IndiaA Political outlook essays

IndiaA Political outlook essays Politics play a crucial role in the origin and growth and even decay of cities in India. It also plays a great role in general urban development, decay and renewal. In most cases these policies are sponsored by the government, therefor, they obviously play a key role in the development of cities. In the following paragraphs I will describe different political aspects of the growth of an Indian city and how the government participated. I will also discuss the overall foreign policy of India. Politics played a crucial role in the origin and growth of cities since the beginning of humanity. These two developments led to the appearance of political authority. The agricultural revolution itself must have been planned by leaders with imagination and foresight. Thus, a formalized leadership and a well-developed power structure emerged in this process. It is due to this, perhaps, that many cities, in ancient times and today, came into being components of large empires. During the ancient and medieval periods administrative and strategic factors determined the location of towns and cities. This was first hand decided by the rulers or now known as the government. Being fortified around citadels, cities either flourished or decayed based on the prowess of royalty. The growth of commerce and the emergence of a merchant class have been cited as an important factor in urban growth. Typically an empire at its best contains an overgrowing body of urbanites and an upper class that has waxed more affluent and has increased its demand for a variety of goods. Merchants are thereby encouraged to extend their domain of operation into more emote regions like urban centers. Such a movement, though, needed the support and protection offered by the political base within the homeland. Military and strategic factors, also provided by the government, have been crucial in the emergence, location, growth and decline of some cities. Towns, for example, ha...

How I Got My Sweats Worth Out of a Content Mill

How I Got My Sweats Worth Out of a Content Mill Brace yourself. Im about to say something nice about content mills. First, the not-so-nice parts: If youve ever written for a content mill, you already know that theyre all about quantity, not quality, and management tends to be better at drawing people in than fostering morale or editorial standards. Theres a reason such places have been dubbed the sweatshops of online writing. And yet, content mills helped me leap from ferociously insecure writer to someone with a robust, independent writing career. Heres how it worked for me. My first writing job was a one-off newspaper article that eventually turned into six years of weekly columns and a book deal. Freelance gold, right? But I didnt know how successful it would be, and at the time I suffered from deep insecurity that, combined with the lack of feedback in the days before social media was a thing, left me convinced that my nascent column was a fluke. So, instead of pitching ideas to other publications, I sought refuge in the low expectations and anonymity of content mills that paid Suddenly, writing was far more lucrative than the side job Id been working. I became a full-time freelancer, even if it didnt look anything like Id imagined when, at about six years old, I started telling people that would be my career path. Encouraged Soon, I was straddling two career paths. On one side, seemingly endless access to a pool of easy money; all I had to do was endure a series of small indignities that I could escape The content mills made my choice easy Its in the content mills that I first learned the quality of my work is more important than where it runs, that theres no substitute for spending a lot of time writing (no matter the circumstances), and that having a prestigious job title like editor doesnt guarantee the person actually knows what theyre talking about. I also learned that flexibility, resiliency, and a willingness to make it work are what really make a freelance career go; and that youll be paid and treated just as poorly, or as well, as you allow. The latter may be the most important lesson of my freelance career scratch that, my life and has guided me every time I decide how to handle difficult colleagues or a challenging situation. Over the years, I have also learned that not all online content brokers follow the content mill model. Contently pays magazine rates and is a pleasure to work with. I hear that ClearVoice might pay similarly, although I havent yet had the pleasure; and E

Over 30 Workers Trapped After Chilean Copper Mine Collapse Essay

Over 30 Workers Trapped After Chilean Copper Mine Collapse - Essay Example Information is powerful. It can have devastating effects if it is not handled with the necessary caution. In the case of the collapsed Chilean mine, the people involved had diversity, (O’Rourke, 2010). They happened to come from different backgrounds, beliefs and culture. This means they receive information differently. Some can become extremely frightened the mere thought that their loved ones, friends and relatives might die (BBC news, 2010). The company had to bear a lot with this disaster that took place. This involved keeping the families of the miners calm and fully assured that their interests are going to be taken care of. This had to be a message of hope and patience against a precise enthusiastic mainstream media which presented raw information to the audience. The employees too were totally scared of losing their colleagues. They were expecting an exceptionally strong assurance from the mining company, as well. This left the copper mining company with the responsibility of knowing how to regulate the release of communication and how much information to release to both the relatives and the employees. The company needed to establish communication between families and the employees. The families needed to know whether their relatives handled enough food and other resources. They needed someone to assure them that enough was being done to rescue them, (BBC news, and 2010). At the same time, they wanted commitment b y the company that all of their relatives would be rescued alive. The company needed to sound more convincing that the mainstream media. This is because the media did was doing sensational reporting without paying much attention to the plight of families and employees. The media were also looking for whom to blame which deed little to address the need of the families. The company needed to communicate with the relatives of the tapped employees, detailing how it was going to meet the needs of the trapped copper

MGM600-0803B-02 Applied Managerial Decision-Making - Phase 3 Essay - 1

MGM600-0803B-02 Applied Managerial Decision-Making - Phase 3 Individual Project - Essay Example Thus the chi-square test hypothesis may be described as follows: The test statistics is calculated by the formula T = (n-1) (s/ ÏÆ'0)2. The main element of this formula is the ratio s/ ÏÆ'0 which compares the ratio of the sample standard deviation to the target standard deviation and n is the sample size and s is the sample standard deviation. The more this ratio deviates from 1, the probability of rejecting the null hypothesis increases. Here X2 (., n-1) is the critical value of the chi-square distribution where n-1 represents the degree of freedom. X2a is considered as the upper critical value and X2 1-a is considered as the lower critical value in the chi-square distribution. The chi-square test is performed to obtain answer questions like, whether the standard deviation is less than the predetermine value of standard deviation, whether the standard deviation is greater than the predetermine value and whether the standard deviation is equal to the predetermined value (Engineering Statistics Handbook. 1.3.5.8. Chi-Square Test for the Standard Deviation). The F-test is conducted to check whether the standard deviation of two set of population or sample is equal. Like chi-square test this can either be a two-tailed test or a one-tailed test. The two-tailed version tests against the alternative that the standard deviations is not equal and the one-tailed version tests in one direction, that is the standard deviation from the first population is either greater than or less than the second population’s standard deviation . The option of the test is confirmed by the problem. This is applied in a case while testing a new process and when a firm wish to know if the new method is less variable than the old one. F hypothesis test is represented as follows: Chi-square distribution can be found out using a statistical

