Wednesday, October 30, 2019

Leadership Theory Essay Example | Topics and Well Written Essays - 2500 words

Leadership Theory - Essay Example According to the literature on leadership, it is necessary for every person to work out his/her personal strategy of leadership skills development and try to live and act in compliance with them. There are a lot of theories created in order to explain the peculiarities of each leadership style. If a person is acquainted with such styles, he or she can easily find the most appropriate for him/her. The knowledge of styles can help achieve the desired goals. The given paper will provide the overview of leadership and describe the theories as well as their pluses and minuses. Also the situations, where a person can use that or this theory in the best way will be described. â€Å"Leadership is diving for a loose ball, getting the crowd involved, getting other players involved. It's being able to take it as well as dish it out. That's the only way you're going to get respect from the players (Bird cited in Groves, 2006). Despite the fact that the qualification of manager is very popular i n the modern world, the demand for good managers is still growing. â€Å"Management is efficiency in climbing the ladder of success; leadership determines whether the ladder is leaning against the right wall† (Covey cited in Groves 2006). The fast development of business demands real professionals in the field of management. The organizations with the structure that prescribes self-management are very typical nowadays. Moreover, with the fast development of computers and informational technologies any kind of information becomes accessible for people within a shorter period of time. Nevertheless, no one can underestimate the importance of good managers, people that can not only organize the work, but organize it in stressful situations, which are so common for the modern business world. The question is how to become a good manager. Many scientists claim that success in any major can be reached not due to the talent, but due to the hard work. In order to become a good manager, one has to be acquainted with the main features that a future leader has to acquire. A good manager should know about his/her capabilities. A leader should always have many ideas: â€Å"If you have ideas, you have the main asset you need, and there isn't any limit to what you can do with your business and your life. Ideas are any man's greatest asset† (Firestone cited in Rok 2009). It is necessary to improve the leadership skills and be self-assured. It is important to be sociable, but at the same time it is essential to remember that the sociability should stay somewhere between the extremes. If you cannot find common language with people or they irritate you, you can’t be a leader. It is also important to understand that your success strongly depends on the faith of your subordinates. In the modern business world the main task of a good manager is not just to control others, but rather to inform the team about the plans and goals and supervise the implementation pro cess. A good manager should possess good leadership skills and know how to apply them. The team should feel the presence of their manager even if the manager is absent. It is not easy to be a leader. According to Bushnell â€Å"Everyone who's ever taken a shower has an idea. It's the person who gets out of the shower, dries off and does something about it who makes a difference† (Bushnell cite din Graetz, 2000) The leader should be neither too

Monday, October 28, 2019

Vaccines and Autism Essay Example for Free

Vaccines and Autism Essay The measles, mumps, and rubella (MMR) vaccine is used to immunize children against diseases that can cause major disabilities and fatal illnesses. In 1994, the vaccine was mandated for all school children and since then a spike has been seen in the diagnosis of autism. Many of those diagnosis falls within a few months of the MMR vaccine and in 1998, Andrew Wakefield published a study indicating a relationship between the MMR vaccine and autism (Rudy, 2009). Intense media coverage followed and many parents refused to give their children the MMR vaccine, believing their children would develop autism. The study was later retracted due to the lack of evidence but many children are still not receiving the MMR vaccine. The public health field has tried to raise awareness about the benefits of the MMR vaccine but many are still skeptical about the vaccine. Efforts have now been focused towards increasing awareness about the vaccine and trying to encourage parents to get their children vaccinated. In February 1998, The Lancet published an article entitled â€Å"Ileal-Lymphoid-Nodular Hyperplasia, Non-Specific Colitis, and Pervasive Developmental Disorder in Children,† which suggested that the measles, mumps and rubella (MMR) vaccine could contribute to the development of autism. Dr. Andrew Wakefield, a gastroenterologist, suggested the link between the MMR vaccine and autism. Wakefield proposed that the virus could â€Å"have a negative impact on a child’s immune system, lead to persistent infection in the gastrointestinal tract and lead, in the long run, to possible brain damage and autism† (Rudy, 2009). Eight of the twelve children had severe intestinal inflammation, with symptoms emerging six days after receiving the MMR vaccine. The vaccine had damaging effects on the intestines and caused serious inflammation, â€Å"allowing harmful proteins to leak from the gut into the bloodstream and from there to the brain, where they damaged neurons in a way that triggered autism† (Begley, 2009). Wakefield’s study was later called fatally flawed due to the fact that Wakefield was studying children who had pre-existing gastrointestinal problems. The group size was also very small, 12 children, and â€Å"no proof was offered that the measles virus found in autistic children’s’ guts was causally connected to their autism† (Rudy, 2009). The researchers lastly suggested that the MMR vaccine caused bowel problems in children which lead to autism. In the children studied, symptoms of autism appeared before the symptoms of the bowel disease, proving that the bowel symptoms, as a result of the MMR vaccine, did not cause autism. In 2004, The Lancet published a retraction submitted by 10 of the 13 original authors that stated that there was no connection between the MMR vaccine and autism: We wish to make it clear that in this paper no causal link was established between MMR vaccine and autism, as the data were insufficient. However, the possibility of such a link was raise† (Immunization safety review vaccines and autism, 2004). There were many things found flatulent with the Wakefield study. Details of the medical histories of all the children used in the study were later revealed to the public and journalist Brain Deer interviewed several parents whose children participated in the study. Deer outlined major problems with the study including that the children were not randomly selected for the study and one came from as far as California when the study was conducted in the United Kingdom. All of the children were found to be recruited through anti-MMR vaccine campaigners (DeNoon, 2011). Wakefield was a paid consultant to a lawyer who was suing MMR vaccine makers for damages caused to children who contracted autism months after the vaccine. Wakefield received a sum of about $668,000 to publish the study from the lawyers and was published biased results. Five of the children had evidence of developmental problems before receiving the MMR vaccine and this is a significant number of children since only twelve children were studied. Only one of the children had regressive autism, despite the fact that the studied reported nine of the children had the condition. Three of these nine children were never diagnosed with autism (DeNoon, 2011). â€Å"At least five were clients of an attorney who was working on a case against vaccine makers alleging that the MMR caused the childrens autism† (Begley, 2009). Lastly, all twelve children’s medical records and parent’s accounts contradicted the case descriptions in the study. All of these discrepancies proved that Wakefield deliberately faked the study and was paid to publish these false, biased results. Wakefield had multiple conflicts of interest, had manipulated the evidence, and broke numerous ethical codes (DeNoon, 2011). Wakefield defamed his reputation and later had his medical license revoked, no longer able to practice medicine. There is no evidence that links the vaccine to autism and the overall benefits outweigh the risks. Wakefield’s theories have raised controversy due to the fact that autism arises around age two to three, the exact same age children receive the MMR vaccine, the chicken pox vaccine, and other shots (Rudy, 2009). Some parents state that their children respond with autistic regression after receiving the MMR vaccine. Other research has correlated the MMR vaccine with brain injury, making parents more wary about giving their children the vaccine. In 1998, Dr. Vijendra Singh and Dr. Victor Yang correlated the MMR vaccine to brain injury. Their findings suggest that exposure to the measles virus may trigger an autoimmune response that interferes with the development of myelin†¦ If myelin in the brain doesn’t develop properly, nerve fibers won’t work as they should. This could be one way that the brain abnormalities associated with autism arise (Rudy, 2009). Many studies have been conducted proving that autism is not a direct result of the MMR vaccine including the 1999 study conducted by Taylor, â€Å"Autism and Measles, Mumps, Rubella Vaccine: No Epidemiological Evidence of for a Causal Association. † The study showed that the number of autism cases has increased since 1979, but no significant increase since the introduction of the MMR vaccine in 1988 (Autism and the MMR Vaccine, 2001). Children exhibiting symptoms of autism were diagnosed with autism at the same age of the onset of the symptoms. This is important because if the MMR vaccine really did result in autism, the children who were vaccinated would show symptoms before and after the vaccination, not just after like the 1998 study concluded (Begley, 2009). The vaccination rate for children with autism was at the same rate for children who did not have autism. If the MMR vaccine resulted in autism then the vaccination rate for children with autism would be higher than the rate for children who do not have autism; there would be a greater percentage of children with autism who received the MMR vaccine than children who do have autism. Lastly there is no definitive time frame for the onset of the symptoms of autistic behavior. The symptoms can occur at any given time and are not more likely to occur after the MMR vaccine (Autism and the MMR Vaccine, 2001). The Wakefield study resulted in large longitudinal effects across the globe. After the study was published, MMR vaccination rates decreased in the United Kingdom, Europe, and in the United States. MMR vaccine peaked in 1996 at 92% and after the study was published the MMR vaccination dropped in the United Kingdom to 84% in 2002 (Miller, 2009). By 2006, the MMR vaccine was only given to 85% of children aged 24 months. In London, the rate was estimated at 61% in 2003, far below the expected rate for the vaccination (Miller, 2009). The study continues to have merit in those parents who believe the vaccination results in autism. Despite the fact that the study used twelve children, it led to widespread fear regarding the vaccine. After the study was published, measles became endemic in the United Kingdom and vaccination rates dropped sharply, leading to an increased incidence of measles and mumps (DeNoon, 2011). This in turn led to more deaths and injuries from measles and pumps and physicians have made statement tying this study to various epidemics and deaths. In 1998 there were 56 cases of measles in the United Kingdom and by 2006 there were 449 cases in the first five months (Does the MMR Vaccine Cause Autism, n. d. ). Each of these cases occurred in children who did not receive the vaccination due to widespread fear evoked from the Wakefield study. Mumps also began to rise in 1999 and by 2005 there were 5000 cases within the first month in the United Kingdom. Measles and mumps continued to rise and in 2006 rates were 13 to 37 times higher than the 1998 levels† (Does the MMR Vaccine Cause Autism, n. d. ). In the United States there was a sevenfold increase in measles outbreak (Begley, 2009). This study had widespread consequences and in 2000 an Irish outbreak lead to three deaths and 1,500 cases which occurred due to a decrease in the vaccination rates of the MMR vaccine following the Wakefield study (Does the MMR Vaccine Cause Autism, n. d. ). Lastly in 2008, measles was declared an endemic in the United Kingdom due to the high rates of the disease. The Wakefield study has had serious repercussions, even after its retraction, and many parents are still convinced that there is a link between the MMR vaccine and autism. After the publication of the Wakefield study parents became very skeptical about the effectiveness of the MMR vaccine. The perceived risks of the vaccination outweighed the risks and parents refused to give their children the vaccine out of fear. The one shot approach was also very fearful since it was thought that children’s immune systems were too young to receive the vaccine in one dose. Concerns regarding the MMR vaccine were never a large issue; it was the fear of autism as a result of the vaccination that led parents to reject the MMR vaccine (Shan, 2011). Parents look to the internet for reliable information and any parent coming across the Wakefield study would be wary about allowing their children to receive the vaccine. The media is a major contributor to the public’s opinion and the public listens to the media regarding risks and what to avoid. Since the retraction of the study more parents are opting for the MMR vaccine but more needs to be done to raise the vaccination rates. Educating the public regarding the benefits of the MMR vaccine is crucial to increase vaccination rates; this is where the public health sector is needed (Shan, 2011). Educational efforts are needed to increase MMR vaccination rates and parents need to be educated about the MMR vaccine to increase overall rates of vaccination. The decreased vaccination of MMR in children following the Wakefield study has occurred due to a decrease in public confidence in the safety of the MMR vaccine. This has resulted from the incorrect assertions that the vaccine results in autism, as demonstrated in the fraudulent study conducted by Wakefield. No credible evidence supports the claim that MMR causes autism and more than 20 studies have been conducted since the Wakefield study that found no evidence that links the MMR vaccine to autism (Poland, 2011). The media’s role in fostering fear in parents has led to an overall decrease in vaccination which is detrimental to children who have an increased risk of developing life-threatening diseases. Autism is now a public health concern that must be addressed by â€Å"enhancing research funding and directing that funding toward studies of credible hypotheses of causation† (Poland, 2011). Money needs to be funded in an attempt to disprove the connection between the MMR vaccine and autism and money needs to be funded for studies that provide information on the benefits of the MMR vaccine. Another important public health concern is to insist on â€Å"responsible and scientifically informed media reporting† (Poland, 2011). Widespread fear occurs when conspiracy theories and other misinformation is given to the public. Uninformed reporting increases fear and mistrust about vaccines, leading to parental confusion and reduced vaccination to children. It is the responsibility of the public health sector to ensure reliable information is given and to continue funding scientific research regarding the MMR vaccine and autism (Poland, 2011). The reluctance of parents to immunize their children has become a public health threat in that it can lead to vaccine-preventable diseases such as measles. Viruses spread quickly among children who are not vaccinated and it is a threat to the public health when children are not receiving the appropriate vaccinations. Measles is a life-threatening disease and parents are putting it off due to fear. Vaccines are the foundation in the public health field as â€Å"vaccines are one of the greatest achievements of biomedical science and public health† (Miller, 2009). The reduction of any vaccination is of major concern to the public health arena and in response to the reduction in the MMR vaccine the CDC examined the major safety issues regarding the vaccination. The CDC rejected the link between the MMR vaccine and autism based on the following, â€Å"a lack of epidemiologic evidence linking autism and MMR vaccine, case reports of children with autism and bowel disorders that did not address causality, and a lack of biologic models linking ASD and MMR vaccine† (Miller, 2009). Vaccine phobias become a public health threat and it is the responsibility of the public health arena to educate the public on the benefits of such vaccinations (Grant, 2010). There is an urgent need for research on the causes and treatment for autism as well as better support services for families caring for an autistic child. â€Å"One in 110 American children are considered to fall somewhere along the autism spectrum, a stunning 57% increase in prevalence since 2002† (Park, 2009). Autism is a significant public health concern and researches continue to discover new information linked with the condition. Public health officials need to make available more services and knowledge regarding autism in the schools, families, and community (Park, 2009). Public health experts endorse the safety of the MMR vaccine and advise parents to give their children the MMR vaccine. Since 1995, the Department of Health and Human Services has increased its focus on ASDs (Autism Spectrum Disorders). From 1995 to 2001, â€Å"research funding for autism has quintupled from $11 to $56 million. At the same time, both the CDC and the National Institutes of Health (NIH) have developed new initiatives, building a federal foundation for the public health response to autism† (Newschaffer, 2003). Autism now includes a broad spectrum of affected individuals and more individuals have been seeking â€Å"educational, medical, and social services to help confront the formidable challenges of autism† (Newschaffer, 2003). The Center for Disease Control supports ASD surveillance projects to provide accurate information regarding risk factors of autism. The Disabilities Education Act also provides funding for screening and early intervention to infants and toddlers. Early detection is important to the public health and a new emphasis is now placed on providing training and consultation to physicians about detection and diagnosis of autism. Resources are more being directed towards assessment of autism and has led to a more informed public health response to autism. Making the decision to not immunize children with the MMR vaccine due to fear places children at great risk and is an irresponsible decision. When fewer people are immunized, diseases begin to increase in numbers and in order to protect everyone the population must be immunized. Regardless of the overwhelming data, parents still continue to refuse vaccinating their children. Parents are ill-informed and because signs of autism arise around the same time as children receive the MMR vaccine, some parents link the MMR vaccine to the development of autism. The current research provides evidence that the MMR vaccine is safer than not getting vaccinated and the CDC agree that the MMR vaccine is not responsible for the onset of autism.

