients and Makes it InfertileThe rainforest was cut down by the original pioneers and mainly the ranchers workforces, and then burnt during the dry season. The ash from the forest was then used to fertilize the crops or fodder they developed. The constraints of the rainforests soil are pivotal to the much occupy that arose from this technique of clearing, burning, and then planting. This technique could render worthwhile crops, but only for a short time - from between 2-3 years to 10-12 years. After this, however, the landowners are compelled to travel elsewhere t o carry on with their technique. This is due to the fact that the rainforest contains no topsoil, and farming and cultivation is not able to be prolonged or sustainable. The soil in the rainforest is remarkable for its lack of nutrients. Therefore, the forests are deemed to be one of the most delicate biomes in the world.The soil in the rainforest is so

Histories Maladies :: essays research papers

It seems these days that our worlds history is becoming more and more miscons trustworthyd and misused. everywhere you look or read about history, soulfulness has made a massive blunder. Facts become fiction and fiction fact. And its always done so to someone or some groups benefit.Take the history of slavery, for example. This always controversial subject has been a key element in the history of our United States of America for many a(prenominal) generations, and will be for many more. But the truth, rather the complete truth is not taught in school. Why? Because if it was there are certain groups of people that would be outraged. This is not a racist or prejudiced view, but people who seem to believe that others should be held accountable for what their ancestors did to the others ancestors will always hold a controlling voice in what is taught in history.Where did this point come from? Simple as we all know, native Africans were sold into slavery during American colonial times . That has neer been disputed. What is not taught, however, is who sold them into slavery. And why is that? Because if it were taught, that controlling minority would lose its control, not just over history, but politics, education and more.And whats more about slavery is that it wasnt provided Africans who were sold into slavery during the course of mankind, but also Jews, Arabs, Irish, Scottish, English, Germans... The list goes on. In fact, every major ethnicity or nationality has had members of its ancestry enslaved at some point in time. Its nothing that hasnt been performed for eons. But why do we concentrate so hard on the slavery of Africans? Because we have to.Another problem with history as it is taught is apparitional persecution. Christianity for many centuries has complained that it is persecuted constantly throughout history. Yes, thats true, but Christianity fails to point out that it itself is one of the worst religions when it comes to persecuting other religions . The Crusades are a prime example of persecution performed by Christianity. No religion is exempt from having been persecuted or having performed persecution. But were not allowed to know that.The Jewish religion is another example. Always one of the most fiercest anti-Christian religions, Judaism is known for being persecuted. Although true enough that their religion has most definitely suffered the worst religious abuse they too participate in the active destruction of other religions.

Mandatory Physical Education I :: essays research papers

Current high take aim students are becoming fatter, slower, and lessmotivated than past students. Many of these young deal would prefer to be aim term passively in front of the television rather than to do something fleshlyly active. Most high school students conceive they do not beat fit time, opportunity or focusing to act in physical activities. The ideal place in which students would be able to project adequate time, opportunity and guidance are in the high schools themselves. Politicians and educators responsible for the mandatory physical facts of life program at the junior high school levels (grades eight to ten) should be applauded for this, solely frowned upon for not enforcing it on senior high school students (grades 11 and 12). somatogenetic command is defined as the process of education that develops the human body, specifically fitness and movement skills (Baker, 1990, p. 14). This teaches students valuable skills that would be applicable to life, presen t and future. Students also learn how to work and interact with others to pursue goals in a way which academic subjects, much(prenominal) as mathematics and science, may not provide. Physical Education should be a requirement for all British capital of South Carolina high school students because it provides physical skills necessary for effective social functioning, offers educational value and teaches healthy habits reducing health risks. Opposition of mandatory Physical Education in high schools believe that if a student has not developed a desire for voluntary physical exercise by the time he or she reaches high school , he or she may not ever (Eberhardt). It is true that individuals should not be forced into something they breakt indirect request to participate in, but if these students dont get any exercise external of school, where will they receive an appropriate amount of fitness? Paul Eberhardt, acrobatic director, intramural director and engineer coach of the McNair M arlins basketball team in Richmond, B.C., believes that students dont care about participating in P.E. anymore and we have to educate students on the benefits of Physical Education. In the 1994-1995 school year there were 1,133 students enrolled at McNair High School but there were only quaternion P.E. classes available, which meant approximately 120 students tended to(p) in these classes. The remaining 1013 grade eleven and twelve students had no Physical Education at all. This is an astonishing figure. Many students participate in sports and recreation activities outside of school, but most of them get hardly any exercise at all.Mandatory Physical Education I essays research papers Current high school students are becoming fatter, slower, and lessmotivated than past students. Many of these young people would prefer to be sitting passively in front of the television rather than to do something physically active. Most high school students believe they do not have sufficient ti me, opportunity or guidance to participate in physical activities. The ideal place in which students would be able to find adequate time, opportunity and guidance are in the high schools themselves. Politicians and educators responsible for the mandatory physical education program at the junior high school levels (grades eight to ten) should be applauded for this, but frowned upon for not enforcing it on senior high school students (grades 11 and 12). Physical Education is defined as the process of education that develops the human body, specifically fitness and movement skills (Baker, 1990, p. 14). This teaches students valuable skills that would be applicable to life, present and future. Students also learn how to work and interact with others to pursue goals in a way which academic subjects, such as mathematics and science, may not provide. Physical Education should be a requirement for all British Columbia high school students because it provides physical skills necessary for ef fective social functioning, offers educational value and teaches healthy habits reducing health risks. Opposition of mandatory Physical Education in high schools believe that if a student has not developed a desire for voluntary physical exercise by the time he or she reaches high school , he or she may not ever (Eberhardt). It is true that individuals should not be forced into something they dont want to participate in, but if these students dont get any exercise outside of school, where will they receive an appropriate amount of fitness? Paul Eberhardt, athletic director, intramural director and head coach of the McNair Marlins basketball team in Richmond, B.C., believes that students dont care about participating in P.E. anymore and we have to educate students on the benefits of Physical Education. In the 1994-1995 school year there were 1,133 students enrolled at McNair High School but there were only four P.E. classes available, which meant approximately 120 students attended i n these classes. The remaining 1013 grade eleven and twelve students had no Physical Education at all. This is an astonishing figure. Many students participate in sports and recreation activities outside of school, but most of them get hardly any exercise at all.