Encountering Conflict Essay Example for Free

Encountering Conflict Essay Encountering Conflict Conflict can both crush people and inspire people to greater heights. Conflict presents itself in various forms; it can occur in different places, can be intentional or unexpected and affect people in diverse ways. To survive people then need to develop coping mechanisms to overcome or at least begin their Journey of recovery. If they cannot do this, then they will not be able to move on. Conflict is a subject that everyone in the world faces on a day to day basis, but at different levels and emotions. Conflict can be exceptionally heart wrenching, by tearing people and amilies apart. But these wounds motivate many inspiring people who then make a difference. Conflict is a part of life; it cannot be avoided or put on hold. People from all around the world deal with conflict, in various ways and it affects people to a different extent. Throughout life, people may experience many conflicting situations, some are built by little ongoing problems, some explode and are left to dissolve, others are blown apart the pieces scattered, never to be put back together again. Conflict has been exposed and expressed in many films, novels and songs over the ears. The documentary Omagh by Pete Travis is an example of the devastation that conflict can wreck on lives. The film explains how conflict can affect innocent lives. For hundreds of years there has been tension between the Catholic Irish and Protestant English. This began as Ireland divided as a country due to religion but the tension increased with British interference in Northern Ireland. The documentary focuses on one specific event within the conflict which was the bombing in the Omagh high street. This caused 29 deaths and 220 injuries, of innocent people. The result left amilies crushed, broken hearted and dealing with their own conflict for a long time. The root of this devastation was religion; the Catholic Irish and Protestant English have fought for many years. Ironically the purpose of religion is to create peace, where as in Omagh it was the primary cause and branch of all the conflict. A very similar ongoing religious conflict is the fight for homeland between the Jewish and Zions (Israel and Palestinians conflict). The Jewish were sent from Israeli homelands many hundreds of years ago, but since have suffered persecution in Europe and now ish to return to their religious homeland of Israel. This however has been met with aggression by Palestinians and the Arab nations who now inhabit the area. Like the tension in Northern Ireland, peace is a long and painful patch to find. Conflict that has dwelled upon innocent lives has an impact on others who believe it should be brought to Justice. 1. 2 the Irish band wrote a song to express their feelings of their anger in response to the devastation in Omagh. One verse that stands out is: And the battles Just begun Theres many lost, but tell me who has won The trench is dug within our hearts And mothers, children, brothers, sisters torn apart. This particular verse links with the concept that conflict can devastate innocent people and their families, which are then being torn apart by the religion and also politicians in Omagh they did nothing. Thus people, like 132, stand up so hopefully the politicians can see that the conflict that has happened is still wounding many people lives, and that only they can bring it to Justice. So, conflict is a piece of everyones lives, even though you may shun conflict, it can come up unexpectedly. Omagh is an example of how conflict can be unexpected and totally crush lives. Conflict can also inspire people to create better lives for themselves and those around them. Kate Miller-Heidke wrote the song Caught in Crowd about a real story of lingering childhood regret. She wanted to raise awareness to people across the world, especially adolescents, of how bullying and peer pressure are causes of conflict. The song is about a relationship growing between a teenage girl and an outcast boy who is often bullied. It discusses how both had similarities, for example they both dealt ith conflict at home. Towards the end it talks about the boy getting thrown to the ground and him shouting out to her to help him. But she turned her back, and Just walked away. Kate Miller-Heidke encountered conflict and regrets the decision she made. Now she is motivated to make sure people of the younger generation do not make the same decision she made. Like Kate Miller- Heidke, Michael Gallagher, the father of Aidan Gallagher who was killed in the Omagh bombing wanted create a more satisfying life for himself, but also wanted to raise awareness that murders ere not being brought to Justice. He set up an Omagh Support and Self Help Group, which since 1998 have not stopped their fght. They have protested outside IRA meetings, written to the English Prime Minister and have talked to numerous newspapers but nothing has happened in relation towards the terrorist. In 2002, Michael Gallagher stated what happened in Omagh is still capable of happening in other towns. Because of him he has taught the world many lessons; the most important is never to give up on a Just cause Traumatic conflict can motivate people o immense heights, which can make an inspiring difference to our world today. Like Michael Gallagher, Glen McGrath lost a loved one and has not stopped fighting for what he believes in since his personal conflict. His wife, Jane was diagnosed with breast cancer. Jane McGrath had a passionate belief that every woman diagnosed with breast cancer in Australia should be able to benefit from the support of a specialist breast care nurse. Therefore, together they started up the McGrath Foundation in 2002. An additional aim of the project was to increase the awareness f breast cancer in younger women. Jane passed away at the age of 41 . Glen McGrath is more determined and devoted to the McGrath foundation by the inspiration of his loving wife. This proves that conflict can really touch people which motivates them to make a change, encouraging them to greater heights. These people have so much strength, their experiences power them on. Encountering painful conflict can bring out the best in people such as the old saying What doesnt kill us makes us stronger suggests people acknowledge they ave made a difference in the world and become satisfied. This is the beginning to the start of their Journey to recovery or acceptance. In the movie Omagh, Michael Gallagher, his wife and two daughters have not stopped fghting for the loss of their son, who was killed in the bombing. This tragedy caused conflict between the family, but they have learnt that they need to stick together to succeed their mission of family close, them standing up for what they believe in has helped them start their journey of recovery with each other. Another inspiration for making something out of terrible situation is in the novel Triage by Scott Anderson, the character Joaquin Morales managed to escape his village that was invaded. Joaquin lost his family dealing with the conflict of losing his family and survivors guilt. Joaquin become a psychologist for war criminals, hoping to change them and make them realise what monstrosities they caused. This would save many lives and hopefully bring peace to Spain. This experience helped Joaquin to begin his Journey of acceptance of what had happen to him. Joaquin quoted Im still here. Im still smiling meaning that he has learnt to live with himself after encountering conflict, which motivated him in saving many lives. Conflict is a subject that everyone in the world deals with everyday, from light issues to vigorous intensities. Conflict is incredibly powerful, it can tear people apart but it also brings the best out of many inspirational humans. Conflict can motivate people to extreme lengths which can make a huge difference in the world. These differences also help the individual to deal and maybe even overcome their own conflict.

Alienation in As I Lay Dying, William Faulkner Essay -- As I Lay Dying

William Faulkner is an American novelist whose major work is As I Lay Dying. Faulkner gave each of his characters traits that are expressed throughout the story.   The reader is introduced to each character through their detailed and descriptive character traits.   We are able to delve into the character's mind and see their personal and distinct traits. He did not tell us anything about the characters, but he takes us into the mind of each character to analyze what we see there. Even though these characters lead parallel lives we can see the total alienation and breakdown of the relationships between each other.   Darl, Jewel, and Anse possess character traits that contribute to or cause the breakdown of their relationship.   Ã‚  Ã‚   Anse Bundren is a poor farmer, who was married to Addie for more than thirty years. He is lazy and selfish and relies greatly on his family and friends. Anse’s selfishness is what separates him from his two sons-Darl and Jewel. For example, the journey to Jefferson, to bury his dead wife was a promise he made to Addie, but his continued perseverance to better himself reveals his true selfishness. Despite the trials along the way and Addie’s body decomposing and attracting buzzards he is only concerned with getting to Jefferson to buy his new teeth. He uses Addie’s death to accomplish his own selfish motives. After Addie’s death Anse says, â€Å"But now I can get them teeth. That will be a comfort.† (Faulkner 28). The only reason Anse is carrying out with the journey is to get his new teeth. He further shows his selfishness when their mules are drowned in the flood. He makes an arrangement with a kinsman to trade Cash’s eight doll ars and Jewel’s beloved horse for a new team of mules. Thirdly, Anse is so concern... ...ls seperate from each other despite everything they share together. Faulkner shows us that with the death of Addie, the flood, fire, and the decomposing of flesh that should have brought them closer together, they are too self-absorbed in themselves to ever get close to each other. Works Cited Backman, Melvin. Faulkner: the major years;: A critical study. Indiana University Press 1966 Blotner, Joseph. Faulkner: A Biography (Southern Icons) University Press of Mississippi, 2005 Faulkner, William. As I Lay Dying. New York: Vintage, 1987. Getty, Laura J. â€Å"Faulkner’s As I Lay Dying† The Explicator. 64.3 (2005): 230. Gale. Web. 3 Oct. 2011 Humphrey, Robert. Stream of consciousness in the modern novel University of California Press, 1968 Vickery, Olga W. The Novels of William Faulkner: A Critical Interpretation, LSU Press, April 1, 1995