Saturday, October 26, 2019

chemistry (ocean) :: essays research papers

What is an iceberg? Why are they blue or green? An iceberg is a large floating block of freshwater ice that has broken off the edge of a glacier and been carried out to sea; about 90% of its mass lies under the water. The bluish streaks of clear, bubble free ice often seen in icebergs results from the refreezing of melt water which fills crevasses formed in the glacier as it creeps over land. The ice is blue because of the natural light scattering characteristics of pure ice. Occasionally airborne dust or dirt eroded from land ends up on the glacier surface eventually forming a noticeably darkened brown or black layer (in any orientation) within the ice of a floating iceberg. What type of information can scientists obtain from polar ice? Polar Regions and some alpine areas are sufficiently cold that snowfall accumulates from year to year, building up as glaciers. As snow at the surface gets buried with time it gets compressed to form solid ice and this ice carries with it information about the climate when the snow originally fell. By drilling down into a glacier and recovering this old ice, the information can be used to help understand past climate. The information obtained from ice cores can be divided into three types. The first of these types of information comes from the solid and dissolved impurities in the snow. Usually snow that falls in those places is almost pure water, but it still contains traces of dust, and pollutants from human activities. This information can be used to detect major environmental changes in the circulation of the atmosphere. The second type of information obtained from ice cores comes from bubbles in the glacier ice. These bubbles are formed as snow becomes compressed and the air between the flakes gets trapped. The third type of information obtained from ice cores comes from the frozen water itself. In the oceans, one in about every 500 oxygen atoms is the heavy isotope, while one in about 70 hydrogen atoms is heavy. However as the water evaporates and is transported to polar regions, the mix of the heavy isotopes changes. These changes are mostly influenced by temperature and it turns out that by measuring water isotopes in ice cores researchers can infer temperatures when the snow originally fell. In the past 30 years, many ice cores have been drilled to study past climate.

Thursday, October 24, 2019

How College Students Use Wikipedia for Course-Related Essay

Why then are academics so wary about the use of Wikipedia within universities? There are a number of related reasons. Before outlining them we should acknowledge that there may be differences according to academic discipline in attitudes towards Wikipedia. Speaking to academics from the natural and medical sciences over the last year, it seems that those subjects are less concerned with issues of originality of source than the arts and social sciences. It also may be [pic] and this is genuine speculation [pic] that academics in the English speaking world, where most of the academic controversy over Wikipedia use has been, are more sensitive to the source than in other parts of the world. These qualifications aside, there are definite reasons why Wikipedia use is, at the very least, contentious in universities. First, it is the product of anonymous individuals rather than known authorities, Wales is quite explicit on this: One of the fastest things we’re beginning to lose is the view of the world that there are a handful of thoughtful, intelligent people that should be broadcasting their views to everyone. And then the public is some sort of crazed rabble, easily swayed by rhetoric and so forth. Now we have to have a more nuanced understanding. Wikipedia is not necessarily anti-academic but it is anti-elitist as evidenced by the short shrift given to eminent academics in debates when they expected deference (see Keen 2007, 43[pic]4). Second, the non-proprietary nature of Wikipedia cuts against academic culture which valorises the rights of the author and publisher. Third, the anonymity of Wikipedia articles is alien to the cache of the named writer of the journal article or book. Fourth, the collaborative process challenges the norm of individual creation, prevalent in the arts and social sciences. Fifth, as intimated, Wikipedia departs from the standard mode of vetting by peer review. It is not true that articles are not reviewed. On the contrary, they are scrutinised by far more editors than for any journal. However, as the contributor is generally not an academic expert, so the reviewer is not generally an academic expert. So Wikipedia rejects academic custom in the compilation of knowledge. In addition, there are a number of what might be termed ‘learning and teaching’ issues pertaining to its use within universities. First, there is the issue of the accuracy of Teaching in Higher Education 651 Downloaded by [University of Glasgow] at 05:27 12 December 2012 Wikipedia entries, something that relates to the lack of formal expertise and peer review. Reviews of the accuracy of Wikipedia entries by formal expert(s) have actually been generally positive (for natural sciences see Giles 2005; American history Meier 2008). Despite this, the suspicion still surrounds Wikipedia that it cannot be trusted. O’Sullivan’s (2009, 119) assertion that ‘most people probably have an ambivalent attitude toward Wikipedia, thankful for its existence, using it frequently, but with reservations about its total reliability’ seems valid. Some academics would no doubt sympathise with the sardonic observation of comedian Frankie Boyle that Wikipedia entries should begin with ‘I reckon’. Second, some have questioned whether Wikipedia’s determination for studied neutrality is convincing. O’Sullivan (2010) complains that as Wikipedia only displays one voice, diversity is not incorporated and therefore articles become bland. Wales’s response is unapologetic: ‘Guilty as charged, we’re an encyclopedia’ (in Read 2006). Not that his approach to knowledge is without theory, it derives rather from his admiration for the convoluted ‘objectivist philosophy’ of Aryan Rand, the Russian e?migre? philosopher and novelist (Younkins 2007). A third learning and teaching concern is that, regardless of the reliability of Wikipedia, it is in itself an illegitimate form of research. Here the thinking would be that a student who culls Wikipedia for assignments does not understand scholarship. This consists of the consideration of various sources: a judicious sifting and ordering of knowledge, rather than lifting bite sized chunks of text that purport to capture a subject. On this Wales concurs, telling students: ‘For God sake, you’re in college; don’t cite the encyclopedia’ (in Young 2006). Some universities in the US have banned Wikipedia use, whilst others recommend a more discriminating approach (Jaschik 2007; Murley 2008). The latter is what Wales and others within Wikipedia advise: it should be used only as a starting place in academic research, a references source and a revision aid. What, however, is the evidence on Wikipedia use by students and academics at universities?