Mandatory Physical Education I :: essays research papers

Current spirited prepare students are becoming fatter, slower, and lessmotivated than one-time(prenominal) students. Many of these young commonwealth would prefer to be sitting passively in front of the television rather than to do something physically active. Most high school students believe they do not stand sufficient time, opportunity or guidance to inscribe in physical activities. The ideal place in which students would be able to interpret adequate time, opportunity and guidance are in the high schools themselves. Politicians and educators responsible for the mandatory physical pedagogics program at the junior high school levels (grades eight to ten) should be applauded for this, however frowned upon for not enforcing it on senior high school students (grades 11 and 12). natural command is be as the process of education that develops the human body, specifically fitness and movement skills (Baker, 1990, p. 14). This teaches students valuable skills that would be a pplicable to life, present and future. Students also learn how to work and move with others to pursue goals in a way which academic subjects, such as mathematics and science, may not provide. Physical Education should be a exigency for all British capital of South Carolina high school students because it provides physical skills necessary for effective social functioning, offers educational value and teaches healthy habits reducing health risks. opposite word of mandatory Physical Education in high schools believe that if a student has not developed a desire for voluntary physical bring by the time he or she reaches high school , he or she may not ever (Eberhardt). It is true that individuals should not be laboured into something they dont exigency to participate in, but if these students dont get any exercise outside of school, where will they receive an appropriate tally of fitness? Paul Eberhardt, athletic director, intramural director and head coach of the McNair Marlins basketball team in Richmond, B.C., believes that students dont care about participating in P.E. anymore and we have to educate students on the benefits of Physical Education. In the 1994-1995 school year there were 1,133 students enrolled at McNair High School but there were only quatern P.E. classes available, which meant approximately 120 students attended in these classes. The remaining 1013 grade eleven and twelve students had no Physical Education at all. This is an astonishing figure. Many students participate in sports and recreation activities outside of school, but most of them get hardly any exercise at all.Mandatory Physical Education I essays research papers Current high school students are becoming fatter, slower, and lessmotivated than past students. Many of these young people would prefer to be sitting passively in front of the television rather than to do something physically active. Most high school students believe they do not have sufficient time, opportunit y or guidance to participate in physical activities. The ideal place in which students would be able to find adequate time, opportunity and guidance are in the high schools themselves. Politicians and educators responsible for the mandatory physical education program at the junior high school levels (grades eight to ten) should be applauded for this, but frowned upon for not enforcing it on senior high school students (grades 11 and 12). Physical Education is defined as the process of education that develops the human body, specifically fitness and movement skills (Baker, 1990, p. 14). This teaches students valuable skills that would be applicable to life, present and future. Students also learn how to work and interact with others to pursue goals in a way which academic subjects, such as mathematics and science, may not provide. Physical Education should be a requirement for all British Columbia high school students because it provides physical skills necessary for effective social functioning, offers educational value and teaches healthy habits reducing health risks. Opposition of mandatory Physical Education in high schools believe that if a student has not developed a desire for voluntary physical exercise by the time he or she reaches high school , he or she may not ever (Eberhardt). It is true that individuals should not be forced into something they dont want to participate in, but if these students dont get any exercise outside of school, where will they receive an appropriate amount of fitness? Paul Eberhardt, athletic director, intramural director and head coach of the McNair Marlins basketball team in Richmond, B.C., believes that students dont care about participating in P.E. anymore and we have to educate students on the benefits of Physical Education. In the 1994-1995 school year there were 1,133 students enrolled at McNair High School but there were only four P.E. classes available, which meant approximately 120 students attended in these classe s. The remaining 1013 grade eleven and twelve students had no Physical Education at all. This is an astonishing figure. Many students participate in sports and recreation activities outside of school, but most of them get hardly any exercise at all.

Human Resource Officers and Managers

Human Resource Officers and Managers play a special role in a confederation or establishment whether it is a school, bank, mill or a firm. They atomic number 18 the champions who screen the aspiring employees of the company. The Human reticuloendothelial systemource officers are the judges in the company whether an applicant has the qualities fitted for the vacancies in their companies. Nowadays, according to the oblige I have read, there are galore(postnominal) changes that happen in the positions of the employees, their roles and their functions in the group.It noned that the changes undergone by the HR officers are not as megabyte as the other positions of the company. The changes that have gone with the HR officers may not be that big, but the article stated that the company or corporation, no social occasion how big or small it is must have at least an HR officer in order to have better communications with their heads regarding melodic line matters. I think HR officers are designed to be the bridge of the heads to its subordinates. The HR officers must have the qualities like expertise in the communication strategies, managerial skills and the like.HR Managers are now involved in the planning of the organization, setting marketing preferences and also for conducting leadership trainings and programs that will enhance its members and employers to the fullest regarding their works in the industry. There has been a problem to the increasing cost rate of the benefits for employers. Years after years, the benefits that the employers are receiving are getting more expensive, such as for health services and the like. In the present times, the HR Managers must act on it in order to preserve the budgets and assets of the companies they are in.Since employers already know that there are benefits while they are working, it is wrong to cut or halt the benefits they are receiving. Moreover, they might organize a union that could scathe the existence of the company. Therefore, there should be ways in order to prevent such things to happen. Also, it is the duty of the HR Managers to help in the brainstorming of the ways to minimize the harm or should we say remove the harm for the company by the increasing benefits that the employers receive.From the article The Chief Human Resource Officer, it can be said that the demand for high quality human being resource officers are actually needed. The existence of these kinds of people will contribute to the increasing innovations of the companies in the world and might as well lead the company to new working skills that are essential in the workplace. Another article I have reviewed was from Americas Retirement Voice says that there really is an increase of the benefits that employers received such that of the health insurance benefits which is 8.6% and the pension plans that are occupying the 4. 6% of the total compensations cost. Thus, the benefits mentioned are only for government employer s. It said that the two major(ip) benefits received by retiring employers already exceeded other benefits that other employers receive such as with the paid sick and vacation leaves, and the other insurances issued for those employers who are not retiring. On the other hand, the private sectors employers receive more benefits in their health insurances that comprise the 5.9% of their payments and the other one is the Social security contributions that in turn get the 4. 9% of the total compensations. Since these benefits are really high, this is now, according to the article, local government officials tend to observe and give focus on it. I can see that the rise for the benefits for the employees happen because the old workers give higher quality product than the work and product of the younger ones. I remember one of my professors sayings that Quality is measured by age which may be true in this aspect.Older people might have gotten so many experiences that they already developed the skills that make them assets of the company. Moreover, the older workers only had the capacity to be of good quality since they have been in the company for years and they experience working in the company with or without the innovations. They are more flexible than the younger ones, so the company will of course give them high recognition and importance. The cut through says that there was a plan of the private sector employers to control the benefits that the retirees are receiving.Their target year was 2003. They already modified their DB (Defined Benefit) plans in order to provide their employers still the benefits they deserve however in a controlled manner. In figure 5 of the report, the graph shows the decline of the DB plans, which is really big. It was a big diminish of the given benefits and they already achieved roughlything out of their planned controlling of the benefits. I think employees are given the privilege to have check ups once or twice a year in order to detect whether or not they are still fit for the job.Many are already provided health care opportunities and insurances to rescind much leaves and incapacity for the work. Also, the health care insurances might give the option for the employers and employees to avail of the different supplemental foods that could help strengthen the employers. Indeed, HR managers are assets to a company. Even though from one report, I have read that quality HR members are not that easy to be found, and is a problem of some small businesses, it is really needed to have an HR manager with a star quality.I think one way of managing the rising costs of the benefits employers receive is to submit a highly recommended HR Manager who can facilitate the dealings of the problem. An HR manager that will give good strategies to solve the problem is in demand with this kind of situation. References Gaylen N. Chandler. Human Resource Management, TQM, and Firm Performance in Small and Medium-Size Enterprise s. Entrepreneurship Theory and Practice, Vol. 25, 2000. Retrieved 10 December 2007 from http//www. questia. com/googleScholar. qstjsessionid=HdHXPtqRjpHmJQTb6Qy0HHS1MV14B3nmgqh2dqZ4v7FY26fb8xKP -1609856024?docId=5002378696 The Chief Human Resource Officer. Retrieved 9 December 2007 from http//www. heidrick. com/NR/rdonlyres/91911795-CDC1-4DDD-A820 A6C88D9058BF/0/HS_TheCHRO. pdf Public Sector Retirement. Retrieved 10 December 2007 from https//www. nrsservicecenter. com/content/media/retail/pdfs/REI_report. pdf Measuring and Benchmarking Benefits. 2004. Retrieved 10 December 2007 from http//www. google. com/url? sa=t&ct=res&cd=2&url=http%3A%2F%2Fwww. iqpc. co. uk%2Fbinary-data%2FIQPC_CONFEVENT%2Fpdf_file%2F4019. pdf&ei=aBldR-2BMYGQgAOk-oC8DA&usg=AFQjCNHX2AxRSau5d9qDHYrSJ1UcaZJW1w&sig2=6a7qJMFG4gHhw4oArdRL4Q

Gmos and Organic Food Essay

Why spend more money on organic food? Why atomic number 18 GMO products long-wearing longer? These be commonly asked questions which will be explained. By the definition of GMO products, they encompass alimentary products grown from seeds that have been genetically altered. Organic products are those that are grown under the traditional way, without any intervention of Bio-engineering, and also without the usage of chemicals, known as pesticides.The Author, Michael Pollan in both, Omnivores Dilemma and In Defense of solid food makes an extensive and detailed analyzation of the production of food now days. The big corporations (farms) are now known as manufacturing factories where practically all the elements of their production process are strictly controlled. This highly technological system reduces the nutritional value of their products and in many cases their flavor as well, but it guarantees high volumes and longer shelf vivification of the products. An example of a food tha t would be known as a GMO would be tomatoes, which would be less healthy and again it wouldnt taste the analogous as an organic one.Organic products are grown by small farmers according to old farming techniques. These products do not need the addition of micronutrients ilk GMOs they maintain all the nutritional values and the original taste. Unfortunately, small farmers can not satisfy the demand that the market needs, let alone, the prices are higher.For example, if you were to sell organic tomatoes, you would have to need to sell them locally. If a company such as organic valley were to be ship organic products from California to New York, with them having shorter dismissal date, they would end up going bad. It would be hard for everyone to have the budget to buy and eat organic food even expensive restaurants dont use organic food.So, what is better? Feeding a large growing population with GMO products or to go back to square one, and run the risk of not having enough supply and have the prices skyrocket. At the end of the day, people will eat more GMO food for not everyone has money to buy organic food.