Literature Marking Scheme

SYLLABUS Cambridge IGCSE ® Literature (English) 0486 For examination in June and November 2014 Cambridge International Certificate Literature (English)* 0476 For examination in June and November 2014 *This syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. University of Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use.However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre.  ® IGCSE is the registered trademark of University of Cambridge International Examinations  © University of Cambridge International Examinations 2011 Contents 1. Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 1. 1 1. 2 1. 3 1. 4 1. 5 1. 6 Why choose Cambridge? Why choose Cambridge IGCSE? Why choose Cambridge IGCSE Literature (English)? Cambridge International Certificate of Education (ICE)Schools in England, Wales and Northern Ireland How can I find out more? 2. Assessment at a glance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Cambridge IGCSE Literature (English) Syllabus code 0486 Cambridge International Level 1/Level 2 Certificate Literature (English) Syllabus code 0476 3. Syllabus aims and objectives †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 3. 1 Aims 3. 2 Assessment objectives 4. Description of papers (syllabus 0486) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 4. 1 4. 2 4. 3 4. 4 . 5 Paper 1: Set Texts – Open books Paper 2: Coursework portfolio (syllabus 0486 only) Paper 3: Unseen Paper 4: Set texts – Closed books A (syllabus 0486 only) Paper 5: Set texts – Closed books B (syllabus 0486 only) 5. Description of papers (syllabus 0476) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 5. 1 Paper 1: Set Texts – Open books 5. 2 Paper 2: Unseen 6. Set texts (syllabus 0486)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 7. Set texts (syllabus 0476) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 0 8. Grade descriptions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 22 9. Coursework guidance (syllabus 0486) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 23 9. 1 Coursework portfolio (Paper 2) (syllabus 0486): guidance notes 9. 2 Marking and moderating Coursework 9. 3 Assessment criteria for Coursework 10. Appendix A †¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 26 10. 1 Resources: set text editions 11.Appendix B: Additional information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 31 12. Appendix C: Additional information – Cambridge International Level 1/Level 2 Certificates†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 33 Introduction 1. Introduction 1. 1 Why choose Cambridge? University of Cambridge International Examinati ons is the world’s largest provider of international education programmes and qualifications for 5 to 19 year olds. We are part of the University of Cambridge, trusted for excellence in education.Our qualifications are recognised by the world’s universities and employers. Recognition Every year, thousands of learners gain the Cambridge qualifications they need to enter the world’s universities. Cambridge IGCSE ® (International General Certificate of Secondary Education) is internationally recognised by schools, universities and employers as equivalent to UK GCSE. Learn more at w ww. cie. org. uk/recognition Excellence in education We understand education. We work with over 9000 schools in over 160 countries who offer our programmes and qualifications.Understanding learners’ needs around the world means listening carefully to our community of schools, and we are pleased that 98% of Cambridge schools say they would recommend us to other schools. Our missi on is to provide excellence in education, and our vision is that Cambridge learners become confident, responsible, innovative and engaged. Cambridge programmes and qualifications help Cambridge learners to become: †¢ confident in working with information and ideas – their own and those of others †¢ responsible for themselves, responsive to and respectful of others †¢ nnovative and equipped for new and future challenges †¢ engaged intellectually and socially, ready to make a difference. Support in the classroom We provide a world-class support service for Cambridge teachers and exams officers. We offer a wide range of teacher materials to Cambridge schools, plus teacher training (online and face-to-face), expert advice and learner-support materials. Exams officers can trust in reliable, efficient administration of exams entry and excellent, personal support from our customer services. Learn more at w ww. cie. org. uk/teachers Not-for-profit, part of the Uni versity of CambridgeWe are a part of Cambridge Assessment, a department of the University of Cambridge and a not-for-profit organisation. We invest constantly in research and development to improve our programmes and qualifications. 2 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Introduction 1. 2 Why choose Cambridge IGCSE? Cambridge IGCSE helps your school improve learners’ performance. Learners develop not only knowledge and understanding, but also skills in creative thinking, enquiry and problem solving, helping them to perform well and prepare for the next stage of their education.Cambridge IGCSE is the world’s most popular international curriculum for 14 to 16 year olds, leading to globally recognised and valued Cambridge IGCSE qualifications. It is part of the Cambridge Secondary 2 stage. Schools worldwide have helped develop Cambridge IGCSE, which provides an excellent preparation for Cambridge Internati onal AS and A Levels, Cambridge Pre-U, Cambridge AICE (Advanced International Certificate of Education) and other education programmes, such as the US Advanced Placement Program and the International Baccalaureate Diploma. Cambridge IGCSE incorporates the best in international education for learners at this level.It develops in line with changing needs, and we update and extend it regularly. 1. 3 Why choose Cambridge IGCSE Literature (English)? Cambridge IGCSE Literature (English) is accepted by universities and employers as proof of real knowledge and understanding. Successful candidates gain lifelong skills, including the ability to: †¢ Read, interpret and evaluate texts through the study of literature in English; †¢ Develop an understanding of literal and implicit meaning, relevant contexts and of the deeper themes or attitudes that may be expressed; †¢ Recognise and appreciate the ways in which writers use English to achieve a range of effects; Present an informed , personal response to materials they have studied; †¢ Explore wider and universal issues, promoting students’ better understanding of themselves and of the world around them. 1. 4 Cambridge International Certificate of Education (ICE) Cambridge ICE is the group award of Cambridge IGCSE. It gives schools the opportunity to benefit from offering a broad and balanced curriculum by recognising the achievements of learners who pass examinations in at least seven subjects. Learners draw subjects from five subject groups, including two languages, and one subject from each of the other subject groups.The seventh subject can be taken from any of the five subject groups. Literature (English) falls into Group II, Humanities and Social Sciences. Learn more about Cambridge IGCSE and Cambridge ICE at w ww. cie. org. uk/cambridgesecondary2 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 3 Introduction 1. 5 Schools in England, Wal es and Northern Ireland This Cambridge IGCSE is approved for regulation in England, Wales and Northern Ireland. It appears on the Register of Regulated Qualifications http://register. ofqual. gov. uk as a Cambridge International Level 1/Level 2 Certificate.There is more information for schools in England, Wales and Northern Ireland in Appendix C to this syllabus. School and college performance tables Cambridge IGCSEs which are approved by Ofqual are eligible for inclusion in school and college performance tables. For up-to-date information on the performance tables, including the list of qualifications which count towards the English Baccalaureate, please go to the Department for Education website (www. education. gov. uk/performancetables). All approved Cambridge IGCSEs are listed as Cambridge International Level 1/Level 2 Certificates. 1. How can I find out more? If you are already a Cambridge school You can make entries for this qualification through your usual channels. If you h ave any questions, please contact us at [email  protected] org. uk If you are not yet a Cambridge school Learn about the benefits of becoming a Cambridge school at w ww. cie. org. uk/startcambridge. Email us at [email  protected] org. uk to find out how your organisation can become a Cambridge school. 4 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Assessment at a glance 2. Assessment at a glanceCambridge IGCSE Literature (English) Syllabus code 0486 Candidates take one of the following options: Component Paper 1: Set Texts – Open books Paper 2: Coursework portfolio Duration 2 hours 15 minutes Assessed by the Centre; externally moderated by Cambridge Weighting 75% 25% OR Component Paper 1: Set Texts – Open books Paper 3: Unseen Duration 2 hours 15 minutes 1 hour 15 minutes Weighting 75% 25% OR Component Paper 4: Set Texts – Closed books: A Paper 5: Set Texts – Closed books: B Duration 2 hours 1 5 minutes 45 minutes Weighting 75% 25% The full range of grades (A*–G) is available in each option. AvailabilityThis syllabus is examined in the May/June examination series and the October/November examination series. This syllabus is available to private candidates (for the non-coursework options). Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 5 Assessment at a glance Cambridge International Level 1/Level 2 Certificate* Literature (English) Syllabus code 0476 All candidates take the following: Paper 1 2 hours 15 minutes Set Texts – Open Books Three sections – drama, prose and poetry with a mix of passage-based, essay questions and (on prose and drama texts) empathic questions.There is a choice of three questions on each set text. Paper 2 1 hour 15 minutes Unseen From a choice of two question, each requiring critical commentary, candidates must choose one. One question is based on a literary prose passage and the other on a poem or extract of a poem. Candidates answer one question from each section and must choose at least one passagebased and one essay question. No set texts for this component. All Assessment Objectives are tested All Assessment Objectives are tested. Weighting: 75% of total marks. Weighting: 25% of total marks. The full range of grades (A*–G) is available. AvailabilityThis syllabus is examined in the May/June examination series and the October/November examination series. It is available in the UK only. This syllabus is available to private candidates. Combining these syllabuses with other syllabuses Candidates can combine either of these syllabuses in an examination series with any other Cambridge syllabus, except: †¢ syllabuses with the same title at the same level †¢ 2010 Cambridge O Level Literature in English †¢ 0408 Cambridge IGCSE World Literature Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificates an d Cambridge O Level syllabuses are at the same level. * 6This syllabus is accredited for use in England, Wales and Northern Ireland as Cambridge International Level 1/Level 2 Certificate. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Syllabus aims and objectives 3. Syllabus aims and objectives 3. 1 Aims The syllabus aims, which are not listed in order of priority, are to encourage and develop candidates’ ability to: †¢ enjoy the experience of reading literature; †¢ understand and respond to literary texts in different forms and from different periods and cultures; †¢ communicate an informed personal response appropriately and effectively; appreciate different ways in which writers achieve their effects; †¢ experience literature’s contribution to aesthetic, imaginative and intellectual growth; †¢ explore the contribution of literature to an understanding of areas of human concern. 3. 2 As sessment objectives There are four Assessment Objectives (AOs) and candidates are assessed on their ability to: AO1: Show detailed knowledge of the content of literary texts in the three main forms (Drama, Poetry, and Prose); AO2: Understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes;AO3: Recognise and appreciate ways in which writers use language, structure, and form to create and shape meanings and effects; AO4: Communicate a sensitive and informed personal response to literary texts. Each of the assessment objectives is present in each of the papers, with the following weighting: Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 7 Syllabus aims and objectives Syllabus 0486 Paper 1 Paper 2 Paper 3 Paper 4 Paper 5 AO1 25% 25% 25% 25% 25% AO2 25% 25% 25% 25% 25% AO3 25% 25% 25% 25% 25% AO4 25% 25% 25% 25% 25%Paper 1 Paper 2 AO1 25% 2 5% AO2 25% 25% AO3 25% 25% AO4 25% 25% Syllabus 0476 8 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Description of papers (syllabus 0486) 4. Description of papers (syllabus 0486) 4. 