Wednesday, October 23, 2019

Lady Agnew of Lochnaw by John Singer Sargent

John Sargent was one of the most prominent portrait painters during the late nineteenth and early twentieth centuries.   Sargent was born in Italy to American parents that moved constantly throughout his childhood.   Perhaps painting portraits allowed him to get close to individuals since he did not during his childhood.  Ã‚   There is no denying that Sargent was observant in the physical details as well as the details of the subject’s personality because the subjects look as if they are ready to step out of the painting and join the world of the living.   This is especially true of Lady Agnew of Lochnaw painted in eighteen ninety-three. The subject of the painting Lady Agnew of Lochnaw is Gertrude Vernon, the wife of Andrew Noel Agnew.   He commissioned the painting soon after he inherited the barony in France.   In the painting, Lady Agnew seems to be staring out into the eyes of the viewer and even though she is in a relaxed pose, she is dressed formally.   From her intense gaze, one can tell that Lady Agnew is a strong person who is not afraid to look someone straight in the eye. Blue green silk fabric was used for the background in the painting.   Even though Sargent uses more green near the shadows, blue is the predominant color.   At first glance one does not notice the tiny peach and white flowers that are scattered throughout the fabric.   However, they lend an elegant quality to the fabric because they give an oriental look to the silk which also comes from the orient. It is also expensive so it makes a statement of wealth.   Sargent achieves the texture of silk in the background with his use of lights and darks which shows quality of his talent.   The blue green color also compliments the soft white chiffon dress with the sheer sleeves.   The lilac colored satin sash blends with the faint hint of pink used in the peach flowers.   The lightness of the color of Lady Agnew’s dress gives an ironic contrast of freedom and innocence. The Chair in which Lady Agnew is sitting is reminiscent of the furnishings of Marie Antoinette which is symbolic of her and her husband’s new titles.   The wood of the chair is painted in a cream and gold colored French provincial style.   The elegance of the furniture is displayed in the light cream background with light blue and deep mauve colored flowers giving the fabric the style of country French.   The cream of the chair contrast the white of the dress, but the blue and pink still bring the colors together by complimenting the lilac sash. Lady Agnew wears very little jewelry, but the pieces she has chosen are sophisticated.   Around her neck she wears a deep rose colored undefined cameo necklace suspended from a gold chain.   The cameo is encircled with jewels that appear to be diamonds.   Again the wealth of the Agnews is displayed with the quality of the jewelry. She also wears a wide yet delicate gold bracelet on the wrist that is slightly draped over the arm of the chair.   The gold in the bracelet blends so well with the colors of the chair that it is barely noticeable.   The understatement of the jewelry symbolizes the taste of the titled Agnews. When one gazes on a John Sargent portrait, such as Lady Agnew of Lochnaw, it is easy to see how he was such a renowned artist in this area.   The realistic portraits and his use of color brought to life those who sat before him.   Sargent could also present the subject’s social status of his subject without being ostentatious. References Sargent, J. (1893).   Lady Agnew of Lochnaw. Wallace, N. (2005) Lady Agnew of Lochnaw.   JSS Virtual Gallery. Retrieved April 29, 2008 from http://www.jssgallery.org/Paintings/Lady_Agnew.htm

Tuesday, October 22, 2019

Free Essays on Francisco Goya

Francisco de Goya 1746-1828 Francisco Jose de Goya was born in Fuendetodos, Spain, on March 30th, 1746. His family later relocated to Saragossa, where Goya came to be under the tutelage of local artist Jose Luzan. A few years later, after a sojourn in Italy to study, Goya returned to Saragossa where he received his first commission, painting frescoes in the Cathedral of El Pilar. Goya got the commission through Francisco Bayeu, a fellow artist also from Aragà ³n, who they say was influential in helping Goya develop his earlier style. Bayeu was also the brother of Josefa Bayeu, whom Goya married in 1773. It was also around that time that Goya became involved in the creation of several other frescoes, influenced by the paintings of Velsquez and Rembrandt. It is interesting to note that like Rembrandt, Goya and his wife had several children who did not reach adulthood. Only one of his sons survived. In addition to his several frescoes, Goya created designs for a tapestry factory in Madrid, painting scenes of everyday life in Spain. His worked were very sought after, and in 1780 he was elected to the Royal Academy of San Fernando. Shortly thereafter, he was named painter to King Charles IV, who was perhaps the most educated of the Spanish Monarchs of the era, and ultimately appointed Goya to the post of court painter. Goya painted portraits of the social elite, but he also continued making more tapestries. This was the height of Goya's artistic career, and he was at this point, considered the most successful, sought after and admired of all Spanish artists. Alas, tragedy struck, and Goya was stricken with a mysterious illness that left him completely deaf. Later, after the death of his friend and brother-in-law Francisco Bayeu, he took over his duties as Director of Painting in the Royal Academy from 1795 to 1797, when he resigned due to ill health. Two years later, in 1799, he was given the title of First Spanish court painter.... Free Essays on Francisco Goya Free Essays on Francisco Goya Francisco de Goya 1746-1828 Francisco Jose de Goya was born in Fuendetodos, Spain, on March 30th, 1746. His family later relocated to Saragossa, where Goya came to be under the tutelage of local artist Jose Luzan. A few years later, after a sojourn in Italy to study, Goya returned to Saragossa where he received his first commission, painting frescoes in the Cathedral of El Pilar. Goya got the commission through Francisco Bayeu, a fellow artist also from Aragà ³n, who they say was influential in helping Goya develop his earlier style. Bayeu was also the brother of Josefa Bayeu, whom Goya married in 1773. It was also around that time that Goya became involved in the creation of several other frescoes, influenced by the paintings of Velsquez and Rembrandt. It is interesting to note that like Rembrandt, Goya and his wife had several children who did not reach adulthood. Only one of his sons survived. In addition to his several frescoes, Goya created designs for a tapestry factory in Madrid, painting scenes of everyday life in Spain. His worked were very sought after, and in 1780 he was elected to the Royal Academy of San Fernando. Shortly thereafter, he was named painter to King Charles IV, who was perhaps the most educated of the Spanish Monarchs of the era, and ultimately appointed Goya to the post of court painter. Goya painted portraits of the social elite, but he also continued making more tapestries. This was the height of Goya's artistic career, and he was at this point, considered the most successful, sought after and admired of all Spanish artists. Alas, tragedy struck, and Goya was stricken with a mysterious illness that left him completely deaf. Later, after the death of his friend and brother-in-law Francisco Bayeu, he took over his duties as Director of Painting in the Royal Academy from 1795 to 1797, when he resigned due to ill health. Two years later, in 1799, he was given the title of First Spanish court painter....

Monday, October 21, 2019

Essay about portfolio of advertising

Essay about portfolio of advertising Essay about portfolio of advertising Portfolio of Advertising Project 1st of May 2013 Mountain Dew Advertising is such an important part of most industries today, it comes in many shapes, forms and presentations such as written on billboards, newspapers or magazines, on the internet, radio, television, etc. Regardless of the medium it is a vital way of the seller communicating with the buyer. It is important to find a way to promote softdrinks that pleases many, as a lot of people would rather not see it promoted at all. First we need to analyse the entire softdrinks industry and market as a whole using various marketing models, this will enable us to pick a right method of entering the market with our campaign referring to factors such as market changes, company strengths/weaknesses, who our most loyal and least loyal customers are, etc. for the product we can predict if the same campaign should be continued for that particular product or changed completely. It is vital that this report is easy to read through so that my ideas are pitched in the best way possible, we need to look at consumer trends and how they influence the market. Once we understand the market size and how it is segmented we can begin targeting specific consumer groups. We need to first find out how important each consumer group is and predict their actions in terms of trends. The 2012 BSDA soft drink report states that sports and energy drinks are one of the fastest growing uk drinks, This is due to a hectic british lifestyle and a difficult economic environment where harder work is required. In 2010 they were mainly promoted as healthy sport drinks, but the drinks that were made solely for a quick energy boost gained popularity. The market leaders are without a doubt Cocacola and Britvic, These two multinational corporations have been permanently holding position 1 and 2 across the board. Both Coca-Cola and Pepsi dominate the industry with their brand loyalty, strategic advertising and the neverending demand for their products Their current biggest advantage is the loyalty their customers have for them, seeing as their products were around and probably even being consumed by most of the market since an early age, they have a wide variety of carbonated drinks, but that doesn’t mean they aren’t expanding and making new customers besides their already extensive regular customer base. Another thing they have in common is their name is everywhere through various forms of strategic advertising, both britvic’s pepsi and coca cola’s coke like to make use of Celebrity endorsement, this is when an influential famous person promotes the product. This works really well when the person has a huge following, because a majority of their fans want to be like them and use the products they use. A good example is Beyonce and pepsi and duffy and coke light It is effective because people feel special when they think they are using the same product as a certain celebrity is using. I want to use this technique for mountain Dew, but considering how it is one of the cooler more relatable brands out there for young people, it cant be too serious. Instead of getting a well-respected popular artist, I would get someone that is more of a comical character but is still being looked up to by today’s youth. The campaign that was recently started with the rap artist ‘Tyler the creator’ is not bad, but it is a bit too offensive, sure it being cancelled from air got a more publicity than the ad itself and there is no bad publicity, but I want to give young people the feeling that they are not being forcefed our product, But instead genuinely interest them by incorporating mountain into something they already watch. The two main things I mean by this are the meme’s and the youtube videos. Coca-Cola’s partnership with the London 2012 Summer Olympics, and its year-long promotion of the same in 2011, boosted sales of the company’s brands. While Britvic made