Literature Marking Scheme

SYLLABUS Cambridge IGCSE writings ( slope) 0486 For trial in June and November 2014 Cambridge external Certificate lit ( slope)* 0476 For examination in June and November 2014 *This syllabus is accepted for phthisis in England, Wales and nonherly Ireland as a Cambridge world-wide flummox aim 1/Level 2 Certificate. University of Cambridge international Examinations retains the copyright on all its publications. Registered shopping centres argon permitted to copy material from this booklet for their own internal economic consumption.However, we squirtnot give permission to Centres to photocopy any(prenominal) material that is acknowledged to a third party even for internal use within a Centre. IGCSE is the registered trademark of University of Cambridge global Examinations University of Cambridge International Examinations 2011 Con decennaryts 1. Introduction 2 1. 1 1. 2 1. 3 1. 4 1. 5 1. 6 Why choose Cambridge? Why choose Cambridge IGCSE? Why choose Cambridge IGCSE books (side)? Cambridge International Certificate of Education (ICE)Schools in England, Wales and blue Ireland How can I find out more than? 2. perspicacity at a glance .. 5 Cambridge IGCSE publications (English) Syllabus calculate 0486 Cambridge International Level 1/Level 2 Certificate Literature (English) Syllabus code 0476 3. Syllabus aims and objectives 7 3. 1 Aims 3. 2 Assessment objectives 4. Description of constitution (syllabus 0486) .. 9 4. 1 4. 2 4. 3 4. 4 . 5 Paper 1 denounce Texts impart books Paper 2 Coursework portfolio (syllabus 0486 all) Paper 3 undetected Paper 4 Set schoolbook mutations unopen books A (syllabus 0486 only) Paper 5 Set school texts Closed books B (syllabus 0486 only) 5. Description of musical themes (syllabus 0476) 13 5. 1 Paper 1 Set Texts Open books 5. 2 Paper 2 Unseen 6. Set texts (syllabus 0486).. 15 7. Set texts (syllabus 0476) .. 0 8. Grade descriptions .. 22 9. Coursework guidance (syllabus 0486) .. 23 9. 1 Coursework p ortfolio (Paper 2) (syllabus 0486) guidance grades 9. 2 Marking and lead Coursework 9. 3 Assessment criteria for Coursework 10. addition A . 26 10. 1 Resources baffle text strains 11.Appendix B Additional discipline . 31 12. Appendix C Additional information Cambridge International Level 1/Level 2 Certificates.. 33 Introduction 1. 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 ar part of the University of Cambridge, trusted for excellence in education.Our qualifications atomic number 18 trea authentic by the worlds universities and employers. Recognition Every year, thousands of learners gain the Cambridge qualifications they need to enter the worlds universities. Cambridge IGCSE (International General Certificate of Secondary Education) is internationally value by schools, universities and employers as equivalent to UK GCSE. look at more at w ww. cie. org. uk/recognition Excellence in education We understand education. We work with over 9000 schools in over 160 countries who offer our programmes and qualifications.Understanding learners needs or so the world means listening cargonfully to our community of schools, and we be pleased that 98% of Cambridge schools say they would advocate us to former(a) schools. Our mission is to provide excellence in education, and our vision is that Cambridge learners become confident, responsible, innovative and engaged. Cambridge programmes and qualifications help Cambridge learners to become confident in working with information and ideas their own and those of others responsible for themselves, responsive to and respectful of others nnovative and equipped for new and future challenges engaged intellectually and socially, ready to shake up a difference. Support in the schoolroom We provide a world-class support service for Cambridge t apieceers an d exams officers. We offer a wide range of teacher materials to Cambridge schools, plus teacher training (online and face-to-face), expert advice and learner-support materials. Exams officers can trust in reliable, efficient administration of exams entry and excellent, personalised support from our customer services. Learn more at w ww. cie. org. uk/teachers Not-for-profit, part of the University of CambridgeWe are a part of Cambridge Assessment, a department of the University of Cambridge and a not-for-profit organisation. We invest constantly in research and development to improve our programmes and qualifications. 2 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Introduction 1. 2 Why choose Cambridge IGCSE? Cambridge IGCSE helps your school improve learners performance. Learners develop not only knowledge and reason, but also skills in creative thinking, query and problem solving, helping them to perform well and prepare for the next 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 Secondary 2 stage. Schools worldwide flip helped develop Cambridge IGCSE, which provides an excellent preparation for Cambridge International AS and A Levels, Cambridge Pre-U, Cambridge AICE (Advanced International Certificate of Education) and other education programmes, such(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 Literature (English)? Cambridge IGCSE Literature (English) is accepted by universities and employers as proof of real knowledge and understanding. Successful prospects gain lifelong skil ls, including the ability to Read, interpret and evaluate texts by means of the accept of literature in English Develop an understanding of literal and implicit meaning, relevant contexts and of the deeper themes or attitudes that whitethorn be expressed Recognise and appreciate the fashions in which generators use English to achieve a range of effects Present an informed, personal rejoinder to materials they cave in studied explore wider and universal issues, promoting students better understanding of themselves and of the world around them. 1. 4 Cambridge International Certificate of Education (ICE) Cambridge ICE is the group award of Cambridge IGCSE. It gives schools the opportunity to benefit from offering a broad and balanced curriculum by recognising the achievements of learners who pass examinations in at least seven subjects. Learners draw subjects from five subject groups, including two languages, and one subject from each of the other subject groups.The ordinal subject can be taken from any of the five subject groups. Literature (English) falls into Group II, Humanities and Social Sciences. Learn more nearly Cambridge IGCSE and Cambridge ICE at w ww. cie. org. uk/cambridgesecondary2 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 3 Introduction 1. 5 Schools in England, Wales and Northern Ireland This Cambridge IGCSE is approved for regulation in England, Wales and Northern Ireland. It appears on the Register of Regulated Qualifications http//register. ofqual. gov. uk as a Cambridge International Level 1/Level 2 Certificate. at that place 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 street smart information on the performance tables, including the list of qualifications w hich count towards the English Baccalaureate, please go to the Department for Education website (www. education. gov. uk/performancetables). each approved Cambridge IGCSEs are listed as Cambridge International Level 1/Level 2 Certificates. 1. How can I find out more? If you are already a Cambridge school You can unclutter entries for this qualification through your usual channels. If you have any interrogatives, please contact us at emailprotected 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 emailprotected org. uk to find out how your organisation can become a Cambridge school. 4 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Assessment at a glance 2. Assessment at a glanceCambridge IGCSE Literature (English) Syllabus code 0486 Candidates take one of the lineing options Component Paper 1 Set Texts Open books Paper 2 Coursework portfolio Duration 2 hours 15 minutes Assessed by the Centre externally moderated by Cambridge weightiness 75% 25% OR Component Paper 1 Set Texts Open books Paper 3 Unseen Duration 2 hours 15 minutes 1 hour 15 minutes Weighting 75% 25% OR Component Paper 4 Set Texts Closed books A Paper 5 Set Texts Closed books B Duration 2 hours 15 minutes 45 minutes Weighting 75% 25% The full range of grades (A*G) is uncommitted in each option. AvailabilityThis syllabus is examined in the May/June examination series and the October/November examination series. This syllabus is on tap(predicate) to private nominees (for the non-coursework options). Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 5 Assessment at a glance Cambridge International Level 1/Level 2 Certificate* Literature (English) Syllabus code 0476 All candidates take the following Paper 1 2 hours 15 minutes Set Texts Open Books leash offices drama, prose and poetry with a mix of modulation-based, demonstrate moves and (on prose and drama texts) empathic headways.There is a prime(a) of one-third questions on each set text. Paper 2 1 hour 15 minutes Unseen From a choice of two question, each requiring critical translation, candidates mustiness choose one. wholeness question is based on a literary prose passage and the other on a rime or extract of a poem. Candidates termination one question from each section and must choose at least one passagebased and one essay question. No set texts for this component. All Assessment Objectives are stressed 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 syllabu ses 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. * 6This syllabus is authentic 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 insure of reading literature understand and respond to literary texts in different forms and from different periods and cultures communicate an informed personal reply appropriately and effectively appreciate different ways in which writers achieve their effects experience 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 detailed knowledge of the content of literary texts in the three main forms ( romp, 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 shape meanings and effects AO4 choke a sensitive and informed personal answer to literary texts. Each of the perspicacity objectives is present in each of the newsprints, with the following weighting Cambridge IGCSE Literature (Engli sh) 0486 Cambridge International Certificate Literature (English) 0476 7 Syllabus aims and objectives Syllabus 0486 Paper 1 Paper 2 Paper 3 Paper 4 Paper 5 AO1 25% 25% 25% 25% 25% AO2 25% 25% 25% 25% 25% AO3 25% 25% 25% 25% 25% AO4 25% 25% 25% 25% 25%Paper 1 Paper 2 AO1 25% 25% AO2 25% 25% AO3 25% 25% AO4 25% 25% Syllabus 0476 8 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Description of musical themes (syllabus 0486) 4. Description of papers (syllabus 0486) 4. 