1 Paper 1: Set Texts – Open books 2 hours 15 minutes This paper has three sections: Drama, Prose and Poetry. Candidates answer one question from each section. All questions carry equal marks. Candidates may take their set texts into the exam, but these texts must not contain personal annotations, highlighting or underlining.On each set text, candidates have a choice of three questions as follows: †¢ Poetry – one passage-based question and two essay questions. †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). †¢ Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more details ). Candidates must answer at least one passage-based question and at least one essay question. On the Question Paper, passage-based questions are indicated by an asterisk (*) and essay questions are indicated by a dagger symbol († ). Empathic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i. e. a manner of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poem from the set text before answering. The passage/poem is printed on the exam paper. All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate: †¢ heir personal response, sometimes directly (answering questions such as ‘What do you think? â⠂¬â„¢, ‘What are your feelings about†¦? ’) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ their knowledge of the text through the use of close reference to detail and use of quotations from the text; †¢ their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 9 Description of papers (syllabus 0486) . 2 Paper 2: Coursework portfolio (syllabus 0486 only) Candidates submit a portfolio of t wo assignments. †¢ Each assignment should be between 600–1000 words and should be based on the study of one complete text, equivalent in scope and demand to a set text on Paper 1. †¢ The assignments must be on different texts. †¢ One of the assignments (but not two ) may be on a text prepared for Paper 1. (There is no requirement to include work on a Paper 1 text. ) Assignments can be handwritten, typed or word processed. The phrasing of each assignment’s title must allow for assessment in relation to all the Assessment Objectives.Coursework is assessed and marked by the Centre, and a sample is submitted for external moderation by Cambridge. Teachers responsible for assessing Coursework must be accredited by Cambridge; accreditation is usually awarded after the teacher has successfully completed the Coursework Training Handbook. For more information and guidance on creating, presenting and marking the Coursework, see Section 9. 4. 3 Paper 3: Unseen 1 hour 15 minutes Paper 3 comprises two questions, each asking candidates for a critical commentary on (and appreciation of) previously unseen writing printed on the question paper.Candidates answer one question only. One question is based on a passage of literary prose (such as an extract fr om a novel or a short story); the other question is based on a poem, or extract of a poem. Candidates are advised to spend around 20 minutes reading their selected question and planning their answer before starting to write. There are no set texts for this paper. 10 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Description of papers (syllabus 0486) 4. 4 Paper 4: Set texts – Closed books A (syllabus 0486 only) 2 hours 15 minutesThe paper has three sections: Drama, Poetry, and Prose. Candidates answer one question from each section. All questions carry equal marks. This is a ‘Closed books’ paper: candidates may not take their set texts into the exam room. On each text, candidates have a choice of three questions: †¢ Poetry – one passage-based question, and two essay questions; †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below fo r more detail); †¢ Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more detail).Candidates must answer at least one passage-based question and at least one essay question. On the Question Paper, passage-based questions are indicated by an asterisk (*) and essay questions are indicated by a dagger symbol († ). ‘Empathic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i. e. a manner of speaking for a specific character).Passage-based questions ask candidates to re-read a specific passage or poem from the set text. The passage/poem is printed on the exam paper. All questions encourage an informed personal response and test all assessment objectives. This means that candidat es will have to demonstrate: †¢ their personal response, sometimes directly (answering questions such as ‘What do you think? ’, ‘What are your feelings about†¦? ’) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ their knowledge of the text through the use of close reference to detail and use of quotations from the text; their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and their response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 11 Description of papers (syllabus 0486) 4. 5 Paper 5: Set texts – Closed books B (syllabus 0486 only) 45 minutes In this paper, candidates answer one question on one set text. All questions carry equal marks. This a ‘Closed books’ paper: candidates may not ta ke their set texts into the exam room.On each set text, candidates have a choice of three questions as follows: †¢ Poetry – one passage-based question and two essay questions. †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). †¢ Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). ‘Empathic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i. . a manner of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poem from the set text before answering. The chapter, scene or page reference will be given on the exam paper (references to several available editions will be provided if necessary). All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate: †¢ their personal response, sometimes directly (answering questions such as ‘What do you think? ’, ‘What are your feelings about†¦? ) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ their knowledge of the text through the use of close reference to detail and use of quotations from the text; †¢ 12 their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and their response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Description of papers (syllabus 0476) 5. Description of papers (syllabus 0476) 5. Paper 1: Set Texts – Open books 2 hours 15 minutes This paper has three sections: Drama, Prose and Poetry. Candidates answer one question from each section. All questions carry equal marks. Candidates may take their set texts into the exam, but these texts must not contain personal annotations, highlighting or underlining. On each set text, candidates have a choice of three questions as follows: †¢ Poetry – one passage-based question and two essay questions. †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). †¢Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). Candidates must answer at least one passage-based question and at least one essay question. On the Question Paper, passage-based questions are indicated by an asterisk (*) and essay questions are indicated by a dagger symbol († ). ‘Emp athic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i. . a manner of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poems (or a part of a longer poem) from the set text before answering. Passages/poems are printed on the exam paper. All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate: †¢ their personal response, sometimes directly (answering questions such as ‘What do you think? ’, ‘What are your feelings about†¦? ’) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ heir knowledge of the text through the use of close refe rence to detail and use of quotations from the text; †¢ their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 13 Description of papers (syllabus 0476) 5. 2 Paper 2: Unseen 1 hour 15 minutes Paper 2 comprises two questions, each asking candidates for a critical commentary on (and appreciation of) previously unseen writing printed on the question paper.Candidates answer one question only. One question is based on a passage of literary prose (such as an extract from a novel or a short story); the other question is based on a poem, or extract of a poem. Candidates are advised to spend around 20 minutes reading their selected question and planning their answer before starting to write. There are no set texts for this paper. 14 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0486) 6. Set texts (syllabus 0486)Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 1 (syllabus 0486) Candidates must answer on three different set texts: i. e. one set text in each section. Section A: DRAMA Candidates must answer on one set text from this section: ** Arthur Miller All My Sons William Shakespeare Julius Caesar * William Shakespeare The Tempest * Oscar Wilde The Importance of Being Earnest Section B: POETRYCandidates must answer on one set text from this section: ** Thomas Hardy The following fourteen poems: Neutral Tones ‘I Look into My Glass’ Drummer Hodge The Darkling Thrush On the Departure Platform The Pine Planters The Convergence of the Twain The Going The Voice At the Word ‘Farewell’ During Wind and Rain In Time of ‘The Breaking of Nations’ No Buyers: A Street Scene Nobody Comes These may be found in Selected Poems, ed. Harry Thomas (Penguin). Poems printed in the paper will follow this text. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 5 Set texts (syllabus 0486) * from Songs of Ourselves from Part 4 (Poems from the Nineteenth and Twentieth Centuries): Poems 110 to 123 inclusive, i. e. the following fourteen poems: Sujata Bhatt, ‘A Different History’ Gerard Manley Hopkins, ‘Pied Beauty’ Allen Curnow, ‘Continuum’ Edwin Muir, ‘Horses’ Judith Wright, ‘Hunting Snake’ Ted Hughes, ‘Pike’ Christina Rossetti, ‘A Birthday’ Dante Gabriel Rossetti, ‘The Woodspurge’ Kevin Halligan, ‘The Cockroach’ Marga ret Atwood, ‘The City Planners’ Boey Kim Cheng, ‘The Planners’ Norman MacCaig, ‘Summer Farm’ Elizabeth Brewster, ‘Where I Come From’William Wordsworth, ‘Sonnet Composed Upon Westminster Bridge’ Songs of Ourselves: The University of Cambridge International Examinations Anthology of Poetry in English (Cambridge University Press ISBN-10: 8175962488 ISBN-13: 978-8175962484) Section C: PROSE Candidates must answer on one set text from this section: * Tsitsi Dangarembga Nervous Conditions * Anita Desai Fasting, Feasting Kiran Desai Hullabaloo in the Guava Orchard ** George Eliot Silas Marner ** Susan Hill I’m the King of the Castle * The following ten stories: no. 6 Thomas Hardy, ‘The Son’s Veto’ no. 12 Katherine Mansfield, ‘Her First Ball’ o. 14 V. S. Pritchett, ‘The Fly in the Ointment’ no. 15 P. G. Wodehouse, ‘The Custody of the Pumpkin’ no. 20 Graham Green e, ‘The Destructors’ no. 27 R. K. Narayan, ‘A Horse and Two Goats’ no. 29 Ted Hughes, ‘The Rain Horse’ no. 38 Morris Lurie, ‘My Greatest Ambition’ no. 42 Ahdaf Soueif, ‘Sandpiper’ no. 46 Penelope Fitzgerald, ‘At Hiruhamara’ from Stories of Ourselves Stories of Ourselves: The University of Cambridge International Examinations Anthology of Short Stories in English (Cambridge University Press: ISBN-10: 052172791X ISBN-13: 978-0521727914) 16 Cambridge IGCSE Literature (English) 0486Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0486) Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 4 (syllabus 0486) Candidates must answer on three different set texts: i. e. one set text in each section. The text list for Paper 4 is identical to the text list for Paper 1. Candidates who are taking Paper 4 will answer on one text in Paper 5.Section A: DRAMA Candidates must answer on one set text from this section: ** Arthur Miller All My Sons William Shakespeare Julius Caesar * William Shakespeare The Tempest * Oscar Wilde The Importance of Being Earnest Section B: POETRY Candidates must answer on one set text from this section: ** Thomas Hardy The following fourteen poems: Neutral Tones ‘I Look into My Glass’ Drummer Hodge The Darkling Thrush On the Departure Platform The Pine Planters The Convergence of the Twain The Going The Voice At the Word ‘Farewell’ During Wind and Rain In Time of ‘The Breaking of Nations’ No Buyers: A Street SceneNobody Comes These may be found in Selected Poems, ed. Harry Thomas (Penguin). Poems printed in the paper will follow this text. Cambridge IGCSE Literature (English) 0486 Cambr idge International Certificate Literature (English) 0476 17 Set texts (syllabus 0486) * from Songs of Ourselves from Part 4 (Poems from the Nineteenth and Twentieth Centuries): Poems 110 to 123 inclusive, i. e. the following fourteen poems: Sujata Bhatt, ‘A Different History’ Gerard Manley Hopkins, ‘Pied Beauty’ Allen Curnow, ‘Continuum’ Edwin Muir, ‘Horses’ Judith Wright, ‘Hunting Snake’ Ted Hughes, ‘Pike’ Christina Rossetti, ‘A Birthday’Dante Gabriel Rossetti, ‘The Woodspurge’ Kevin Halligan, ‘The Cockroach’ Margaret Atwood, ‘The City Planners’ Boey Kim Cheng, ‘The Planners’ Norman MacCaig, ‘Summer Farm’ Elizabeth Brewster, ‘Where I Come From’ William Wordsworth, ‘Sonnet Composed Upon Westminster Bridge’ Songs of Ourselves: The University of Cambridge International Examinations Anthology of Poetry in E nglish (Cambridge University Press ISBN-10: 8175962488 ISBN-13: 978-8175962484) Section C: PROSE Candidates must answer on one set text from this section: * Tsitsi Dangarembga Nervous Conditions * Anita Desai Fasting, FeastingKiran Desai Hullabaloo in the Guava Orchard ** George Eliot Silas Marner ** Susan Hill I’m the King of the Castle * 18 from Stories of Ourselves The following ten stories: no. 6 Thomas Hardy, ‘The Son’s Veto’ no. 12 Katherine Mansfield, ‘Her First Ball’ no. 14 V. S. Pritchett, ‘The Fly in the Ointment’ no. 15 P. G. Wodehouse, ‘The Custody of the Pumpkin’ no. 20 Graham Greene, ‘The Destructors’ no. 27 R. K. Narayan, ‘A Horse and Two Goats’ no. 29 Ted Hughes, ‘The Rain Horse’ no. 38 Morris Lurie, ‘My Greatest Ambition’ no. 42 Ahdaf Soueif, ‘Sandpiper’ no. 46 Penelope Fitzgerald, ‘At Hiruhamara’Stories of Ourselves: The Un iversity of Cambridge International Examinations Anthology of Short Stories in English (Cambridge University Press: ISBN-10: 