Sunday, October 20, 2019

Definition and Examples of Body Language

Definition and Examples of Body Language Body language is a type of nonverbal communication that relies on body movements (such as gestures, posture, and facial expressions) to convey messages. Body language may be used consciously or unconsciously. It may accompany a verbal message or serve as a substitute for speech. Examples and Observations Pamela listened dumbly, her posture informing him that she wouldnt be offering any counter-arguments, that whatever he wanted was okay: making amends with body language.(Salman Rushdie, The Satanic Verses. Viking, 1988)The fun part is the process of, of getting to know a girl. Its like, its like flirting in code. Its using body language and laughing at the right jokes and, and looking into her eyes and knowing shes still whispering to you, even when shes not saying a word. And that sense that if you can just touch her, just once, everything will be okay for both of you. Thats how you can tell.(Iyari Limon as Potential Slayer Kennedy, The Killer in Me. Buffy the Vampire Slayer, 2003) Shakespeare on Body Language Speechless complainer, I will learn thy thought;In thy dumb action will I be as perfectAs begging hermits in their holy prayers:Thou shalt not sigh, nor hold thy stumps to heaven,Nor wink, nor nod, nor kneel, nor make a sign,But I of these will wrest an alphabetAnd by still practice learn to know thy meaning.(William Shakespeare, Titus Andronicus, Act III, Scene 2) Clusters of Nonverbal Cues [A] reason to pay close attention to body language is that it is often more believable than verbal communication. For example, you ask your mother, Whats wrong? She shrugs her shoulders, frowns, turns away from you, and mutters, Oh . . . nothing, I guess. Im just fine. You dont believe her words. You believe her dejected body language, and you press on to find out whats bothering her.The key to nonverbal communication is congruence. Nonverbal cues usually occur in congruent clustersgroups of gestures and movements that have roughly the same meaning and agree with the meaning of the words that accompany them. In the example above, your mothers shrug, frown, and turning away are congruent among themselves. They could all mean Im depressed or Im worried. However, the nonverbal cues are not congruent with her words. As an astute listener, you recognize this incongruency as a signal to ask again and dig deeper.(Matthew McKay, Martha Davis, and Patrick Fanning, Messages: The Communication Skills Book, 3rd ed. New Harbinger, 2009) An Illusion of Insight Most people think liars give themselves away by averting their eyes or making nervous gestures, and many law-enforcement officers have been trained to look for specific tics, like gazing upward in a certain manner. But in scientific experiments, people do a lousy job of spotting liars. Law-enforcement officers and other presumed experts are not consistently better at it than ordinary people even though they’re more confident in their abilities.There’s an illusion of insight that comes from looking at a person’s body, says Nicholas Epley, a professor of behavioral science at the University of Chicago. Body language speaks to us, but only in whispers. . . .The common-sense notion that liars betray themselves through body language appears to be little more than a cultural fiction, says Maria Hartwig, a psychologist at John Jay College of Criminal Justice in New York City. Researchers have found that the best clues to deceit are verballiars tend to be less forthcomin g and tell less compelling storiesbut even these differences are usually too subtle to be discerned reliably.(John Tierney, At Airports, a Misplaced Faith in Body Language. The New York Times, March 23, 2014) Body Language in Literature For the purpose of literary analysis, the terms non-verbal communication and body language refer to the forms of non-verbal behaviour exhibited by characters within the fictional situation. This behaviour can be either conscious or unconscious on the part of the fictional character; the character can use it with an intention to convey a message, or it can be unintentional; it can take place within or outside of an interaction; it can be accompanied by speech or independent of speech. From the perspective of a fictional receiver, it can be decoded correctly, incorrectly, or not at all. (Barbara Korte, Body Language in Literature. University of Toronto Press, 1997) Robert Louis Stevenson on Groans and Tears, Looks and Gestures For life, though largely, is not entirely carried on by literature. We are subject to physical passions and contortions; the voice breaks and changes, and speaks by unconscious and winning inflections, we have legible countenances, like an open book; things that cannot be said look eloquently through the eyes; and the soul, not locked into the body as a dungeon, dwells ever on the threshold with appealing signals. Groans and tears, looks and gestures, a flush or a paleness, are often the most clear reporters of the heart, and speak more directly to the hearts of others. The message flies by these interpreters in the least space of time, and the misunderstanding is averted in the moment of its birth. To explain in words takes time and a just and patient hearing; and in the critical epochs of a close relation, patience and justice are not qualities on which we can rely. But the look or the gesture explains things in a breath; they tell their message without ambiguity; unlike speech, th ey cannot stumble, by the way, on a reproach or an illusion that should steel your friend against the truth; and then they have a higher authority, for they are the direct expression of the heart, not yet transmitted through the unfaithful and sophisticating brain.(Robert Louis Stevenson, Truth of Intercourse, 1879)

Saturday, October 19, 2019

The Philosophy Final Essay Example | Topics and Well Written Essays - 500 words

The Philosophy Final - Essay Example The problem required immediate resolution but, unfortunately, the Philosophy students’ professor was not around to help in resolving the problem, and the receptionist at the events scheduling office did not have an idea about how the problem could have occurred. The receptionist at the events scheduling centre had to look for someone in the office to help in resolving the problem. This problem occurred because the events scheduling centre had mistakenly scheduled the two events to take place at the same time. It is not possible, however, that the events scheduling office had deliberately scheduled the two groups to use the centre at the same time, given the fact that doing exams requires a calm and tranquil environment; the philosophy students could not be able to do their exams with the basketball women team playing in the events centre. This fact, therefore, shows that the events scheduling office had mistakenly scheduled the two events to take place at the same time. What should have been done differently at the time was that the events scheduling office should have been more careful in scheduling events, so as to avoid the mistake of scheduling two events to take place at the same time. To avoid any such a problem in the future, I recommend the following two changes. First, the events scheduling office should make their events schedule available to the public. With the events schedule being accessible to all the interested parties, any mistake in the schedule would be easily noticeable and corrected beforehand. But, since the events schedule was not available to the public, even the receptionist of the events scheduling office did not know anything about the schedule and how the problem could have occurred. Secondly, the events scheduling office should always have one of their officials in standby to resolve any complaints concerning the schedule. Since there was no official of the events scheduling office was available to handle the conflict

Reading and writing experiences throughout life Essay

Reading and writing experiences throughout life - Essay Example In my learning of English, I encountered various issues that challenged me in my schooling especially the circumstances in which I had to take exams in English, which was not my native language. In the process of learning, I understood the importance of literacy in any language and its relationship with academic performance. Learning English to me started in my childhood in my elementary school where I was supposed to take some class subjects in English language although I had insignificant knowledge about construction of sentences in English. In order to start my learning in the language, I invested time to understand the most appropriate ways of getting to understand the language so that I could follow the example to gain competence in its usage. I first understood that it is important to have an experience with the environment in which the language is spoken so that I can learn the way the competent were using the language. This was important because as many people interacted in t heir communication, there were aspects of the language that I acquire through staying with them which could be not necessarily found in the teaching syllabus, which I had to go through. Some of the things that I learnt through experience with those who knew to speak in English could have taken long to learn if I had to follow the process of the syllabus. In essence, the experience with English speakers speeded up the process of learning the language in the aspect of speaking but also I realized that I needed some skills in reading and writing the language. This is because even after I learnt to speak some English, I had difficulties in reading and writing in the language because I had numerous errors writing the language. My reading in English language started with understanding of the alphabetical codes that are used in constructing simple and complex word. This was important to me because the words that appeared in the English language were made of alphabets, which produced varyin g pronunciation, which could confuse me if I was to write a dictated passage. The understanding of the alphabets enabled me to have a good understanding of sound in English language that were important in differentiating words that could appear to have slight differences in the alphabets that sound almost the same. Through the interaction with the alphabets also, I was able to understand the various the different issues that can make some letters of the alphabets to be silent in a word which would influence how to written them from a spoken statement. I received valuable learning support from teachers that could elaborate the different ways of constructing words and sentences in English so that I could be able to enhance the study of language. The teacher helped me to construct grammatically correct sentences and later taught to combine the different sentences so that I could form meaningful paragraphs that could communicate some necessary information in the course of learning. Thro ughout the time the teacher taught me to combine different sentences that could be used meaningfully, I used to interact with other people who had experience in English and engage them in simple discourses that were able to advance my skill in the spoken language. Through the teacher, I learnt different signs that are used in the English

Friday, October 18, 2019

Public health and nutrition Assignment Example | Topics and Well Written Essays - 1750 words

Public health and nutrition - Assignment Example The features that should be examined include: ï‚ § The nutrition standard offered by the school. The aim of the program in school is to give a nutrition that enhances development and growth in children in the setting where they live. It will also promote mental, physical, social and cognitive development in children (Brown & Isaacs, 2011). Research carried out has proved that children participating in school breakfast programs perform better have minimal absences and tardiness (Smith, 2009). The school breakfast program teaches students to adapt to healthful eating habits when they are still young. Various indicators will be used to determine if the program satisfies the needs of clients. The amount of each plate waste, the number of participants and the weight of the children involved in the program (Martin& Oakley, 2008). If there is a lot of left-over then, this will act as an indication that the type of foods offered by the program is not appealing to the students. On the other hand if the waste includes food like vegetables and fruits then it shows that the nutrition benefits of the program is not met. The weight of the students is imperative in determining if the breakfast program influences the students to live a healthy life. In case the number of children suffering from obesity increases then it would mean th at the diet is not balanced. If the initial number of the students participating increases then, the breakfast program is successful for it has appealed to more students. However, if the number of participants declines then the program is a failure and does not meet the needs of the students (Martin& Oakley, 2008). If the school breakfast program is not meeting the needs of the target population then, a thorough analysis of the school’s nutrition standards should be carried out. The areas of failures should be recognized, and recommendations made for improvement. The areas of concern comprise of

Should Canadian goverment provide privatization of water Research Paper

Should Canadian goverment provide privatization of water - Research Paper Example This has led to water privatization seeming like a practical alternative, as there will be a reduction of waste, sensible pricing and improved distribution. Despite the scarcity of water, lure of profits and promise of an improved economy, it would be vital to remember that there is no substitute for water. Canadian government privatisation of water for trading as a commodity like oil would be detrimental to the welfare of the humanity. There are humanitarian concerns relating to danger attributable to privatizing water that will result to closing out of the poor to its access. This is because prices attached to accessibility of water would not be affordable to majority of the people, leading to further disregard for social welfare, as spread of diseases will be more widespread. Privatizing water will liken it to commodities such as natural gas, which are not essential utilities or even a fundamental human right, and there is also the fear that water trading would lead to ecological destruction as it is a heritage of the Earth. Recently, opponents of privatization have stated that reversing this would be difficult once things go wrong. It would create a scenario where water services would be further privatized all over the country. As time passes, focus will shift to shareholders and not consumers, otherwise taxpayers if water delivery were a state-governed service. This implies that profits gained would go to a sm all number of people, further deepening inequality. If the service remains a responsibility of the state, any profits reaped go to the public implying lower taxes or increased spending in other beneficial activities (Trew). From a corporate perspective, water exportation would be expensive because of shipping costs since water is heavy and returns from it through local selling would not bring back the investment; therefore, financial viability would not be sensible. Looking at the

Thursday, October 17, 2019

Transsexualism Research Paper Example | Topics and Well Written Essays - 2000 words