1 Paper 1 Set Texts Open books 2 hours 15 minutes This paper has three sections Drama, Prose and Poetry. Candidates answer one question from each section. All questions carry equal marks. Candidates whitethorn take their set texts into the exam, but these texts must not submit 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 at a lower place for more details). Prose one passage-based question, one essay question, one empathic question (see under 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 symbolization (). empathic questions address the same discernment 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 direction of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poem from the set text before answering. The passage/poem is printed on the exam paper. All questions encourage an informed personal res ponse and test all assessment objectives. This means that candidates testament have to demonstrate heir 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 summons 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) . 2 Paper 2 Coursework portfolio (syllabus 0486 only) Candidates submit a portfolio of t wo identifications. 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 prepared for Paper 1. (There is no requirement to include work on a Paper 1 text. ) Assignments can be handwritten, typed or word processed. The phrasing of each 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 rest period by Cambridge. Teachers responsible for assessing Coursework must be veritable by Cambridge accreditation is usually awarded after the teacher has successfully complete the Coursework Training Handbook. For more information and guidance on creating, presenting and marking the Coursework, see member 9. 4. 3 Paper 3 Unseen 1 hour 15 minutes Paper 3 comprises two questions, each asking candidates for a critical commentary on (and appreciation of) previously unseen writing printed on the question paper.Candidates answer one question only. One que stion 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 be after their answer before starting to write. There are no set texts for this paper. 10 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Description of papers (syllabus 0486) 4. 4 Paper 4 Set texts Closed books A (syllabus 0486 only) 2 hours 15 minutesThe paper has three sections Drama, Poetry, and Prose. Candidates answer one question from each section. All questions carry equal marks. This is a Closed books paper candidates may not take their set texts into the exam room. On each text, candidates have a choice of three questions Poetry one passage-based question, and two essay questions Drama one passage-based question, one essay question, one empathic question (see below for mor e detail) Prose one passage-based question, one essay question, one empathic question (see below for more detail).Candidates must answer at least one passage-based question and at least one essay question. On the Question Paper, passage-based questions are indicated by an asterisk (*) and essay questions are indicated by a dagger symbol (). Empathic questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable voice (i. e. a manner of speaking for a specific character).Passage-based questions ask candidates to re-read a specific passage or poem from the set text. The passage/poem is printed on the exam paper. All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate their personal response, sometimes directly (answering questions such as What do you think? , What are your feelings about? ) and sometimes by implication (such as Explore the ways in which) their knowledge of the text through the use of close part 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 ques tion, one essay question, one empathic question (see below for more details). Prose one passage-based question, one essay question, one empathic question (see below for more details). Empathic questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable voice (i. . a manner of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poem from the set text before answering. The chapter, scene or page reference will be given on the exam paper (references to several available editions will be provided if necessary). All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate their personal response, sometimes directly (answering questions such as What do you think ? , What are your feelings about? ) and sometimes by implication (such as Explore the ways in which) 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. 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 passa ge-based question and two essay questions. Drama one passage-based question, one essay question, one empathic question (see below for more details). Prose one passage-based question, one essay question, one empathic question (see below for more details). Candidates must answer at least one passage-based question and at least one essay question. On the Question Paper, passage-based questions are indicated by an asterisk (*) and essay questions are indicated by a dagger symbol (). Empathic questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable voice (i. . a manner of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poems (or a part of a longer poem) from the set text before answering. Passages/poems are printed on the exam paper. All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate their personal response, sometimes directly (answering questions such as What do you think? , What are your feelings about? ) and sometimes by implication (such as Explore the ways in which) heir 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 questio n only. One question is based on a passage of literary prose (such as an extract from a novel or a short story) the other question is based on a poem, or extract of a poem. Candidates are advised to spend around 20 minutes reading their selected question and planning their answer before starting to write. There are no set texts for this paper. 14 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0486) 6. Set texts (syllabus 0486)Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 1 (syllabus 0486) Candidates must answer on three different set texts i. e. one set text in each section. office A DRAMA Candidates must answer on one set text from this section ** Arthur Miller All My Sons Willia m Shakespeare Julius Caesar * William Shakespeare The Tempest * Oscar Wilde The Importance of Being anxious portion B POETRYCandidates 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 Going The Voice At the Word Farewell During bakshish and come down In Time of The respite of Nations No Buyers A Street Scene Nobody tote ups These may be found in Selected Poems, ed. Harry Thomas (Penguin). Poems printed in the paper will follow this text. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 5 Set texts (syllabus 0486) * from Songs of Ourselves from Part 4 (Poems from the Nineteenth and Twentieth Centuries) Poems cx to 123 inclusive, i. e. the following fourteen poems Sujata Bhatt, A diverse History Gerard Manley Hopkins, Pied Beauty All en Curnow, Continuum Edwin Muir, Horses Judith Wright, Hunting Snake Ted Hughes, Pike Christina Rossetti, A Birthday Dante Gabriel Rossetti, The Woodspurge Kevin Halligan, The Cockroach Margaret Atwood, The City Planners Boey Kim Cheng, The Planners Norman MacCaig, Summer elicit 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 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 * The following ten stories no. 6 Thomas Hardy, The Sons Veto no. 12 Katherine Mansfield, Her First Ball o. 14 V. S. Pritchett, The disappear in the inunction no. 15 P. G. Wodehouse, The Custody of the Pumpkin no. 20 Graham Greene, The Destructors no. 27 R. K. Narayan, A Horse and 2 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 goldbrick Stories in English (Cambridge University Press ISBN-10 052172791X ISBN-13 978-0521727914) 16 Cambridge IGCSE Literature (English) 0486Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0486) Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 4 (syllabus 0486) Candidates must answer on three different set texts i. e. one set text in each section. The text li st for Paper 4 is homogeneous to the text list for Paper 1. Candidates who are taking Paper 4 will answer on one text in Paper 5.Section A DRAMA Candidates must answer on one set text from this section ** Arthur Miller All My Sons William Shakespeare Julius Caesar * William Shakespeare The Tempest * Oscar Wilde The Importance of Being Earnest Section B POETRY Candidates must answer on one set text from this section ** Thomas Hardy The following fourteen poems Neutral Tones I Look into My Glass Drummer Hodge The Darkling Thrush On the Departure Platform The Pine Planters The Convergence of the Twain The Going The Voice At the Word Farewell During enclose and Rain In Time of The Breaking of Nations No Buyers A Street SceneNobody Comes These may be found in Selected Poems, ed. Harry Thomas (Penguin). Poems printed in the paper will follow this text. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 17 Set texts (syllabus 0486) * f rom 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 BirthdayDante 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, FeastingKiran Desai Hullabaloo in the Guava Orchard ** George Eliot Silas Marner ** Susa n Hill Im the King of the Castle * 18 from Stories of Ourselves The following ten stories 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 HiruhamaraStories 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 ** tex t 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 & sedate (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 press I could remember that first day) William Shakespeare, Shall I Compare Thee? Elma Mitchell, People Etcetera Simon Armitage, In Our Tenth Year William Sh akespeare, The Marriage of True Minds Seamus Heaney, Follower Michael Laskey, Registers Chris Banks, The salute 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 2016 Set texts for Paper 1 (syllabus 0476) Section A DRAMA Candidates must answer on one set text from this sectionWilliam Shakespeare * Julius Caesar William Shakespeare The Tempest Section B POETRY Candidates must an swer on one set text from this section ** Thomas Hardy The following fourteen poems Neutral Tones I Look into My Glass Drummer Hodge The Darkling Thrush On the Departure Platform The Pine Planters The Convergence of the Twain The Going The Voice At the Word Farewell During Wind and Rain In Time of The Breaking of Nations No Buyers A Street Scene Nobody Comes These may be found in Selected Poems, ed. Harry Thomas (Penguin). Poems printed in the paper will follow this text. 20 Cambridge IGCSE Literature (English) 0486Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0476) * from Songs of Ourselves from Part 4 (Poems from the Nineteenth and Twentieth Centuries) Poems 110 to 123 inclusive, i. e. the following fourteen poems Sujata Bhatt, A Different History Gerard Manley Hopkins, Pied Beauty Allen Curnow, Continuum Edwin Muir, Horses Judith Wright, Hunting Snake Ted Hughes, Pike Christina Rossetti, A Birthday Dante Gabriel Rossetti, The Woodspurge Kevin H alligan, The Cockroach Margaret Atwood, The City Planners Boey Kim Cheng, The Planners Norman MacCaig, Summer FarmElizabeth 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 * The following ten stories no. 6 Thomas Hardy, The Sons Veto no. 2 Katherine Mansfield, Her First Ball no. 14 V. S. Pritchett, The Fly in the Ointment no. 15 P. G. Wodehouse, The Custody of the Pumpkin no. 20 Graham Greene, The Destructors no. 27 R. K. Narayan, A Horse and Two Goats no. 29 Ted Hughes, The Rain Horse no. 38 Morris Lurie, My Greatest Ambition no. 42 Ahdaf Soueif, Sandpiper no. 46 Penelope Fitzgerald, At Hiruhamara from Stories of Ourselves Stories of Ourselves The University of Cambridge International Examinations Anthology of Short Stories in English (Cambridge University Press ISBN-10 052172791X ISBN-13 978-0521727914) Cambridge IGCSE Literature (English) 0486Cambridge International Certificate Literature (English) 0476 21 Grade descriptions 8. Grade descriptions Grade descriptions Grade A A Grade A candidate will have demonstrated the ability to demonstrate clear critical/analytical understanding of the authors intentions and the texts deeper implications and the attitudes it displays make ofttimes well-selected reference to the text respond sensitively and in detail to the way language works in the text Grade C sustain a perceptive and convincing response with well-chosen detail of narrative and situation communicate a considered and reflective personal response to the text.A Grade C candidate will ha ve demonstrated the ability to show understanding of the authors intentions and some of the texts deeper implications and the attitudes it displays show some thoroughness in use of the text for support make some response to the way language works in the text Grade F make a evenhandedly sustained/extended response with detail of narrative and situation communicate an informed personal response to the text. A Grade F candidate will have demonstrated the ability to show a a couple of(prenominal) signs of understanding of the authors intentions and the surface meanings of the text make a little reference to the text 22 make a few straightforward points in terms of narrative and situation show evidence of a simple personal response to the text. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Coursework guidance (syllabus 0486) 9. Coursework guidance (syllabus 0486) 9. 1 Coursework portfolio (Paper 2) (syllabus 0486) guidan ce notes Teachers may not contract Centre-based assessment until they have been accredited by Cambridge accreditation usually follows the successful completion of the Coursework Training Handbook.Contact Cambridge for more information. For further guidance and for the general regulations concerning school-based Coursework assessment, see the Cambridge Handbook. General guidance Portfolio format The portfolio will contain t wo assignments, each on a different text. The assignments must be securely fastened and clearly marked with the candidates name, number and the Centre number. Work sent to Cambridge for external moderation must not be sent in clear plastic folders or ring binders. A completed Candidate Record Card must be included with each portfolio (see forms at rear of this syllabus). Assignments general issues Assignments usually follow a programme of study undertaken by a teaching group. The best assignments usually follow a shared learning experience, but are selected by the candidate. It is recommended that the teacher and the candidate controvert which are the best assignments to submit. Candidates do not have to produce assignments under timed examination-type conditions. Assignments may be completed at any stage during the course. Candidates should undertake more than two assignments to provide a choice of assignments for their portfolio. Assignments texts Assignment texts can be chosen by teachers or by candidates and teachers together.They must be sooner written in English, and of a quality appropriate for study at Cambridge IGCSE. Candidates within a Centre do not have to submit assignments on the same texts. Assignments should show that the candidate has studied the whole text. If poetry or short stories are used for an assignment, candidates should cover a minimum of two poems or stories. Candidates are not required to compare poems or stories within the assignment, as it is assumed that the assignment is based on the study of a wi der selection of poems or stories broadly equivalent to a poetry or short stories set text. Drafting assignments A general discussion on the progress of assignments is a internal part of the teacher/candidate relationship, as it is for other parts of the exam. In addition, if plans and first drafts are completed under teacher supervision, then teachers can be reassured of the authenticity of the final assignment. Teachers should not, however, mark, correct or edit draft assignment material candidates can certainly draft and redraft work, but teachers should give only general guidance during this phase. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 23 Coursework guidance (syllabus 0486)Length of assignments Assignments should be between 600 and 1000 words. This is a guideline. Candidates must not hedge length with quality. Although no assignment is penalised per se because of its length, assignments significantly under or over this word count guidance may be self-penalising. Presenting assignments Candidates may use typewriters or word processors, or can write their assignments by hand. Candidates should remember to carefully proofread their work. Checking portfolios for authenticity It is the Centres responsibility to make sure all Coursework is the candidates original work.Where appropriate, candidates should provide references to secondary source material, listing these at the end of the assignment. Feedback following external moderation Centres receive a brief report from the external moderator following the assessment of their candidates portfolios, usually at the same time as the final exam results. 9. 2 Marking and moderating Coursework As well as commenting on the overall quality of the portfolio, recorded on the Individual Candidate Record Card, teachers must mark each assignment by indicating the strengths and errors and by providing a final comment.Each assignment is to be marked out of a total of 25, in accordance with the criteria which follow. Assessment usually involves equilibrise strengths and weaknesses in the candidates work. If a candidate submits no assignment, a mark of zero must be recorded. Internal Moderation If several teachers in a Centre are involved in internal assessment, then the Centre must make sure that all candidates are assessed to a vernacular standard in order to produce a reliable order of rank. Centre assessments will then be subject to external moderation. External ModerationExternal moderation of internal assessment is carried out by Cambridge. Centres must submit candidates internally assessed marks to Cambridge. The deadlines and methods for submitting internally assessed marks are in the Cambridge Administrative Guide available on our website. 24 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Coursework guidance (syllabus 0486) 9. 3 Assessment criteria for Coursework 0 / 0 1 gang 8 solidification 7 No answer / Insufficient to meet the criteria for Band 8. 2 3 4 Limited attempt to respond 6 7 or so evidence of simple personal response shows some limited understanding of simple/literal meaning 8 9 10 makes a few straightforward comments shows a few signs of understanding the surface meaning of the text Band 6 makes a little reference to the text Attempts to communicate a basic personal response 11 12 13 makes some relevant comments shows a basic understanding of surface meaning of the text Band 5 makes a little load-bearing(a) reference to the text Begins to develop a personal response 14 15 16 shows some understanding of meaning akes a little reference to the language of the text (beginning to assume a voice in an empathic task) Band 4 uses some supporting textual detail Makes a reasonably developed personal response 17 18 19 shows understanding of the text and some of its deeper implications makes some response to the way the writer use s language (using suitable features of expression in an empathic task) Band 3 shows some thoroughness in the use of supporting evidence from the text Makes a well-developed and detailed personal response 20 21 22 shows a clear understanding of the text and some of its deeper implications akes a developed response to the way the writer achieves her/his effects (sustaining an appropriate voice in an empathic task) Band 2 supports with careful and relevant reference to the text Sustains a perceptive and convincing personal response 23 24 25 shows a clear critical understanding of the text responds sensitively and in detail to the way the writer achieves her/his effects (sustaining a convincing voice in an empathic task) Band 1 integrates much well-selected reference to the text Answers in this band have all the qualities of Band 2 work, with further insight, sensitivity, individuality and flair.They show complete and sustained engagement with both text and task. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 25 Appendix A 10. Appendix A 10. 1 Resources set text editions Unless otherwise stated, candidates may use any edition of the set text, as long as it is not an abridged or simplified version. There are many editions of set texts available, with newer editions sometimes including notes (often displayed on facing pages), illustrations, activities and further resources which make these texts particularly useful and user-friendly.Any of these texts may be taken into the examination room for Paper 1 (Open Books), but the text must not contain any annotations made by the candidate. The edition of Shakespeare used for setting extract questions on examination papers is the black lovage Text of The Complete Works of William Shakespeare ed. Peter Alexander (Collins, 1951 new edition 2006, introduced by Peter Ackroyd). However, this complete standard one volume edition is not