052172791X ISBN-13: 978-0521727914) Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0486) Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 5 (syllabus 0486)Candidates who are taking this paper answer on one text from the following: ** Jane Austen Northanger Abbey Carol Ann Duffy The following fourteen poems: ‘Head of English’ ‘The Dolphins’ ‘Stealing’ ‘Foreign’ ‘Miles Away’ ‘Originally’ ‘In Mrs Tilscher’s Class’ ‘Who Loves You’ ‘Nostalgia’ â €˜The Good Teachers’ ‘Moments of Grace’ ‘Valentine’ ‘Mean Time’ ‘Prayer’ These are contained in Selected Poems (Penguin Books, in association with Anvil Press, ISBN 978-0-14-102512-4/ISBN 9780141 025124) * Helen Dunmore The Siege ** from Jo Philips, ed. , Poems Deep & Dangerous (Cambridge University Press)The following fourteen poems (from Section 4 ‘One Another’): John Clare, ‘First Love’ Matthew Arnold, ‘To Marguerite’ Elizabeth Jennings, ‘One Flesh’ Christina Rossetti, ‘Sonnet’ (‘I wish I could remember that first day’) William Shakespeare, ‘Shall I Compare Thee†¦? ’ Elma Mitchell, ‘People Etcetera’ Simon Armitage, ‘In Our Tenth Year’ William Shakespeare, ‘The Marriage of True Minds’ Seamus Heaney, ‘Follower’ Michael Laskey, ‘Registers’ Chris Banks, ‘The Gift’ Liz Lochhead, ‘Laundrette’ Liz Lochhead, ‘Poem for My Sister’ Patricia McCarthy, ‘Football After School’ * A Midsummer Night’s Dream William Shakespeare * Robert Louis Stevenson Tennessee Williams The Strange Case of Dr Jekyll and Mr Hyde Cat on a Hot Tin Roof Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 19 Set texts (syllabus 0476) 7. Set texts (syllabus 0476) Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 1 (syllabus 0476) Section A: DRAMA Candidates must answer on one set text from this section:William Shakespeare * Julius Caesar William Shakespeare The Tempest Section B: POETRY Candidates must answer on one set text from this section: ** T homas Hardy The following fourteen poems: Neutral Tones ‘I Look into My Glass’ Drummer Hodge The Darkling Thrush On the Departure Platform The Pine Planters The Convergence of the Twain The Going The Voice At the Word ‘Farewell’ During Wind and Rain In Time of ‘The Breaking of Nations’ No Buyers: A Street Scene Nobody Comes These may be found in Selected Poems, ed. Harry Thomas (Penguin). Poems printed in the paper will follow this text. 20 Cambridge IGCSE Literature (English) 0486Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0476) * from Songs of Ourselves from Part 4 (Poems from the Nineteenth and Twentieth Centuries): Poems 110 to 123 inclusive, i. e. the following fourteen poems: Sujata Bhatt, ‘A Different History’ Gerard Manley Hopkins, ‘Pied Beauty’ Allen Curnow, ‘Continuum’ Edwin Muir, ‘Horses’ Judith Wright, ‘Hunting Snake’ Ted Hughes, à ¢â‚¬ËœPike’ Christina Rossetti, ‘A Birthday’ Dante Gabriel Rossetti, ‘The Woodspurge’ Kevin Halligan, ‘The Cockroach’ Margaret Atwood, ‘The City Planners’ Boey Kim Cheng, ‘The Planners’ Norman MacCaig, ‘Summer Farm’Elizabeth Brewster, ‘Where I Come From’ William Wordsworth, ‘Sonnet Composed Upon Westminster Bridge’ Songs of Ourselves: The University of Cambridge International Examinations Anthology of Poetry in English (Cambridge University Press ISBN-10: 8175962488 ISBN-13: 978-8175962484) Section C: PROSE Candidates must answer on one set text from this section: * Tsitsi Dangarembga Nervous Conditions * Anita Desai Fasting, Feasting Kiran Desai Hullabaloo in the Guava Orchard ** George Eliot Silas Marner ** Susan Hill I’m the King of the Castle * The following ten stories: no. 6 Thomas Hardy, ‘The Son’s Veto’ no. 2 Katherine Mansfield, ‘He r First Ball’ no. 14 V. S. Pritchett, ‘The Fly in the Ointment’ no. 15 P. G. Wodehouse, ‘The Custody of the Pumpkin’ no. 20 Graham Greene, ‘The Destructors’ no. 27 R. K. Narayan, ‘A Horse and Two Goats’ no. 29 Ted Hughes, ‘The Rain Horse’ no. 38 Morris Lurie, ‘My Greatest Ambition’ no. 42 Ahdaf Soueif, ‘Sandpiper’ no. 46 Penelope Fitzgerald, ‘At Hiruhamara’ from Stories of Ourselves Stories of Ourselves: The University of Cambridge International Examinations Anthology of Short Stories in English (Cambridge University Press: ISBN-10: 052172791X ISBN-13: 978-0521727914) Cambridge IGCSE Literature (English) 0486Cambridge International Certificate Literature (English) 0476 21 Grade descriptions 8. Grade descriptions Grade descriptions Grade A A Grade A candidate will have demonstrated the ability to: †¢ †¢ demonstrate clear critical/analytical understanding of the aut hor’s intentions and the text’s deeper implications and the attitudes it displays; †¢ make much well-selected reference to the text; †¢ respond sensitively and in detail to the way language works in the text; †¢ Grade C sustain a perceptive and convincing response with well-chosen detail of narrative and situation; communicate a considered and reflective personal response to the text.A Grade C candidate will have demonstrated the ability to: †¢ †¢ show understanding of the author’s intentions and some of the text’s deeper implications and the attitudes it displays; †¢ show some thoroughness in use of the text for support; †¢ make some response to the way language works in the text; †¢ Grade F make a reasonably sustained/extended response with detail of narrative and situation; communicate an informed personal response to the text. A Grade F candidate will have demonstrated the ability to: †¢ †¢ show a few signs of understanding of the author’s intentions and the surface meanings of the text; make a little reference to the text; †¢ 22 make a few straightforward points in terms of narrative and situation; show evidence of a simple personal response to the text. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Coursework guidance (syllabus 0486) 9. Coursework guidance (syllabus 0486) 9. 1 Coursework portfolio (Paper 2) (syllabus 0486): guidance notes Teachers may not undertake Centre-based assessment until they have been accredited by Cambridge; accreditation usually follows the successful completion of the Coursework Training Handbook.Contact Cambridge for more information. For further guidance and for the general regulations concerning school-based Coursework assessment, see the Cambridge Handbook. General guidance Portfolio format †¢ The portfolio will contain t wo assignments, each on a different text. †¢ T he assignments must be securely fastened and clearly marked with the candidate’s name, number and the Centre number. †¢ Work sent to Cambridge for external moderation must not be sent in clear plastic folders or ring binders. A completed Candidate Record Card must be included with each portfolio (see forms at rear of this syllabus). Assignments: general issues †¢Assignments usually follow a programme of study undertaken by a teaching group. The best assignments usually follow a shared learning experience, but are selected by the candidate. It is recommended that the teacher and the candidate discuss which are the best assignments to submit. †¢ Candidates do not have to produce assignments under timed examination-type conditions. †¢ Assignments may be completed at any stage during the course. Candidates should undertake more than two assignments to provide a choice of assignments for their portfolio. Assignments: texts †¢ Assignment texts can be chosen by teachers or by candidates and teachers together.They must be originally written in English, and of a quality appropriate for study at Cambridge IGCSE. †¢ Candidates within a Centre do not have to submit assignments on the same texts. †¢ Assignments should show that the candidate has studied the whole text. †¢ If poetry or short stories are used for an assignment, candidates should cover a minimum of two poems or stories. Candidates are not required to compare poems or stories within the assignment, as it is assumed that the assignment is based on the study of a wider selection of poems or stories broadly equivalent to a poetry or short stories set text. Drafting assignments †¢A general discussion on the progress of assignments is a natural part of the teacher/candidate relationship, as it is for other parts of the exam. In addition, if plans and first drafts are completed under teacher supervision, then teachers can be reassured of the authenticity of the fin al assignment. †¢ Teachers should not, however, mark, correct or edit draft assignment material; candidates can certainly draft and redraft work, but teachers should give only general guidance during this phase. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 23 Coursework guidance (syllabus 0486)Length of assignments †¢ Assignments should be between 600 and 1000 words. This is a guideline. Candidates must not confuse length with quality. Although no assignment is penalised per se because of its length, assignments significantly under or over this word count guidance may be self-penalising. Presenting assignments †¢ Candidates may use typewriters or word processors, or can write their assignments by hand. Candidates should remember to carefully proofread their work. Checking portfolios for authenticity †¢ It is the Centre’s responsibility to make sure all Coursework is the candidate’s original work.Where appropriate, candidates should provide references to secondary source material, listing these at the end of the assignment. Feedback following external moderation †¢ Centres receive a brief report from the external moderator following the assessment of their candidates’ portfolios, usually at the same time as the final exam results. 9. 2 Marking and moderating Coursework As well as commenting on the overall quality of the portfolio, recorded on the Individual Candidate Record Card, teachers must mark each assignment by indicating the strengths and errors and by providing a final comment.Each assignment is to be marked out of a total of 25, in accordance with the criteria which follow. Assessment usually involves balancing strengths and weaknesses in the candidate’s work. If a candidate submits no assignment, a mark of zero must be recorded. Internal Moderation If several teachers in a Centre are involved in internal assessment, then the Centre must make sure that all candidates are assessed to a common standard in order to produce a reliable order of rank. Centre assessments will then be subject to external moderation. External ModerationExternal moderation of internal assessment is carried out by Cambridge. Centres must submit candidates’ internally assessed marks to Cambridge. The deadlines and methods for submitting internally assessed marks are in the Cambridge Administrative Guide available on our website. 24 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Coursework guidance (syllabus 0486) 9. 3 Assessment criteria for Coursework 0 / 0–1 Band 8 Band 7 No answer / Insufficient to meet the criteria for Band 8. 2 3 4 Limited attempt to respond 6 7 Some evidence of simple personal response †¢ shows some limited understanding of simple/literal meaning 8 9 10 makes a few straightforward comments †¢ shows a few signs of understanding the surface meaning of the text †¢ Band 6 †¢ makes a little reference to the text Attempts to communicate a basic personal response 11 12 13 makes some relevant comments †¢ shows a basic understanding of surface meaning of the text †¢ Band 5 †¢ makes a little supporting reference to the text Begins to develop a personal response 14 15 16 shows some understanding of meaning †¢ akes a little reference to the language of the text (beginning to assume a voice in an empathic task) †¢ Band 4 †¢ uses some supporting textual detail Makes a reasonably developed personal response 17 18 19 shows understanding of the text and some of its deeper implications †¢ makes some response to the way the writer uses language (using suitable features of expression in an empathic task) †¢ Band 3 †¢ shows some thoroughness in the use of supporting evidence from the text Makes a well-developed and detailed personal response 20 21 22 shows a clear understanding of the text and some of its deeper implications †¢ akes a developed response to the way the writer achieves her/his effects (sustaining an appropriate voice in an empathic task) †¢ Band 2 †¢ supports with careful and relevant reference to the text Sustains a perceptive and convincing personal response 23 24 25 shows a clear critical understanding of the text †¢ responds sensitively and in detail to the way the writer achieves her/his effects (sustaining a convincing voice in an empathic task) †¢ Band 1 †¢ integrates much well-selected reference to the text Answers in this band have all the qualities of Band 2 work, with further insight, sensitivity, individuality and flair.They show complete and sustained engagement with both text and task. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 25 Appendix A 10. Appendix A 10. 1 Resources: set text editions Unless otherwise stated, candidates may use any edition of t he set text, as long as it is not an abridged or simplified version. There are many editions of set texts available, with newer editions sometimes including notes (often displayed on facing pages), illustrations, activities and further resources which make these texts particularly useful and user-friendly.Any of these texts may be taken into the examination room for Paper 1 (Open Books), but the text must not contain any annotations made by the candidate. The edition of Shakespeare used for setting extract questions on examination papers is the Alexander Text of The Complete Works of William Shakespeare ed. Peter Alexander (Collins, 1951; new edition 2006, introduced by Peter Ackroyd). However, this complete standard one volume edition is not