Transsexualism - Research Paper Example Transsexualism has stigmatized many people across the world; notably, it effects have been enormously experienced in the western culture especially towards mid to late twentieth century. Nonetheless, the current advancement in technology especially in health care provision aims at enhancing sexual revolution in persons with sexuality problems. Sexuality change is often reverted through sex reassignment surgery (Chiland and Alcorn 24). Notably, Victims of transsexualism are often discriminated upon the society usually subjects them to numerous negative attitudes that undermine them from various quarters including cultural values, and religious believes. In fact, some cultures find it difficult to comprehend and integrate transsexualism conditions. The case is often worse if it involves change gender roles. Some cultures hold transsexualism with high regards and sometimes regarded to be holding two spiritual roles. This traditional believe, is often rampant among some Native American t ribes (Chiland 37). Gender is often a linguistic term used across many languages to refer to masculine, natural, or feminine and a fully independent attributes to the words that applied therein. Different cultural groupings have different manifestation of gender or sexuality. Most cultural believes often recognizes only two genders that are female and male. Other cultures recognize the third gender called neuter. However, some cultures recognize none of these genders. Adapting to gender changes often take different dimension and tasks to fulfill (Chiland and Alcorn 70). In some societal settings, gender variation is only indicated by the variation in adjective or noun while other societies require a complex grammar changes. For instance, in English, gender transition often involves the change in the transsexual’s first name that is from either changes he/him to she/her or vice versa. However, in some cases where a person never wants to be referred to either sexes or gender us ually uses â€Å"them† or â€Å"ze† and â€Å"hir† as gender natural pronouns or neutral pronouns (Chiland 52). Different societies treat transsexualism differently; thus, most persons never intend to reveal their sexuality especially concerning the gender complication since they fear the reception that the society may offer towards their complicated sexuality. The term transsexualism falls under the broader category of transgenderism that refers to people who are not often comfortable with the gender roles assigned to them. Most groups that fall under this category include transvestites, cross dressers, and genderqueer persons (Chiland and Alcorn 44). Nonetheless, transsexualism is a specific condition under transgender realm; however, it radically differs with both transsexual and crossdresser. Some people often use transsexualism and transgenderism interchangeably, but these terms are never synonymous (Chiland 84). There are many causes of transsexualism; how ever, many intersex data have revealed that genes never cause this gender variation since genes do not define nor determine gender identity. Additionally, the recent intersex infant surgeries have suggested that the same gender problem is never associated with gender identity since there is an enormous consistency between the genitals and upbringing. However, numerous scientific studies are currently suggesting

Demeaning Images of Women in Advertising and Other Media Essay

Demeaning Images of Women in Advertising and Other Media - Essay Example This issue is one that, if not the worst, is a detrimental concern that gradually inculcates public demeanor into the majority of women. They may be some issues that also affect the whole being of human, but the general public generalizes everything that they perceived resulting to more altering images of feminine. For instance, numerous issues nowadays are not just associated to state regulations or open differentials, but also to some constituents of the community, biology, altruism of anticipations, and the media. To converse them, feminist must go beyond the regulatory policies or the spreading idea of patriarchy--integrating connections with those in the environment and commence to dismount the degrading effigy of women (Spare). This paper seeks to deliver the rationale of choice of the issue, delineate the paradigms that degrade the effigy of women by providing some exemplars, depict the implications regarding appropriate protest to acknowledge the alterations in the issue of women, and finally, a concluding statement about the overall scope of the paper. 2.0 Rationale of Choice Amid all of the feminine issues that may include gender inequalities, sexual harassment and assault, and reproductive liberation rights, only one thing that has gotten to be the most talked-about issue. One issue that describes a detrimental and generic impact to the majority of women is the demeaning images of women in advertising and other media. In particular, the issue before was not about the concerns regarding depicting the differences between men and women, but about depicting women differences among other women (Lorde, qtd. in Stern 4). However, the issue of restricted images of women in advertising commenced through Goffman’s 1976 book entitled Gender Advertisements (Baym, Fetterley, Millet, Russ, qtd. in Stern 2). The production of such effigies emerged in themes generated by men. Women images are fitted to the generic cluster of women, and images were manifested similarly by all the viewers. This leads to the notion that universal images of Western women are capture d through the perspectives of men (Firestone, Lakoff, Russ, qtd. in Stern 2). This has opened to the idea of analyzing the gender role representations (Courtney and Whipple, Gilly, qtd. in Stern 2) in advertising. The main problem that arises is the dominance of men themes for the representation of women across the media (Bakan, qtd. in Stern 2). In the 1960s, Kassarjian commenced to study the blacks in the American advertisements (1964-1965) (qtd. in Stern 3). By the 1970s, the development of the study rose as minorities began to depict the differences between white and black customers (Sturdivant, qtd. in Stern 3), specifically in the issue of inequality. Blacks were associated significantly to menial employees, indigent, and community problems. Some pundits acclaimed that the â€Å"exclusion of racial minorities† in the favorable representations had a leveraging impact on minority youths, leading them to feel disjointed to the community (Kern-Foxworth, qtd. in Stern 3). 3. 0 The Paradigms and Exemplars Some paradigms of old and recent demeaning representations of women in all forms of media are presented in this section. However, it must be noted that even if women are the subject of this matter, there can still be misrepresentations that involve the opposite sex in portraying these degrading images of feminine. One of the oldest degrading women advertisements was done by a cigarette company that utilized slogans such as â€Å"blow in her face and she will follow you anywhere† (Matt). A cigarette brand, Tipalet was advertised having an image of woman with

Wednesday, October 16, 2019

Transsexualism Research Paper Example | Topics and Well Written Essays - 2000 words

Transsexualism - Research Paper Example Transsexualism has stigmatized many people across the world; notably, it effects have been enormously experienced in the western culture especially towards mid to late twentieth century. Nonetheless, the current advancement in technology especially in health care provision aims at enhancing sexual revolution in persons with sexuality problems. Sexuality change is often reverted through sex reassignment surgery (Chiland and Alcorn 24). Notably, Victims of transsexualism are often discriminated upon the society usually subjects them to numerous negative attitudes that undermine them from various quarters including cultural values, and religious believes. In fact, some cultures find it difficult to comprehend and integrate transsexualism conditions. The case is often worse if it involves change gender roles. Some cultures hold transsexualism with high regards and sometimes regarded to be holding two spiritual roles. This traditional believe, is often rampant among some Native American t ribes (Chiland 37). Gender is often a linguistic term used across many languages to refer to masculine, natural, or feminine and a fully independent attributes to the words that applied therein. Different cultural groupings have different manifestation of gender or sexuality. Most cultural believes often recognizes only two genders that are female and male. Other cultures recognize the third gender called neuter. However, some cultures recognize none of these genders. Adapting to gender changes often take different dimension and tasks to fulfill (Chiland and Alcorn 70). In some societal settings, gender variation is only indicated by the variation in adjective or noun while other societies require a complex grammar changes. For instance, in English, gender transition often involves the change in the transsexual’s first name that is from either changes he/him to she/her or vice versa. However, in some cases where a person never wants to be referred to either sexes or gender us ually uses â€Å"them† or â€Å"ze† and â€Å"hir† as gender natural pronouns or neutral pronouns (Chiland 52). Different societies treat transsexualism differently; thus, most persons never intend to reveal their sexuality especially concerning the gender complication since they fear the reception that the society may offer towards their complicated sexuality. The term transsexualism falls under the broader category of transgenderism that refers to people who are not often comfortable with the gender roles assigned to them. Most groups that fall under this category include transvestites, cross dressers, and genderqueer persons (Chiland and Alcorn 44). Nonetheless, transsexualism is a specific condition under transgender realm; however, it radically differs with both transsexual and crossdresser. Some people often use transsexualism and transgenderism interchangeably, but these terms are never synonymous (Chiland 84). There are many causes of transsexualism; how ever, many intersex data have revealed that genes never cause this gender variation since genes do not define nor determine gender identity. Additionally, the recent intersex infant surgeries have suggested that the same gender problem is never associated with gender identity since there is an enormous consistency between the genitals and upbringing. However, numerous scientific studies are currently suggesting

Tuesday, October 15, 2019

Research literature review Essay Example | Topics and Well Written Essays - 250 words

Research literature review - Essay Example The clinical application of this property has been of much interest to biomedical researchers in the recent years. Though the potential of stem cell research has been confirmed to have much clinical relevance, many social and spiritual controversies have been raised due to the developments in this field. Pierret and Friedrichsen (2009, 79-87) have analyzed the sociological aspects of stem cell research. Their study has urged serious discussion, both among college students and other social elements, on the ethical issues pertaining to stem cell research (Pierret & Friedrichsen 2009, 79-87). The authors have developed a new course termed ‘Stem cells and Society’ to attract the attention of students towards scientific realities in the research and also to the moral issues related to it. (Pierret & Friedrichsen 2009, 79-87). The study has also critically analyzed the ethical controversies that had erupted in relation to similar scientific innovations (Pierret & Friedrichsen 2009, 79-87). The purpose of our study, though, is not to argue about one particular stand point but to discuss both the view points and finally to allow readers to draw their own opinions and conclusions. In addition the process has been facilitated by providing an integrative review that details previous research, theories, explanations and answers and then counteracting them with questions and objections so that at the end of our research readers can make their own rationalistic conclusion. Stem Cells, as defined by The National Institute of Health, are cells that have the ability to develop into different cell types within the body. Two facets make them incredibly important: Firstly, they can renew themselves during cell division and secondly, when grown under certain conditions, they can achieve specialised functions. These cells differentiate and form almost all the