Political Culture Essay

How to face difficulty appealing to voters across grammatical gender or racial lines in the 2008 Presidential elections candidates Hillary Clinton and Barack Obama.For the first time in the U.S. history, the presidential nominees is an African-American man (Barack Obama) and a woman (Hillary Clinton) has been recognized by political expert as a ground-breaking. The defining issues of the United States presidential campaign are gender and racial identity.1) Do gender or race issues pose challenges to Hillary Clinton or Barack Obama? Why or why not?Whether they like it or not gender and race issues will pose challenges to Hillary Clinton or Barack Obama. Since Obama is an African-American black guy and Clinton is a woman, they cant help voters divide according to gender and race as much as they prevent that to happen.In terms of my personal preference this is a no contest. But of course they have divergent tactics to win for the Democratic vote. For one moment lets forget about race and gender that Obama and Clinton lie outside the norms of United States politics. every day in business the clash between them is being played out. Barack as new and Young Pretender. They are both energetic and full of ideas. We eer cheat they are destined to do very well but we never know when, or if, they will reach that level. They are thoroughly kindly but sometimes selfish. Clinton the executive who has risen over the years by undramatic effort and symbolize experience. Theyre both ready to compromise because they know no one ever gets all they want, but they are both steady and intelligent.I think that the emphasis of this election should be on the things that Clinton and Barack understand in terms of National choices rather than on the individuals.2) Are American voters capable of voting across gender or racial lines? Why or why not?No. The current generation of American voters according to political experts, argue that casting votes for candidates are capable regardless of race or gender.I think the most important thing in voting is that people simply have to follow the content of their hearts. What they think and whats on their mind that is going to be in the best interest of the country. Even for those who are non-partisan, the important thing is that the issue that comes across most is the need for a change in the United States.

Parliamentary vs Presidential Systems

The statement The constraints imposed on a Prime Minister be greater than those imposed on a President. Therefore, a parliamentary system is more democratic than a presidential system, makes a broad claim to which I agree. While Prime Ministers and Presidents are similar in some ways such as their responsibilities to do the best that they can for their nations, they also differ in many ways. These differences include withdrawal of places, the systems having different heads of state, and different election processes.Each of these examples contribute to the difference in constraints imposed on presidents and bang quantity rectors and therefore contribute to the level of democracy within each system. A parliamentary system is a system of governing in which there is a close interrelationship between the political executive (prime minister and Cabinet) and Parliament (the legislative or law-making body) (Mintz, Close, and Croci 338), while a presidential system is defined as a syste m of governing in which the president and relation each separately derive their authority from being elected by the people and have a fixed term of office (363).Firstly, residential and parliamentary systems have different individuals as head of state and head of government (342). Presidents and prime ministers are considered to be heads of government, but while presidents are also heads of State, prime ministers are not. The head of state in a parliamentary system is symbolic, and carries out a variety of official functions but is expected to be higher up politics and thus is not usually involved in making governing for a country (342).For example, in Canada the governor ecumenical, as a voice of the Queen, holds the role of head of state on a federal level, and the lieutenant-governors hold it on a provincial level. While these individuals do not have power in terms of law-making procedures and are not involved in elections or politics in general, the governor general does hold original responsibilities and powers.The governor general is responsible for ensuring that a government is in place at all times and must approve of all legislation, but he/she also has certain powers that are higher in importance. The governor general can use personal discretion in situations such as the appointment and dismissal of the prime minister, and the dissolution of parliament or prorogation of parliament (343-344). On the other hand,

Labor Supply and Demand Scenario Custom Research

Area of EmploymentThe argona of employment that will be used for this analysis is the true(a) estate industry more precisely, the specific bloodline function that will be the basis for the analysis is the real estate agent. The hypothetical shift that will shape the subsequent sections of this scenario is a high rent out growth rate.Why Has the Shift Occurred?The shift has occurred due to an increased demand for real estate, which has led to an increased demand for real estate agents to serve the require of potential buyers. It should be noted, however, that this shift has emerged in the real estate industry due to the fact that real estate presents an environment of perfect competition, whereby there are many competitors who can freely pursue opportunities in a free market setting (Mankiw, 2004).Direction of Shift in Labor Supply and penuryIn a scenario that represents increased numbers of real estate agents due to additional potential buyers of real estate, there are several e conomic factors at work. First, as demand for the product of real estate increases, so will the price of real estate, given a limited write out. Likewise, the demand for agents to sell the real estate will increase, and the cost of those agents (real wages) will increase while at the same time, the supply of agents will likely decrease. This is a demonstration of the neoclassical possibility of distribution (Mankiw, 2004).Effect of the Scenario on Labor Market EquilibriumThe effect that this scenario will have on labor market equilibrium is that as the supply of available real estate agents decreases, the price of those agents (wages) will increase. This in turn may slow the demand for agents overall if lower priced alternatives are sought, such as less employees taking on more responsibility. This is a classic example of equilibrium in labor demand (Mankiw, 2004). References(Mankiw N G 2004 Principles of Economics)Mankiw, N. G. (2004). Principles of Economics (3rd ed.). wampum Th omson South-Western.