Medical Tourism Marketing Strategy in Thailand Essay

Abstract Thailand has emerged as a leading medical tourism destination in recent years. The increase in the number of international patients shows that Thailand has great potential for medical tourism and the improvement of its marketing strategies will further increase the image of Thailand as a medical tourism destination. In order to face off the challenges of growing competition form India, Singapore, Malaysia and other destinations, Thailand needs among other things to improve its marketing as a favourite medical tourism destination in the region. Therefore, this exploratory research was set to evaluate the current marketing strategies of healthcare providers and intermediaries through interviews with stakeholders and observation, and to propose effective marketing strategies for preserving and enhancing Thailand’s position as a leading medical tourism destination. This qualitative research employed semi-structured interviews to examine the current marketing strategies of Thailand’s healthcare service providers. Interviews took place with healthcare service providers (public hospitals, private hospitals, and clinics), medical travel agents and related parties, at several popular tourism destinations of Thailand: Bangkok, Phuket, and Pattaya. Respondents were selected through purposive sampling. In addition, observation of stakeholders’ websites and online marketing of service providers of competitors (Singapore, India, and Malaysia) took place. The paper identifies the strengths of Thailand’s healthcare service providers and points at a number of problems that may reduce the growth opportunity of this industry. These include lack of practical government policies with regard to medical tourism and of other supporting regulations, lack of organization as a cooperation centre aimed at promoting the medical tourism industry as a whole, remaining low awareness of the opportunities presented by the industry among potential foreign patients, and shortage of doctors and qualified medical staff. Measures for improvement are suggested. Keywords: medical travel, medical tourism, Thailand, marketing strategies 1. Introduction Medical tourism is a new form of a niche tourism market which has been rapidly growing in the recent years. The term â€Å"Medical tourism† describes tourists who travel to oversea countries to obtain healthcare services and facilities such as medical, dental and surgical care whilst having the opportunity to combine it with visiting the tourist attractions of that country. The main groups of Medical tourists come from the industrialized countries of the world especially Europe, the UK, Middle East, Japan, U.S. and Canada where the cost of medical treatment is very expensive and there are often long waiting times for treatments [1]. Other than Thailand, countries that are currently promoting medical tourism are Bolivia, Brazil, Belgium, Cuba, Costa Rica, Hungary, India, Israel, Jordan, Lithuania, Malaysia, Poland, Singapore and South Korea. The main reasons for the growing popularity in medical tourism are: 1.) The long waiting lists in the developed countries, 2.) The low cos t of medical treatments in developing countries, 3.) The affordable international air fares and favorable exchange rates, 4.) The Internet; with the development of communications, new companies have emerged who acts as middlemen between international patients and hospital networks, giving patients easy access to information, prices and option, 5.) The state-of-art technology that has been adopted by the new healthcare services [2]. Thailand has emerged in recent years as one of the leaders in the industry. Data collected from 30 private hospitals by Department of Export Promotion of Ministry of Commerce shows the increasing number of international patients who came to obtain the medical treatments in private hospitals in Thailand. In 1997 only 120,000 patients came for medical treatment; since then, the number has drastically increased to 975,532 in 2003 and 1,356,000 in 2006 (see Figure 1). Source: Data collected from 30 private hospitals by Department of Export Promotion, Ministry of Commerce (cited in http://mrd-hss.moph.go.th/ac/download.asp) Thailand has a number of competitive advantages: it is already a well-known tourist destination; it is one of the first countries which entered the medical tourism market; it is known for its unique culture of service – the renown Thai hospitality; and also provides high quality services by qualified staff at a reasonable price. Under the guidance and regulation of the Ministry of Public Health, some Thai hospitals have been recognized and approved for the standards set by the Hospital Accreditation of both Thailand and International (Joint Commission International or JCI), and also other international standards such as ISO and Hazards and Critical Control Points Principle (HACCP). Thailand’s main Asian competitors in the industry of medical tourism are India, Singapore, Malaysia and Hong Kong [3]. India, with its lower cost of health services, has recently emerged as an important competitor to Thailand. It had approximately 150,000 patients in 2004 and the Indian government predicted that this industry could grow by 13% per year in the near future [4]. Despite this, India still lacks the quality of standards and infrastructure, and suffers from a negative image due to the low hygiene and sanitation perception of travelers. Singapore has high living standards, a strong government support for the medical tourism industry, excellent English speaking communication and high quality medical services. Their services are offered at somewhat higher prices than in Thailand but are still much cheaper than in developed countries. In 2006, 410,000 patients traveled to Singapore specifically for healthcare and the country hopes to attract 1 million medical travelers annually by 2012 (www.singaporemedicine.com). Malaysia also offers low prices for healthcare services, and as a predominantly Muslim country has a competitive advantage in attracting patients from the Middle East [5]. According to the Association of Private Hospitals Malaysia [6], the number of international patients seeking medical services in Malaysia has grown from 75,210 patients in 2001 to 296,687 patients in 2006 and generated 59 million USD in revenue. In order to face off the challenges of growing competition, Thailand needs among other things to improve its marketing of healthcare services. Therefore, this research was set with the objectives to study and observe the current marketing strategies of service providers in medical tourism in Thailand (public hospitals, private hospitals, clinics, and medical travel agents) and related parties such as the Ministry of Public Health, the Tourism Authority of Thailand (TAT) and to analyze and evaluate the marketing strategies of Thailand and its main competitors in the region (Singapore, India, and Malaysia) in order to come up with a proposal of effective marketing strategies to develop and promote medical tourism in the country. This is the first such study carried out in Thailand, and is expected to enhance knowledge as well as to contribute to the development effective planning in the future and to enhancing the co-operation between stakeholders. current marketing strategies of Thailand’s medical tourism service providers. Interviews took place with healthcare service providers (public hospitals, private hospitals, and clinics), medical travel agents and related parties, at several popular tourism destinations of Thailand: Bangkok, Phuket, and Pattaya. Respondents were selected through purposive sampling, based on information from secondary data and the researchers’ experience in the area, as well as observation of healthcare providers’ websites. Criteria for inclusion in the interview list included: membership in Thailand Private Hospital Association, high number of international patients who received medical treatments, active marketing on the Internet, and non-medical care serviced provided to the patients. The interview topics included questions related to current and future target markets and marketing strategies, channel distribution, positioning, main competitors, threats to medical tourism in Thailand, industry collaboration, involvement of new stakeholders, medical travel packaging, and other relevant topics. In addition, observation of stakeholders’ websites and online marketing of service providers of competitors (Singapore, India, and Malaysia) was used to accomplish the objectives of the study. 3. Results and Discussions The findings from the interviews with the healthcare service providers and observation of stakeholders’ websites about the current marketing strategies used by Thailand’s healthcare service providers are described based on the 7 Ps of marketing mix: Product, Price, Place, Promotion, People, Process, and Physical Evidence [7], [8]. Product: Thailand’s healthcare service providers offer a wide range of tertiary and elective medical treatments such as Cardiology, Orthopedic, Cosmetic and 2. Methodology This qualitative research employed semi-structured interviews to examine the Plastic surgery, Dental care, Eye treatment, and etc. to attract the international patients. Well-trained medical staff with international board certification (US, UK, Australia, Germany, Japan) are considered as a valuable asset of the companies and used as an important tool to promote healthcare services. The patients of Bumrungrad Hospital and Bangkok Hospital Medical Center (the major player of Thailand’s medical tourism business) can select their required doctors through their websites by name, gender, photo, medical qualification, their specialty, language spoken, and even the working day. Moreover, the cutting-edge technology and equipment available made by each service provider was also used as one of the major products in this industry. Quality of treatment in a less-developed and developing countries is the major concern raised by the medical travelers from industrialized countries. Most of respondents commented that Thailand is still considered as developing country among Westerners, especially those who have never been in the country before, so the availability of high quality medical care services is not easily recognized – unlike Singapore, with its positive image of high living standards country. However, the results of previous research [2] about satisfaction with health service in Thailand indicated that most of the patients who have been treated were very satisfied with facility of hospitals, medical staffs’ professionalism, and quality of medical treatments and willing to recommend to their friends/relatives which spread word of mouth information to more potential patients Another marketing strategy used by service providers is to create more value through services. Superior value-added services have been created to differentiate themselves from their increasing competitors, increasing its efficiency, creating convenience for the patients, and developing and strengthening the customer relationships. These non-medical care services are services such as, on-line service for medical arrangement, travel arrangement, interpreter services in many languages (Arabic, Burmese, Bengali, Bhutanese, English, French, Japanese, Korean, German, Spanish, Mandarin, Vietnamese, and etc), luxury service apartments for patients’ relatives adjacent to the hospital, hotel selection and reservation, sightseeing tour services, medical transportation both on land and air, one-to-one nursing care service, and etc. Major healthcare service providers in Thailand have started expanding their business to other countries by investing in and/or operating hospitals or medical center overseas. These hospitals function as a diagnostic center for screening cases and also for follow-ups in medical treatments. Bumrungrad Hospital invested in the newest private medical center in Manila, Philippines and is investing about US$ 10 million into a new hospital in Dubai, as well as having plans to manage other two new regional hospitals in Yangon, Myanmar and Dhaka, Bangladesh to expand its operations in other potential countries. Moreover, Bangkok