Monday, October 14, 2019

Science Research Paper Essay Example for Free

Science Research Paper Essay ANALYSIS: What would happen if the experiment was repeated by baking the bread at high temperatures again before starting the experiment? The experiment can be repeated using different types of food like biscuits or cooked rice. It is observed that the 1st bread slice with a few drops of water and kept in the dark space had started to grow mold the fastest. The 5th bread slice that was kept in the refrigerator took the longest for the mold to appear. CONCLUSION: The hypothesis that bread mold will grow faster in warm and damp environment is proven to be true. Mold will grow fast on bread in humid and warm conditions. Bread should be kept in dark, dry and cool places for it to last longer. Bread can also last longer if stored in the fridge or in airtight containers. Mold is an annoyance when it comes to storing food, but it has its usefulness too. Molds help in the decomposing process of decaying animals and plants. Penicillium is used in pharmaceutical work to produce medicine. RESEARCH TEMPERATURE Definition: Temperature is the difference between hot and cold. It is measured on a standard scale. It is a numeric measurement of hotness and coldness. The measurement is based on a flow of heat between two connected objects. One of the most common scales of temperature is Celsius. Low Temperature storage Low Temperature storage (LTS) is what refrigeration and freezing is called. LTS is very effective in slowing the process of spoilage. It also allows longer storage. Refrigeration doesnt cause change to the food but does allow microorganisms to form after a while. Freezing can cause chemical change if the food has not yet been frozen and it goes into the freezer before being treated. After it has been treated it is called quick freezing. Freezing the food before the food has been treated is called slow freezing. Slow freezing causes the substance to leak fluids. Kelvin Kelvin is a fundamental physical quality that is based on the position above or below 273.16K. It is called the triple point of water. Kelvin is the temperature at which water, ice, and water vapor coexist together. Zero degree k is the absolute lowest temperature at which no energy motion of molecules is made. Kelvin is named after William Thompson, Lord Kelvin a British physicist. He introduced this absolute thermodynamic scale in 1848. There are some limits as to how low the temperature can get, but as far as scientists know there isnt a limit as to how high it can get. The lowest temperature that is known is ?273.15 C. MOLD GROWTH Definition Mold is a multi-celled woolly growth made up of microscopic spore colonies, that lives off of dead matter, and form when contact is made with sufficient food. After landing mold attacks its â€Å"prey† with a coating of slime that helps break the food down into small partials. Mold absorbs water and eats carbohydrates such as sugars and fats. There are approximately one hundred thousand known species of mold and scientists think that there are as many  as two hundred thousand. Four main types Penicillium Penicillium is most of the blue and green molds. This particular group of molds contains an antibiotic drug, the same drug that is found in Penicillin. In fact it is what lead to the production of Penicillin. The drug found in it is so strong that inhaling it can cause severe damage to the lung. Rhizopus Rhizopus is a type of bread mold. It is mainly the black molds. They have single tube like hyphea structures instead of many web-like structures. They are widely distributed instead of grouped together like most other molds. Aspergillius Aspergillius are the green colored molds. There are about eighty forms of Aspergillius and over half of them are hazardous and can cause respiratory disorders. Aspergillius is one of the only types of molds that completely smothers its food. Mucon Mucon is the group of white molds. There are over three hundred fifty forms of mold that fit into this group. One of the most commonly seen molds from this group is Mucor mucedo, which is a pin mold. MOLD RELATED PROBLEMS Allergic Disorders Allergic disorders may result from an immune mechanism shut down. Antibiotics can medicate them, immediate types are more life threatening than others and can cause systematic shock. Allergies can result in hives or angioedema, a delayed reaction is a generalized rash. Harmful pathogens Pathogens can harm the human body in many ways. One is through the manufacturing of toxic products (toxins) that are produced by living organisms, either exotoxins or endotoxins. Exotoxins are released onto the surrounding area and contain extremely potential protein compounds that demonstrate selectivity with regards to the site and mode of the attack. Endotoxins are only released when the organism that produced it is broken up and only then is it harmful if eaten. Defense Against In order to defend themselves from this harm, humans and animals have developed a set of complex defense mechanisms, the most common of these systems defend the bodies eternal and external surfaces. Controlling In spite of defense efforts bacterial infections are often harmful or even fatal. Therefore finding other defense methods is critically important to maintaining good health. SUMMARY Mold spores are reproductive structures of filamentous fungi (molds). A single microscopic mold filament, called a hypha, forms a mat that is called a mycelium. Mycelia are visible without a microscope. Molds are very common organisms and can be found where there is moisture, oxygen, and food they need. Molds can be seen on bread, cheese, or fruit. Hot spots of mold growth can be found in basements and bathrooms (especially shower stalls), house plants, and even air conditioners. Molds grow on fallen leaves, rotting logs, certain grasses, and weeds. They also can be found in barns, dairies, bakeries, and greenhouses. The mold mycelium produces reproductive branches above the surface of the mold. These branches carry spores called conidia that function in distribution of mold by air, water, and animals. Among different molds, sporesemployed in asexual reproductionvary in size, shape, and color. Each spore can germinate to start a new mold, which in turn produces million of spores. Spores are very tough structures: they are resistant to drying, freezing, heating, and some chemicals. The majority of the mold spores are disseminated by air. A sample of air may contain up to 2  million spores per cubic meter, but on average, about 10,000 spores inhabit one cubic meter of air. The amount of mold spores in the air in some areas is greater than the amount of pollen. Certain types of mold spores can cause various allergic reactions in humans, such as irritations of the eyes, nose, and throat. About 20 to 30 percent of the population develops allergic responses after exposure to these mold spores. The most common allergenic spores in the United States are Alternaria cladosporium, Aspergillus, Fusarium, Mucor, Rhizopus, and Penicillium. In some people, exposure to mold spores leads to asthma (Madigan, 2009). Some mold spores, if they reach lungs, can cause infections called mycoses. Systemic mycoses are the most serious category of mold infection. The host becomes infected by inhaling spores that germinate in the lungs. In the United States, two of the most common mold infections of that type are coccidioidomycosis, caused by Coccidioides immitis, and histoplasmosis, caused by Histoplasma capsulatum. Mild coccidioidomycosis may go unnoticed or produce symptoms similar to those of pneumonia or tuberculosis (Madigan, 2009). The human immune system normally destroys mold spores and neutralizes mold infections. In a small number of cases, however, more serious coccidioidomycosis develops and lesions of the skin, bones, joints, internal organs, and brain (meningitis) occur. Progressive histoplasmosis symptoms include lung cavities, sputum production, night sweats, and weight loss (Madigan, 2009). The weather and mold-spore distribution are closely related. Spore count is usually higher in temperate and tropical regions than in the polar and northern regions. In colder climates, molds are present in the air during the period between late winter and late fall. In warmer climates, mold spores are found throughout the year. It is likely that warmer temperatures due to global warming will result in an increase and even abundance of mold spores and, therefore, in considerable increase of allergic reactions. Repeated exposure to a massive amount of mold spores (100 million per cubic meter) can cause serious allergy-related health problems, including chills, fever, dry cough, breathlessness, weight loss, and even permanent lung damage. Global warming is believed to be a major factor in the explosion of mold-related asthma and mold infections (Beggs, 2004). For instance, the causative agent of coccidioidomycosis can be found in geographical areas with high summer temperatures and mild winters. In the southwestern regions of the United  States, where this climate prevails, an estimated 80 percent of inhabitants are currently infected. Infectious disease specialists suggest that global warming will cause the further expansion of the geographic ranges of coccidioidomycosis infection. Scientists predict that climate change could also increase the spread of histoplasmosis, which at present afflicts about 500,000 people annually. Another example of mold-spore infection spreading as a result of climate change is the infection caused by Cryptococcus gattii. Though previously it was only seen in Australia and other subtropical regions, this mold is spreading in Canadas Vancouver Island and the Pacific Northwest. It can cause serious human infection of the lungs and brain. In addition, molds are the cause of numerous plant diseases. The increase of plant fungal diseases due to global warming may have a negative impact on plants ability to take up carbon dioxide (CO2), a greenhouse gas, thereby increasing the CO2 concentration of the atmosphere and contributing to further warming. Managing mold plant infections may also require pesticides whose production consumes fossil fuels and generates even more CO2 emissions. There is another indirect relationship between mold spores and climate change. In nature, many molds are capable of decomposing woody plants such as trees. Cellulose and lignin in these trees are the biological molecules most resistant to decomposition. Molds, however, use cellulose and lignin from woody plants as their source of energy and carbon, and they release CO2 in the process. Trees function as carbon sinks, retaining carbon for the duration of their lives and sequestering it from the atmosphere. As global climate change increases the amount of mold spores and, eventually, molds, the CO2 released by decomposition of woody plants by those molds will also increase. Eliminating mold spores is impractical. Therefore, the only solution to keep molds under control is to control global warming.

Sunday, October 13, 2019

George Clymer :: essays research papers

George Clymer was born in Philedelphia in 1739. His father was from a respectable family of bristol, in England and after his emigration to america became married to a lady from Philedelphia. Clymer was left by his parents in an orphanage at the young age of seven. He was then taken care of by his maternal uncle William Coleman, a gentelman who was respected by everyone in Phildelphia The education of Clymer was directed by his uncle. He was the perfect man for the job. Coleman had a great mind and early instilled in his nephew the love of reading. After the completion of his education Clymer entered the counting room of his uncle. His genius however, was little adapted to mercantille employments, being more inclined toliteary and and scientific pursuits. At the age of twenty seven,he was married ,as has already been noticed, to a daughter of meredith, a gentlemen of a good mind as his things will show. Mr washington had been noticing clymer for a while. He was very interested in clymer and thought he could do a good job. Little did he know was that Clymer would be a perfect fit in any situation. Mr Clymer has said to be a republican by nature. He was also a firm and devoted patriot. His feelings were strongly enlisted in him againstthe acts of the british government. He early accepted a captains commission in a company of voulnteers,raised for the defense of the province, and manfully opposed. A committee appointed, of which Clymer was chairman, to wait upon the cosignees, to request the not to sell. In 1775, Clymer was chosen as a member of the council of safety,and one of the first treasurers. The next year he was elected a member of the continental congress. In september, Clymer was appointed to visit Ticonderoga, in conjuction with Mr. Stocton, to inspect the affairs of the northern army. Clymer was not all that crazy about this idea. However he went a long with it and did a very good job. In 1777, clymer was again a member of congress. His duites during this session were ardous, and owing to his unremetting exertions, he was obliged to retire for a season for the recovery of his health. In the year 1796 clymer was appointed, together with Colonial Hawkins and Pickens, to negotiate a treaty with the cherokee and creek indians, in Georgia. With this in mind he sailed from Philly to Savannah, accompanied by his

Saturday, October 12, 2019

Buddhism and the Matrix Essay -- essays research papers

The One In the film The Matrix Keanu Reeves plays Thomas A. Anderson, who is a man living a double life. One part of his life consists of working for a highly respectable software company. The second part of his life he is a hacker under the alias "Neo." One day Neo is approached by Morpheus (Laurence Fishburne) and is taught that everything he thought was real was actually The Matrix, a computer program developed by machines in order to use human beings as batteries. Morpheus has been searching his whole life for â€Å"the one† to end the war between the humans and machines. Morpheus feels Neo is the chosen one, the one who will set everyone free from the Matrix. Neo is reluctant to accept this responsibility, but through various mission and encounters he realizes that he is capable of this feat and allows himself to embody what is to be considered â€Å"the one.† Within the storyline of The Matrix there are many signs of Buddhism. The first of which is the idea of Samsara. Samsara is the process of death and rebirth, characterized by suffering, in which all beings are caught (Strong, 370). Suffering is a result of unawareness and yearning, which keeps humans locked in an illusion until they are able to recognize that their reality is false and they are able to renounce this false sense of self. This is related to the matrix because Morpheus explains it to be merely a â€Å"mental projection of your digital self,† and ...