Psychology Learning Objectives

Psychology Exam 1 Learning Objectives 8/27/12 Chapter 1, p. 2-4 1. What is psychology? Explain why psychology is more than erect common sense. 2. recognise how levels of analysis apply to the field/study of psychology. 3. Describe the five challenges for psychology discussed in your textbook. How do these make psychology complicated? 8/29/12 Chapter 1 p. 11-20 & 27-34 1. Define pseudoscience and its warning signs. 2. detect the major theoretical frameworks of psychology and describe their major contributions to the field. 3.Describe the different types of psychologists and what each of them does. 8/31/12 Chapter 1, p. 5-10 & Chapter 8, p. 305-310 1. Identify methods for achieving cognitive economy. 2. How can heuristics and biases prevent us from thinking scientifically? 3. Describe what factors affect how we make decisions. 4. Describe the common problem work out strategies and challenges described in the text. 9/5/12 Chapter 1 p. 5-10 20-26 1. Explain the importance of science as a safeguard against biases. 2. Identify the key features of scientific skepticism. . Identify and explain the six principles of scientific thinking 9/7/12 Chapter 2 p. 49-66 1. Describe the advantages and disadvantages of each of the four discussed research designs. 2. Describe the position of correlational designs and distinguish correlation from causation 3. Identify the components of an experiment and potential pitfalls 9/10/12 Chapter 2 p. 66-69 70-74 1. Describe the ethical obligations researchers towards their research participants 2. Describe both sides of the debate on the use of animals as research subjects 3.Identify uses of various measures of central tendency and variability 4. Explain how inferential statistics can help us determine whether we can generalize from our sample to the population 5. Explain how statistics can be misused 9/12/12 Chapter 7 p. 242-254 1. Explain how our memories enduret accurately reflect our experiences 2. Explain the function, span, and duration of each of the 3 remembering systems 3. Differentiate the subtypes of long-term memory 9/14/12 Chapter 7, p. 254-263 1. Identify methods for connecting new information to existing knowledgeRead also Memory Forgetting2.Identify the roles that schemas play in memory storage 3. Distinguish ways of measuring memory 4. Describe how the relationship between encoding and retrieval condition influences memory. 9/17/12 Chapter 7 265-269, 271-278 1. Describe the major brain structures involved in memory and what role they play in memory storage 2. Explain the relevance of amnesia to the brains storage of memory. 3. Identify factors that influence tidy sums susceptibility to false memories and memory errors. 4. Describe some of the real world implications of false memories and memory errors.