Dusit Medical Services Group (a listed holding company operates 17 hospitals in Bangkok, Pattaya, Phuket, and Koh Samui which also includes Samitivaj Hospital, Bangkok Hospital Center, and BNH Hospital) already operates the Royal Angkor International Hospital in Siem Reap, Cambodia and also has future plans of setting up diagnostic centers in Abu Dhabi, and the United Arab Emirates which will be a joint venture hospital network to the UAE and the Middle-East. It also plans to open a boutique hospital in Phnom Penh, Cambodia which will offer health check-up programs, investigating diseases and primary treatments as well as making referrals of patients to Bangkok Hospital Medical Center in Bangkok for further secondary treatments if needed in the near future. Price: Thailand’s healthcare service providers have a competitive advantage among their competitor due to its high standard of medical treatments and services offered to the patients at a very competitive price. Singapore offer medical treatments at a higher price than Thailand because of its positioning as a high-end complex quality acute care [9]. India offers lower price than Thailand but still has the negative image of poor hygiene and sanitation. India complicated medical procedures are being done only at one tenth of the cost in industrialized countries but in terms of infrastructure facilities such as roads, sanitation, power backups, accommodations, and public utility s ervices much more is needed for the country to become a medical tourism destination [4]. Malaysia offers prices lower than Thailand, partly due to the favorable exchange rate but its focus is mainly on the Muslim patients from Indonesia, Brunei and the Middle East. Place: Internet is the main means for disseminating information related to medical and non-medical care services offered by each of healthcare service providers (both hospitals, and clinics). It is the most effective and inexpensive way to reach the product to its target customers directly, and at the same time helping patients acquire correct and valuable information allowing them to make an informed decision. Informative online marketing of each service provider creates awareness of the medical treatments available and reassures potential patients. Interactive communication, treatments description, description of services and facilities, quality assurance other concierge services were also presented on the websites to attract the patient who are on medical traveling program. At the moment Thailand does not have a central organization to publicize valuable information on the health care services to the medical travelers. Singapore established the outstanding websitewww.singaporemedicine.com as the center of the country’s healthcare services. It aims at promoting Singapore as a world class medical tourism destination, and has proved very successful in this respect. All the healthcare service providers mentioned that there is the increasing use of agents in the target countries to be representative for them. These agents provide information and recommend the patients regarding their treatments to the hospitals. They work as a center cooperating between patients and hospitals for screening cases, sending all the necessary me dical reports of the patients to the hospitals. And at the same time agents have the responsibility of advertising and doing marketing in those countries for healthcare service providers, spreading word of mouth advertising of service assurance and reliability. Some respondents expressed concerns about the services of the medical travel agents, with regard to low accuracy in the medical correspondence and overpromising to the patients which both lead to overall patient’s subsequent dissatisfaction and create negative image of the medical service provider. Promotion: Most healthcare service providers particularly hospitals participate in travel marts, travel fairs, trade fair, exhibitions, seminars, conferences, and advertise in travel magazines in countries with the supporting from the government. With the cooperation from the Ministry of Public Health, Tourism Authority of Thailand (TAT), Ministry of Foreign Affairs, and Department of Export Promotion (DEP) organized these activities for promoting healthcare services to in ternational markets. In addition, other informative materials such as brochures, booklets, video-cds, paper bags and t-shirt with logos were also used to create awareness of the available healthcare services as well. Moreover, some healthcare service providers build up cooperation with the local institutes, universities, medical schools in other countries to establish collaboration in education, exchange of knowledge and training as well as to promote their alternative healthcare services. Advertising about medical and nonmedical services in both local and international media are used by healthcare service providers. The advertisement has to be based on Thai laws and regulations about how to advertise healthcare services. Media such as magazines, newspaper (both in Thai and English), television etc. are used to target local people and expatriates who work in Thailand. For the international market, most of respondents stated that they let medical travel agents do the marketing in each target country whic h is based on their professional background and knowledge about those people’s behavior. Articles, video, news related to their high quality and standard of medical treatments and services, health issues, latest medical technology equipment, quality assurance/awards/accreditation available on their own websites and also to the international media. These help to create awareness of the available alternative medical treatments as well as to build up a positive image of the high quality and international standard of medical care in Thailand. People: Another strategy that healthcare service providers use to attract the international patients for their treatments in Thailand is to emphasize its well-trained medical specialists, over with degrees from well-known overseas institutes. It was acknowledged by all the health care service providers that having specialized and qualified doctors and staffs proved a competitive advantage for the hospitals. This has been observed for example on the websites of Bumrungrad hospital and Bangkok hospital, where the qualifications of doctors and hospitality of nurses and the medical staff were intensively promoted to attract and capture the potential patients. However, shortage of doctors and trained medical staff was the major concern currently commented by the respondents. Moreover, language communication skills – sometimes of doctors, but more often of nurses, receptionists, and other relevant staffs – and misunderstanding of the patients’ culture were still considered as problem and challenges for the medical tourism business for both hospitals and clinics. Process: Patients who seek medical treatments abroad are mostly concerned with the quality of treatments and have to make sure the hospital they select is licensed and preferably accredited by a recognized international organization that audits medical quality. Therefore, acquiring the international accreditation with Joint Commission International (JCI) which recognizes that the standard of the hospital meets or exceeds the standard of medical facilities in the US was used as one of the marketing strategy tools by healthcare service providers. Currently, in Thailand Bumrungrad Hospital, Samitivej Hospital, and Bangkok Hospital Medical Center attained this JCI accreditation, compared to 11 hospitals in Singapore (accounting for one-third of all JCIaccredited facilities in Asia), and 8 hospitals in India [9]. There are other hospital assurance schemes and awards which are also important to guarantee the quality of medical care services, such as Thailand Hospital Accreditation Program (HA) conducted by the Institute of Hospital Quality Improvement & Accreditation, and ISO. Moreover, the result from observation indicated that the websites of the major hospitals display not only JCI accreditation but also other awards and Thai government’s accreditation treatments such as ISO, HACCP, HA (Thailand Hospital Accreditation Program), and so on to reassure the standard and their high quality of medical treatments. Physical Evidence: Because the healthcare system has developed relatively recently in Thailand, it has been observed that the major healthcare service providers have developed significantly in both infrastructures and facilities. Most hospitals have a good ambience in their buildings with spacious, luxury rooms and excellent amenities same as that of a five star hotel for patients and relatives, and also come equipped with cutting-edge technology. This is a competitive advantage of Thailand in order to gain the confidence and build up the trust of international patients, making a decision to choose Thailand as their preferred choice. References [1] Connell, J. (2006). Medical tourism: Sea, Sun, Sand and †¦ Surgery. Tourism Management , 27 (6), 1093-1100. [2] Suthin, K., Assenov, I., and Tirasatayapitak, A. (2007). Medical Tourism: Can supply keep up with the demand. Proceedings, APac-CHRIE & Asia Pacific Tourism Association Joint Conference 2007, May 23-27 May, 2007, Beijing, China. [3] Bangkok Bank. (2005). Health Products and Health Services: Another Industry in which Thailand is Competitive. Retrieved August 25, 2007, from http://www.bangkokbank.com/download/Hea lth_Products_and_Health_Services.pdf. [4] Kaur, J., Sundar. G H., Vaidya D., and Bhargava S. (2007). Health Tourism in India Growth and Opportunities. Proceedings, International Marketing Conference on Marketing & Society, 415-422. Retrieved September 2, 2007, from http://dspace.iimk.ac.in/bitstream/2259/345/1 /415-422.pdf [5] Tirasatayapitak, A., Suthin, K., and Assenov, I. (2007). Medical Tourism in Thailand: Meeting Better the Needs of Japanese Tourists a nd Patients. Thailand: Prince of Songkla University. [6] Advertising and Publicity Division, Tourism Malaysia. (2007). Media Info Health Tourism in Malaysia, Retrieved April 4, 2008, from http://www.tourism.gov.my/tourismbiz/medi acentre/articles/travelideas/PR%20Health%2 0Tourism%206%20Nov%2007.pdf [7] Kotler, P., Armstrong, G. (2008). Principles of Marketing. New Jersey: Pearson Education, Inc. [8] Chartered Institute of Marketing. (2005). Marketing and the 7Ps A brief summary of 4. Conclusion The medical tourism industry in Thailand is still growing and expanding in spite of the high competition. Both online and offline promotion tools were used to create awareness of the availability of high quality medical care and non-medical care services, reassure patients about the standards and quality of medical treatments, and offer alternative healthcare services for selection by potential target customers. This research had recommended marketing strategies for further promoting medical tourism in Thailand. These include building and promoting the image of Thailand as â€Å"High quality medical tourism destination†, creating and promoting new combination of medical tourism products, promoting as health and wellness destination, exporting healthcare business to other countries, keeping up the high standard of quality treatments at a reasonable price, providing informative online and offline materials and make them available to the potential customers, emphasize on patients ’ testimonials (word of mouth), attaining the accreditation/standard to reassure the quality of treatments as well as emphasizing on the needs and demands of the existing target markets and also the potential target markets. This research also identified some issues related to the development and expanding of medical tourism in Thailand which may slow down the growth of this business. The researcher hopes that these issues will be given immediate attention and addressed responsibly and appropriately by the government, healthcare services providers and the other related stakeholders in the nearest future. marketing and how it works. Retrieved March 1, 2008 from www.cim.co.uk/MediaStore/FactFiles/Factifi le7ps.pdf [9] Boston Consulting Group. (2008). Overview of Medical Tourism – Give back deck. BCG.