Friday, October 11, 2019

Bramante and the Aesthetics of High Renaissance

Thesis: Bramante an Italian architect and painter whose work centered around the classical style of the ancients (www. wga. hu/index_co. html). Because Bramante is also attributee to the drawing of The Interior of the Church(www. wga. hu/index_co. html) The engraving was done by Bernado Prevedari. (www. wga. hu/index_co. html). Continuing to analyze the Church of Santa Maria, Bramante added the tribune to east end of the large church. The church was previously built in Gothic style in 1463, but was later torn down and Replaced by a Renaissance structure, to house the tombs if the Sforza Dynasty. We will also look at other works and the semblance of these works by Donato Bramante. Bramante or Bramante Lazzari an Italian painte and architect was born in July 1444. He was born at the Monte Asdruvaldo in Urbino,(www. nndb. com/people/700/000084448). As a child Bramante showed a great taste for drawing and he was placed under the tutuledge of Fra Bartemmeo also called Fra Carnavale. Bramante was soon absorbed by architecture and studied under Scirro Scirri, an archtect in his native place as well as under other master. Bramante set from Urbino executing works of varying magnitudes as he proceeded through several of Lombardy. (www. nndb. com). Bramante finally reached the city of Milan in Rome where he was attracted by the fame of the great Duomo. While in Milan Bramante devoted himself to the study of ancient buildings, both in the city and as far south as Naples (www. nndb. com). Bramante was commissioned by the Cardinal Caraffa to rebuild the cloister of the Convent della Pace. The Cardinal then introduced Bramante to Pope Alexander VI. Bramante then executed for the Pope the Palace of the Cancelleria or Chancery. (www. nndb. com). Bramante was one of the most important architects of the papal court. This comes from the work he done for Pope Alexander VI and under Pope Julius II, Bramante undertook the redesign of the Vatican Palaces around the Belevedere courtyard. (lib-art. com/artgallery/755-donato-bramante. html). The repositioned fresco of Men at Arms and the wood panel Christ at the Column are at The Bera Gallery Houses. The Christ at the Column is the only painting that can be attributed to Bramante. (www. lib-art. com). Bramante's work again can be seen at the Sforza Castle which contains Bramante's symbolic fresco Argus which he painted with Brammantino. (www. lib-art. com). Most of Bramante's art is attributed to his architecture in the Church of Santa Maria. Bramante is attributed with the tribune, the exterior of the church,the exterior of the church as well as the interior of the choir. Although there is no record that connects Bramante's name with the present apse, transept, crossing,and dome they are attributed to him under the influence of Leonardo da Vinci whose radical architectural ideas they represent. (www. lib-art. com). Bramante executed numerous smaller works at Bologna and Rome, among these smaller works which are specially mentioned by older writers, the cloister of San Pietro a Moontario. Bramante took part in the greatest architectural enterprise ever attempted it was the rebuilding of St. Peter's. This was done under the order of Pope Julius II and Bramamte's design were completed and was pushed so fast that the four great pillars and their arches were completed before his death in 1514. (www. answers. com/topic/donato-bramante). Bramante was known for the classical style architecture. His work paintings as well as architecture represented his classical thoughts as well as his philosophy. (www. artcyclopedia. com). Bramante not only did paintings he specialzed in architecture. One of his first master pieces was the Tempietto, sits in the coutyard in Montorio. Bramante worked from a historical typology. www. wga. hu/index_co. html). As you look at Bramante's works such as The Tempietto, His work on the Church of Santa Maria as well as The Piazzo Ducale, (www. lib-art. com), we see the architectural elements known to Bramante, these elements acknowledge a debt to classical structures. In conclusion we see that Bramante had a knack for art whether it was in a painting such as Chr ist at the Column, Heraclitus and Democritus to the pillars and columns of the Church of Santa Maria or the the Church of St. Peter. Bramante and his classical style of architectue influenced other painters and architects.References: Library of Art-lib: lib-art.com Answers.com/topic/donato-bramante Web Gallery Art www.wga.hu/index-co.htmlGardener's Art through the Ages

Thursday, October 10, 2019

Modern Philosophy Essay

Herman Ebbinghaus has pointed out that psychology and philosophy are intertwined one way or the other. In order for Psychologists to study human behavior, as well as metal process, they must go step back and consider being philosophical. One must be rational and logical when studying this process and behavior, thus going back to psychology’s roots. Towards the end of the Renaissance period, Rene Descartes emerged and was tagged as the father of Modern Philosophy. As mentioned, Philosophy and Psychology work hand in hand in analyzing human behavior. Descartes’ ideas were formed when he said that he found formal education with the Jesuits was not enough to feed his thirst for knowledge and distraught on the lack of knowledge that was fed to him during his college or scholastic days. Because of this he opted to explore and find things out on his own. Descartes strong desire to get answers and fill his doubts with facts and certainties; he spent his time finding ways to unite all knowledge. Though a philosopher, he â€Å"for example, he combined his interests in optics and physiology by extracting the eye of an ox and examining the properties of the lens, thereby discovering the fact that retinal images are inverted (as cited, Vrooman, 1970). † Descartes had four rules: First, he would accept nothing as true unless â€Å"it presented itself so clearly and distinctly to my mind that there was no reason to doubt it† (Descartes, 1637/1960, p. 15). Second, he would take problems and analyze them, reducing them to their fundamental elements. Third, he would systematically work from the simplest of these elements to the more complex, and fourth, he would carefully review his conclusions to be certain of omitting nothing. As a rationalist, he has said that reasoning is innate in humans. The capacity to think and put logic and into, perhaps a situation or event in a person’s life is something that is natural and that people do not rely on just experience. People are given the gift to think and make decisions, and these are made and achieved because of man’s ability to rationalize and think logically. Because he was a scientist and a mathematician, he believed that one must doubt on things that has no basis and can not be explained. Cognitive Psychology deals with mental process or the mental state of a person. For instance, studying or analyzing the mental state of a child. According to Jean Piaget, a person’s mental growth had education as a key role in a child’s mental development. It is said that, it is our teachers or mentors that one develops his perception and thinking, among others. In relation to Ebbinghaus’ study of Memory and Forgetting, experiments have been made in order to analyze a person’s capability to memorize and forget. With the help of research and methodology, and Ebbinghaus’ invention of some tests for memory retention, we begin to understand how memory works and improved. What stuck me most on Watson’s manifesto is his strong point and statement that man’s behavior or contribution has been applied to different facets of life and education. Upon reading this, I realized I believed and agree to his principles and view. Psychology is about behavior and a person’s behavior is linked to how he thinks. There is an array of reasons why a person acts or behaves in a certain way. This may be contributed by life experiences, family background, culture or influences of peers. A person may act differently because of their beliefs as well and their way of living. Behavior is also an expression of one’s feelings and emotions. An art fanatic or an artist may act differently or a little bit off the edge, but to them, their behavior and ways are but normal and they are merely expressing themselves, with the way they talk, dress or even walk. Another example is a person’s cultural beliefs and practices. Because people emerged and come from different races and cultures, they act and behave differently. Cultural beliefs are formed in our minds at very young age. These were passed on to us by our parent or ancestors. And from that very young age, till the time that we grow old, those teachings will remain if not in our hearts but in our subconscious. Even though we move away from our birthplace, one way or the other, in spite the influence of the today’s generation and the ever so changing world, we still go back to our own roots and ways. References (N. A. ). DESCARTES: THE BEGINNINGS OF MODERN PHILOSOPHY AND SCIENCE (N. A.). Chapter 10: JOHN B. WATSONAND THE FOUNDING OF BEHAVIORISM