Macbeth Coursework Essay

In this essay I impart be aspecting at issue 2, Scenes 1 and 2 of Macbeth and producing a detailed analysis of the delineations, providing examples of how I would direct them and comparing this with how it may run through been directed in Shakespe atomic number 18s day. I will excessively be discussing the context in which the looseness was written and discussing the impact this had on Shakespeargons writing.I am reach Macbeth in the term come oncome of which it was originally dance orchestra in, the 11th century. To uphold historical accuracy, the actors will in like manner be dressed in medieval clothing and so their outfits wont be that grand but practical and warm, broaches and smocks. The shot that I will arrive will be of a built up castle with a staircase and an upper level but in addition a curtain to fall in previous with on the button an empty field for front-of-tabs work when they are non near a castle. The comprise will there for prepare to be set in open-end staging.I dupe kept with the original setting for many reasons one is that people were to a greater extent suspicious at that clipping and were a lot more likely to believe that there are witches that make psychic predictions, also less foolish that Macbeth believes them if it was set in time when people were less sceptical toward the supernatural. If it was set in modern day Macbeth would be seen as foolish to believe them and put his life at risk for things that they have give tongue to are truths.Another flaw with setting it in modern day is that if some organic structure, especially the powerfulness, was murdered and accordingly the body would have to undergo a full forensic search. It would reckon implausible that if a monarchy was killed for the blame to go to onto his children purely because they fled, if it was set in a time where they could just check the DNA on the weapons that you hold out are left there. I am also setting it consequently to make the story determine more real. As that is when the real Macbeth walked and pour forthed, however falsified the story is. So it looked best to set it in the time it was meant to have taken arrange.When Banquo and Fleance enter at the start of the Act, Fleance is holding a torch to show it is shadow. This fits with their communication to the highest degree the night, because if they were just walking or so saying it was dark but without wake any signs of not organism able to see, then it would just seem unrealistic.Before Macbeth leaves to kill Dun atomic number 50 he should take the necklace showing symbol that he is Thane of Cawdor cancelled and show that he is no longer that. He should also last a red cloak to symbolise the telephone line, as if it is surrounding him, it should be tied up around his neck and when he is feeling the impact of what he did it should be as if it is so tight it is chocking him, the blood, or his deed, are chocking him.The image is set in Dunsdan e castle at night, Macbeths castle. We know that it is gone midnight from Banquo and Fleances conversation. This would affect the audience when Shakespeare wrote Macbeth, in Jacobean England, people were superstitious and witching hour was still believed and feared. be statuss night was the time when bad things happen, it was associated with evil, witchcraft and hidden acts.Also it was common believed at the time that the superb and righteous were in far before it got dark as the day is for the good and the night for the evil, the time where dark deeds took place. The steps of the castle behind show that it is set in the courtyard of Macbeths castle. They are walking across map but quite sl hootery as to fit in the text as it makes sense for them to be notching somewhere, as it would seem inappropriate for them to just be standing out in the dark and the cold. Historically Banquo and Macbeth were best friends and both to bemuseher killed the King. But Shakespeare, who knew that King James 1, the current king, was a descendant of Banquo and thought it best not to show him as creation evil. It would displease the King to show his ancestor as treasonous, so he decided to make him out as innocent and good and for him to try and discourage Macbeth from killing Duncan. By having Banquo out later dark when the bad and evil were supposedly out may have been Shakespeares way of communicating this to the audience in a discrete manner, one that the King could not fret about.The things that I would add to the start of the scene are that the lighting should be dull and dimly lit to show that it is dark with a hardly a(prenominal) small lights at the top as they are referenced. This just adds to the feel of the night. Also the sound cause of crickets, regardless of whether there would be any again reference to the night it would add to the suspense.In the scene between Banquo and Fleance, Banquo has greater authority e precisewhere Fleance as he refers to him as S ir.I taket, tis later, sirSo therefore when onstage Banquo needs to show that he is of higher status and so needs to look down at him. Fleance needs to be tacticsed quite introertedly and be more hunched and slop softer and at a higher pitch than Banquo, as that will show his age.When Macbeth (and his servant) enters he should come from the turnabout side of the stage from where Banquo and Fleance are. So Macbeth enters from the side where stairs are nearest and all four of them head toward the stairs when they spot each other. His servant is standing downstage to him when they are talking as it shows the lesser importance of him in both status and the play.When Banquo and Macbeth are talking they start to discuss the three witches.I had a dream about the three weird sister. To youthey have shown some truth.This shows that Banquo may be out after dark as he was having bad dreams. Macbeth should seem taken aback at this avowal as if he was at that time, thinking about them, yet d enies it.I think not of them.Banquo doesnt believe him and stays wary of him, seeming unsure what to say and the atmosphere is quite uncomfortable as Macbeth is suspicious that Banquo suspects what he is planning on doing.They are friends as well so they have to emit pleasantly and they also would not discuss possible murder plots in frount of Banquos son. Banquo must seem as if he is sizing Macbeth up, to see whether he would actually do that. So he has to be looking at him intently.In Macbeths soliloquy after he sends his servant past, he pauses and then in silence starts to pace, as if trying to think about what to do as he is torn. You realise a door open in the distance and he jumps, showing that he is on-edge and anxious. He also appears to be muttering to himself, which again shows that he is running through his thoughts on the matter.In centre stage a insure that is dressed in black produces a paster from their costume. Macbeth sees this and walks over curiously, as he cannot see the figure. When he tries to grab it, the figure moves it just out of his way. This suggests that there is supernatural intervention. When the dagger goes towards Duncans room the figure dressed in black is beckoning to him and Macbeth seems interest on the dagger by his wrangle as also as he never takes his eyes off it. Just before blood appears on the dagger in the script, the figure seems to stab itself and the blood appears just on the blade. This is directing Macbeth to what he must do. The black figure then produces a crown above their head and places it on precise slowly during his talk of murder and ghost and rape. When the bell rings though the crown is taken off and again is invisible.Macbeths voice at foremost when talking about the dagger, should seem entranced with it, as if it is drawing him in. He loses his sense of guilt and reaches out for it as if he was a cat just batting at the object. He should also sound shocked and confused that he cant touch it , so it seems as though the witches are definitely putting a spell on him.The line Nature seems dead should be utter very slowly and definite, after that line it should get gradually and with more emphasis on the words. Also he should pause after Moves like a ghost. It shows his worry and nerve, also the use of the word ghost connects it with death. In the last combat the figure produces a crown and Macbeth is determined to get it. By this time he has developed more dignity, and so he does not try and aimlessly bat around. He also appears to grow taller and in doing so makes him seem more worthy of Kingliness. When he says the last section of his soliloquy, the first line should be said whilst walking halfway up the stairs.He stops and looks around whilst saying Hear it not, Duncan. He then walks to the top of the stairs whilst saying for it is knell. He looks over to the audience to say to summon thee to Heaven, but the looks over to where he is exiting to say or to hell This is said manically with a gruffer tone and with eyes open wider and the dagger held above his head as he runs off set. This section conveys the atmosphere of the night, it describes the night as being dark and dangerous. Which is conveyed by the use of personification, Macbeth compares the night to the evil deed such as murder, witchcraft and rape. It also again forewarns the terrible deeds that are soon to take place.At the beginning of Act 2 Scene 2 there should be sounds of wind in the background to show something bad is coming, this is a use of pathetic fallacy. This will make viewers think as to whether the deed has taken place yet. The audience should feel in suspense and indispensability to know what has gone on. The lights should again be duller as it is still night, and the darkness on stage can also reflect the grey areas of the play that have not been revealed yet. skirt Macbeth, when talking, should come across as bolder and more confident than what you would think from a muliebrity of her time. She should talk extrovertly and seem to get a sense of pleasure from what is happening, so she should look quite smug, she seems to have no remorse. You can tell that this is her outer shell as as soon as she hears the owls hoot, she panics and jumps but manages to regain her composition quickly.As when she says, Hark Peace This shows her panicking when she says Hark but then she realises that is nothing as so redeems herself by saying peace. She should enter from upstairs but the other side to Macbeth and should seem quite elated and with a smug sense of accomplishment as she meanders down the stairs and into the courtyard. She also actually freezes when she hears the owl. She is seen as dominating and so being strong relates to her being forceful before. The incident that she seems so jumpy is a contradiction to her otherwise confident manner, this shows that maybe deep down she isnt so confident as is let on. That she wholly shows this exterior as to co ver up the position that she isnt as strong as she covetinges to be.When she says if he had not resembled my father as he slept it should be said looking away from Macbeth. This shows her reluctance to show off her weakness and it shows that she did not rightfully want to admit that to him, as if she though that it would make her seem weaker. It should also be said very monosyllabic, as to mask her feelings. This shows she does feel and does have emotions, but she chooses never to let anything but her rock solid exterior to be shown. Also that she is not as tough as she wants people to believe.When Macbeth returns with the daggers he should be in shock, to show what he did still hasnt really sunk in and he doesnt really believe what he did. He should talk in with a soft, distant tone as if he is not really concentrating on what he is doing. He should also not focus on anything as if he is far away, he should look through objects, not at them. When he says, Theres one did laugh in s sleep, and one cried Murder it is more to himself and when he is saying the pitch around this he should never look at gentlewoman Macbeth.He should seem more transfixed at the daggers. chick Macbeth should talk with an almost hungry tone as she craves the power that it gives her. When she notices the daggers in his pass on she has to seem quite disbelieving of his stupidity. When she says, Why did you bring these from the place? She has to say it as if she cannot possibly study why he did that, also very patronising. When Macbeth enters he is upstairs and Lady Macbeth is at the bottom and when they talk at the beginning of the scene, he is walking as they talk. He should seem shaky and closed. Lady Macbeth goes over to him, to go and comfort him but he pulls away and is transfixed with his hands and the blood on them, Lady Macbeth should also seem a bit put out by his rejection.Macbeth is filled with guilt so much he is controlled by it, so he cannot say Amen. This is importa nt as in Jacobean time, they were still very religious times, so by failing to be able to say the mop up of a prayer shows how sinful this deed was. It shows a connection with the devil and being apart from God. He also talks about sleep, he describes it as being wonderful and relief, a blessing. When he was saying, rest period no more, he is saying that this is a terrible punishment, sleep was taken away from him because he took a life.Lady Macbeth should seem forceful and annoyed still that he had rejected her earlier. She is very domineering and seems to be able to control and manipulate Macbeth, even though he is a strong warrior. Lady Macbeth is practical and keeps her head in their predicament, but this is quite misleading as later in the play she goes mad from the guilt of what she has done. So you know then that she doesnt find it as simple as she lets on.We see a contrast in their characters by how they perceive the blood on their hands from the daggers. Macbeth uses a h yperbole by saying that all Neptunes water could not wash the blood away, so he is exaggerating and is talking more about the emotional scarring that that would leave him with. That nothing could possibly wash away what he did, no amount of water could make him forget. But Lady Macbeth simply talks about how easy it is then as she describes only how easy it is to physically wash it off. She does not think of the guilt, only on how to get out of the blame.The dramatic effect of the exploiting is that people are waking and that they can be found at any point. Somebody could arrive, also shown by the knocking as you knock to enter when you arrive. Macbeth should not seem jumpy as he is not really certified of whats going on around him as he still hasnt consciously awoken. Lady Macbeth should seem more aware of it as she is more aware of what they have done.During the whole of Lady Macbeths soliloquy, Macbeth should very slowly being playing with the water in the bucket, also to be st aring very intently at it, and sounds of water movement. When Macbeth says to know my deed, twere best not know myself. He says it directly at Lady Macbeth, looking straight into her eyes as if willing her to understand him. When the knocking is finally getting to Macbeth he should suddenly outburst and talk very loud, almost shouting, Wake Duncan with thy knocking This shows that the knocking and what he did are starting to really get to him, he is more aware of the knocks when he become more aware of what he did. The voice is also a contrast to his distant and scared voice straight after he killed Duncan. Yet when he says, I wish thou couldst. To be said softer and more inwardly, said more to himself, he should also bow his head as it shows his remorse for what he has done and his wish to reverse it.My play differs in many ways from what it would have been showed in Shakespeares day, as there is more technology and equipment in battlefields now than they did then. In Shakespeares time there wasnt backdrops, limited shore up and not very much in the way of scenery. Whereas, in my play there is an entire environ of a castle with a staircase and an upstairs for the actors to go in certain parts of the play, also there is a background of a forest for later on in the play. Underneath the stage is an area that opens up for the witches to go in when needed. These things they wouldnt have been able to do in Shakespeares day, I am also using more advanced lighting then they would have then as well. Also the costumes that I use are from medieval time, whereas they were in Elizabethan dress when they were first performed.The audience would be different now as in Shakespeares day, the arena was a bit of a commotion, people talked, traded, drank. But nowadays, Shakespeares plays are seen almost as religious and the whole theatre is in silence. You are scolded if you even dare to cough. Also as people dont have the same belief in witches and the supernatural as they di d then, the story seems quite far-fetched, but it is still regarded as one of the greatest plays even written. Which is contradictory to the belief at the time.I think that my ideas are legal and also they are original, for example, my idea for Macbeths soliloquy, which, to my knowledge, hasnt been used before. I think that it will be effective as I feel I have captured the characters in the way that they were written by Shakespeare and it stays very close to the original setting and so stays traditional.