Little Red Riding transl. span essays

Little Red Riding transl. span essays A little girl lived with her mother in a small house near a great forest. The girl had neither father nor grandparents. She had a grandmother who was a widow also. Her grandmother lived in a small house on the other side of the forest. As the girl had the custom to use a red pointed hood, everybody called Little Red Riding Hood. - Daughter, your grandmother is ill. You want to take a candy basket to her? - Yes, of course, Mommy- responded Little Red Riding Hood, like she was a very amiable and likeable girl. - Good, here is the basket full of candy said the mother.- As you know, in order to arrive at the house of your grandma, you must cross the forest. In the forest there are wolves. Do not delay, and if a wolf approaches you, call to one of the numerous woodcutters who work in the forest. - I will travel with care, Mommy. I will arrive safely at grandmas house responded Little Red Riding Hood. Then the girl put the candy basket in an arm and soon she had entered the forest. Neglecting the wise advice of her mother of not delaying in the forest, Little Riding Hood was taking flowers and putting them in the basket. Suddenly a great wolf appeared, ferocious, and hungry. The favorite food of this wolf was the meat of little girls, but as it was scared of the woodcutters who worked near there, it resolved to obtain its favorite food with ma - Good morning, Little Riding Hood. Where are you going with that basket full of candies and flowers? Although the girl, since we have seen, was amiable and likeable, she had the great defect of being something disobedient and stupid. She had already disobeyed her mother when delaying in the forest to take flowers. And now she demonstrated her stupidity in answering the wolf instead of calling to the woodcutters. She said: ...

Definition of the Situation in Sociology

Definition of the Situation in Sociology The definition of the situation is what people use to know what is expected of them and what is expected of others in any given situation. Through the definition of the situation, people obtain a sense of the statuses and roles of those involved in the situation so that they know how to behave.  It is the agreed upon, subjective understanding of what will happen in a given situation or setting, and who will play which roles in the action. The concept refers to how our understanding of the social context of where we may be, like a  movie theater, bank, library, or supermarket informs our expectations of what we will do, who we will interact with, and for what purpose. As such, the definition of the situation is a core aspect of social order of a smoothly operating society. The definition of the situation is something that we learn through socialization, composed of prior experiences, knowledge of norms, customs, beliefs, and social expectations, and is also informed by individual and collective needs and wants. It is  a foundational concept within symbolic interaction theory and an important one within sociology, generally. The Theorists Behind the Definition of the Situation Sociologists William I. Thomas and Florian Znaniecki are credited with laying the theory and research groundwork for the concept that is known as the definition of the situation. They wrote about meaning and social interaction in their groundbreaking empirical study of Polish immigrants in Chicago, published in five volumes between 1918 and 1920. In the book, titled The Polish Peasant in Europe and America, they wrote that a  person has to take social meanings into account and interpret his experience not exclusively in terms of his own needs and wishes but also in terms of the traditions, customs, beliefs, and aspirations of his social milieu. By social meanings, they refer to the shared beliefs, cultural practices, and norms that become common sense to native members of a society. However, the first time the phrase appeared in print was in a 1921 book published by sociologists Robert E. Park and Ernest Burgess, Introduction to the Science of Sociology. In this book, Park and Burgess cited a Carnegie study published in 1919 which apparently used the phrase. They wrote, common participation in common activities implies a common definition of the situation. In fact, every single act, and eventually all moral life, is dependent upon the definition of the situation. A definition of the situation precedes and limits any possible action, and a redefinition of the situation changes the character of the action. In this final sentence Park and Burgess refer to a defining principle of symbolic interaction theory: action follows meaning. They argue, without a definition of the situation that is known among all participants, those involved wouldnt know what to do with themselves. And, once that definition is known, it sanctions certain actions while prohibiting others. Examples of the Situation An easy example to grasp how situations are defined and why this process is important is that of a written contract. A legally binding document, a contract, for employment or sale of goods, for example, lays out the roles played by those involved and specifies their responsibilities, and sets out actions and interactions that will take place given the situation as defined by the contract. But, its the less easily codified definition of a situation that interests sociologists, who use it to refer to a necessary aspect of all the interactions we have in our daily lives, also known as micro-sociology. Take, for example, riding a bus. Before we even get on a bus, we are engaged with a definition of a situation in which buses exist to serve our transportation needs in society. Based on that shared understanding, we have expectations of being able to find buses at certain times, at certain places, and to be able to access them for a certain price. As we enter the bus, we, and presumably the other passengers and the driver, work with a shared definition of the situation that dictates the actions we take as we enter the bus paying or swiping a pass, conversing with the driver, taking a seat or grabbing a hand-hold. If someone acts in a way that defies the definition of the situation, confusion, discomfort, and even chaos can ensue. Sources Burgess, E.W. Introduction to the Science of Sociology. Robert Ezra Park, Kindle Edition, Amazon Digital Services LLC, March 30, 2011. Thomas, William. The Polish Peasant in Europe and America: A CLASSIC WORK IN IMMIGRATION HISTORY. Florian Znaniecki, Paperback, Student edition, University of Illinois Press, January 1, 1996. Edited by Nicki Lisa Cole, Ph.D.