Reasearch Paper

w w w e tr . X m eP UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Ordinary Level e ap . c rs om MARK SCHEME for the May/June 2012 question paper for the guidance of teachers 1123 ENGLISH LANGUAGE 1123/12 Paper 1 (Composition), maximum raw mark 60 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks.It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes must be read in conjunction with the question papers and the report on the examination. †¢ Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the May/June 2012 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses a nd some Ordinary Level syllabuses.Page 2 Mark Scheme: Teachers’ version GCE O LEVEL – May/June 2012 Syllabus 1123 Paper 12 MARKING of LANGUAGE Section 1 and Section 2 General Assessment Objectives for WRITING W1 W2 W3 W4 Communicate appropriately, with a clear awareness of purpose, audience and register. Communicate clearly and develop ideas coherently, at word level, at sentence level and at whole text level. Use accurate spelling, punctuation and grammar. Communicate creatively, using a varied range of vocabulary, sentence structures and linguistic devices.The above objectives are assessed by impression, using as guides the Band descriptions in this mark scheme, the photostats and the exemplar marked scripts attached to this mark scheme, showing performance across the expected range of achievement. Specific Assessment Objectives for Section 1: Directed Writing To test the candidate's ability to: 1 2 write a speech which communicates information clearly, accurately an d economically; carry out the instructions as detailed on the question paper regarding the particular information required.Detailed Marking Instructions for Section 1: Directed Writing The 30 marks are allocated as follows: Task Fulfilment 15 marks Language 15 marks Please indicate the TF mark first at the end of the essay, e. g. 10 + 12 = 22 N. B. Assessing task fulfilment means more than including the bullet/content points. N. B. Candidates who address only two points must be in Band 3 or below for TF.  © University of Cambridge International Examinations 2012 Page 3 Mark Scheme: Teachers’ version GCE O LEVEL – May/June 2012 SECTION 1 TASK FULFILMENT MARK Syllabus 1123 Paper 12Band 1 (15–13 marks) †¢ Good understanding of purpose. †¢ Clear awareness of situation and audience. †¢ Format entirely appropriate. †¢ All required points developed in detail, fully amplified and well organised. †¢ Given information well used to justify person al opinion and interpretation. †¢ Tone and register entirely appropriate. Band 2 (12–10 marks) †¢ An understanding of purpose. †¢ An awareness of situation and audience. †¢ Format appropriate. †¢ All required points addressed but not always developed in detail. †¢ Given information organised to support personal opinion. Tone and register appropriate. Band 3 (9–7 marks) †¢ Some understanding of purpose. †¢ Some awareness of situation and audience. †¢ Format generally appropriate. †¢ At least two required points addressed (and partially/fully developed). †¢ Given information may not be logically used to support opinion. †¢ Tone usually appropriate, although there may be slips of register. Band 4 (6–4 marks) †¢ Only partial understanding of purpose. †¢ Some confusion as to situation and audience. †¢ Format may be inappropriate. †¢ At least one of the required points addressed (and parti ally/fully developed). Given information may be used irrelevantly. †¢ Tone may be uneven. Band 5 (3–1 marks) †¢ Misunderstanding of purpose. †¢ Confusion as to situation and audience. †¢ Little evidence of a specific format. †¢ None of the required points addressed. †¢ Given information misunderstood or irrelevant. †¢ Tone may be inappropriate. A mark of 0 should be given only when: †¢ the response is totally incomprehensible or †¢ the candidate has merely copied out the question or parts of it at random or †¢ the question is not attempted at all.  © University of Cambridge International Examinations 2012 Page 4Mark Scheme: Teachers’ version GCE O LEVEL – May/June 2012 SECTION 1 LANGUAGE MARK Syllabus 1123 Paper 12 Band 1 (15–14 marks) †¢ Highly accurate, apart from very occasional slips. †¢ Sentence structures varied for particular effects. †¢ Verb forms largely correct and appropriate te nses consistently used. †¢ Vocabulary wide and precise. †¢ Punctuation accurate and helpful. †¢ Spelling accurate, apart from very occasional slips. †¢ Paragraphs have unity, are linked, and show evidence of planning. Band 2 (13–12 marks) †¢ Accurate; occasional errors are either slips or caused by ambition. Sentence structures show some variation to create some natural fluency. †¢ Occasional slips in verb forms or tense formation, but sequence consistent and clear throughout. †¢ Vocabulary precise enough to convey intended shades of meaning. †¢ Punctuation accurate and generally helpful. †¢ Spelling nearly always accurate. †¢ Paragraphs have unity, are usually linked and show some evidence of planning. Band 3 (11–10 marks) †¢ Mostly accurate; errors from ambition do not mar clarity of communication. †¢ Some variety of sentence structures, but tendency to repeat sentence types may produce monotonous effect. Er rors may occur in irregular verb forms, but control of tense sequence sufficient to sustain clear progression of events or ideas. †¢ Simple vocabulary mainly correct; errors may occur with more ambitious words. †¢ Punctuation generally accurate and sentence separation correctly marked, but errors may occur e. g. with direct speech. †¢ Spelling of simple vocabulary accurate; some errors in more ambitious words. †¢ Paragraphs may show some unity, although links may be absent or inappropriate. Band 4 (9–8 marks) †¢ Sufficiently accurate to communicate meaning, with patches of clear, accurate language. Some variety of sentence length and structure, not always for particular purpose. †¢ Errors in verb forms and tense consistency may cause uncertainty in sequence of events or disturb ease of communication. †¢ Vocabulary usually adequate to convey intended meaning; idiom may be uncertain. †¢ Punctuation used but not always helpful; occasional sentence separation errors. †¢ Spelling of simple vocabulary accurate; errors in more difficult words. †¢ Paragraphs used but may lack unity or coherence. Band 5 (7–6 marks) †¢ Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper precision and distract reader from content. Some simple structures accurate but unlikely to sustain accuracy for long. †¢ Errors in verb forms and tenses will sometimes confuse sequence of events. †¢ Vocabulary limited, either too simple or imperfectly understood; some idiomatic errors likely. †¢ Simple punctuation usually accurate, but there may be frequent sentence separation errors. †¢ Spelling of simple vocabulary accurate; frequent errors in more difficult words. †¢ Paragraphs used haphazardly.  © University of Cambridge International Examinations 2012 Page 5 Mark Scheme: Teachers’ version GCE O LEVEL – May/June 2012 Syllabus 1123 Paper 12Band 6 (5–4 marks) †¢ Many serious errors of various kinds of ‘single-word' type (i. e. they could be corrected without re-writing the sentence); communication established, although weight of error may cause some ‘blurring'. †¢ Sentences probably simple and repetitive in structure. †¢ Frequent errors in verb forms and haphazard changes of tense confuse meaning. †¢ Vocabulary conveys meaning but likely to be simple and imprecise; significant idiomatic errors †¢ Spelling may be inconsistent. †¢ Punctuation and paragraphing may be haphazard or non-existent. Band 7 (3–2 marks) †¢ Sense usually decipherable but some error will be ‘multiple' (i. . requiring the reader to re-read and re-organise); meaning may be partly hidden by density of linguistic error. †¢ Unlikely to be more than a few accurate sentences, however simple, in the whole essay. Band 8 (1–0 mark) †¢ Scripts almost entirely or entirely impossible to recognise as pieces of English writing; whole sections make no sense at all. †¢ Where occasional patches of relative clarity are evident, 1 mark should be given. †¢ The mark of 0 is reserved for scripts that make no sense at all from beginning to end.  © University of Cambridge International Examinations 2012 Page 6Mark Scheme: Teachers’ version GCE O LEVEL – May/June 2012 Syllabus 1123 Paper 12 Detailed Marking instructions for Section 2: Creative Writing 30 marks are allocated. The ‘best fit' prindple is applied, as in the following table. N. B. Primary emphasis is on quality of Language; comments on Content used to adjust mark within Band. SECTION 2 MARK Band 1 (30–27 marks) †¢ Highly accurate, apart from very occasional slips. †¢ Sentence structure varied for particular effects. †¢ Verb forms largely correct and appropriate tenses consistently used. †¢ Vocabulary wide and precise. †¢ Punctuation accurate and helpful. Spellin g accurate apart from very occasional slips. †¢ Paragraphs have unity, are linked, and show evidence of planning. Consistently relevant. Interest aroused and sustained. Tone and register entirely appropriate. Discursive essays are well developed, logical, even complex, in argument. Descriptive essays have well-developed images helping to create complex atmospheres. Narratives are complex, sophisticated, possibly tense, and may contain devices such as flashbacks. Band 2 (26–23 marks) †¢ Accurate; occasional errors are either slips or caused by ambition. †¢ Sentence structures show some variation to create some natural fluency. Occasional slips in verb forms or tense formation but sequence consistent and clear throughout. †¢ Vocabulary wide and precise enough to convey intended shades of meaning. †¢ Punctuation accurate and generally helpful. †¢ Spelling nearly always accurate. †¢ Paragraphs have unity, are usually linked and show some evidenc e of planning. Relevant. Interest aroused and mostly sustained. Tone and register appropriate. Discursive essays have clearly-defined, cohesive, logical stages in their argument. Descriptive essays have interesting images and range of detail, helping to create effective atmospheres.Narratives have effective detail creating character or setting, and may contain some sense of climax.  © University of Cambridge International Examinations 2012 Page 7 Mark Scheme: Teachers’ version GCE O LEVEL – May/June 2012 Syllabus 1123 Paper 12 Band 3 (22–19 marks) †¢ Mostly accurate; errors from ambition do not mar clarity of communication. †¢ Some variety of sentence structures, but tendency to repeat sentence types may produce monotonous effect. †¢ Errors may occur in irregular verb forms, but control of tense sequence sufficient to sustain clear progression of events or ideas. Simple vocabulary mainly correct; errors may occur with more ambitious words. †¢ Punctuation generally accurate and sentence separation correctly marked, but errors may occur e. g. with direct speech. †¢ Spelling of simple vocabulary accurate; some errors in more ambitious words. †¢ Paragraphs may show some unity, although links may be absent or inappropriate. Relevant. Some interest aroused, although there may some lack of originality and/or planning. Tone usually appropriate, although there may be slips of register. Discursive essays make a series of relevant points, with some being developed; linking of ideas may be insecure.Descriptive essays have satisfactory images, ideas and details which help to create atmosphere. Narratives are straightforward with proper sequencing of sentences. Band 4 (18–15 marks) Sufficiently accurate to communicate meaning, with patches of clear, accurate language. Some variety of sentence length and structure, not always for particular purpose. †¢ Errors in verb forms and tense consistency may cause uncert ainty in sequence of events or disturb ease of communication. Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.Punctuation used but not always helpful; occasional sentence separation errors. †¢ Spelling of simple vocabulary accurate; errors in more difficult words. †¢ Paragraphs used but may lack unity or coherence. Attempt to address topic but there may be digressions or failures of logic. May lack liveliness and interest. Tone may be uneven. Discursive essays have mainly relevant points but may be only partially developed, with some repetition. Descriptive essays have some detail but may rely too much on narrative. Narratives are largely a series of events with only occasional details of character and setting.Band 5 (14–11 marks) †¢ Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper precision and distract reader from content. †¢ Some simple sentence structures accurate but unlikely to sust ain accuracy for long. †¢ Errors in verb forms and tenses will sometimes confuse sequence of events. †¢ Vocabulary limited, either too simple or imperfectly understood; some idiomatic errors likely. †¢ Simple punctuation usually accurate, but there may be frequent sentence separation errors. †¢ Spelling of simple vocabulary accurate, frequent errors in more difficult words. †¢ Paragraphs used haphazardly. Some relevance.Some interest. Tone may be inconsistent. Discursive essays make a few points but development is simple and not always logical; some obvious repetition of ideas. Descriptive essays are relevant but lack scope or variety. Narratives are simple, everyday or immature.  © University of Cambridge International Examinations 2012 Page 8 Mark Scheme: Teachers’ version GCE O LEVEL – May/June 2012 Syllabus 1123 Paper 12 Band 6 (10–7 marks) †¢ Many serious errors of various kinds of ‘single-word' type (i. e. they could b e corrected without re-writing the sentence); communication established, although weight of error may cause some ‘blurring'. Sentences probably simple and repetitive in structure. †¢ Frequent errors in verb forms and haphazard changes of tense confuse meaning. †¢ Vocabulary conveys meaning but likely to be simple and imprecise; significant idiomatic errors. †¢ Spelling may be inconsistent. †¢ Punctuation and paragraphing may be haphazard or non-existent. A little relevance. A little interest. Some recognition of appropriate tone. In Discursive essays only a few points are discernable and the argument progresses only here and there. In Descriptive essays the overall picture is unclear.Narratives are very simple and may narrate events indiscriminately. Band 7 (6–3 marks) †¢ Sense usually decipherable but some error will be ‘multiple' (i. e. requiring the reader to reread and re-organise); meaning may be partly hidden by density of linguistic error. †¢ Unlikely to be more than a few accurate sentences, however simple, in the whole essay. Little relevance or interest. Tone may be inappropriate. In Discursive essays only a very few points are discernable and the argument barely progresses. In Descriptive essays the overall picture is very unclear.Narratives are extremely simple and may narrate events indiscriminately. Band 8 (2–0 marks) †¢ Scripts almost entirely or entirely impossible to recognise as pieces of English writing; whole sections make no sense at all. †¢ Where occasional patches of relative clarity are evident, 2 or 1 mark(s) should be given. †¢ The mark of 0 is reserved for scripts that make no sense at all from beginning to end. Discursive essays are rarely relevant and may well be disordered, as are Descriptive essays and Narratives.  © University of Cambridge International Examinations 2012